"My ability and competence grow with my effort."

According to Hammond (2015), "Students who believe they can increase their academic ability by their own effort are more likely to work toward building competence, more likely to be self-motivating and persistent (p.114)

CRT Principle: Brain Rule #4 Attention Drives Learning

Strategy: Shifting academic mindsets to promote active learning

Application: Help students believe "my ability and competence grow with effort" by inviting role models that mirror the student population into the classroom.

Role Models Help Students Believe They Can Grow

The principle that informs this "tool" is that "attention drives learning". According to Dr. Hammond, "the hallmark of an independent learner is the ability to direct their attention to their own learning" (Hammond, 2015, p.48). In order to help students become capable of focusing their attention on learning, the culturally responsive teacher helps students shift away from a fixed mindset. This involves helping them develop positive internal narratives about their ability to grow (Hammond, 2015). According to one publication, "parents, grandparents, aunts, uncles, friends, cousins, neighbors and community leaders frequently have stories to share about their lives and perspectives." Research shows role models who match students' race and/or gender "provide clear and concrete images through which young people can begin to develop a deeper sense of having a place of value within the structure of the larger culture in which they live (Zirkel, 2002)."

Bring the wealth of community wisdom into your classroom by recruiting local community sages to help impact your students' self-efficacy! Use our "Community Liaison Recruitment Kit" below to find role models who mirror your students.

Rationale:

"When families of all backgrounds are engaged in their children’s learning, their children tend to do better in school, stay in school longer, and pursue higher education (Henderson & Mapp, 2002)."
Community members are experts whom students know and trust.

Tips:

"Honor the contributions and accomplishments of community members, no matter how large or small (Henderson & Mapp, 2002).
"Make the impact reciprocal by going into the community you are recruiting from. Go on neighborhood walks and visit local businesses to identify local leaders and learn the key issues in the neighborhood (Henderson & Mapp, 2002).
Think about the resources and skills you don't have and seek those out in the community (Minero, 2016).
Make involvement available from a distance via sponsorship, virtual visits, or pre-recorded videos (Gross al., 2015).

Case Studies:

Community Liaison Recruitment Kit

Editable Brochure

Click on the link below to view a sample brochure you can copy and edit for your school's community.

*File is editable, customize to fit your school community.

Edit the Brochure

Editable Poster

Display a poster at the school and in the community! Click on the link below to copy and edit a poster.

*Remember to translate to the languages spoken by your community.

Edit the Flyer

Sample Contact Form

Click on the link below to view a sample Google Form you can copy and edit for your school's community.

*Remember to translate to the languages spoken by your community.

Get the Form

Editable Family Letter

Click on the button below to download a letter to send students' families.

*Remember to use inclusive language (i.e. family vs. parents).

Get the Letter

"My ability and competence grow with my effort."

Anchor 1

References:

Gross, J. M. S., Haines, S. J., Hill, C., Francis, G. L., Blue-Banning, M., & Turnbull, A. P. (2015). Strong school–
community partnerships in inclusive schools are “part of the fabric of the school.…We count on them”. The
School Community Journal, 25(2), 9–34.

Hammond, Z. (2015). 7 Shifting Academic Mindset in the Learning Partnership. In Culturally responsive teaching and
the brain: promoting authentic engagement and rigor among culturally and linguistically diverse students (pp.
108–120). essay, Corwin, a SAGE company.

Henderson, A. T., & Mapp, K. L. (2001, November 30). A New Wave of Evidence: The Impact of School, Family, and
Community Connections on Student Achievement. Annual Synthesis, 2002. Southwest Educational Development
Laboratory (SEDL). https://sedl.org/connections/resources/evidence.pdf.

Learning for Justice. (n.d.). Family and Community Engagement. Critical Practices for Anti-bias Education.
https://www.learningforjustice.org/magazine/publications/critical-practices-for-antibias-education/family-and-
community-engagement.

Minero, E. (2016, April 19). Bringing the Community Into the Classroom. Edutopia.
https://www.edutopia.org/practice/community-partners-making-student-learning-relevant.

Why Community Involvement in Schools is Important. Pride Surveys. (2019, March 29).
https://www.pridesurveys.com/index.php/blog/community-involvement-in-schools/.

Zirkel, S. (2002). Is There A Place for Me? Role Models and Academic Identity among White Students and Students
of Color. Teachers College Record, 104(2), 357–376. https://doi.org/10.1111/1467-9620.00166