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TABLE OF CONTENTS

PART ONE: IMPLEMENTING THE RELATIONAL MINDSET
Chapter 1: Personalize the Learning
Chapter 2: Connect Everyone for Success
Chapter 3: Show Empathy

PART TWO: IMPLEMENTING THE ACHIEVEMENT MINDSET
Chapter 4: Set Gutsy Goals
Chapter 5: Give Fabulous Feedback
Chapter 6: Persist With Grit

PART THREE: IMPLEMENTING THE POSITIVITY MINDSET
Chapter 7: Boost Optimism and Hope
Chapter 8: Build Positive Attitudes
Chapter 9: Change the Emotional Set Point

PART FOUR: IMPLEMENTING THE RICH CLASSROOM CLIMATE MINDSET
Chapter 10: Engage Voice and Vision
Chapter 11: Set Safe Classroom Norms
Chapter 12: Foster Academic Optimism

PART FIVE: IMPLEMENTING THE ENRICHMENT MINDSET
Chapter 13: Manage the Cognitive Load
Chapter 14: Strengthen Thinking Skills
Chapter 15: Enhance Study Skills and Vocabulary

PART SIX: IMPLEMENTING THE ENGAGEMENT MINDSET
Chapter 16: Engage for Maintenance and Stress
Chapter 17: Engage for Deeper Buy-In
Chapter 18: Engage to Build Community

PART SEVEN: IMPLEMENTING THE GRADUATION MINDSET
Chapter 19: Support Alternative Solutions
Chapter 20: Prepare for College and Careers

PRINTABLE REPRODUCIBLES

Part 1

• Figure P1.1: Assess Your Understanding of How Poverty Affects Students

Chapter 1

• Figure 1.1: Assess How Well You Personalize Learning in Your Classroom
• Figure 1.2: Student Profile Card
• Figure 1.3: Name-Learning Tracking Sheet
• Figure 1.4: Ideas for a Me Bag
• Figure 1.5: Map an Everyday Problem
• Figure 1.6: Goal and Progress Poster
• Quick Consolidation: Personalize the Learning

Chapter 2

• Figure 2.1: Assess the Connections in Your Life and Teaching
• Figure 2.2: Track Time Between Individual and Collaborative Activities
• Figure 2.3: Sheet for Forming Cooperative Teams
• Figure 2.4: Study Buddy Contact Card
• Figure 2.5: Relationship-Building Tool
• Figure 2.6: Mentoring Reflection Sheet
• Figure 2.7: Activity Planning for Temporary Partners
• Quick Consolidation: Connect Everyone for Success

Chapter 3

• Figure 3.1: Consider How You Value Empathy
• Figure 3.2: Respond to Student Problems
• Figure 3.3: One and Done Tracking Sheet
• Figure 3.4: Two for Ten Tracking Sheet
• Figure 3.5: Three in Thirty Tracking Sheet
• Figure 3.6: Conversation Starters
• Figure 3.7: Feelings Poster
• Figure 3.8: Invest in Your Students
• Figure 3.9: Track Your Interactions With Students
• Quick Consolidation: Show Empathy
• Reflect on the Relational Mindset

Part 2

• Figure P2.1: Assess Your Understanding of How Poverty Affects Student Achievement

Chapter 4

• Figure 4.1: List and Support Three Ideas for Classroom Goals
• Figure 4.2: Make Your Goals SMART
• Figure 4.3: Your Gutsy Goals
• Figure 4.4: Gutsy Goals for Students
• Figure 4.5: Making Your Gutsy Goals Relevant
• Figure 4.6: Learning From and Overcoming Failure
• Figure 4.7: Micro Goal Checklist
• Figure 4.8: Gutsy Goal With Micro Goal Checklist
• Quick Consolidation: Set Gutsy Goals

Chapter 5

• Figure 5.1: Consider How You Approach Assessment and Feedback
• Figure 5.3: Assess Your Formative Assessments
• Figure 5.4: Plan a Quiz With Feedback Options
• Figure 5.5: A Student Mind Map
• Figure 5.6: Use SEA Feedback
• Figure 5.7: Introduce Students to 3M Feedback
• Figure 5.8: Track Progress
• Figure 5.9: Poster of Student-Learning Tools
• Figure 5.10: 3M Feedback Tracker
• Figure 5.11: 3M Planning Sheet
• Figure 5.12: Notecard for MIC Feedback
• Figure 5.13: Track MIC Feedback Responses
• Figure 5.14: Student Feedback Tracking Sheet
• Figure 5.15: Notecard for Student Feedback
• Quick Consolidation: Give Fabulous Feedback

Chapter 6

• Figure 6.1: Assess Your Approach to Building Grit in Students
• Figure 6.2: Build Grit in Your Classroom
• Figure 6.3: Checklist and Worksheet for Rebuilding Grit
• Quick Consolidation: Persist With Grit
• Reflect on the Achievement Mindset

Part 3

• Figure P3.1: Assess Your Understanding of How Poverty Affects Students

Chapter 7

• Figure 7.1: How You Approach Hope and Optimism
• Figure 7.2: Worksheet to Practice Optimism
• Figure 7.3: Worksheet for Word Nutrients
• Figure 7.4: Worksheet to Overcome Setbacks
• Figure 7.5: Planning Sheet for Building Hope
• Figure 7.6: Managing My Destiny
• Figure 7.7: Display Our Progress
• Figure 7.8: Sample Class Poster
• Figure 7.9: Practice Attribution With Affirmations
• Figure 7.10: Classroom Dictionary Page
• Quick Consolidation: Boost Optimism and Hope

Chapter 8

• Figure 8.1: How You Approach Building Positive Attitudes
• Figure 8.2: Build Gratitude
• Figure 8.3: Gratitude Weekly Activity Planner
• Figure 8.4: Stack Up the Kindness
• Figure 8.5: Service Work Brainstorming Sheet
• Figure 8.6: The Magic Three
• Figure 8.7: Track Acts of Kindness and Service Work
• Figure 8.8: Reflect on Role Models
• Figure 8.9: Reframe Negative Thoughts
• Figure 8.10: Reflect on a Conflict
• Quick Consolidation: Build Positive Attitudes
• What to Do When It’s Not Working Sign

Chapter 9

• Figure 9.1: How You Approach Emotional Set Points
• Figure 9.2: Three Types of Happiness
• Figure 9.3: Brainstorm Meaningful Projects
• Figure 9.4: Ideas for Changing Students’ Emotional Set Point
• Quick Consolidation: Change the Emotional Set Point
• Reflect on the Positivity Mindset

Part 4

• Figure P4.1: Assess Your Understanding of Classroom Climate and Culture

Chapter 10

• Figure 10.1: Consider How You Establish Relevance, Voice, and Vision
• Figure 10.2: Build Relevance
• Figure 10.3: Foster Voice
• Figure 10.4: Develop Vision
• Quick Consolidation: Engage Voice and Vision

Chapter 11

• Figure 11.1: Consider Your Classroom Norms
• Figure 11.2: Establish Physical Safety Procedures
• Figure 11.3: Make Your Classroom Emotionally Safe
• Figure 11.4: Make Your Rules Cool
• Figure 11.5: Plan for Intervention
• Figure 11.6: My Responsibility Plan
• Figure 11.7: Add Student Choice to an Assignment
• Quick Consolidation: Set Safe Classroom Norms

Chapter 12

• Figure 12.1: Consider How You Foster an Atmosphere of Success
• Figure 12.2: Define Your Future
• Figure 12.3: Identifying Inspiring Work of Former Students
• Figure 12.4: Changing the Game
• Figure 12.5: Application for Class Jobs
• Quick Consolidation: Foster Academic Optimism
• Reflect on the Rich Classroom Climate Mindset

Part 5

• Figure P5.1: Assess Your Understanding of How You Perceive Students’ Abilities and Potential

Chapter 13

• Figure 13.1: Assess Your Approach to a High Cognitive Load
• Figure 13.2: Tool for Chunking Lesson Plans
• Figure 13.3: Find the Pauses in Your Lesson Plans
• Figure 13.4: Tool for Stretching Out Lesson Content
• Figure 13.5: Ways to Strengthen Retrieval
• Figure 13.6: Sample Visual Organizer
• Figure 13.7: Gesture Key Content
• Quick Consolidation: Manage the Cognitive Load

Chapter 14

• Figure 14.1: Assess Your Knowledge of Thinking Skills
• Figure 14.2: Assess Your Knowledge of Thinking Skills
• Figure 14.3: Framework to Hone Reasoning Skills
• Figure 14.4: Form an Effective Argument
• Figure 14.5: Basic Problem-Solving Thinking Model
• Figure 14.6: Answer Powerful Questions
• Figure 14.7: Ask Higher-Order Questions
• Figure 14.8: Think Deeper About an Idea or Concept
• Figure 14.9: A Simple Model for Top-Flight Thinking
• Framework to Hone Reasoning Skills
• Quick Consolidation: Strengthen Thinking Skills

Chapter 15

• Figure 15.1: Assess Your Approach to Developing Students’ Study Skills and Vocabulary
• Figure 15.2: Brainstorm Ways to Use High-Impact Study Skills
• Figure 15.5: Vocabulary-Building Planning Sheet
• Figure 15.6: Vocabulary Role Modeling
• Figure 15.7: Use Better, Bigger Words
• Figure 15.8: Process to Introduce New Vocabulary
• Figure 15.9: Celebrating Proper Vocabulary Use
• Quick Consolidation: Enhance Study Skills and Vocabulary
• Reflect on the Enrichment Mindset

Part 6

• Figure P6.1: Assess Your Strategies for Engaging Students

Chapter 16

• Figure 16.1: Assess Your Approach to Maintenance and Engagement
• Figure 16.2: Weekly Usage of Engagement Strategies
• Figure 16.3: Log Your Stress-Maintenance Activities
• Quick Consolidation: Engage for Maintenance and Stress

Chapter 17

• Figure 17.1: Assess Your Approach to Setup and Buy-In
• Figure 17.2: Move From Compliance Learning to Choice Learning
• Figure 17.3: Establish Setup (Arousal)
• Figure 17.4: Establish Buy-In (the “Why?”)
• Figure 17.5: Drivers of Relevance
• Figure 17.6: Add Hooks to Your Instruction
• Figure 17.7: Determine Questions for Buy-In
• Quick Consolidation: Engage for Setup and Buy-In

Chapter 18

• Figure 18.1: Assess Your Approach to Engagement Through Community
• Figure 18.2: Design Highly Effective Rituals
• Figure 18.3: Use Reciprocal Teaching
• Figure 18.4: Brainstorm Full-Class Goals
• Quick Consolidation: Engage to Build Community
• Reflect on the Engagement Mindset

Part 7

• Figure P7.1: Assess Your Strategies for Helping Students Graduate
• Figure P7.2: Learn to Manage the Noise

Chapter 19

• Figure 19.1: Assess Your Approach to Alternative Solutions
• Figure 19.3: Integrate the Arts into Your Lessons
• Figure 19.4: Form Class Exercise Teams
• Figure 19.5: Planning Sheet for Physical Activity
• Quick Consolidation: Support Alternative Solutions

Chapter 20

• Figure 20.1: Assess Your Approach to College and Career Prep
• Figure 20.2: Connect Content With Career
• Figure 20.3: Form to Boost System Knowledge
• Figure 20.4: Identify Career Offerings Your School Supports
• Quick Consolidation: Prepare For College and Careers
• Reflect on the Graduation Mindset

Epilogue

• Figure E.1: Your Changing Mindset
• Figure E.2: You Are Your Mindset
• Figure E.3: My Plan for Moving From Concept to Reality

SUGGESTED RESOURCES

BOOKS

• Conzemius, A. E., & O’Neill, J. (2014). The Handbook for SMART School Teams: Revitalizing Best Practices for Collaboration. Bloomington, IN: Solution Tree Press.
• Jensen, E. (2019). Poor Students, Rich Teaching: Seven High-Impact Mindsets for Students From Poverty (Rev. ed.). Bloomington, IN: Solution Tree Press.
• Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.
• Marzano, R. J., & Simms, J. A. (2014). Questioning Sequences in the Classroom. Bloomington, IN: Marzano Research.
• Mason, C., Rivers Murphy, M. M., & Jackson, Y. (2019). Mindfulness Practices: Cultivating Heart Centered Communities Where Students Focus and Flourish. Bloomington, IN: Solution Tree Press.
• Novak, S., & Slattery, C. (2017). Deep Discourse: A Framework for Cultivating Student-Led Discussions. Bloomington, IN: Solution Tree Press.
• Watanabe-Crockett, L. (2019). Future-Focused Learning: Ten Essential Shifts of Everyday Practice. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

WEBSITES

Chapter 5

• iMindMap

Chapter 6

• Angela Duckworth, “Grit Scale”

Chapter 7

• A Mighty Girl

Chapter 8

• Do Something, “Explore Campaigns”
• Katie’s Krops
• Operation Gratitude
• Operation Troop Support

Chapter 13

• Math and Movement

Chapter 14

• Rationale

Chapter 19

• Action Based Learning

Chapter 20

• Advanced Via Individual Determination
• BigFuture College Board
• National Association for College Admission Counseling
• University of the People
• U.S. News, “Preuss School UCSD”