Effort Alone will not Develop a Growth Mindset in Math

Carol’s Dweck’s book Mindset has revolutionized classrooms across the country. But in an effort to get on the bandwagon, many people have mistakenly associated effort alone with a growth mindset. In this session we will explore best teaching practices to develop and maximize the benefits of a growth mindset in teaching mathematics.

Patti Chesney

Patty Chesney has been a part of the Regents School of Austin community for 17 years. She has been a math instructor in all three divisions of the school: Rhetoric, Logic, and Grammar. While serving as the K–8 Math Coordinator in 2008, she led the initial transition from Saxon Math to the Singapore Math Primary Math series, then later to Math in Focus. She currently serves as the 3rd and 4th grade Director and math specialist for Regents Grammar School. In this role, she supports and advises teachers as they develop and implement math instruction in the classroom and coordinates mathematics curriculum decisions. Mrs. Chesney earned a bachelor of science in Civil Engineering from the University of Texas and holds a Professional Engineering License in the state of Texas. She earned her teaching certi cation from Texas State University. Pa i and her husband enjoy living in Austin, and have two married children and one grandson.

Trivium Incarnatum: The Work of a Grammarian

The classical teacher should strive to become a grammarian, logician, and rhetorician as they are the trivium incarnatum. A teacher takes their first steps toward the trivium incarnatum through the study of Latin or Greek. As they become a grammarian, their soul is prepared to be struck by truths outside of themselves as they learn to submit to text and that language is a tradition. Once submitted to text, the teacher creates an environment where text reads the student. The teacher will simultaneously develop a deeper understanding of dialectic and rhetoric while studying Latin grammar. Therefore, Latin education for teachers of all subjects is a powerful step towards the trivium incarnatum.

David Miller

David Miller serves as the Middle School Humanities Integration Lead and history teacher at The Bear Creek School in Redmond, WA, and he is a member of the Classical Advisory Committee. David has designed and taught classical curricula for Medieval Western Civilization, World Geography, Rhetoric, and other interdisciplinary elective courses. He has developed curricula with emphasis on integrating Latin and rhetoric across disciplines, while using primary sources and Socratic seminar method. He has coached many sports including coaching cross country to ten state meet appearances. David holds a B.A. from Wheaton College (Wheaton, IL) and a Masters in Teaching from Northwest University (Kirkland,WA). He and his wife, Lauren, are members of Redeemer Redmond Church (PCA). David hopes to honor his Alma Mater but working “For Christ and His Kingdom.”

Keeping It All Together All Day

Lynn Gilpin

Lynn Gilpin is the Lower School Principal at Veritas Christian Academy in Fletcher, North Carolina. She was a Founding Board Member for 10 years. Mrs. Gilpin also served as the Lower School Dean of Faculty for 12 years and has traveled the U.S. training teachers in the classical methodology. She has been presenting at the SCL Conferences for the past 13 years. Mrs. Gilpin is also certi ed in Orton- Gillingham, and regularly tutors students in OG in addition to her duties as principal. She has also done training in Linda-Mood Bell and holds a degree in Special Education. She has 3 wonderful boys who all a ended Veritas and appreciate their classical and Christian education. She lives in the beautiful mountains of North Carolina with her husband and one son.

Teacher Collaboration

We were created to live in fellowship. As beautiful as it is to set a teacher in a classroom and watch the magic that occurs, we need one another to be successful and effective educators. We must communicate in order to meet our academic, behavioral, and cultural objectives. Each class, grade, or school division can not become individual units that function apart from the others and achieve the vision of the school. Teamwork can be messy. Conflict, tension, and frustration can quickly occur, but these obstacles must be overcome in order to reach our fullest potential as classical schools in quest of excellence. This workshop will discuss strategies for developing unity and collaboration within the walls of your school.

Trish Detrick

Trisha Detrick teaches fourth grade at The Geneva School in Orlando, Florida. She holds a B.A. in Elementary Education and is certi ed by the state of Florida. Trisha was introduced to classical education in college and was blessed to complete her student teaching in a classical school. She spent her rst six years of teaching at a small ACCS school before transferring to The Geneva School seven years ago. Trisha is a dynamic teacher who has a passion for training fellow teachers. She is an inspiring mentor and is actively involved in cultivating a vibrant and thriving culture amongst her colleagues in the grammar school. This is Trisha’s fourth year speaking at SCL conferences, and she is excited to be back again.