Jacob Montag 12/2/22 Jacob Montag 12/2/22

Final Contribution to Learning Community

In my final two courses, I earned 90 out of 100. My rationale is that I met all the keys and supporting contributions I have had in every class since this program began. I always aim to maintain a growth mindset, and this happens through teamwork.

My team has been consistent throughout the program. Ben Branco was my closest collaborator, as were Tristan Dixon, Fred Williams, and LaDonna Green. We frequently discussed all the assignments and gave each peer feedback. I consistently implemented my peer feedback as they made it better. We also discussed the course materials and how to produce the best deliverables for each module. GroupMe remains our primary method of communication as opposed to the Blackboard student lounge. Groupme was much more convenient than Blackboard and allowed a more timely response. It was a wonderful, safe space to celebrate our successes and share particular frustrations. Connecting with this group was the best choice.

I have grown through this course and plan to continue growing in time management, leading to more participation in the discussion posts, in-depth reading of course materials, and working ahead on projects. Now that I have made a smooth transition into online teaching, my work-life balance has become more positive. Smoother life was a pleasant change from the lack of time, personal upheaval, and physical illness I had experienced in previous semesters. These are obstacles that I have overcome. One remarkable change is that my current job is more open to modern course planning methods and willing to let me try my innovation plan. A growth-minded organization is needed to advance my network.

Regarding content, I was pleased with the assignments offered in the class. I enjoyed applying the content to the discussions and coursework. The schedule of classes was somewhat disjointed, and the alternating weeks did not lend themselves to establishing a consistent routine. I would have also liked to discuss more of the content in class and have open floor debates. There should also be room for students to present their plans and projects in the course. Rotating is a digital gallery walk.

My primary grades justify this self-assessment. I plan to go into teacher coaching and eventually produce education technology. My style of facilitating learning is far too different now than when I first started. After graduation and this initial plan, I will seek more ways to implement change in the American education system. I know not what that will be in the future. I will keep persevering, no matter what problems I face.

Jacob Montag 10/10/22 Jacob Montag 10/10/22

Fall Contribution to Learning Community Part 1

In my current EDLD 5318 & 5389, I believe I earned 95 out of 100. My rationale is that I met all of the keys and supporting contributions. I always aim to maintain a growth mindset, and I believe this happens through teamwork.

My team has been consistent throughout the program. Ben Branco was my closest collaborator, as well as Tristan Dixon, Fred Williams, and LaDonna Green. We frequently discussed all the assignments and gave each peer feedback. I consistently implemented my peer feedback as they made it better. We also discussed the course materials and how we could produce the best deliverables for each module. GroupMe remains our primary method of communication as opposed to the Blackboard student lounge. Groupme was much more convenient than Blackboard and allowed a more timely response. It was a wonderful, safe space to celebrate our successes and share particular frustrations. I continue to believe that connecting with this group was the best choice.

I believe I have grown through this course and plan to continue growing in time management, leading to more participation in the discussion posts, in-depth reading of course materials, and working ahead on projects. Now that I have made a smooth transition into online teaching, my work-life balance has become more positive. Smoother life was a pleasant change from the lack of time, personal upheaval, and physical illness I had experienced in previous semesters. I genuinely believe these are obstacles that I have overcome. One remarkable change is that my current job is more open to modern course planning methods and willing to let me try my innovation plan. A growth-minded organization is needed to advance my network.

Regarding content, I was pleased with the assignments offered in the class. I enjoyed applying the content to the discussions and coursework. I feel that the schedule of classes was somewhat disjointed, and the alternating weeks did not lend themselves to establishing a consistent routine. I would have also liked to discuss more of the content in class and have open floor debates. There should also be room for students to present their plans and projects in the course. Rotating is a digital gallery walk.

I feel my primary grades justify this self-assessment. I also believe I plan to go into teacher coaching and eventually produce education technology. My style of facilitating learning is far too different now than when I first started. After graduation and this initial plan, I will seek more ways to implement change in the American education system. I know not what that will be in the future.

Jacob Montag 7/22/22 Jacob Montag 7/22/22

Summer Term Contribution To My Learning Network (5304)

In EDLD 5304, I believe I have earned a score of 95 out of 100. My rationale is that I met all of the key and supporting contributions. Once again, I actively tried to maintain a growth mindset, collaborate with my team on peer review for portfolios, discussed assignments in our GroupMe thread for best practices, frequently discussed the weekly topics in GroupMe after studying all course materials, and met most of the deadlines in a timely fashion.

My collaborative group roster remained the same and consisted of Ben Branco, Tristan Dixon, Fred Williams, and LaDonna Green; we peer reviewed all assignments and implemented it for feedforward. GroupMe remained our primary method of communication and was a wonderful safe-space to celebrate our successes and share certain frustrations. I continue to believe connecting with this group was the best choice.

Although institutional change was new and difficult; I am pleased with my growth. I continue to struggle with discussion posts as the topics and content are discussed in class and there is no point value directly assigned. We also integrated the content from the discussion posts into the assignments. I continued to do all of this in the midst of major, personal life, transition: I feel this is the grade I have earned.

Jacob Montag 7/22/22 Jacob Montag 7/22/22

Summer Term Contribution To My Learning Network

In EDLD 5317, I believe I have earned a score of 95 out of 100. My rationale is that I met all of the key and supporting contributions. Once again, I actively tried to maintain a growth mindset, collaborate with my team on peer review for portfolios, discussed assignments in our GroupMe thread for best practices, frequently discussed the weekly topics in GroupMe after studying all course materials, and met most of the deadlines in a timely fashion.

Jacob Montag 5/5/22 Jacob Montag 5/5/22

Innovation Dis...Wait For It... Rupted! Disrupted!!

As I went through this weeks (term used losely) materials, I found myself reflecting on the nature of the words being said. Schools, mostly, really have not evolved since Horace Greely created the concept of public education in the 1800's, which is why we see the factory system still in place. Institutions of higher learning have taken small steps towards change; such purchasing barely functioning laptops, smart boards that collect dust, and using powerpoints from the 90's. For accountability, they just ordered two more practice standardized tests. To be clear, I am openly mocking a system that claims to implement change but maintains a 1950's mindset. Even the speakers were negative towards modern education.

I greatly appreciated the speakers comments in videos 3 and 4 as they highlighted the need for organice, aggressive innovation in education. Change in an institution is like finding a fresh, flowing water source for stagnant pond. It washes out toxic ideas that can kill any hope for a future. Part of this new water source would be to allow for more choice in education. This would require Americans to scrap the existing model and start over. The first change we can make is to start training scholars for their careers. Most scholars have to work by their sophmore or junior year. I say accomodate this by allowing them to leave brick and mortar locations before the standard 9-5 hours are done. Allow them to choose classes that help them in their career choices. This would require the immediate integration of blended learning in the school. Online would be required, but the school would support them through real-life apprenticeships. This is done through changing the mindset of only some being teachers to everyone is a teacher. Master tradesmen, professionals, and (insert category here) would be pouring into scholars to help them. Teachers would be there as support systems; teaching basic academics but also developing the ability to process their life experience on the job. It about real-life learning, according to the interest of the scholar.

This would be done best in my organization by working within the CTE program to get scholars the ability to pursue their interests and relate said experiences to us. That is what blended learning truly is; experiencing learning instead of hearing about learning. Schools love to use technology during the "dog-and-pony show" evaluation and claim it is blended learning because it creates the appearance of progress. In fact, most of problems in schools have a technological stem because teachers are ill-equipped to use it properly.

I came to the conclusion that I have a future as a technology trainer. I cannot expand a CTE program or change the buying habits of a district; however, I can search out, learn, and teach educators how to use it.

Jacob Montag 5/5/22 Jacob Montag 5/5/22

Growth creates a Culture of Greatness

Growth mindset is vital to my goals as a career educator as I matter less and less. I can remember an old Calvin and Hobbes comic strip where Calvin speaks disparagingly of his teacher saying “For some reason, they would rather teach us stuff that any fool can look up in book.” The author’s timely criticism made me realize (albeit 30 years after the publication) that students have the ability to look up information, that is so much more detailed, online. Therefore, I must be willing to allow technology to supplant my content expertise. As one lecturer in the TED talk said, “We need to teach technology.” I echo this assertion as we need to teach about the credibility of sources and the synthesis of information for the purpose of application.
10 years ago, I was totally the opposite in my thinking as I taught school the way it has always been taught. 5 years ago, I began implementing technology and having students do research. Today, I use a very open, collaborative model. Now, I find myself realizing that I am going to have to push myself to be a content creator to stay relevant as an educator. There are numerous Youtube channels and online tools, but I am primarily using this class to get started. My biggest roadblock is getting myself ready for criticism. Having had the dubious distinction of being a millennial, it is true that we are very used to praise and some do falter under criticism. Dweck criticizes overly praising people as it creates a false growth mindset. A person will think they are doing well when they are faltering. My mindset has to be that of seeking (constructive, healthy) criticism/coaching that will help me top my own greatest achievements. Greatness isn’t a one time achievement, but a lifestyle. To be great implies a past/passive verb tense. Being great is an active tense. That is why the culture of growth must be actively developed for future greatness. This will address the needs of the learners by using UDL, which basically creates three common networks that all learners access. The access points will require personalization as different stimuli will activate “networks” differently. Every leaner can learn; we just need to be willing to grow past yesterday so we truly access the ability learn.

Jacob Montag 5/5/22 Jacob Montag 5/5/22

Digital Show and Tell

As a child, show and tell was my most favorite day at school because I was allowed to show something I created, owned, or just valued. ePortfolios serve to influence evidence of learning much the same; it shows learning and tells the audience in which direction the learner is headed. I liked the practical applications that Karen Barnstable outline in the post, aptly entitled, “Benefits of an ePortfolio. It first shows the person what they learned, the instructor how knowledge was acquired and applied, and the company the growth of their employee. Barnstable also points out how it's an effective tool to match people with the proper fitting jobs (Barnstable, 2010). That claim has become almost prophetic of “The Great Resignation” as workers are leaving positions in search of a better fit. This signals the need for a paradigm shift in evaluation of learning and how someone fits into the work force. People will see an increase in satisfaction longevity at jobs and their respective performances. It honors their natural giftedness, interests, and achievements.
https://kbarnstable.wordpress.com/2010/01/08/41-benefits-of-an-eportfolio/

Jacob Montag 5/5/22 Jacob Montag 5/5/22

Helping Develop a Growth Mindset

“Maybe you just haven’t seen it yet.”- Danny Gokey. These powerful lyrics resonate with the growth mindset as it implies an ongoing, lifelong learning. As growth implies growing, it means no one has truly maximized his or her potential, yet. The concept of yet is juxtaposed to the concept of failure. “Yet” involves seeing failure as the result of having yet to take the correct steps, like Edison and the light bulb. It is by nature indomitable in spirit as failure leaves a person’s quest for greatness undeterred. Conversely, a fixed mindset person may think they are already great and depend on the validation of others to tell them how great they are already. It is better to grow from failure than to stagnate seeking the approval of others.

I had “yet” to understand that concept as I grew up in a culture that taught praise from others meant you were doing something right. Feedback was always seen as personal attacks. I think now that not giving feedback is a form of hostility as it shows no personal investment in others. Did people that endlessly praised me have a wrong perception of me? Did it create a wrong perception of myself? I see this reflected many times in my students preoccupation with test scores. Numbers matter to them; possessing real-world skill often is secondary to the immediate satisfaction of a “passing” grade. They are not to blame as that is the culture of the education community. Bad data equals “you are a failure” and the students believe that. That is why COVID-19 virtual learning revealed a lack of effort from the students; they believe they are failures already or statistical success is unachievable.

Some resources I have used is Cognitive therapy and enrolling in skills based learning. I also seek people out who give feedback and do not “praise” me. It pushes me to see that I have “yet” to achieve all that I can be. I share these concepts with my students and try to give them projects instead of endless tests. Honestly, I would say I am a fixed mindset person that is emerging into a growth mindset. I have yet to get totally into a growth mindset person; however, I will get there “yet.”

Briceno, E. (2012, November 18). The power of belief -- mindset and Success: Eduardo Briceno: Tedxmanhattanbeach. YouTube. Retrieved January 21, 2022, from https://youtu.be/pN34FNbOKXc

Dweck, C. (2014, October 9). Developing a growth mindset with Carol Dweck. YouTube. Retrieved January 21, 2022, from https://youtu.be/hiiEeMN7vbQ

Jacob Montag 5/5/22 Jacob Montag 5/5/22

Second Term Contribution To My Learning Network

In this 5313 and 5303, I believe I have earned a score of 90 out of 100. My rationale is that I met all of the key contributions and supporting contributions. I actively tried to maintain a growth mindset, collaborate with my team on peer review for portfolios, discussed assignments in our GroupMe thread for best practices, frequently discussed the weekly topics in GroupMe after studying all course materials, and I met most of the deadlines in a timely fashion.

Further developing a growth mindset was difficult, but I made substantially more progress as I was actively seeking feedback. My collaborative group roster remained the same and consisted of Ben Branco, Tristan Dixon, Fred Williams, and LaDonna Green. We frequently discussed all the assignments and gave each peer feedback. I always implemented my peer feedback as they made it better. GroupMe remained our primary method of communication and was a wonderful safe-space to celebrate our successes and share certain frustrations. The uniqueness of our team is that we are a resolution focused team and we make each other better.

I do believe I have grown in the area of time management as I participated more in the discussion posts for 5303. The lack of time, personal upheaval, and physical illness I have experienced this semester was obstacles that I have overcome. I also believe I have grown in m understanding of modern course planning methods and now I would like to grow in my application of said methods. I also believe growth in organizational structures is needed for better advancement of my network and myself.

Jacob Montag 4/10/22 Jacob Montag 4/10/22

CSLE, Environments, Choice, and those cursed cellphones.

“Put your phone up!”
This is a common refrain for most educators towards their students, as they carry out the directive of their supervisors. That directive would be meant well as most educators and their supervisors want to protect their students. Unfortunately, the unintended consequences of this mindset have been devastating to this generation of scholars. They are not allowed to explore, develop, or pursue content knowledge through a 21st century lens because their likes bear the burden of negative stigma. I liked what Douglas Thomas said in his Ted Talk about the juxtaposition of education. We as educators have been coerced into teaching like they are going to Industrial Revolution era factory jobs, and the reality is they are not (Thomas, 2012).
Society is centered on the concept of choice and education must follow suit. This happens through creating a student-centered significant learning environment. Dr. Bates summarily explains it can be as simple as letting students pursue their interests (Bates, 2019). In my own classroom, I have begun introducing the students to the concept of choice. It’s slow in progressing, but the data is even showing that their standardized tests scores increased when they were given a choice. Could it be that education has ironically taken away choice when we should have been teaching them how to make a choice? Part of their choice has involved the use of a phone.
My refrain changed recently. “Get your phones out and make something good happen.” For more information, be sure to visit my page detailing my innovation plan.

References

Bates, T. (2022, April). Dr. Tony Bates on Building Effective Learning Environments. ChangSchoolTalks.

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change. Createspace.

Jacob Montag 3/10/22 Jacob Montag 3/10/22

My Professional Network

Professional Networks

Part of the benefits of networking is the opportunity to learn about new ideas and laws affecting what can be done in the classroom. Collaboration with these organizations can actually be the difference between a good day and a career ending. It can also mean the difference between growth and stagnation. As I have not found other organizations yet, most of my organizations involve legal protection.

TCTA

This is a respected legal defense organization that keeps teachers informed as to the latest legal developments. They publish a yearly magazine called “The Teachers Survival Guide” which provides teachers with sound advice for the upcoming school year. TCTA also guarantees legal protection for teachers in the event that a parent, out of control administrator, or false accusation arises to potentially end a career. In order ensure it is a safe space for teachers, they do not allow administrators to join. TCTA also offers continuing professional development that goes on the teachers record. I recommend considering joining this organization if you live in the state of Texas.

Jacob Montag 3/9/22 Jacob Montag 3/9/22

Contribution to my learning Network (Copy)

Contribution to My Learning Community

EDLD 5305 & 5302

Dr. Dwayne Harapniuk

Jacob Montag

March 9, 2022

Score and Rationale

In this course and 5302, I believe I have earned a score of 80 out of 100. My rationale for this is that I met all of the key contributions and supporting contributions. I actively tried to maintain a growth mindset, collaborate with my team for the literature review, took the lead on editing the peer review, wrote multiple sections, frequently discussed the weekly topics in GroupMe after studying all course materials, and I met the deadlines in a timely fashion.

Developing a growth mindset was difficult and I am unsure that I can totally claim to have a growth mindset. To aide my growth, I developed a core team across both classes. Ben Branco was my closest collaborator as well as Tristan Dixon, Fred Williams, and LaDonna Green. We frequently discussed all the assignments and gave each peer feedback. I always implemented my peer feedback as they made it better. We also discussed the course materials and how we could implement true growth mindset, blended learning, what we had believed about learning (reflected in the learning manifesto), and ways we wanted to change our respective worlds (innovation proposal). GroupMe was/our primary method of communication as opposed to the Blackboard student lounge. This was much more convenient than Blackboard and allowed for a more timely response. We also held Zoom meetings and collaborated on our assignments. Zoom was very user friendly. Ben and I led the project and had extra meetings to review different aspects that needed to be improved. It truly was an inspiration to work with the others and I am grateful for the opportunity to have worked with them in these two classes. They were a key contributing factor into my ability to meet deadlines 24 to 48 hours (on average) before the deadlines, in both courses. Being successful in this team was quite different as Ben is a Math teacher and I teach a History/English combination class. Our different fields allowed us to put logic and philosophy together, blending our various ideas on learning. I think our grade reflects this aspect. Though not perfect, it shows how we came together; making connections between ePortfolios and blended learning.

I do believe I have grown through this course and plan to continue growing in the area of time management. I would have liked to participate more in the discussion posts, but after reading and course materials I would simply run out of time. In the spirit of having growth mindset, I believe that prioritization and collaboration should be viewed as a natural part of learning without it being a separate assignment. Needing the collaborative piece to be an assignment is reflective of the fixed mindset that is part of North American education. I would like to continue improving my skills in making revisions in a more timely manner. That will be one of the last things I have to do to change my learning from a fixed mindset to a growth mindset.

Jacob Montag 3/9/22 Jacob Montag 3/9/22

Contribution to my learning Network

Contribution to My Learning Community

EDLD 5305 & 5302

Dr. Dwayne Harapniuk

Jacob Montag

March 9, 2022

Score and Rationale

In this course and 5302, I believe I have earned a score of 40 out of 50. My rationale for this is that I met all of the key contributions and supporting contributions. I actively tried to maintain a growth mindset, collaborate with my team for the literature review, took the lead on editing the peer review, wrote multiple sections, frequently discussed the weekly topics in GroupMe after studying all course materials, and I met the deadlines in a timely fashion.

Jacob Montag 5/28/19 Jacob Montag 5/28/19

The Learners manifesto

Realization that the education system was greatly lacking in student focused, core subject instructions is what prompted me to become an educator. Over the past ten years, technology has been available to expand the possibilities of education, but instead of implementing the technology the status quo of teaching continued. I noticed that any increase to school budgets for upgrades were usually directed to anything sports related. Although use of technology to better engage students has not been widely incorporated in the classrooms, teachers continue to be held responsible for low standardized test scores. Society has realized that students are individuals and need to be viewed as such. If the school system acknowledges that students can be coached to be creators as opposed to conformists, the system would be positively altered to see a society built on the principle of equality our leaders claim to be working towards (Thibideaux, 2021). My passion is this:

Train kids to contribute in the area that brings them joy.
Make room for the growth of scholars by allowing them to fail and then succeed.
Accept that yesterday’s education model has served its purpose and must evolve.

Train kids to contribute in the area that brings them joy

Schools have dealt with numerous students with behavior issues and academic short comings. Behaviorism teaches that this is a failure on the part of the teacher to manage the classroom and impart the required curriculum (WGU, 2021). It usually looks like this conversation that plays out in this 1980’s Calvin and Hobbes cartoon strip (Watterson, 1989).

To most, Calvin would be considered undisciplined and that may be the case; however, it is worth considering that the cause of the academic issues may be that he needs time to explore his interest (Robinson, 2007). Sir Ken Robinson tells the story of a dancer that was labeled as a behavior issue due to not being able to sit still. When the family took her in for testing, the doctor correctly guessed that she must have the nature of a dancer. The doctor then admonished the family to allow the child to be enrolled in a dance program. The child went on to have a career as a world renowned dancer. Robinson then poses the question of what and how we are educating the child. Is the education growing the child and fostering joy? Is the education stifling and meant to impose conformity? (Robinson, 2015) I believe that there are essentials that scholars need to have for life, but they should not have to be forced into the false dichotomy of destroying their bodies in some sports arena, working 90 hours a week in the oilfield (a problem Texas has), or a liberal arts based job that they truly hate. Make room for self-discovery though education and watch kids thrive.

Do Schools Kill Creativity by Sir Ken Robinson (2007).

Make room for the growth of scholars by allowing them to fail and then succeed

A major contribution to the stifling of modern scholars is that failure is seen as the juxtaposition to success, rather than the path to success (Dweck, 2016). Even in my current environment, scholars obsess over numerical ranking and grades. Anything less than what they desire is an overwhelming defeat and has resulted in some students giving up on the free associates degree that we offer. It is because they suffer from the fixed mindset of failure being antithetical to success. Sadly, the numerical grading system validates this concern as they must achieve a grade to continue to the next grade and ultimately Graduation (Robinson, 2007). Carol Dweck postulates that communicating “yet’ will change students perception of failure. This also stands to argue (and quite effectively) that subjective numerical grades should be reevaluated in regards to its effectiveness. Pass, Fail, or Yet: is up for debate as to which would be the best teacher in the right context. “Pass” is what all good scholars desire. “Fail” makes “pass” seem unlikely and unobtainable. “Yet” makes room for coaching and one to one mentorship (Dweck, 2014). I postulate that changing the context of the conversation will cause more growth. Scholars have yet to get there, but they will get there yet.

The Power of Yet by Carol Dweck (2014).

Accept that yesterday’s education model has served its purpose and must evolve

Stop Stealing Dreams by Seth Godin (2012).

I personally used to believe that progressive methods like PBL were the cause of decline in the US education system. In truth, the outdated methods of schooling are the cause of the decline. The decline was most evident in my career, using STAAR test score metrics. The powers-that-be were never pleased with all the “practice” tests throughout the year; however, they liked the end result. Much of the end product is due to me using unconventional methods such as Socrative, Peardeck, Classkick, QR Codes, etc. It was all designed to make the content accessible and classifiable as teaching with technology. With the implementation of Project/Problem-Based Learning in my current school-district, I currently sit in first place with achievement and growth in data. I truly believe this is because I opened myself to new methods of instruction. Seth Godin presented this conclusion in his Ted Talk “Stop Stealing Dreams” in the context of, time has run out for the current education model. It was meant to address the needs of the Industrial Revolution and prepare them for a life in a repetitive factory position (Godin, 2012). As we are several generations past that era, society needs to approach learning differently and it most certainly is not the teachers responsibility. It is the responsibility of the leaders in the educational field to stop merely proposing ideas and casting blame on teachers. Educational Leaders have a responsibility to implement and coach teachers into making the changes come to fruition in the lives of our students.

Conclusion

Watch before continuing. Take note of the student playing the Ukulele.

To those who oppose change, I wonder when it will be enough students who stumble through school and then life before we start being allowed, as educators, to do what is best for them. A student I had died by suicide, because her potential was not recognized by our outdated system. She was not an academic success story and failed multiple classes, but she was easily the most talented student musician I mentored through the guitar club. Unfortunately, her participation was limited by school rules due to her grades. Her participation was reduced and I saw her in the guitar club more infrequently. There was much speculation as to why; however, I feel a main contributor can be inferred from the principals public response that it was the students own fault, rather than examining what might have the school done differently. An investigation revealed six other deaths of a similar nature. All creative students; all considered academic failures. The responsibility lies with an outdated system that does not recognize individuality and work to meet the needs of the student, rather than then student working to meet the needs of the system. Sir Ken Robinson, I concur with your assertion. America does not need reform; we need an education revolution (Robinson, 2015).

Bring on the Learning Revolution by Sir Ken Robinson (2015).

References

Godin, S. (2012, October 16). Stop Stealing Dreams: Seth Godin at tedxyouth@bfs. YouTube. Retrieved February 27, 2022, from https://youtu.be/sXpbONjV1Jc

Dweck, C. (2016). Mindset-the new psychology of success. New York: Random House

Dweck, C. (2014, September 12). The power of yet: Carol S Dweck: TEDxNorrköping. YouTube. Retrieved February 27, 2022, from https://youtu.be/J-swZaKN2Ic

Robinson, K. (2007, January 6). Do schools kill creativity?: Sir Ken Robinson. YouTube. Retrieved February 27, 2022, from https://youtu.be/iG9CE55wbtY

Robinson, K. (2015, September 15). Bring on the Learning Revolution!: Ken Robinson. YouTube. Retrieved February 27, 2022, from https://youtu.be/kFMZrEABdw4

Thibodeaux, T. (2021). Learner's mindset..... Learners Mindset. Retrieved February 27, 2022, from http://tilisathibodeaux.com/wordpress/?page_id=1539

Watterson, B. (2019, October 16). Calvin and Hobbes by Bill Watterson for October 16, 2019. GoComics. Retrieved February 27, 2022, from https://www.gocomics.com/calvinandhobbes/2019/10/16

Western Governors University. (2021, March 23). What is the behavioral learning theory? Western Governors University. Retrieved February 27, 2022, from https://www.wgu.edu/blog/what-behavioral-learning-theory2005.html#close

The Voice of the Teacher