Parent Training Videos

Please utilize these parent training videos to support and enhance your educational experience.

Parent-Teacher Training

In the interest of supporting our parent-teachers, we have provided videos to assist in providing your children with the best educational practices possible.

Home Educating Environment

Setting up a home-educating environment in your home that works for you and your child(ren) is an important best practice for home-educating. Take a look at some actual home-educating environments from our own TFs/EAs that home-educate their child(ren).

If you would like to film your home-educating environment for us to share here, please follow these guidelines:

*Email the completed video and release form to Jamee Block, Please note that due to storage size, we may not be able to post all videos submitted.

Home Educating Best Practices

Home-educating your child(ren) can be an overwhelming task to begin. We have come up with some best practices for your home educating environment to help with the process.

Growth Mindset Resources 

To guide our school in developing a quality program, while staying true to our core values, we have instilled a yearly theme. Our name, Sage Oak, is the acronym guiding each year’s theme. Our first year, we focused on service represented by the letter “S.” Last year, our theme was achieving represented by the letter “A”. This year our theme is growth represented by the letter “G”!  Growth can mean taking risks, collaborating, learning, improving, being responsive to feedback, and valuing and praising hard work, among many others. We are very excited about highlighting our school’s continued growth as well as the growth of our students throughout the year.  Learn more about what growth mindset is by viewing these resources.

Growth Mindset Keys of Affirmation

The words we use when we’re teaching have an impact on how children see themselves as learners.  Carol Dweck, author of the book Mindset: The New Psychology of Success, found that showering students with praise that focuses on how smart they are can actually limit their abilities.  Professor Dweck discovered that complementing intelligence actually can restrict a person’s perception of their abilities making them afraid to take risks for fear of failure.  Framing the comments we make to focus on the effort the student is making will help the student understand that achievement is the result of hard work and in turn, build a growth mindset in our students.  

We want to provide Growth Mindset Keys of Affirmation as suggested tools in helping develop student resiliency to feedback and promote an intentional focus on encouraging the mindset that intelligence can be developed through practice, hard work, dedication, and motivation.

“You tried really hard on that!” This compliment focuses on the result made by the child’s hard work.  It can be used even when they didn’t meet a goal or struggled.
“I noticed that you didn’t give up when you felt frustrated.” This comment works to help students recognize that not all learning comes easy. Empowering the child to work through their frustrations will develop a resiliency when things get tough.
“I noticed that you tried a variety of strategies to solve the problem.” Carol Dweck encourages a  focus on process praise rather than the outcome.  She suggests that we “focus on the learning process and show how hard work, good strategies, and good use of resources lead to better learning.
“Way to turn your mistake into an opportunity!” MIstakes are a natural part of learning and shifting the way we look at them is a pivotal step toward adopting a growth mindset.  Help your child recognize that mistakes are not dead ends, but an opportunity to reflect.   Looking for ways to improve and learn even in the face of a struggle helps shift the mindset.
“I’m proud of the risks you took today.” The act of taking academic risks builds courage, self-esteem, questioning skills and academic responsibility. We can work to help students avoid “playing it safe” by modeling a willingness to fail, providing opportunities to work through challenges, and encouraging conversations and questioning.
“Yet” more often

The Prodigy Game blog article ”10 Ways a Teacher Can Instill A Growth Mindset In Students,” quoted Carol Dweck by claiming the word “yet” can change disparaging sentences into positive ones, promoting growthThis linguistic trick works especially well with sentences that include “can’t” or “don’t,” because it reverses the negative connotation.

See for yourself by adding “yet” to the end of these sentences:

“I can’t do long division…”

“I don’t have the skills to answer this question…”

“I don’t understand dependent and independent clauses…”

When you catch yourself using similar sentences, keep this trick in mind and share it with students.

“Don’t worry if you don’t understand something right away. Focus on the next steps. What should they be?”

Carol Dweck recommends teaching students about the effect on the brain when people push through their comfort zones to grasp difficult concepts. The neurons form stronger connections, leading to improved intelligence over time. Therefore, effort and difficulty are paths, not roadblocks, to becoming smarter.

“Just when you could have given up, you kept on trying.”

In the following article, Dweck confesses that we all may have a fixed mindset at one time or another and she addresses how to recognize this in ourselves and work beyond it.  In countless interviews, Dweck recommends four steps to increase self-belief and motivation to develop a growth mindset:

STEP 1: Learn to hear your fixed mindset inner dialogue voice.

STEP 2: Recognize that you have a choice.  Your response to challenges, setbacks and criticism is your choice.

STEP 3: Talk back to it with a growth mindset voice.  

STEP 4: Choose to act with a growth mindset approach:

Take on a challenge wholeheartedly

Learn from your setbacks and try again

Hear criticism and choose a growth mindset response, your mindset is up to you

To Dweck, the meaning of effort doesn’t rest with simply an attempt, but in an ongoing willingness to fail, to try new strategies, to seek input and to learn from mistakes.

“If you don’t understand these types of questions, try using a different perspective. You may be able to draw or write them out.”

Asking your child to elaborate on their thoughts during discussion may reveal what they do and do not understand.  Encourage them to process content at a deeper level as they reflect on their responses.  Some ways to help your child work through difficult content might be having them draw pictures or write out a list of questions.

“You’re not afraid of a challenge.  I like that!”

Encouraging your child to accept challenges helps them to be successful, especially when they are not afraid of the outcome.  Make sure they know that it’s okay to make mistakes and that you are proud of their attempt.  If they come to a conclusion, that is just the icing on the cake.

“What a creative solution to that problem!”

Exercise your child’s creativity and provide them opportunities to find their own solutions to problems. Encourage them to explain their reasoning. What they come up with may be a perspective we never thought of before.

“You really thought outside the box on that one.”

Recognize all answers as valid answers. You may have to help streamline and direct a child to the correct answer. However, acknowledging that they came up with something is key.

“I like how you really thought that through.”

Acknowledging a deep thought process can take a child very far and encourage him/her to think critically in all areas. The more they practice implement higher level thinking skills, the deeper level of understanding they will have.

“I like the way you’re doing _________.”

Encouraging effort can have a huge impact on a child’s motivation to try. Getting started can sometimes be the hardest part and it’s not where you start, it’s where you finish. So encouragement through the process is essential.

“I can tell you tried your best because _________.”

It’s important to point out the positives throughout the process of completing a task. Focusing on what was done well will result in more success.

“I love the way you went back to improve your work!”

Instilling the habit to go back and double check work is a skill that will last a lifetime. As adults, we often go back and re-read an email or an assigned task before we send it off. If we teach our children to make this a part of their process, they will begin to do it automatically.