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First published on April 3, 2008, doi:10.1177/0829573508316597

Canadian Journal of School Psychology 2008;23:114.

A more recent version of this article appeared on June 1, 2008

Article

The Mindset of Teachers Capable of Fostering Resilience in Students

Robert Brooks* and Sam Goldstein

* To whom correspondence should be addressed. E-mail: contact{at}drrobertbrooks.com.


  Abstract
Abstract: The assumptions educators possess about themselves, their role as teachers, and their students’ capabilities play a significant role in determining expectations, teaching practices, and ultimately student happiness and success. This article provides an overview of the application of resilience principles in the classroom from the perspective of the mindset of effective educators. In their efforts to nurture resilience in their students, effective educators appreciate the life-long impact they have on students, acknowledge that all students want to be successful, and appreciate that the foundation for successful learning in a safe and secure classroom climate is the relationship they forge with students. Ideas and strategies are offered to assist teachers in developing a mindset capable of fostering resilience in students. Résumé: Les suppositions qu’ont les enseignants par rapport à eux-mêmes, à leur rôle et aux capacités de leurs étudiants jouent un rôle significatif quant à leurs attentes, à leurs façons d’enseigner et, en bout de ligne, au bonheur et au succès des étudiants. Cet article donne une vue d’ensemble de l’application des principes de résilience dans la classe en adoptant la perspective fournie par l’état d’esprit d’éducateurs efficaces. Dans leurs efforts pour entretenir la résilience, les enseignants efficaces sont conscients de l’effet durable qu’ils ont sur leurs étudiants, ils reconnaissent que tous veulent réussir et ils se rendent comptent que la base d’un apprentissage réussi dans un climat sûr passe par la relation qu’ils forgent avec eux. On y présente également des idées et des stratégies pour aider les enseignants à développer un état d’esprit capable d’engendrer la résilience chez les étudiants.


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S. Prince-Embury
Translating Resiliency Theory for Assessment and Application in Schools
Canadian Journal of School Psychology, June 1, 2008; 23(1): 4 - 10.
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