Home → How We Teach→ Backbone Approaches
In addition to themes taught on a week to week basis – there are a handful of teaching approaches too integral to our philosophy not to be taught on a regular basis. These are Peace through Play’s Backbone Approaches. Rather than be given temporary spotlight, these approaches should be infused into all programming, debriefing, and student interaction.
Backbone Approach #1: Dweck Checking
Carol Dweck is the psychologist behind the growth mindset theory of thought – a philosophy with which Peace through Play strongly identifies. Dweck Checking refers to ensuring lesson plans and interactions with students are Growth Mindset friendly. Below are some ways to explain growth mindset to your students, and add Growth Mindset friendly language to your vocabulary. This BA works well with BA #2 – the Power of Empowerment, as it holds that we are all capable of extraordinary things. In addition to the “Dweck Check” section on each of the semester’s theme sheets, here are some additional pointers on integrating Growth Mindset into conversations/interactions with students.
The Mind is a Muscle
Backbone Approach #2: The Power of Empowerment
Constant empowerment. Have students know this word. Students should always be empowered by our activities. They should learn to appreciate the potential they possess. (Some groups of students may need empowerment more than others. For those who do, constantly teaching this theme can do wonders for their self-esteem.) Below, notes from the Fall theme sheet are included (I may campaign to replace Empowerment as a single week theme).
What is Empowerment? Think Emphatic, Unconditional Support – do not enable a student’s habits, but always enable (and vehemently encourage) the student’s potential. In general, you should already have been empowering students with knowledge and through the immediate shutdown of self-insults. (If you haven’t – no problem! Just start.)
Empowerment Growth Mindset Connection – Older Groups
Similar to self-respect, empowerment provides an incredible avenue of growth for us all. Unlike self-respect, empowerment is easier to access, and is much more externalized in practice. With the older group, empowerment can be approached from the perspective of understanding and appreciating our shortcomings. Obstacles and failures make us stronger – but only if we use them as an opportunity to grow, and not let them shut down our dreams. Our entire person is engineered to grow – our minds are constantly learning. Let us celebrat this mutual possession of strength, rather than dismay at our imperfections.
Empowerment Growth Mindset Connection – Younger Groups
Growing and empowering can be discussed in simple terms when working with younger groups. It is important for them to understand they have the ability to keep going, even when it feels like they can’t possibly succeed. Leo the Late Bloomer is extremely graspable for this age group, and I recommend its use in explaining the purpose of patience, endurance, and encouragement in growing.
Empowerment Power Words:
Obstacle Empathy Respect Patience
Confidence Potential Endurance Empower
Backbone Approach #3: Integrating Diversity
This Backbone Theme is presently being updated. It will be included here as soon as possible.
Carol Dweck is the psychologist behind the growth mindset theory of thought – a philosophy with which Peace through Play strongly identifies. Dweck Checking refers to ensuring lesson plans and interactions with students are Growth Mindset friendly. Below are some ways to explain growth mindset to your students, and add Growth Mindset friendly language to your vocabulary. This BA works well with BA #2 – the Power of Empowerment, as it holds that we are all capable of extraordinary things. In addition to the “Dweck Check” section on each of the semester’s theme sheets, here are some additional pointers on integrating Growth Mindset into conversations/interactions with students.
The Mind is a Muscle
- Look up some extra science on this, if you would like. Google “Neuroplasticity” and the “malleable mind,” alongside the term “growth mindset.”
- I would suggest a scientific approach for older, more skeptical groups of students – use your judgement.
- But the skinny of the idea this – the mind is not imbued automatically with a set amount of talent. Skills and abilities are learned and practiced. Like lifting weights, learning can be painful. But like lifting weights, do it enough – and you will get stronger. Ensure students understand that they are all capable of immensely impressive feats. Never should they call themselves stupid.
- Our experiences shape us. Our potential is not innately capped. Students who believe this are more willing to engage in novel experiences.
- “If you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.” –Albert Einstein. Please look at inspiring figures like Patricia Polacco – who couldn’t read until she was fifteen, and yet grew into one of the most prolific writer/illustrators of our time. Stories like this are all over the place – in Polacco’s case, she illustrates her struggle beautifully in Thank you Mr. Faulkner.
- So, when you believe that you cannot do something – it matters. It is a powerful and dangerous belief.
- Similarly, when you tell someone else that they cannot do something – it matters. Ensure students understand that they possess the power to hurt and help in equal measure.
- Consider the “Superpowers” metaphor – What do you call a person who uses supernatural abilities to help others? A Superhero. And what to you call a person who uses supernatural abilities to hurt others? A Supervillain. Explaining a child’s power like this may be more graspable for our younger students – but it is relevant to all ages, really.
- Let’s say you’re playing a video game, and there’s this super awesome secret power-up that would really help you battle the imminent Boss battle. Like an awesome sword, or a jewel that embeds itself in your forehead. Do you think this power-up will be easy to get? No! Hah – of course not!
- The same thing is true with power-ups in life. There are many kinds of extraordinary people in the world – with extraordinary capacities for kindness, patience, creativity, determination, empathy, and so forth. They did not become extraordinary in these areas without surviving challenges – without succeeding in a super-hard-to-complete level.
- Exercise is actually painful at its start. If it is difficult to consider an idea, to learn a new word, to be patient with an enemy – it is because you are facing the testing point. Don’t take it as a sign to turn back – it is time to forge forward!
- On that line of thinking, remember – “It’s always darkest before the dawn.”
Backbone Approach #2: The Power of Empowerment
Constant empowerment. Have students know this word. Students should always be empowered by our activities. They should learn to appreciate the potential they possess. (Some groups of students may need empowerment more than others. For those who do, constantly teaching this theme can do wonders for their self-esteem.) Below, notes from the Fall theme sheet are included (I may campaign to replace Empowerment as a single week theme).
What is Empowerment? Think Emphatic, Unconditional Support – do not enable a student’s habits, but always enable (and vehemently encourage) the student’s potential. In general, you should already have been empowering students with knowledge and through the immediate shutdown of self-insults. (If you haven’t – no problem! Just start.)
- Explain why knowledge is powerful, and what knowledge can enable a person to do.
- Young kids are curious. Encourage their curiosity. Unlike the older group, you do not necessarily need to explain why knowledge is powerful – giving them knowledge does wonders for them and their relationship with learning in it of itself.
- Explain why it is so important not to insult yourself, or let others insult themselves – consider asking “If another student called you that, I would tell them that they’re wrong, and are being mean and disrespectful to you – my friend. Why should it be any different when I hear you talk about yourself that way?”
- Stress the importance of offering support to others. Consider taking the angle of teaching that empowering others empowers oneself.
- With great power comes great responsibility. If you are an individual of great confidence, an individual people look to, you are capable of both helping and harming our world.
- Bring historical/modern day figures into your lessons – individuals who were empowered, or empowered others. (Oftentimes, both.)
Empowerment Growth Mindset Connection – Older Groups
Similar to self-respect, empowerment provides an incredible avenue of growth for us all. Unlike self-respect, empowerment is easier to access, and is much more externalized in practice. With the older group, empowerment can be approached from the perspective of understanding and appreciating our shortcomings. Obstacles and failures make us stronger – but only if we use them as an opportunity to grow, and not let them shut down our dreams. Our entire person is engineered to grow – our minds are constantly learning. Let us celebrat this mutual possession of strength, rather than dismay at our imperfections.
Empowerment Growth Mindset Connection – Younger Groups
Growing and empowering can be discussed in simple terms when working with younger groups. It is important for them to understand they have the ability to keep going, even when it feels like they can’t possibly succeed. Leo the Late Bloomer is extremely graspable for this age group, and I recommend its use in explaining the purpose of patience, endurance, and encouragement in growing.
Empowerment Power Words:
Obstacle Empathy Respect Patience
Confidence Potential Endurance Empower
Backbone Approach #3: Integrating Diversity
This Backbone Theme is presently being updated. It will be included here as soon as possible.