A5 - To foster a growth mindset in 2nd graders, I give feedback that praises effort, strategies, and progress. I use phrases like “You’re not there yet” or “I love how you kept trying,” to build confidence, encourage persistence, and celebrate learning from mistakes

A4 - In 2nd grade, mindset-conscious assessment can be challenging as students may fear mistakes or focus too much on grades. I work to balance measuring learning with encouraging effort, progress, and resilience by using flexible assessments and giving growth-focused feedback.

A3 - I will focus on using intentional language to promote growth by focusing on effort, progress, and learning from setbacks. I’ll emphasize the process over results, celebrate persistence, and reframe challenges as opportunities, reinforcing that abilities grow through effort.

A2 - To promote a growth mindset with 2nd graders, I can and should model perseverance, praise effort, encourage risk-taking, incorporate mindset expansion, and set achievable learning goals.

A1 - In a 2nd grade classroom, the power of "yet" encourages students to embrace challenges, build resilience, and see mistakes as part of learning. It shifts their thinking from "I can’t" to "I can’t do this yet," fostering a growth mindset and creating a positive, supportive environment.

I find this to be helpful as well, except I have one student who has issues remaining seated. Chunking the lesson helps tons in that case!

I love the use of a timer in my room, it allows for students to have autonomy over their breaks and I don’t have to interrupt instruction to remind them to return

I agree with using a fidget of their choosing! It encourages independence as well as allowing for a moment for them to take charge of themselves and bring their focus to where it needs to be

I love the use of a calm down corner with second graders as well! I utilize my reading rug as a calm down space and it has done well in terms of students understanding that they need to respect the space because it is a tool

I’m in the same boat with not being given IEP information (as a primary teacher). It makes it difficult to find the appropriate accommodation resources for students. I also have a student who refuses accommodation and it affects his work as well

I agree with your point regarding undiagnosed LDs. I have a handful of students in my class who receive unofficial accommodations, which makes it difficult to gauge rigor.