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Author Biography

Sera Anello, Manager of Curriculum at MindUP, advocates for holistic education and social-emotional learning, equipping educators to enhance student outcomes and foster resilient, empathetic school communities. She previously taught fourth grade in Philadelphia.

Michael J. Haslip, Ph.D. is an Associate Professor of Early Childhood Education at Drexel University. His research focuses on developing effective pedagogical strategies and professional development programs in collaboration with practitioners, with an emphasis on social, emotional, and character education. He directs the Lisa and John McNichol Early Childhood Education Lab and brings firsthand experience as a former elementary school teacher to his work.

Abstract

This teacher action research study describes the development and application of the opportunities for growth teaching method to increase learner motivation, persistence, cooperation and positive self-talk among primary school students. The approach was implemented with 30 fourth graders in a Philadelphia public school classroom to foster unity, support attitudes toward academics and participation, redefine failure, and reframe challenges. Before this intervention, most of the students lacked self-regulation, self-awareness, and relationship skills needed to thrive. This study investigates how and to what effect the opportunities for growth approach shifts students’ language and mindset about academic and social challenges. Qualitative data was collected throughout the year from five sources: documented and systematic classroom observation, reflection on teacher practice, a Student Growth Survey, a mind map activity, and student interviews. Findings reveal growth in interpersonal relationships, enhanced self-esteem through self-correction and positive self-talk, and a redefinition of failure by fostering a growth mindset. By nurturing a growth mindset, students improved their ability to self-correct, leading to deeper engagement and persistence in mathematics instruction. Using this method promotes student reflection, improved relationships, and increased resilience. This study reveals the necessity to establish metacognitive positive self-talk strategies and the transformative impact of the opportunities for growth approach on students’ social and emotional development.

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