In this blog post, we learn how Jackson Academy works to prepare students to be good digital citizens.

As adults, when we see children misbehave or act out, we often view these situations as opportunities to teach them about different ways to handle conflict or manage crises. In doing so, they learn that although some circumstances may be beyond their control, their reactions and subsequent behavior are not. The overuse of technology by school-aged students is a concern many parents share. Specifically, many parents and teachers share the worry that students spend too much time on their devices, often with headphones on their ears, effectively blocking out the world around them. The natural reaction is to limit technology use and specifically students’ exposure to social media. However, it may be beneficial to adopt an alternative perspective about youth and their attraction to social media. 

As you may know, our mission at Jackson Academy is to inspire and equip students to live a life of purpose and significance. In a world overloaded with content from the internet, it is easy to dismiss social media as a nuisance. There is without a doubt, a considerable amount of content on the internet that is not worth our time. However, it is possible that selective and responsible participation in some forms of social media can assist in developing positive character traits in youth today.

Instill Appreciation 

The content available on social media platforms can originate from creators around the world. This factor introduces students to a multitude of diverse perspectives and cultures. Having a global perspective can encourage empathy for others and lead to a better understanding of others’ experiences. For example, an Instagram video about how classrooms differ around the world can instill an appreciation for the school they attend and the life they enjoy at home. For those with younger students, selecting shows or apps that are set in different countries or environments different than yours can provide similar benefits.

Model Respect

We would never condone posts that ridicule or bully others, but should our students encounter such content, we can incorporate discussions with students about what responsible and ethical online behavior looks like. Helping them differentiate between what is right and wrong sets a great foundation towards becoming good internet citizens who are respectful of others both online and in real life. They may be impressionable youth today but they will become savvy adult consumers tomorrow.

Discuss Values

There is no question that the internet can be a scary place. For this reason, families must make decisions about acceptable internet use from determining age appropriate apps and sites to deciding on approved screen times. It is important to decide what your values are and the ground rules that must be followed. Thus, when your child comes across something that does not align with your values or is unkind, it presents an opportunity to have an open discussion. Included below are links to resources from three of the more popular social media platforms that may assist families in developing their social media expectations. JA is committed to partnering with parents in raising happy students who are productive members of their communities

• Snapchat –  Read Article Online
• Instagram – Read Article Online
• TikTok – Read Article Online 

Low has been with Jackson Academy since 2022. She works in the Tech Center to ensure that faculty and staff have the tools to integrate technology successfully in the classroom. Before coming to JA, Low, a former Genius for Apple, Inc., oversaw Tech Support and helped manage the 1:1 initiative for Rankin County School District. A 1:1 school offers an Apple device for each student.

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In this blog post, we learn how Jackson Academy works to prepare students to be good digital citizens.

As access to and reliance on the internet grows, it is, now more than ever, important to teach students about the right ways to use this powerful tool.

Jackson Academy teaches a Digital Citizenship class for fifth grade students when they begin taking home school-issued iPads and again in ninth grade as a touch point for continued internet safety. All students are encouraged to become responsible web-citizens as they discuss topics such as online safety, privacy, and ethical research methods.

Fifth grade is the first year that students take JA devices home, but it is also a pivotal year in their lives as they are growing and becoming more social. Some students have phones and social media accounts while other students don’t. However, it is important to educate all students on how to be a good digital citizen. We spend time talking about online safety, privacy and security, cyberbullying, and ethical research.

While the topics do not change in the ninth grade Digital Citizenship course, the discussion goes deeper because these students are able to handle more mature themes. Unfortunately, students face social media dilemmas daily and must learn to make the right choices because those choices reflect back on them. Students are encouraged to leave a positive digital footprint from the pictures and videos they post, the comments they leave, and to the songs they choose. Everything on the internet is out there forever. This point is discussed at length in class.

When asked what parents should know about internet safety, Bronwyn Burford, Middle and Upper School Library Media Specialist, states, “I think the best advice I could give parents is to have open and honest conversations with your children about their use of technology and the impact of what they are doing now has on their future.” Burford believes that parents should be aware of the social media their child uses and be invested in their online lives. “Parents should remind them that the choices they make regarding their use of technology will reflect on them in a positive or a negative way and the choice is up to them!” she said. In addition, parents are reminded to be prepared that students might mess up occasionally but that they love them, no matter what!

Low has been with Jackson Academy since 2022. She works in the Tech Center to ensure that faculty and staff have the tools to integrate technology successfully in the classroom. Before coming to JA, Low, a former Genius for Apple, Inc., oversaw Tech Support and helped manage the 1:1 initiative for Rankin County School District. A 1:1 school offers an Apple device for each student.

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In this blog post, we learn how Jackson Academy works to develop future leaders and prepare students for careers through student Tech Teams. Teen Tech Week is March 5-11.

Jackson Academy recently received renewal as an Apple Distinguished School (ADS) through 2025. As one of four ADS in Mississippi, we have been at the forefront of technology integration in the classroom for more than 10 years. Students learn the practical and responsible use of technology from kindergarten through twelfth grade. Teachers continually develop new ways to keep education fresh and up to date.

As a 1:1 school, we would not be able to accomplish all that we do without the assistance of a special group of students. In a school of more than 1,600 Apple devices and a myriad of projectors, printers, and equipment, one would think that we have a staff of 10 or more. This is not the case for us because of our student Tech Teams. These seventh to twelfth-grade students elect to add a “Tech Team” period to their school schedule to work in our Tech Center. They provide tech support to students, teachers, and staff. They may even go “in the field” to provide on-site support as needed by a teacher in the classroom. 

“The student Tech Team is an integral part of our 1:1 program,” says Chief Technology and Strategy Officer Eddie Wettach. “They serve a critical role in maintaining the level of support that our staff and students expect from our program. Students involved in the Tech Team learn critical skills that will serve them for the rest of their life.”

Having a Tech Team is not new for schools with 1:1 initiatives. Many public and independent schools employ similar models where students provide basic technical support. There are sound reasons for this trend. Not only do students learn the essential skills of troubleshooting technical issues and resolving problems, but they also learn how to navigate conflict and work on teams. Most importantly, they become better communicators and comfortable with public speaking. 

Our goal is that they leave our campus as confident, curious, and capable individuals ready to succeed in college or whatever path they choose after graduation. A two-year veteran of the Tech Team, current freshman Bennett Allen credits the Tech Center with personal and professional growth. “Working in the Tech Center has helped me a lot with social anxiety and taught me how to diagnose different problems about all sorts of technology issues,” Bennett says.

As our school grows, so will our reliance on technology in the classroom. The Jackson Academy Tech Center plans to enhance this successful initiative by recruiting more students and including the Tech Team in student learning opportunities and staff professional development. 

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Pablo Picasso famously said: “Every child is an artist. The problem is how to remain an artist once we grow up.” I agree with Picasso. In their formative years, young children love to create art. Just provide the materials, and each child will create multiple works of art without hesitation. It is documented that we go through the same basic stages of developmental art as children. We all began as preschool scribbler artists. In just a few years, our art creations advanced to the characteristic green line of grass and the upper line of blue sky with the yellow sky in the corner. Around the age of 12, many children stop creating. At this stage, many youngsters can observe how the world appears, but they cannot make similar “correct” images. Art instruction becomes a vital part of education at this point. Beyond the ability to draw, but closely connected, is the ability to process and arrive at creative conclusions.

Art education plays an essential role in the personal and professional development of citizens. There is much more to education in the twenty-first century than memorizing facts and figures. While these skills are certainly part of the process, developing creative thinking skills and problem-solving is also vital. In the Jackson Academy Art Department, we incorporate creativity in various ways daily. For each art project, students are given basic instructions with the opportunity and encouragement to create and think “outside of the box.” Historical and cultural elements are also tied into hands-on art projects. At JA, we’re creating bright minds and good hearts. Our art instruction is one of the ways students hone their abilities to creatively use their hearts and minds in ways that benefit their communities.

Ingram has instructed art students from first graders to seniors as well as Advanced Placement art classes at JA for 44 years.  She is currently teaching Art Appreciation as a dual enrollment class in association with Belhaven University.

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Jackson Academy partners with parents to raise up the men and women who you’ll want as neighbors and co-workers someday – good people with kind hearts and bright minds. This month on the blog, Director of Choral Music Amy Whittenton shares insights into Mindset Theory with parents, providing foundational information with the power to improve anyone’s self-confidence and resilience. Whittenton completed a master’s degree in Music Education at Mississippi State University.

A REVIEW OF THE MINDSETS

There are two mindsets within Carol D. Dweck, Ph.D.’s mindset theory: fixed and growth. At its most basic level, a fixed mindset means that a person believes that people’s qualities are unchangeable or “fixed.” The growth mindset opposes this view, stating that time and effort can cultivate people’s qualities. These mindsets impact every person daily and influence how they view themselves, others, and their activities. If you haven’t already, click here to read part one of this article to understand the mindsets and how they affect your child daily in school. In part two, we will focus on creating a growth mindset in your child. 

HOW TO CREATE A GROWTH MINDSET

1. The Power of Yet: Dweck’s research says that a mindset can be changed. The first way a parent can begin to change their child’s mindset is by “The Power of Yet.” Instead of suggesting that they have failed, the parent, or anyone for that matter, suggests they have “not yet” succeeded. This suggestion lets them know they are not a failure but learning and have not yet accomplished success in an area. The power of yet allows for a learning curve. Students will not enter a classroom on the same level on the first day and likely will not leave at the end of the year on the same level. The power of yet allows for differentiation. It tells students, “You aren’t a failure just because you have not yet achieved the same things as other students.” Every person is a work in progress, and the power of yet lets students know that is okay. Dweck’s studies show that just the words “yet” and “not yet” create greater persistence and confidence in students and give them a clearer path to future success.
   
   This can come out in the simplest of ways in your home or classroom. Every parent or teacher has said something along the lines of “You don’t have the right answer.” To foster a growth mindset, we can add yet to these simple corrections, such as “Oh, we haven’t gotten that answer yet.” This simple step toward growth only takes intentionality on the part of the parent to accomplish.
   
2. The Danger of Praise: In Dweck’s research, she discovered that over 80 percent of parents believe that praise is necessary to foster growth and achievement for their children, but you can see a certain danger to praise if you consider the fixed mindset. The fixed mindset is already focused on being smart, talented, and the best. Does praise not just encourage the fixed mindset? Dweck’s research shows that praise itself is not the enemy; however, the way people praise can be.
   
   There are two types of praise, process praise and skills praise. Process praise praises students for their initiative, strategies, effort, and persistence. Skills praise praises students for their abilities, talents, and intelligence. Many parents, teachers, and directors would say that students should be praised for their skills–that it motivates and encourages them. However, Dweck’s findings say quite the opposite. She conducted seven different studies on hundreds of children, and the results clearly led to the conclusion that skills praise harms children’s motivation and performance. This praise may provide a momentary boost in self-confidence but produces a fixed mindset over time. When children hear they are smart, they interpret “I am naturally gifted, and I don’t need to study.” When that child receives a poor grade, they interpret that as “I’m losing it. I can’t understand things. What am I now?” Even with the best intentions, these positive labels foster a fixed mindset and develop children who are in constant need of validation to feel worthy. In contrast, process praise creates resilient children who learn to feel pride in their effort to accomplish a task. The growth mindset is not about withholding praise from children who deserve it but rather about being more intentional with praise to use it as a tool to help them grow.
   
   So, how can a parent apply this idea of process praise to daily life? First, the parent must take an intentional look at how they encourage their children or if they encourage their children. The parent must stop saying things such as “You are so smart;” or “You are so athletic.” These statements seem innocent enough and maybe even encouraging, but they are, in essence, labels – positive labels, yes, but labels all the same. The growth mindset says that labels (both positive and negative) are harmful. Instead of these labeling phrases, parents can praise children for their process. Praise such as “You have made so many improvements,” “You’ve learned so much,” and “I can tell you have been practicing quite a bit; what a great improvement you have made” are just as encouraging to the children in the moment and will continue to motivate them to work in the future. Dweck has shown that with process praise, students are willing to put in more effort, try new strategies to succeed, and persevere over longer periods of time.
   
3. The Benefit of Failure: Parents and teachers know that sometimes even when a student tries, they do not succeed. Does this not disprove the growth mindset theory? No, because the growth mindset is not about instant success but about growth over time. Failure is a necessary ingredient of growth over time. How can a parent encourage a child who has failed? For example, a child takes a test and receives a low grade. Some instant reactions may be to tell the child that they were great and should have gotten a 100, or that the teacher did not know what they were doing, or to reassure them that grades are not that important in the grand scheme of things and that they will do better next time. However, all of these answers only serve the purpose of a momentary ego boost and are not actually honest. The best answer seems somewhat cruel but is the most honest and helpful: “You did not deserve to succeed.” While a parent might not say it in that exact way, that is the message that should come across. Success was not earned. Following this, however, it is important to instill in the child that failure is not a permanent state, nor does it define them as a person. The message is, “If this is something you really want, then it’s something you’ll really work for.” With this message, children can disconnect their worth from their failure; they are unable to blame failure on others; the failure has now become an obstacle that they can work hard to overcome. Failure is inevitable and is perhaps one of the most critical steps toward growth. A parent must deliberately guide their child through failure to obtain a growth mindset. 

CONCLUSION

These three points are only a small part of beginning and maintaining a growth mindset. If this article interests you, I encourage you to read more about it in Dr. Carol Dweck’s book Mindset: The New Philosophy of Success. You can also watch Dr. Dweck’s TED Talk here.

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In this blog post, sixth grade English teacher Mallory Gnemi discusses the educational and connectional benefits made possible by Jackson Academy’s one campus.

We have a lot of great educators on Jackson Academy’s campus; however, within our nurturing and spiritual community, some of our greatest teachers are the individuals sitting in a desk each day. That’s right–sometimes the students, ranging from K3 to graduating seniors, are the ones teaching each other some valuable lessons. 

Jackson Academy inspires and equips each student. Nearly each grade level at JA is partnered with a mentoring grade. For example, each year, kindergartners (the Alphas) are paired with a senior (the Omegas) for our Alpha and Omega program. First graders have Basketball Buddies, Football Buddies, and Book Buddies sprinkled throughout campus. Our ninth grade girls lead a sixth grade girls’ Bible study every other Thursday morning. 

This year, the Middle School has experimented with combining grade levels in our elective classes. Book Club, Creative Writing, and Photography, to name a few, have class rosters with sixth, seventh, and eighth graders on the roll. 

The greatest thing about all of these experiences is the learning that occurs, sometimes by accident, during these student collaborations. Seeing a sixth grader show their Book Buddy how to cup stack or watching the appreciation from a sixth grader after hearing an eighth grader share their original poetry teaches the educator a thing or two about teachable moments that aren’t always on the lesson plan. 

Having K3-12 grades all on one campus allows for these types of meaningful mentorships to continue to bring even more learning to the academic process. When we work to enmesh grade levels, it gives the older students motivation to be and continue to become wonderful examples to their younger counterparts, thereby helping to “train-up” each new generation of Raiders. The younger students learn what it takes to be an upperclassman who is and will continue to lead a life of purpose and significance.

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In this blog post, Lower School STEM Teacher Cliff Powers discusses the background and benefits of STEM education.

Defining STEM is a simple task. It is an acronym that stands for Science, Technology, Engineering and Mathematics. But its simplicity ends there. STEM is much more than a catchy buzzword that seeks to combine the four subjects under a single umbrella.  At its core, STEM is a teaching philosophy that integrates all four disciplines together into a cross-curricular program that offers instruction in real-world (as opposed to purely academic) applications and teaching methods.

To understand why STEM education has become so popular over the past 20 years, one must first consider the amazing transition between the industrial revolution and the information age.

A Brief History of STEM

The development of STEM can be traced back to the Morrill Act of 1862, which created land grant universities to promote agricultural science. The Space Race with the Soviet Union not only prompted President Eisenhower to establish the National Aeronautics and Space Administration (NASA) in 1958, but also brought more national attention to science education. More recently, this focus was increased with the birth of home computers, cell phones, and, ultimately, the internet. As a result, the demand for domestic workers proficient in the computer sciences exploded. However, by the end of the 20th century, achievements in the STEM disciplines by students in the United States were falling behind those of other industrialized nations. To address this growing disparity, the National Science Foundation (NSF) created the acronym SMET in 2001 to reflect new standards in science, mathematics, engineering, and technology for K-12 schools. Thankfully, the acronym was changed to STEM later that year. Since that time, numerous governmental initiatives such as No Child Left Behind, Educate to Innovate, and the Inspire Act have called for increased funding and emphasis toward STEM education. Some 20 years later, STEM has now become a common, and in many ways, critical, part of school curricula.

The Four Cs

In 2002, the National Education Association (NEA) began a two-year journey to develop what became known as a “Framework for 21st Century Learning.” This project focused on 18 different skills that would equip students for success in a global economy. Over time, it was determined that the framework was too long and complicated. To resolve this issue, four specific skills were deemed to be the most important. They became known as the “Four Cs” — critical thinking, communication, collaboration, and creativity. STEM is a natural extension of these skills, as it embraces each as an essential part of the learning process. In a study reported by The Washington Post, Bloomberg/Businessweek and others, employers said students are unprepared for the workforce. Many claim candidates are applying for jobs without the skills that will make them successful employees. So, what do employers want? In short, they want excellent soft-skills (4Cs) and STEM aptitude. So, let’s take a brief look at each of the “Cs” individually.

Critical Thinking

Critical thinking is the analysis of an issue or situation and the facts, data or evidence related to it. It is to be done objectively (without influence from personal feelings, opinions, or biases) based solely on factual information. Under the heading of Critical Thinking are several skill subsets that are an integral part of STEM, including observation, analysis, inference, and problem-solving. One great example of critical thinking usage would be during our Extreme Earth unit that focuses on such lessons as layers of the earth, earthquakes, volcanoes, and tsunamis. During the visit on landslides, groups are given a sloping landscape tray on which they must create retaining walls from clay (problem solving). The goal is to prevent as much erosion as possible to the hillside. Once finished, the tray is backfilled with sand and a saturating “rain” is simulated. Students must observe the results, analyze any weaknesses in their engineering, and make inferences on ways to improve their design.

Communication

Communication is a necessity in any work industry.  Candidates must be able to communicate in many different mediums such as presentations, email, and formal written documents. During STEM projects, not only do the students have to communicate well with one another, they must be able to describe or explain their thought process. The ability to do so in a clear, articulate manner is of paramount importance. During our unit on Air and Water, for example, groups are challenged to create a filtration device from plastic bottles and a variety of materials such as cotton balls, coffee filters, sand, charcoal, etc. Once completed, they test their device by passing dirty water through it. However, the challenge doesn’t end there! We stage this project as an episode of Shark Tank and discuss profit margins and investments. Teams are given a budget and each of the possible filtration materials has a cost assigned to it. This way, the students not only have to think in terms of what will produce the clearest water, but also yield the highest profit margin. Once the testing is complete, each team must use excellent communication skills as they “pitch” their device to Mr. Wonderful (me).

Collaboration

This piece is probably the one that I find most thrilling and mesmerizing to watch. My class is divided into five tables, each of which ideally accommodates four students; although, due to varying class sizes, some tables have only three students. These are mixed by gender so that most tables group together two boys and two girls. While there are times that each child is working on his/her own individual project, groups are usually working together collaboratively to complete the project at hand. As they strive to find a harmonious balance between the more assertive personalities and more timid ones, they learn to appreciate and value differing approaches and solutions. I have had many Lower School teachers tell me that they have seen an improvement in how well their students work together in the classroom as a result of Stem Lab. Learning to work well with others is a life skill that will pay dividends long after graduation.

Creativity

In STEM, creativity is probably best defined as “thinking outside of the box.” While there are times that it manifests itself in more artistic or aesthetic ways, designing a unique structure, vehicle, or gadget certainly involves a great deal of creativity. There are times when the students are constructing from instructions, because I believe the ability to interpret a set of plans or sequenced steps is also a valuable skill. But my favorite “builds” are the ones where the children must rely on their own imaginations to complete a project from inception to execution. One of the favorite regular visits by my third and fourth graders is called “Girls vs. Boys Day.” These are held at the end of most six-visit units and based on the subject matter we just completed. Each of the two groups is given an oversized building set of various sticks and connectors (think giant Tinker Toys) and given a project to build. For example, at the end of their Marine Biology unit, fourth grade teams were charged with building a submarine that could contain their entire team. Points are given based on teamwork, detail, realism, etc.  I absolutely love seeing them work together to create something strictly from their collective imaginations. These lessons are a perfect example of integrating all four of the Cs into a single project.

Adding the Secret Sauce

In addition to integrating the Four Cs, I also incorporate two philosophies that have guided me through my entire 29-year teaching career. The first is that, regardless of subject matter or age, learning should be FUN. Every single STEM visit during the four-year journey began with a desire that it be fun and engaging. In fact, most activities that get replaced are because I found something that I thought would be more fun for my students! A perfect example of this just materialized over the past few weeks. I got the idea to stage three different elaborate Escape Rooms for my fourth-grade students. These are themed to an Egyptian Tomb, Blackbeard’s Treasure, and Harry Potter. Designed to take two visits each to complete, each of the fourth-grade classes is rotating through the different rooms over a three-week period. While my educational objectives include critical thinking, problem solving, collaboration, code decryption, and data collection, the kids simply find themselves immersed in a dimly lit place of fog, flickering lanterns, thematic music, strange props, hidden clues, and the freedom to explore with flashlights to locate and solve the eight challenges. The level of excitement shown is just unbelievable and so gratifying to see firsthand. My hope is that they never lose this love for learning as they grow older.

The second philosophy that guides everything we do in STEM is approaching science from a biblical worldview. I consider teaching to be a spiritual gift, and, as such, I want our Father’s name glorified in everything we study. I can think of no other subject that speaks to the awesome handiwork of God like science. Whether that be the intricacies of the human body, the endless boundaries of space, the physical laws of the universe or the miracle of life itself, we acknowledge God to be the creator, author, and sustainer of it all. 

In Conclusion

I hope you have enjoyed this insight into STEM Education and, specifically, our Lower School STEM program. Being a STEM instructor and working for Jackson Academy has been the highlight of my teaching career. I have been so blessed to work with such amazing professionals and leaders in the Lower School department. Next year, the program and I will be celebrating our tenth anniversary at JA! I can’t wait to see what the future holds. One thing is for sure; I know the kids will have an absolute blast as they prepare to tackle our 21st century world.

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In this blog post, Director of Learning Diversity Beth Murray delves into strategies to maximize your ability to remember what matters.

Memory is likely one of the most important but misunderstood functions of the brain. To understand memory and its strengths and weaknesses, you need to understand the variety of types and the influence the brain’s natural processes have on learning.  

You may have a child who remembers everything about a vacation you took years ago, from the smell of the perfume Aunt Betty wore to all the food consumed over a week, but this same child may not be able to remember spelling words or math facts. This doesn’t mean they have a poor memory. Instead, it indicates that they are likely not maximizing their memory by using the system which works best for them. 

Brain Basics 

• The brain is wired for 7 – anything over 7, and the brain gets muddled
• The brain loves color- attaches easily
• The brain loves movement through spaces – including touch
• The brain is mostly water – it needs hydration and doesn’t learn well dehydrated
• The brain needs protein to function optimally – what are you having for breakfast? 
• The brain needs consolidation – time to rest and remember, then retrieve

Types of Memory

Short term:  This is located in the front of your brain, used for temporary storage. This is the kind you use for a Friday spelling test and will likely wipe away unless your brain feels it is important enough to transfer to long-term memory.

Long-term: This is located in the back of your brain and is stored for a long time. It needs to be organized for easy retrieval. This is the memory used for an exam, or previous math skills learned to move forward in more complex problems. 

Semantic: This is “school memory,” composed of facts to be learned. It is the type you learn in class to take a test comprised of new information.  

Episodic: This is one of the most robust memory systems. It can be compared to a brain field trip. Episodic memory pulls information from your senses and creates a personal connection that retains information. 

Active Working Memory: This is the multi-tasking memory. It is the ability to hold parts of a task together in your mind while doing another job. You can compare it to a computer with many windows open at one time. This memory is needed for many things in school, from writing an essay (keeping the information organized, punctuated, and spelled correctly) to working on a complex math problem holding math facts in memory while sequencing the problem through the steps. 

Learning techniques to help maximize your child’s memory will enable the memory systems to unite and help your child learn faster and retain information longer.  

Creative Strategies for Memorization

Pegs of the Body

This strategy can be used to learn a list of items in an order or a group:  

State an adjective and create a physical motion that directs attention to the “peg” for easy retrieval. For example, touch the first peg and say the first item in the list you are memorizing, then touch the second peg and say the second item you are working on remembering, etc.

DIY Interactive Flashcards 

Remember that 7 is the best number of items to memorize! Anything over that will become muddled, so try to divide information into small groups close to that number when studying in one sitting. Interactive flashcards are great for vocabulary, people, places, events, dates, scientific formulas, etc.

Supplies Needed: white paper (cut into 1/4s and folded in half to make a tent), colored pencils, and pens

1. On one side of the flashcard, write a word in large letters using a dark color
2. Using pictures and acronyms, depict the definition of the word using different colors
3. On back of the card, make a list of definitions using only one or two words
4. Set up your tents on a tabletop and quiz yourself or a partner using either side of the cards

For example, to learn the parts of speech, color code each word to refer to a different part of speech:

• Nouns = Yellow
• Verb = Orange
• Adjective = Blue
• Adverb = Purple

Map it Out: Visualize the Information

Some children need a flow chart or a visual map to remember information. This is great for reading comprehension, science, or history. Students learn how to connect events or information and turn it into a picture. Divide a poster into quadrants and draw out data into a diagram. They can go back and look at the sign and call questions out while they use the visual. Once you think they have it, take the poster away and ask questions. They will remember the pictures. Be sure and use different colors in each quadrant of the poster.  

Create & Take Practice Tests

Practice the way your child is going to be tested. Create or have your child create a practice test from notes. Have them answer it and share it with a friend. Break it down, so they only do one section at a time. Take tests over and over until it is in memory. REMEMBER: Just because you know it doesn’t mean they do!! Patience!

Study in Different Spaces

Study for each subject in a different room or part of a room. Your brain connects to space. For example, when studying for science, go to a place that has anchors on the wall. If your child is trying to remember a sequence – use a picture on the wall to visualize the sequence. Brains need placement.

If you are studying for several tests in a day, move around the room or space in the house to learn that particular subject. Doing all studying in one place does not maximize the brain’s retrieval. MOVE to a new spot for each subject. 

Take Breaks to Consolidate Information

After 20 minutes of sitting, blood pools in your seat and feet. Take a short break, and make sure you have plenty of snacks and water available. Walk around for a few minutes, or do anything that gets the oxygen going again!  

Go to bed on an empty stomach of visual input!! Do not allow your child to watch TV or play video games after studying. Studying should be the last thing they do before you sleep (other than saying prayers!). In the morning, help your children look at the information they studied again on the way to school. This will move the stored data back to the front of the brain for easy retrieval during the school day.  

Learn from your child’s test scores. If one method works, stick to it. If it doesn’t, try a new one. Try, try again until you find the method that works the fastest and helps your child learn the information. Remember this: You will never be held as accountable for being good at everything as you are when you are in high school. We all choose careers in our areas of strength. While your child is in school, they are developing the ability to learn – and that ability will be essential no matter what career they choose!

The post Director of Learning Diversity Shares Memorable Insights into Memorization appeared first on Jackson Academy.

Jackson Academy partners with parents to raise up the men and women who you’ll want as neighbors and co-workers someday – good people with kind hearts and bright minds. This month on the blog, Director of Choral Music Amy Whittenton shares insights into Mindset Theory with parents, providing foundational information with the power to improve anyone’s self-confidence and resilience. Whittenton completed a master’s degree in Music Education at Mississippi State University.

WHAT ARE THE MINDSETS

The mindsets are a theory developed by Carol D. Dweck, Ph.D. Within this theory, there are two mindsets: fixed and growth. At its most basic level, a fixed mindset means that a person believes that people’s qualities are unchangeable or “fixed”.  The growth mindset opposes this view, stating that people’s qualities can be cultivated through time and effort. These mindsets impact every person daily and influence the way they view themselves, others, and their activities. 

With this definition, one might assume that fixed mindset people are unintelligent or unsuccessful while growth mindset people are intelligent and successful; this is not the case. The mindsets do not have anything to do with the abilities and skills that one currently possesses, but rather the view that a person takes about those abilities and skills. 

With the growth mindset, one starts with the belief that people have the potential to change and develop. This means that children who do poorly in school are not labeled as “dumb,” but rather they have not found the right strategies to develop their knowledge. With the fixed mindset, one’s attributes, including intelligence, are something with which one is born. Therefore, that same child who struggled in school is labeled as “dumb” and does not have the potential to get any better. 

RECOGNIZING MINDSET

To learn the mindset that your child possesses, start by asking them to agree or disagree with the following statements: 

1. Your intelligence is something very basic about you that you can’t change very much.
2. You can learn new things, but you can’t really change how intelligent you are.
3. No matter how much intelligence you have, you can always change it quite a bit.
4. You can always substantially change how intelligent you are.

If they tend to agree with statements similar to one and two, they lean towards the fixed mindset. If they tend to agree with statements similar to three and four, they lean towards the growth mindset. The word “intelligence” can be replaced with endless other attributes such as athleticism, communication skills, artistic ability, etc… Know that a person can have a growth mindset in one and a fixed mindset in another. 

HOW MINDSET COULD AFFECT YOUR CHILD IN SCHOOL

1. Equality: Unfortunately, stereotypes exist and our children face them when they arrive at school each day. It is the hope of a parent that our children can overcome hurtful stereotypes; however, a child’s mindset may affect their ability to do so. The fixed mindset will hear a stereotype that people like them aren’t smart and say, “I am unintelligent and there’s nothing I can do about that.” In the growth mindset a stereotype, regardless of its truth, cannot hold a child back because they believe in their own ability to overcome it.
2. Motivation: Dweck has done extensive research on how children respond to challenges such as school tests. These studies reveal how students find motivation in school. The growth-minded students felt motivated and excited about the idea of challenge, while the fix-minded felt threatened by the challenge. Interestingly, the feeling of threat did not motivate students to work harder to overcome the threat. Instead, it had them looking for a way to avoid the threat. Does the phrase “the teacher just hates me” sound familiar? This is an avoidance tactic born of the fixed mindset.
3. Self-esteem: It may seem that the fixed mindset is more likely to afflict those who are below average; however, according to Dweck, this is not the case. Dweck does not claim that all people are born the same. Some people are endowed with gifts of natural skill and intelligence in certain areas. It is those endowed members of society who are at greatest risk of the fixed mindset. In the fixed mindset, a student’s self-esteem relies upon being better than or more special than those around them. If the thing that makes them feel special is threatened, then their self-esteem is also threatened.

In contrast, for the growth-minded person, self-esteem is not tied to superiority or an easy success. To them, there is no shame in working harder than those around them to achieve a goal. In fact, this effort and struggle to succeed may be a point of pride for them. This does not mean that a growth-minded student will enjoy failure. Failure can still be a painful experience for anyone. The difference between the failure of a fixed-minded student and a growth-minded student is that, for the growth-minded student, the failure does not define them. The failure is admittedly a problem, but it is a problem that can be faced and overcome with strategy and perseverance. 

CONCLUSION

The good news is, mindset can change and you can help your child change theirs. In part two of this blog post, I will talk about how you can create a Growth Mindset within your child. If you would like to read further about the mindsets and their impact on your child, I recommend reading Dr. Dweck’s book, Mindset: The New Philosophy of Success.

The post Mindset Matters, Part I: Director of Choral Music Amy Whittenton Shares Insights from Mindset Theory appeared first on Jackson Academy.

Jackson Academy invests in professional development throughout its academic divisions, inspiring and supporting teachers to explore innovative teaching methods and provide the priceless gifts of attention and compassion to their students. Sixth grade English teacher Mallory Gnemi was appointed to serve as the Middle School’s professional development coordinator for 2021-2022. In this blog post, she discusses the benefits of professional development and the Middle School’s focus on streamlining communication and strengthening community in the coming months.

What is professional development, and why does it matter? 

“Continuous personal and professional development is our key to the future. Professional development sessions are often done to teachers; rarely are these sessions planned with, for, and by teachers. Professional development is defined as ‘continuing education and learning for workers already in the workforce.’ The goal is to expand and deepen our skills as educators.”

How does professional development benefit students? 

“Professional development benefits students because the more we, as educators, stay engaged in the learning process, the better teachers we are for our students. We want them to see that we are lifelong learners. When we bring what we learn from professional development sessions back to the classroom, we build our expertise portfolio, which builds confidence in ourselves. I think students and parents can recognize and appreciate these qualities in their educators. At Jackson Academy, we want to cultivate a culture of continuous learning, understanding, and communication. If we are doing these things outside the classroom, imagine what we can continue to do inside the school with those sharpened skills. Students are our future; we must stay with them yet be prepared for them every step of the way.”

What are JA teachers doing for professional development this year?

“This year, the Middle School decided to focus on the theme of Communication and Community. Being a physically divided division on campus requires us to work extra hard to ensure our collaboration as a Middle School team with our entire school team. Our goal as a division was to create sessions planned with, for, and by our teachers this year. Each month, we invite a different faculty member from around campus to come to share with us their lessons learned, advice, and tips for communicating effectively within and beyond the Middle School. Our August guest was Head of School Palmer Kennedy, who offered his experience communicating with parents, students, and fellow teachers. In September, we heard from Beth Murray, director of differentiated learning, who guided us in recognizing learning differences and communicating those needs to support staff beyond the classroom. Teachers take notes, give input, and are encouraged to identify three significant takeaways from the sessions. Feedback from the teachers is how we create teacher engagement in the professional development process so that everyone’s voice is heard.

Watch for further updates posted on our blog as JA teachers progress through this year’s professional development program. 

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