GoodThinking:TeachersandtheirTeenageStudentsCoCreatingthe EnvironmentofThinkingtoHelpStudentsPushthroughEmotional,Cognitive,or NegativeMindsetBarriers SuzanneLettrick HarvardGraduateSchoolofEducation H175GoodWorkinEducation:WhenExcellence,Engagement,andEthicsMeet ProfessorHowardGardner TeachingFellow:TiffanieTing December10,2010 1

Nothingismorewonderfulormoretobecelebrated,thansomething thatwillunlockapersonscapacitiesandallowhimtothink.OliverSacks Abstract Literatureaboundswithinformationregardinghowstudentscanbecomegood

orineffectivethinkers,andhowteacherscanpropelorhinderthisprocess.However, thereisagapintheresearchwhenitcomestoshowingifthereisanythinginherently specialinthespacecreatedbyastudentandhisorherteacherthatunlocksthethinking processandallowsthestudenttopassthroughemotional,cognitive,ornegative mindsetbarrierstothinking.Iapproachthisissuebyutilizingindepthinterviewsof teenagersfacingbarrierstothinkingaswellastheteacherswhomthesestudents identifiedasbeinghelpfultothemwhentheysurmountedthesebarriers.Iarguethata uniqueenvironmentforthinkingiscocreatedbyateacherandhisorherstudentsinthe classroomwhenbarrierstothinkingareremovedorlessened.Icreateamodel describingthefourcoredimensionsthat1)mustexistconcurrentlyinorderforthebest thinkingthroughbarrierstotakeplace,and2)thatareevidentonlywhenbothteacher andstudent/swiththebarrier/stothinkingcontributeequallytoevincethisspace. Iconcludebyrevealingthatthespecificityandabstractqualityofthesefour

componentstogoodthinkingactuallycreatesaconflictforourcurrentteachersand studentssinceitisnoteasytoachievethisspaceinthecurrentschoolsystemgiven predominanceoflargeclasssizesandthestandardizedlearningandtestingenvironment whichprohibitsmany,ifnotall,ofthecorecomponentsfrommanifesting.Iargue,that

thisconflict,ifnotaddressedbyrevampingorreinventingourcurrentschoolsystem, resultsintheweakeningofexcellence,engagement,andultimatelyethics(Gardner, Csikszentmihalyi,&Damon,2001)onthepartofstudentsandtheirteacherswhenit comestogettingstudentstopushthroughtheirbarrierstothinking. Introduction SeventysevenyearsafterJohnDeweyproposedthateducation'smaintaskwas toensurethatstudents"learntothink"(Halpern,1996,p.7),schoolsandsocietyare stilldebatinghowtogetstudentstodosuchathing,especiallyinlightofthefactthat thisskillisnowsomethingthatstudentsMUSTknowinordertosucceedinthe21st century.Inthisstudy,Iexaminetwointegralrolesthatofthestudentandthatofthe teacherinthequesttocomprehensivelyunderstandhowtofosterinstudentsthe abilitytothinkwell,particularlywhenchallengingcircumstancesactasbarrierstothis endeavor.Ibelievetheresponsibilityforpromotinganenvironmentofgoodthinking whendifficultiesariseultimatelylieswithboththeteacherandthestudent. Studentsasgoodthinkers Understandingtheparametersofwhatgoodactuallyisintermsofstudent's thinkingisimportant.Theabilitytosolvenovelproblemsisoneformofthinkingthat studentsmustlearntoemployinordertoexhibitgoodworkasthinkersintheschool setting,andultimatelyintherealworldasadults.AccordingtoBransfordandStein (1993)aproblemoccurswhenthereisaninitialstateandagoalstate,andthereisno readymadesolutionfortheproblemsolver(p.7).Inordertosolvetheseproblems effectively,astudentmustbeacriticalthinker.Halpern(1996)explainsthatthereare 3

certaincriticalthinkerdispositions(p.25):Goodthinkersaremotivatedandwillingto exerttheconsciouseffortneededtoworkinaplanfulmanner,tocheckforaccuracy,to gatherinformation,andtopersistwhenthesolutionisnotobviousorwhenitrequires severalsteps(pp.2527).Healsoidentifiedflexibility,willingnesstoselfcorrect,and reflectingononesownthinking(metacognition)ascommontraitsofeffectivethinkers. FrydenbergandLewis(2009)alsoconfirmedthatgoodthinkersengageinpositive introspectionregardingtheirabilitytosuccessfullyworkthroughachallengingproblem, includingknowingwhentheyvedonetheirbest.Thisdefinitionofagoodthinkerseems tohighlightthinkingthatisdoneindependently,withoutengagingoutsideresourcesfor assistance. Piaget,inhisTheoryofAutonomy,alsoweightedheavilyindependentthinking andmakingdecisionsononesown,thoughheallowedroomfortheindependent thinkertosolveproblemsbyutilizingoutsidefactors,suchasotherpeoples viewpoints(KamiiandRandazzo,1985).Healsoadvocated,inhisConstructivistTheory, thatthegoodthinkerengageswithhisorherenvironment(Piaget,1973).Similartothis, CarolDweck(1986)identifiedgoodthinkersasmasteryorientedwherethelureis masteryofachallenge,orlearninggoalthrougheffortandengagementwiththe challengeathand(p.1043).Thesechildrenfocusontheprocessofthinkingitselfasthe reward.Thesetraitsofgoodthinkinginstudentsallsignifytheimportanceofthe student'sindependentwherewithalandproactiveengagementwiththematerialitself, butdoesnotaddresswhathappenswhenagood,independentthinkerreachesabarrier

tothinkingandcannot,onhisown,reachasolutiongiventheinnateskillshealready possesses. Studentswhobecomeineffectivethinkerswhenfacedwithchallengingbarriersto thinking Twooftheprimarybarrierstothinkingthatcouldprohibitanindividualfrom movingindependentlytowardaproblemsolutionasrevealedintheliteratureare negativemindsetsandemotionalbarriers. NegativeMindsetBarriers Somestudentsdevelopnegativemindsetbarriers,whichseemtooverridetheir

ownperfectlyfinecognitiveabilities,makingsolvingchallengingproblemsontheirown difficult.CarolDweck(1986)studiedchildrensmotivesforlearninganddiscoveredthat somechildren,forexample,focusonperformancegoalsratherthanonmasterygoals (describedearlier).Whenperformanceisagoal,astudentwillfocusmoreonhowsheis performingthanonwhethersheislearning.Whenstudentstrytosolveproblemswitha performancegoalinmind,theyactuallytendtoavoidthinkingtasksthatare challenging,therebyavoidingthepotentialresultofnotbeingabletoperformthattask. Ironically,then,anoverconcernwithabilitymayleadchildrentoshuntheverytasks thatfosteritsgrowth(p.1043).Theveryfactthateffortmightberequiredtosolvea particularlychallengingproblemcallsintoquestion,fortheperformanceoriented student,herabilitytosolvetheproblem.Thishelpless(p.1041)mindsettendsto evidencenegativeaffect(suchasanxiety)andnegativeselfcognitionswhen [performanceoriented]studentsconfrontobstacles(p.1041).

Thisstudycontraststheearlierstudiesregardinggoodthinkersbeingableto

independentlypersevereinordertosolveaproblem.Hereweseethatnotallstudents canmerelypushthroughaproblemindependently,particularlywhenconfrontedwitha negativemindsetbarriersuchasthis,andfindasolution.Sincetacklingchallenging problemsonone'sownseemstobedifficultinthissituation,anothersolutionwould havetobeutilized.Thisliteraturedoesn'tformulatesuggestions,butitdoesleaveone wonderingifsomethingcouldpotentiallyoccurbetweenastudentandateacherthat wouldeffectivelyeradicatethis"helpless"positiontakenbyaperformanceoriented student. EmotionalBarriers Anotherformofbarriertothinkingistheemotionalkind.Variousresearchers

(Pollak,S.D.,Cicchetti,D.,&Klorman,R.,1998)and(Ayoub,C.C.,Rogosh,F.,Toth,S.L., O'Connor,E.,Cicchetti,D.,&RappoltSchlictmann,G.,2006)havestudiedmaltreated childrentobetterunderstandhowemotionsaffectcognitiveprocesses.Pollak,etal., (1998)confirmedthat,emotionsaffectattentionandviceversa(p.825).Whena studentfeelsfearinalearningsituation,forexample,thenervoussystemisactivated, whichcausesthestudenttogiveattentiontothatwhichthreatens,therebylimitingthe likelihoodthatattentionisavailabletofocusonthethinkingorlearningtaskathand. Thoughemotiondoeshelppeopleadapt(Pollak,etal.,1998),italsolimitstheamount ofattentionthatcanbegiventootherevents(Pollak,etal.,1998),suchasproblem solvingorthinkingcritically.Interestingly,Ayoub,etal.(2006)alsodiscoveredthat youngmaltreatedchildrenhaveadifficulttimeattendingtotasksinapositivesetting,

sincethesechildrentendedtogiveattentiontowhateverwasmostthreatening, therebylettingtheirattentionflagwhentheenvironmentwassafe.Thesestudiesdo notassumethatallchildrenwillexperiencedramaticconnectionsbetweenemotionand attention,orothercognitiveprocesses,buttheydosuggestthatarelationshipdoes exist.Therefore,studentsabilitytocriticallythinkandproblemsolve,canbehindered bytheirunique,socioemotionalimprint.Hereisanothersituationwhereevidence showsthatastudentwithanemotionalbarriertothinkingwouldinfactfinditdifficult toindependentlythinkthroughachallengingproblem.Oneislefttowonder,again,if anythinginthestudent/teacherconnectioncouldgetastudenttopushthroughthese barrierstothinking,orifthisissomethingthateachstudentmustwrestlethroughon hisorherown? Teachersassistingstudentstobegoodthinkers Vygotsky(1978),withhisZoneofProximalDevelopmenttheory,wasoneofthe

firsttheoriststounderscorethefactthatindividualsdoindeedeachhaveanormal rangeofabilitiestothinkindependently.Whathesuggestedwasthatallindividuals (eventhosewithoutbarrierstothinking)existatorbetweenonetheseextremelevels atvarioustimes:1)TheActualDevelopmentLevelisthestatewhenindividualscan solveproblemsindependentlybyutilizingtoolsandstrategiesthattheyhavealready internalized,and2)thePotentialDevelopmentalLevelisthestatewhenindividualsare onlyabletoworkthroughchallenging,advancedlevelproblemsviasupervisionofa moreadeptadultorteacher.FischerandBidell(2006)andtheirDynamicSkillTheory alignedwiththisideabyaddingthatthereisaFunctionalLevel,similartoVygotsky's

ActualDevelopmentlevel.Inthistheory,theperson'sFunctionalLevelshowsthe highestskilllevelthatcanbeachievedforanindividualwhenoperatingindependently. TheOptimalLevel(similartoVygotsky'sPotentialDevelopmentalLevel)isthehighest levelthatastudentcanreachwithscaffoldedsupport. Theliteratureseemssomewhatdividedregardingwhatconstitutesagood

thinker.Accordingtosome,agoodthinkerisdefinedassomeonewhocanpersevere andsolveproblemsindependently.Period.Otherstudiesshowthatthisisallfineand gooduntilchallengingbarrierstothinkingoccur,therebyprohibitingstudentswith normalcognitiveabilitiesfromproceedingindependently.Thesolutionforthinkerswith barriersdoesseemtohavesomethingtodo,accordingtothefinalbatchofstudies,with obtainingsomeformofmoreadeptsupport. Notallteachersupportiseffective,though Butherewerunintoanotherissue.Accordingtosomeresearch,ateacher,

thoughadeptatacertainconcept,couldactuallyimpedeastudent'sabilitytodogood thinking.Forexample,teacherswhodiscouragechildren,byactorbyword,from comingupwiththeirownanswerstoquestionsposedinclass,orfrommakingmistakes, createenvironmentsthatcaninhibiteffectiveproblemsolving(KamiiandRandazzo, 1985),buildinstudentsasenseofhopelessness(FrydenbergandLewis,2009),and teachstudentstodistrusttheirownthinking(Kamii,1982).Childrenwhoarethus discouragedfromthinkingautonomouslywillconstructlessknowledgethanthosewho arementallyactiveandconfident(Kamii,1982,p.80).Itisclear,here,ateacher's

disconnectormisalignmentwithorunethicalbehaviortowardshisorherstudentscan yieldnegativeconsequences,too,inregardstogettingstudentstobegoodthinkers. Sowhat'sthebestscenarioforeffective,barrierremoving,teacherstudent collaboration? Sinceitseemsthattheteacherasscaffolderisanimportantroletoplaywhen

helpingastudentpushthroughabarriertothinkingbutseeingherethatnotjustany adeptteacher/studentcombinationwilldowhatthen,ISthemagicalrecipethat actuallydoesyieldeffectiveresultswhenateacherandstudentcometogethertoaffect thisgoal,andwhatarethecorecomponentsofthisenvironmentofthinking?I endeavoredtoexplorethistopicbyinterviewingstudentsandtheirteacherswho togetherhavehelpedthestudentsmovethroughtheirbarriersinordertoascertain theingredientsthatmakesuchacollaborationeffective.Ihavecreatedamodel,asa result,composedofthefourcorecomponentsthatemergedfromtheseinterviewsand whichseemedtolaythefoundationforsuccessinallfivegroupingsofteachersand students.Theinformationyieldedinthismodelhighlightsthecomplexsituationour schoolsystemsfaceifreallyintentongettingallstudentstopossessthe21stcentury skillofbeinggoodthinkers;sinceasitnowstands,theenvironmentofthinkingas revealedinthisstudyisnoteasytocreateinthelargeclasssize,standardizedlearning andtestingsetting. METHODS Interviews Intervieweemakeup 9

Iinterviewedfourteenpeopleforthisstudy.Outofthistotal,sixinterviewees wereeitherhighschool(5)ormiddleschool(1)teacherswhentheytaughtthestudents inthisstudy,andeightintervieweeswereeithermiddleschoolstudents(three)orhigh schoolstudents(five)whentheteachersinthisstudytaughtthem.Therangeofyears ofexperienceofallteacherintervieweeswasbetweenfiveand34years,withthe averagenumberofyearsbeing15.33years.Mostoralloftheseyearswerespent teachingteenagers.Atthetimeofthisstudy,twoteacherstaughtinaprestigiouspublic highschoolinMarinCounty,CA.Oneteacherwasaresourceteacherandonewasa historyandpsychologyteacher.Anotherteachertheonewiththemostyearsof teachingcofoundedasmall,privatemiddleschoolinMarinCounty,CAandtaught humanities.AnotherteachertaughtAPliteratureandEnglishataprivateJewishhigh schoolinSanFrancisco,CA.Twootherteacherstaughtatthesameinterdisciplinary, semesterschoolforhighschooljuniorsandseniorsinNapaCounty,CA.Oneofthese teacherstaughthumanities;theotherteacher(art)atthisschoolwasalsothefounder anddirectoroftheschool.Fourteacherswerefemale;twoteachersweremale. Thestudentinterviewsincludedstudentswhoatthetimeoftheirconnectionto theinterviewedteacherswereinthefollowinggrades:eighthgrade(threestudents), tenthgrade(onestudent),andeleventhgrade(fourstudents).Mostofthestudents werefromamiddletoupperclassbackground.Twostudentsweretwins.Allstudents livedintheSanFranciscoBayArea,withmoststudentscomingfromMarinCounty,CA. Fourstudentswerefemale;fourstudentsweremale. Intervieweeselectionprotocol

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Theseintervieweeswereselectedasaresultofmyworkasanacademiccoach withthestudentand/ortheteacherinterviewed.Inmanycases(five),theinterviewee hadbeenmystudentclientthatIhadeitherwitnessedorheardfromregardingthe removalorloweringofhisorherbarriertothinkingintheschoolsetting.Whenthe studentnamedateacherthathadaroleinhelpinghimorherlowerorremovethe barrier,Icontactedthatteachertointerviewhimorheraswell.Onestudentlistedtwo teacherswhoaffectedherlearningexperienceinthismanner,sobothoftheseteachers wereinterviewed.Oneteacherconnectedmewithtwomorestudents(inadditionto ouronesharedstudent)whomshefeltalsomovedthroughthinkingbarriersinher eighthgradeclass.Iinterviewedbothofthesestudentsaswell,sinceIwantedto understandtheirexperienceinremovingbarrierstothinkingwiththisteacher.One teacher,acolleagueofmineformanyyears,hadtalkedwithmeinthepastaboutgains herstudentshadmadeinherwritingclasses,soIcontactedherforaninterviewand askedthatsheconnectmewithoneormoreofherstudentswhohadmovedthrough barrierstothinkinginherclass.Sheconnectedmewithonestudent,whomI interviewed.TheprofessionalrelationshipIsharedwithtenoftheseintervieweesprior tothisstudywaskey,asIwasabletoascertainasathirdpartythatabarriertothinking ofastudenthadbeenloweredorremoved.Allstudentintervieweesassertedthattheir workwiththealignedteachershadcreatedtheingredientsneededtohelpthemmove throughtheirbarrierstothinking.Thiswasanimportantconnectiontomakeinorderto beincludedinthestudy. FIG.1:StudentandTeachergroupings

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TEACHERS GROUPONE Humanitiesteacher,semesterprivateschool,NapaCounty,CA Founderandartteacher,semesterprivateschool,NapaCounty,CA GROUPTWO Founder/middleschoolhumanitiesteacheratprivateschool,Marin County,CA GROUPTHREE ResourceTeacher,publichighschool,MarinCounty,CA

STUDENTS th 11 gradestudent th 8 gradestudent 8 gradestudent 8 gradestudent th 11 gradestudent th 11 gradestudent 10 gradestudent th 11 gradestudent

th th th

GROUPFOUR Highschoolworldhistoryandpsychologyteacher,publichighschool, MarinCounty,CA GROUPFIVE EnglishandAPLiteratureteacher,privateschool,SanFrancisco,CA Interviewprocess

Twelveofthefourteeninterviewswereconductedoverthephone.Twoofthe fourteeninterviewswereconductedinperson.Allinterviewswererecordedusingan OlympusDigitalVoiceRecorderDS3300.Throughouteachinterview,Ialsotypedthe 12

respondentsanswers.Iusedthevoicerecordingstoconfirmtypedresponseswhen needed.Twoteacherssentadditionalanswersviaemailaftertheirinterview,sincewe ranoutoftimeduringthephoneinterview.Allinterviewstookbetween4560minutes. Theprimaryinterviewquestionsfortheteacherswerethesame.Theprimary interviewquestionsforthestudentswerethesame.Forbothsetsofinterviews,Iasked secondaryquestionstohavetheintervieweeclarifyorgodeeperwitharesponse.The twointerviewquestionsets(teachersandstudents)wereslightlydifferent. Commonalitiesbetweenthetwosetsofinterviewquestionsincludedthequestions:1) whatbarrierstothinkinghaveyouexperienced(forstudent)orhaveyouwitnessed(for teacher)?2)Forwhatorforwhomdoyoudogoodwork?3)Whatdoesgoodworklook likewhenyouasa(teacher/student)removeabarriertothinking?4)Whatdoesgood worklooklikewhenyour(teacher/student)doesgoodworkwhenremovingabarrierto thinking?5)Whatstrategiesand/oringredientshaveworkedtohelpyouremove barrierstothinking?Severalofthesequestions,particularlythoserevolvingaroundthe themeof"goodwork"camefromGardner,Csikszentmihalyi,&Damon's(2001)Good Workinterviews.It'simportanttonotethatintervieweescameupwiththeirownideas aboutwhatgoodworkinremovingthinkingbarriersfeltandlookedliketothem...Ionly pushedthemtogivemetheirownunderstandingofwhatthislookslikewhengood workintheireyesoccurs,insteadofgivingthemapresetdefinition(Gardner,etal., 2001)ormyowndefinition. FINDINGS

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Interviewresponses(data)wereindividuallycolorcodedbycommonthemes andthencrossreferenced(individualstudent/swithresponsesofhisorherteacher/s) todeterminethinkingbarrier/sandcommonfactorsthatbothpartiesfeltlinkedtothe loweringorremovalofindividualbarrierstothinking.Onlytheelementsthatboththe teacherandstudent/sinthatgroupingnoticedandidentifiedasfactorswereincluded inthisstudyinordertodetermineelementsthatcouldbeintegraltothecocreated thinkingenvironment.Thebarrierstothinkingthatwererevealedwereverymuchin alignmentwiththeliterature,withemotionalandnegativemindsetissuestoppingthe list. Studentteachersgroup1 SUBJECTS:11thgradeinterdisciplinarysemesterschoolstudent;founder/artteacher;and humanitiesteacher BARRIERTOTHINKINGidentifiedbythestudent:fearofbeingvulnerableintheunique problemsolvingprocess Bothteacherslistedthetopbarriertothinkingofmoststudentsattheirschool: perfectionisttendenciesstrongeditorsvoicespromptedbytheirworryaboutcollege andfeelingsomethinglackingwhencomparing[self]to[a]neighbor.Theartand humanitiesteachersemployedseveralseeminglyintuitivestrategieswhileworkingwith thisstudenttohelpalleviateherfears,butthestudenthadanequallyimportantrolein thatshefullyimmersedherselfintheexperiencechampionedbyherteachers. Communication

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Thehumanitiesteachersaidthathermainaccess[tostudents]isoneof listening;Iplantafewquestions.Thestudentalignedwiththisteacher,sayingthat thisteacherwasagreatlistener:Whenwecheckedinindividually,shewouldaskme aboutthings.IwouldletherinonananxietythatIwashaving.Shealsocommentedon howherartadvisorsadviceutilizinghisdeepknowledgeofdifferentartmodalitieswas integraltoherabilitytopushthroughandbevulnerableintheprocessofherart making.Inalignmentwiththeliterature(Halpern,1996)and(FrydenbergandLewis, 2009),spendingtimeeachdayreflectingonherprocessinherjournalandinher sketchbook(thoughnotherforte),andspeakingwiththesetwoteacherstogain guidance,weretheprimaryelementsthatshefeltmovedherthroughherbarrierto thinking. UseofTime Theeffectiveappropriationoftimealsohelpedthisstudentbreakfreeofher

barriertothinking.Shefeltthattheschoolleadersdesignedaprogramthatallowedher togetafeelforeverythingandgetcomfortable.Theyprogressivelyenhancedthe rigor.Bythetimeshewasreadytoworkonherownonherfinalproject,her confidencefordoingprocessworkhadimproved.Shesaidthatshewasdoinggood workwhenshefoundthatshecouldproducesomethingsubstantialevenwhenshe startedwithnoideastwoweeksbefore. FeelingofSafety Thecofounderoftheschoolandartadvisorforthisstudentsprojectbelieved

stronglyincreatinganenvironmentwherestudentscouldbepsychologicallysafeasa

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waytopromotedialogueandhelpstudentsconnectdeeplywithaproject.Thisincluded creatingaplacewherestudentswouldntbecalledoutforegregiousbehaviorand wherememberspracticedacertaincivilityinlanguage.Theenvironmentwassafe,to thehumanitiesteacher,whenademocraticenvironmentwascultivatedaplacewhere thekidsbegantotrustthemselveswhentheybegantotrustothersandtheirteachers. Thestudentsharedthissentiment.Shetalkedabouthowshefeltsafeandabletoopen up,sinceherteachersspentsomuchtimetalkingwithheraboutherprojectandabout lifeingeneral. Participantsweretrulypresent Thesafeenvironmentandmanyformsofgiveandtakedialogueseemedtoexist

inaspacewherethematerialandadvisorswerepresentandaccessibletothestudent. Whetherthebeingtherewasphysical,suchaswhenthehumanitiesteacherutilized thestrategyofsittingwiththestudentassheworkedonadifficultconcept,toamore subtleapproachofbeingthereinthejournalresponsestothisstudentencouragingher alongandgivinghernewideas.Thefounder/artadvisormentionedthatthestudents sheerpersistenceanddiligencewerethequalitieshenoticedthathelpedherpush throughthebarrierstobeingintheprocess.Thestudenttalkedaboutthisandhow beingwiththeprojectallowedhertogainaccesstoherself,even.Sheshared,Ihad neverjustlivedinthepresent.TomakeitworthitIhadtopenetratethis.Arthelpedme meltaway.Foronceinmylife,mybrainwasquiet.

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Thestudentinthisgrouppushedthroughherthinkingbarrierbecausesheand

herteacherscreatedathinkingenvironmentwheretheyfeltcomfortableusingmultiple formsofdialogue,takingtimetoexplore,andshowingupascaring,dedicatedpeople. Studentsteachergroup2 SUBJECTS:Threeeighthgradestudentsinprivatemiddleschoolandtheco founder/humanitiesteacher BARRIERTOTHINKINGidentifiedbyeachstudent: A.Difficultyarticulatingideasinwrittenformat B.Difficultyabsorbingcontentincertainsubjects C.Difficultyfocusonmaterialduetobeingtired,hungry,oremotional Thethreestudentslisteddifferentbarrierstothinkingthattheyeach experienced(seeabove).Theteacherfeltthatstudentsgenerallylackedexperience workinghardtounderstandhowtodosomething,whichresultedinalackofconfidence andfocus,especiallywhenconceptsweredifficult.Sheexplained: Thesekidswereallbrightkidsthathavebeentoldforeveryourereallysmart bytheirparents.Theybegantothinkthatsomethingmustbereallywrong, sincetheydidntgetthismaterialitcreatedkidswhodoubtedthemselves whentheystartedtohitworkthatwasdifficult. ThisdescriptioncorroboratesCarolDweck's(1986)findingsregardingstudentswith performancegoals.Crossreviewoftheseinterviewsshowedseveralelementsthatall studentsandtheteacheragreedhelpedinpushingstudentsthroughtheirindividual barrierstothinking.Similarfactorstogroupnumberone'ssuccessesemergedingroup numbertwo'sinterviews:communication,timespentthinkingthroughchallenging hurdles,presencewitheachother,andasafespaceinwhichtoengageauthentically.

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ExtensiveDialogue Theprimaryelementwasextensivedialoguetoconnectthestudenttothe

material,tohimself,andtotheteacher.Oneononedialoguewiththeteacheroccurred onceaweekwhen,fortwentyminutes,shewouldgooverallofhereditsuggestions witheachstudent. Timetoengageauthentically StudentAremembered,Shewouldgiveustimeoneverydraft,howevermuch

timewewouldneed.Thatwaswhatdiditformetherewerespecificthingsshedid, buttakingthetimeiswhathelped.StudentBsaid,Wewouldtalkaboutitfirst.We wouldtalkabouttheproblem.WhyIamhavingtheproblem.Theteachersaidthatthe decisiontodevotesomuchtimetoeachstudentcommunicatingaboutthewriting processoranyotherlearningchallengewasadeliberatechoice.Shefeltitgavethe studentsthemessagethatIknowwhoyouare,Icareaboutyourwork,andIminthis withyou. Safespaceinwhichtobereal Theteacherfeltthatauthenticfeedbackwasthemosteffectivewaytopushher studentstodosolidgoodwork: Igradewithaviewofhowhardastudentworkedonit.ButwhenIdetermine thatabrightstudentisnotproducingtoquality,Istartslammingthekidwith absolutetruecommentsonthepaperPleasedontembarrassyourselfbythis sloppywork,pleasedontdothirdgradelevelwork. Intime,studentshavecomebacktoherandthankedherforherpushingthemandfor notcoddlingthem.Onestudenttoldherayearortwoaftershegraduated,The'D'you

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gavemewasthebestgiftIwasevergiven.Theteacheraddedthat,they overwhelminglytellusthankyouforcallingourbluff. Thisteacherandherstudentscreatedathinkingenvironmentthatbroke

throughbarriersviaextensivedialogueinasafe,rigoroussetting. Studentteachergroup3 SUBJECTS:11thgradepublichighschoolstudentandtheresourceteacher BARRIERTOTHINKINGidentifiedbythestudent:emotionalissues Thethirdstudent'sbarrier'sconfirmPollak,etal.,(1998)findingsthat,emotions

affectattentionandviceversa.Thisstudentandtheteacherconfirmedthatthe studentwasabletoperformmostacademictaskswhenhewasnotdistractedfromhis taskbyemotionalissues.Theteachernoticedthatthisstudentwouldoftencheckin withherearlyinthedayexhibitingapositiveattitude,butbylaterinthedaywould enterinadifferentstate.Heexplainedthatastudentorteacherscommenttohim duringthedaycouldsethimoff. Crosscomparisonofthisteacherandstudentsinterviewtranscriptsrevealed severaleffectiveelementsthatbothdeemedimportanttowardgettingthestudentto lowerhisbarriertothinking.Theseelementsdidnotoccurassingleagentsinthistask, butseemedtobemosteffectivewhenoccurringtogether. Welcomingenvironment Inorderforthestudenttoshowuptoworkwiththisresourceteachereach week,heneededtofeelthattheenvironmentwasopenandwelcoming.Thoughhe oftencameintotheclassnotwantingtodoanywork,hementionedthathelikedthat

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thespacewasrelaxed,yetproductive,whichcouldhelpputhiminthemoodtowork. Similarly,thisteacherrecognizedthattherewassomethingabouttheenvironment beingsafeandkeptatanevenkeelforthestudenttofeelcomfortableandclaim ownershipofthespace,whichhedidbyleavinghisbagtherethroughouttheday. Timetoconnectwithself Anotherelementtiedtocreatinganeffectivethinkingenvironmentherewasin givingthestudenttimetotakecareofhimselfviaawalkdownthehallorabreakinthe classroom.Thestudentmentionedthatwhentheteachergiveshimtimetosettle himself,hewantstorespectthisandreturntoherclassroom. Beingpresent Athirdelementinremovingbarriersforthisstudentisthatboththeteacherand studentshowedupinthissetting.Thestudentobservedthattheteachergenuinely cares.Icantellthroughbodylanguage.ShesitsdownandaskswhatIvegottodo, andshechecksonyouthroughouttheclass.Theteachermentionedtoothatwhen theyreworkingtogetsomethingdone,shedirectshimtofirstdotheeasierwork,since somethingeasycangethimbackintothemodeofworkingagain.Itcangivehimthe confidenceofgettingsomethingratherthannothingdone.Sheispresenttohelphim prioritizetheworkthatwillgethimbackontrack. Knowingthecontentthatthiseleventhgradestudentmustunderstandwas anotherwayforthestudentandteachertostaypresentintheroom.Theteacher mentionedthatherunderstandingofthestudentandthecontenthelpsherknowhow

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toconnectthematerialtohislife.Thestudentmentionedthattheteacher'sabilityto reallyknowhermaterial"allowedhimtoconnectwiththework. Languageofteenagers Finally,bothstudentandteachertalkedaboutcommunicationsrole(via listening,talking,sharing)increatingasafeenvironmentwherethestudentsneedsare metandwherearelationshipbasedontrustisdeveloped.Thestudentmentionedthat, teacherswhoaregoodatteachingknowhowtocommunicatewithkidsandknow whatteenagersaregoingthrough.Theteachercommentedonhowshetriedtolisten insuchawaytoknowwhatastudentiscommunicatingtoher.Whenhecomesand getshisworkoutwithoutanypromptingthere'snoavoidancethere.sometimeshe comesarmedwithquestionsthatsanobviouscluethathethinkshecangetit.Hecan workthroughit.Mosttimes,though,shesaidthatthisstudentjusttoldherhonestly howhewasfeeling. Thisstudentandteacherpairingcreatedanenvironmentofthinkingbymutually fosteringasafespacebuiltonauthenticpresenceandtheabilitytoreallylistento wheretheotherwascomingfrom. Studentsteachergroup4 SUBJECTS:One10thgradeandone11thgradepublichighschoolstudentandtheworld history/psychologyteacher BARRIERTOTHINKINGidentifiedbyeachstudent:Difficultyfocusingandthinkingdeeply aboutconcepts

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Verysimilarelementsincreatinganenvironmentofthinkingbetweenteacher

andstudentswererevealedinthisfourthgrouping. Beingrealandpresentwithselfandwiththematerial Bothstudentsremarkedextensivelyonhowthisteacherseemedtounderstand

andlovethesubjectsthathetaughtaswellaspopcultureandteenagers.Hisloveand knowledgehelpedthemconnectwiththematerial,sotheycouldgodeeperwithit.The studentwhohadthisteacherin10thgraderemarked,"[Thisteacher]knewalotabout currentevents.Hemadeitrelevanttoourliveshecoulddothiswithanycontent. Hisknowingthingsandbeingintellectualmadethisseemlikeausefulskilltohavefor thereallife."Thisteachersaidheisresponsibletothestudentswhendoinghiswork.If theyarenotlearning,heseesitassomethingthathecanchange.Headded, Thisisnotaclich,thoughitsoundssappy.WhenIhaveadudlesson...it happensallthetimeandtoseethebodylanguageintheclass.[Itsays], yourenotentertainingme;Imnotinterested;Imnotlearning.Thelesson tomorrowisgoingtokickass."

Dialogueusingthesamelanguageinasafeenvironment Clearly,differentformsofcommunicationinasafeenvironmentwaskeywiththis group,butwasmadeaccessibletoallinvolvedsincetheparticipantsseemedtospeak thesamelanguage.Thetenthgradersaid: Hedefinitelymasteredthelanguageofteenagersusedslangmadethewhole classfeellighter,lessserious.Hewouldgetustointeractwithhim.Hewouldcall onpeoplealotmadesureeveryonewaslisteninghecouldjusttell.Hewould doitinafun,maybemockingwayasksomeonewhatwasgoingonorwhatthe lastpersonsaid.Itwasnevermean.

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Engagementofallparticipantsonmanylevels,inthiscase,yieldedathinking

environmentthatmotivatedstudentstopushthroughthinkingbarriersinorderto connectmoredeeplytothematerial. Studentteachergroup5 SUBJECTS:11thgradeprivateschoolstudentandAPLiterature/writingteacher BARRIERTOTHINKINGidentifiedbythestudent:negativemindsetregardingwriting abilities Thisstudent'snegativemindsettowardherabilityasawritercameasaresultof

apreviousteachertellingherthatshewasnotagoodwriter(whichconfirmsKamiiand Randazzo'sresearchin1985showingthatateachercandiscourageastudentviawords oracts.)Thestudentalsohaddifficultyconnectingwithwritingonapersonalleveldue topsychologicalissuesthatresultedfromherbeingstalkedbyacommunitymemberfor thelastseveralyears. Authenticengagement Beingrealandshowingupwasimportanttoboththeteacherandthestudent

here.Thestudentnoticedthatshe[theteacher]wasgoingtoputasmucheffortaswe weregoingto,whichoftenincludeddoingthesamewritingassignmentsasthe students.Likewise,theteacherfeltthatstudentsmustbringto[learning]their openness,theirwillingness,[since]thisiswhatwillmakethebiggestdifferencefor them.Forthestudenttobecomeabetterwritertheteachernotonlyneededtoshow thatsheknewthecontent,sheneededtomodeltothestudenthowtobevulnerable. Thestudentsaid,Itwasherknowledgeitwasallaboutwritingessaysthatinitially

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helpedthestudentengagewiththematerial;but,bysharingherselfwithherstudentat alaterpoint,theteacherplayedapivotalroleinhelpingthestudenttapintoherown voice,whichhadbeenquietedfromherdifficultexperiencesoutsideofthisclass.The studentremarked,Shewouldtellusaboutherlifesothishelpedmeopenupwith her. Understandingthatchangetakestime Anotherelementusedtoremovethisstudentsbarrierswasrecognizingthatit

takestimeforchangestooccur.Thestudentacknowledgedthat,goodworkonthe teacherspartoccurswhentheytaketimetotrytohelpyoufigureoutwhatiskeeping youfromdoingwell. Safespaceasshelterfromoutsideworld Sincethisstudentslifeoutsideofschooldistressedher,bothteacherand studentrecognizedtheimportanceoflearninginasafespace.Theteacherasserted, ThebestthingIcoulddofor[thestudent]wasmakeassafeaplaceintheclassroom gettingbackandforthtoschoolwasntsafemyclassroomwassafe. Connectingthroughcommunication Finally,reachingouttoeachotherandhavingthestudenttalkherwaythrough

theprocessofwritingwasintegraltoconnectingthisstudenttothinkinglikeawriter. Thestudentsaidthatgoodworkonherpartincludedtalkingwithmyteacherand gettinghelp.

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Thisstudentandteachercocreatedasafephysicalandpsychologicalspace,

whichproducedanauthentic,caringconnectiontoeachother;itisultimatelywhat seemedtopushthisstudentthroughherbarriertothinking. DISCUSSION Thisstudywasdesignedtodetermineifthereissomethinguniqueandkeyin howateenagestudentandteachercreateathinkingspacetogethertoeffectivelyhelp thestudentpushthroughhisorherbarrierstothinking.Theresearchpresentedhere illustratedafewkeyfindingsthatsupportthehypothesisthatteachersandtheir teenagestudentsdohavetheability,whencertaincriteriaaremet,tocreate environmentsthatfosterthelesseningorremovalofemotional,cognitive,ornegative mindsetbarriers. Criteria AsfoundwiththeGoodWorkProject(Gardner,etal.,2001),certainzonesof

optimalstatescanoccurwhenthreeormoreisolatedandspecificelementscome togethertoformthisnewanduniquehigherlevelquality.Forgoodworktooccur,for example,aworkermusthaveengagement,ethics,andexcellence(Gardner,etal., 2001).Allthreeshouldbepresentforthehighestformofgoodworktooccur. Engagementwithoutethics,forexample,wouldnotbeconsideredgoodwork,inthe definitionalsense.Likewise,trueexcellencewithoutengagementwouldmostlikelynot evenbepossible.Theoptimalstateonlyexhibitsitselfwhenthecoreindividual elementsarepresentatthesametime.Physicalsciencewiththechemicalcomposition ofanelement,suchaswater,H20givesusanotherexampleofthisemergentquality.If

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onlyonehydrogenandoneoxygenmoleculecometogether,theelementwaterwould notresult,sincewatermusthavethethreechemicalelements,twohydrogenandone oxygenmolecule,inordertoexist.Whenallthreeindividualmoleculescometogether, thesumresultissomethingcompletelydifferentthantheidentityoftheindividual parts.Thisconceptofemergencewhere,inlaymanstermsthewholeisdifferent fromthesumofitsparts[italicsincluded](Pepe,2010)ispresentinmanyother disciplinesaswell.Thisstudyseemstoshowthatsuchisalsothecasewhencertain conditionscometogetherinorderforateenagertopushthroughemotional,cognitive, ornegativemindsetbarrierstothinking.TocreatewhatIoftentimesseeasthemagical spacewheregoodthinkinginthesechallengingsituationscanoccur,thesimultaneous presenceoffourcoreelementsandtheirspecificqualitiesseemimportant:asafespace; flexibletime;authenticpresenceoflearnerandteacher;andgiveandtakedialogue. FIG.2:ModelofFourCoreComponents

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 Eachofthefourteeninterviewees,asyieldedintheircodedandcross referencedinterviewtranscripts,attributedthesuccessoftheirlearningenvironments toseveralqualities,whichIlatersynthesizedintotheabovefourelementsbasedon theircommondenominators.Thesefourqualitiesappearedineachofthesmaller teacherstudentgroupingsaswellasintheoverallsamplingofinterviewees. Itisimportanttounderstandtheaspectsembodiedineachofthefour

components.Thesefourcomponentsdonotseemtobehierarchical,nordotheycome

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inanyorder,perse.Akeyqualitytorecognizeisthateachofthefourcorecomponents seemstorequiretheinteractionoftheothercomponentsinordertoeffectivelyexist andinordertocreatethespaceforgoodthinkingduringchallengingmoments, especially.Itsinterestingtonotethatwithineachcomponent,theconceptof emergenceisalsotakingplaceatsomelevel,sinceittakesseveralindividualtraitsto cometogethertocreatethemoregeneralcoreconcept. SafeSpace Theintervieweesalladdressedtraits,explicitlyorimplicitly,thatwhenanalyzed

fitundertheheadingofsafespace.Thesetraitsinclude:aliteralspacewherethe studentsandteachersfeelphysicallysafe,andaplacewheretheycanbethemselves.A safespaceisalsoegalitarian,questionpromoting,opentodifferences,democratic,one whereparticipants(teachersandstudents)feelthatotherscansucceed,respectfulofall members,andaplacewheremistakesaretoolsfromwhichtolearn.Itisalsoaplace thatisrigorous(butnottothepointthatthestudentsorteachersfeelthattheycannot succeed),yetrelaxedandcomfortable.Thereareotherqualities,Iamsure,thatcouldfit underthissafespacecomponent,butthetraitsherearethosementionedbyboththe studentsandtheirteachersinterviewed. FlexibleTime Theintervieweesallmentionedtraitsoftimethatcouldbegroupedunderthe

mainheadingofflexibletime.Thesetraitsinclude:learnercenteredwheretimeserves thelearner(i.e.,teacherandstudent)andprocesscenteredwheretimeiscircular insteadoflinear(orfocusedmerelyontheendresult).Flexibletimeisopenended,as

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well,sotheteacherandstudenthavemorespaceinwhichtodialoguetogettoknow eachother,thematerial,andwaystoconnectthestudenttotheconcepts.Flexibletime alsoallowsthestudenttomakedeeperconnectionswiththematerial. AuthenticPresenceofStudentandTeacher Thisthirdcomponent,thatoftheauthenticpresenceofstudentandteacher,

mightbethemostdifficulttoachieveinthewesternworld.Itseemstobebestcreated whenthestudentandteacherareinasafespace,wheretheycanlistentotheirown emotionsandthoughts,andwheretheactofreflectionisinherentintheactofbeing authenticallypresent.Traits,revealedbytheinterviewees,thatweregroupedunder thiscorecomponentinclude:theteacherknowinghisorhercontentwellinordertobe fullypresentwiththestudent/sandthethinkingtakingplace,participantsinthe learning/thinkingspacebeingreal,approachable,intrinsicallymotivated,engaged, vulnerable,relevant,andhonestwiththemselvesandothers;andwhereunderstanding ofthematerial,oftheparticipants,andoftheselfareheldasimportant(ifnotmoreso) astheendproduct(i.e.,grades,scores,orduedates). Giveandtakedialogue Somethingunexpectedinthisstudy,butthatconfirmedVygotsky's(1978)

theoriesonlanguage'sroleincognition,wastheroleplayedbydialogueinopeningthe pathwaystothinkingthroughbarriers.Thetraitsreferredtobytheintervieweesand groupedunderthiscorecomponenttendedtobethemostnumerous.Thiscomponent, interestingly,canexistinastudenttoteacher,peertopeer,orselftoself configuration.Itisalsoseeninmanymodalities,suchasinselfreflectedjournalwriting,

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verbalbackandforthinaoneononemeeting,Socraticseminarwithanentireclass, collaborationexercisebetweenafewstudents,orthroughengagementwithart.It seemedtobetheonecorecomponentthatincludedsomeactioninordertoopenthe mindtothinking.Anothercharacteristicofthiscomponentisthatthegiveandtakeis justthatThestudentandteacherareonequalstandinginthattheteacherdoesnot tellastudenttheinformationthatthestudentdoesnotyetknow,inmostcases,but questionsthelearnerinordertodrawouttheinformationassumedtobestored latentlywithinthestudent.Giveandtakedialoguecanoccurwhenparticipantsare gettingtoknoweachother(morepersonal)orthesubject(moreacademic).Something definitelyseemstoshiftforastudentwhentimeisspentengaginginexternalor internaldialogueabouthisorherownthinking(metacognition)regardingadifficult conceptorwhenemotionalornegativemindsetbarriersarise. OtherSurprises Thereareafewotherfindingsinthisstudythatweresurprising: First,thesecorecomponentsareabstractinqualityandrepresentdimensions

morethantheyrepresentoneofthehundredsoftypicalbestpracticeteaching devicesandtools.Theteachingmodalitiesinitiallylistedwhenexploredinmoredepth byintervieweesviafollowupquestionstoaprimaryquestionintheinterviewwere generallydeemedmosteffectivewhenutilizedwithinthe"zone"ofthefourcore componentslistedinthisstudy.Playingatoutedlearninggame,forexample,inaspace whereastudentdidntfeelsafe,butwheretheotherthreecomponentswere somewhatpresent,itishypothesized,wouldnotresultinthestudentreachingalevelof

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successthatheorshecouldhaveobtainedhadallfourcomponentsoccurredatthe sametimewhileheplayedthegame.Thisstudyshows,forexample,thatwhena teachertakesthetimetolisten(inmanyways)towhatastudentneeds(andwhena studentisopentosharingwithateacherwhatheorsheneeds),thestudentand teachercancocreateanalignedteaching/learning"dance",sotospeak,andtherefore caneffectgoodthinkingonthestudent'spartthatcanatthatpointhelpthestudentget throughdifficultthinkingbarriers.Whentheteacherhearsfromthestudentwherethe studentiswiththelearning,theteachercanthendeterminethemosteffectivetoolsto useinthatspecificcontextinordertohelpbridgethestudent'sbackgroundknowledge withthenewinformation. Thisknowledgeisverymuchinalignmentwiththescaffoldedsupporttheories

thatVygotsky(1978)andFischerandBidell(2006)championed;though,whatseemsto benewhereisthatanenvironmentforthinkingneedstobefosteredbeforeanintent toscaffoldcanberealized.Thismakesitsomewhateasiertoseenowwhyscaffolding wouldn'tnecessarilyworkwithjustanyslappingtogetherofateacherandstudent pairing.Whenastudentandteachercocreateasafespace,showupauthenticallyasa result,anddialoguetogetherinaflexiblytimedsetting(notinanyparticularorder), scaffoldingwouldinthisenvironment,Ihypothesize,beaneffectivestrategytolessen oreradicatebarrierstothinking.Ifhowever,astudentdidn'tfeelhehadavoice(lackof dialogue),whichresultedinthespacefeelingnotquitesosafe,Iwouldcounterthatthe intenttoscaffoldontheteacher'spartwouldnotbeaneffectivewaytogetthestudent toremovehisbarrierstothinking,inthissetting.

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ThisstudyalsoseemstoaddresscertainofPiaget'stheories.First,thefindings

doseemtocorroboratePiaget'sConstructivistTheoryinthatengagementwiththe materialathand(orbeingpresentwiththematerial)doesplayaroleinthecore componentsofathinkingenvironmentrevealedhere.Second,theresearchheredoes seemtowanttoinitiallyrefute,butthenultimatelyjustlengthenPiaget'sTheoryof Autonomy.Countertoagoodthinkerbeingsolelyonewhocanindependentlysolve problems(asaddressedintheTheoryofAutonomyandbytheliteraturerevealedatthe beginningofthispaper),Iarguethatagoodthinkercansolveproblemsindependently, BUTheorshecanalso,attimes,runintobarrierstothinkingwhichwoulddemandthat heorshegainsupportfromateacherwithwhomanenvironmentofthinkingcanbeco createdinorderforthestudenttogainscaffoldedhelpandsupersedethebarrierto thinking.Thisact,ofcocreatingathinkingenvironmentwithanothermoreadept teacherindividualinordertopushthroughachallengingthinkingbarrier,isanotherway apersoncanbeconsideredagoodthinker.Acomprehensiveviewofagoodthinker, then,isonewhocanindependentlyworkthroughproblemsgenerally,butwhenfaced withchallengingbarriersthatsupersedehisorhercurrentability,canthinkthrough thesebarrierswitheffectivesupportthatisfosteredwithinthecorecomponents revealedhereofanenvironmentthatbreedsgoodthinking.Ultimately,this independent,thensupported,thenindependentthinkingismorecyclicalthanlinear, which,againconfirms(withanadditionofthecorecomponentsseenhere)Vygotsky's (1978)ZoneofProximalDevelopmentandFischerandBidell's(2006)Functionaland Optimallevelsofdevelopment.

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Conflictforschoolsthatarisefromthisstudy Unfortunately,theabstractandnonstandardizedqualitiesofthisstudy'score

componentsforthinkingthroughbarriers,whileeffective,couldpotentiallybedifficult forschoolsinournationtocarryoutduetotheirlargeclasssizesandfocuson standardizedlearningandtesting.Whilethismodelisnottheonlyoneforproducing goodthinkers,itdoesseemtobeahighlyeffectivechemistryforcreatingan environmentthathelpsteenagers,atleast,pushthroughtheirbarrierstothinking.The publicschoolteachersinthisstudybothmentionedthattherecipethatworksforthem withtheirstudentsisverydifficult,fortheythemselvesorforothersintheirschool,to enactmostofthetimeduetothesefactorsaswellasotherconstraints.Interestingly, thetwofoundersoftwooftheprivateschoolseachindicatedthattheyleftthelarger schoolsettingandfoundedasmaller,morestudentcenteredschoolinordertobeable tocreateenvironmentsmoreconducivetocriticalthinkingandcontentexploration. Iargue,thatthisconflict,ifnotaddressedbyrevampingorreinventingourcurrent publicschoolsystem,willresultintheweakeningofexcellence,engagement,and potentiallyethics(Gardner,Csikszentmihalyi,&Damon,2001)whenitcomesto studentsandtheirteachersgettingstudentstopushthroughtheirbarrierstothinkingin the21stcentury. Validity/Limitations Theprimarylimitationencounteredinthisstudywastherelativelysmallandnarrow (mostlymiddletoupperclassteenagers)sampleintheinterviewprocess. Ideasforfutureresearchthatmystudysuggests

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Iseeseveralinterestingresearchprojectsthatthisstudycouldsuggest.Aworthy

nextstepstudywouldbetoexaminethebraintounderstandwhathappenswhenthe fourcomponentsinthismodelarepresentforastudent(ofanyage)withthinking barriers.Doesthisrecipeactuallydosomethingtangibletothebrainallowingitto unlockitselfinordertopromotedeeperlearning?Aredifferentagesaffecteddifferently (ornotatall)bythesecomponents?Itwouldalsobeinterestingtoseeifthesefourcore componentsareimportantfactorswhenhelpingblockedthinkerswhoarebeing schooledviacyberspace.Finally,thoughnotleastimportant,furtherstudiescouldfocus ontherolegiveandtakedialogueplaysinunlockingthinking. CONCLUSION Thisstudyrevealedthattherewasagapintheliteratureregardingdefininganeffective teacherstudentcollaboration,andthespecificspacewithinthiscollaborationunitthat bestfacilitatestheprocessofunlockingthethinkingprocess,inordertoallowthe studenttopassthroughemotional,cognitive,ornegativemindsetbarrierstothinking.I addressedthisgapbyinterviewingteenagersbreakingthroughthesebarriersandthe teacherswhohadapartinthisprocess.Iarguedthatanenvironmentforthinkingisco createdbyateacherandhisorherstudentsintheclassroomwhenbarrierstothinking areremovedorlessened,andIcreatedauniquemodelillustratingthefourcore componentsthatproducethisenvironment.Thoughthisisnottheonlymodelto promotegoodthinkinginteenagers,itisaneffectivemodelforpromotingthinking whenstudentsarewrestlingwithemotional,negativemindset,orcognitivebarriersto thinking.Sincethismodelisbasedonabstract,concurrentdimensionscocreatedby

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studentandteacher,andnotonconcrete,isolated,orstandardizedqualities,theschool systemasweknowitwouldmostlikelyhaveadifficulttimeutilizingthisseemingly importantmodelforthinkerswithbarriers.Ifthisconflictisnotaddressed,potentially byremovingthefactorsinourschoolsthatpreventthisformofthinkingenvironmentto occur,theresultinourschoolscouldyieldaloweringoreradicationofexcellence, engagement,andpossiblyethics(Gardner,Csikszentmihalyi,&Damon,2001)insteadof thelearningbarriersthatwewerehopingtoexpelinorderfor21stcenturyskills promulgate. APPENDIXA:Barrierstothinkingasidentifiedbyinterviewees Mindsetand/oremotionalissues: Fearoffailure Comparingselftoothers Perfectionism Difficultytakingrisks Lackofconfidenceinownabilityoroveralllackofbeliefinself Fearofdealingwiththeunknown(somethingthestudentcantcontrol) Inabilitytofocusonwork(duetogeneraldepression) Inabilitytofocusonwork(duetoanxietyaroundbeingstalked) Inabilitytofocusonwork(whentiredorhungryoremotional) Inabilitytofocusonwork(whenteacherdoesntexplaininformationinorderforitto makesense) CognitiveIssues:

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Difficultythinkingabstractly Difficultyreadingforunderstanding Notknowingthecontentorhowtodospecificacademictasks(i.e.,writinganessay,or doingalgebraproblems) APPENDIXB:StudentInterviewProtocol Thesequestionsweregiventoeachteenagerafteritwasdeterminedthatheorshedid haveaselfidentifiedthinkingbarrierinaclass.Eachstudentalsoidentifiedtheteacher thathelpedhimorherpushthroughthebarrierbeforethesequestionsweregiven. Whatisthetypeofbarriertothinkingthatyouexperiencedinthe(identified)teacher's class?(SL:Explain"barriertothinking",ifneeded.) Describewhatthisbarrierfelt/waslikewhenyouexperiencedit?Howdidyouknowyou weredealingwithabarriertothinking? Wereyouabletogetthroughthisbarrierinthisteacher'sclass(whetherforashortor longperiod)? Whatwerethemainfactors/strategiesthathelpedyougetthroughthisbarrieratthat time? Whatdidyoudothathelpedyougetthroughthebarriertothinking?Bespecific. Didyourteacheremploystrategiestohelpyougetthroughthebarrier?Ifso,whatdid heorshedothathelped? Didanythingintheenvironmenthelpyoubreakthroughthebarrier?Ifso,what? Didyourknowingtheclasscontent(subjectinformationthatyouneedtoknowinclass) playarole,ifatall,whenyouworkedtopushthroughthethinkingbarrier?Ifso,how? Didyourteacher'sknowledgeofthesubjectmaterialplayarole,ifatall,togetyou throughthethinkingbarrier?Ifso,how? Whowereyouresponsibletowhenyouworkedtopushthroughyourbarriertothinking inclass?

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Whatdidgoodworkonyourpartlooklikewhenyouworkedthroughyourthinking barrier?Bespecific. Whatdidgoodworklooklikeonyourteacher'spartifhe/shehelpedyoumovethrough thethinkingbarrier?Bespecific. APPENDIXC:TeacherInterviewProtocol Thesequestionsweregiventoeachteacherafteritwasdeterminedthatheorshedid haveastudentwithastudentidentifiedthinking/learningbarrierinclass. Howlonghaveyoubeenaneducator? Approximatenumberofstudentsinyourclasswhentheidentifiedstudentwasinthat class? Whattypeofbarrier/stothinkingdidthisstudentcontendwithinyourclass? Whatsign/sdidthisstudentgiveyoutosignalthathe/shewasdealingwithabarrierto thinking? Whatdidyouobservetobethemainfactors/strategiesthathelpedthestudentget throughthisbarrier? Didyouemploystrategiestohelpthisstudentgetthroughthebarrier/s?Ifso,what weretheonesthatyoufeelworked? Whatdidyouobservethestudentdo,ifanything,tohelphim/herselfthroughthe thinkingbarrier? Didtheenvironmentplayanyroleinhelpingthestudentmovethroughthethinking barrier?Ifso,what? Doyoufeelthatyourcontentknowledgewasanimportantfactorwhenhelpingthe studentgetthroughthethinkingbarrier?Ifso,why?Ifnot,whynot? Whoareyouresponsibletoinyourworkwhenhelpingastudentthroughathinking barrier? Whatdoesgoodworkonyourpartlooklikewhenyouarehelpingastudentgetthrough athinkingbarrier? Whatdoesgoodworkonthestudentspartlooklikewhenhe/sheisworkingtoget throughathinkingbarrier? 37

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