Episode 32: Emotional Learning: Lessons from the Chessboard feat. Gabrielle Kristofich, Account Executive at Technology Integration Group

Do positive affirmations really work? The answer varies depending on who you ask and their own personal experiences. For students, a 2019 study suggests that students can perform better on math tests simply by saying nice things to themselves. More importantly, the study suggests that some students can overcome negative thoughts by focusing on effort rather than ability. Even at a young age, students can learn and grow by adopting a growth mindset.

Gabrielle Kristofich, Account Executive for Technology Integration Group, joins podcast host Kiran Kodithala on this episode of Illuminate Higher Education to talk about fostering a growth mindset in instructors and students. Gabrielle is a former teacher who is now focused on transforming education through technology. Her work includes researching elementary math practices in the areas of peer-to-peer feedback and metacognition. In her current role at Technology Integration Group, Gabrielle services as a strategic analyst and consultant for K-12 and higher education institutions.

Gabrielle is also a chess aficionado. She teaches chess to students of all ages, and her experience in teaching the game has given her insight into how to foster supportive academic learning environments.

For a brief overview of their discussion, read the Q&A below. Then, listen to the full episode for all the details, including more insight into Gabrielle’s chess experience, perspectives on growth mindsets in the classroom, and why technology will never replace a human instructor.

Q: What are some differences you have noticed between teaching at the elementary level versus teaching high school and beyond?

There are a lot of similarities and differences. I started teaching kindergarten through sixth grade and teaching chess after school. I also started teaching calculus as a learning assistant to undergraduate students. It was my experience in the undergraduate classroom that made me decide to pursue elementary education.

Why? I found that college students lacked confidence in their ability to develop new capabilities. These insecurities were rooted in childhood educational experiences. Students as young as first grade may experience one or two bad test scores and assume it is just because they are “bad at math.” This lack of confidence can follow them for life.

Students can grow their confidence in the learning process in early elementary school, given the right resources and support. I returned to elementary education to better understand how to lay those foundations and set young students up for success as they progress. It is about fostering a growth mindset in young people. They need to believe they can learn before they can be taught.

Q: Traditionally, we have viewed education through a “student-first” lens. Why do you think an “instructor-first” mindset is important?

We need to give instructors the opportunity to grow and to learn in an environment that supports their successes but also addresses areas for improvement. In my experience, instructors need to adopt a growth mindset for themselves before they can create that safe environment for students.

For example, instructors should be comfortable showing their own vulnerabilities. Even though I eventually taught calculus, mathematics was challenging for me. I failed the first calculus class I took. The experience took an emotional toll on me; eventually, the emotional component became more of a hindrance to learning than the actual concepts. I ended up dropping out of the course, but I challenged myself to maintain a growth mindset and it led me to teach others.

I am open with students about these challenges. Learning, especially in school, is both a social and emotional process. Peer pressure is real, and most students do not want to get something wrong in front of the class. In my undergraduate classes, I realized that about 80% of my job was being a “math therapist.” I was there to teach the material, but I also had to foster a safe and supportive environment where students felt comfortable making mistakes. I wanted to instill a growth mindset in my students—the same mindset that helped me succeed.

Q: How do you see technology transforming learning and the student experience in the future?

I believe technology is critical to providing students of all ages with a more personalized learning experience. With the right technology in place, teachers can focus less on administrative burdens and more on student success. However, I do not think technologies will ever fully replicate an instructor who genuinely cares about students. In my experience, the best instructors I had were actively interested in me and my success, and I felt it.

We love talking about technological innovation and the endless possibilities of remote learning, micro-credentialing, AI, gamification, and other trends. We can get wrapped up in data and metrics to try to understand the educational landscape. Leveraging data to help inform decisions and strategies is a huge accomplishment in the education industry, but it has one drawback. We do not have a way to measure how a student feels. Instructors play a key role in fostering psychological safety and building growth mindsets to support lifelong learning.

Listen to the full podcast episode for all the details.

In the meantime, connect with Gabrielle Kristofich on LinkedIn and Twitter @GKristofich. Visit TIG.com for more information on Technology Integration Group.

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This episode is brought to you by N2N’s Illuminate App, the iPaaS for Higher Education.

About N2N Services

Founded in 2010, N2N is committed to serving educational institutions and helping them figure out how to serve their students, faculty, and staff using the most innovative technologies and solutions available in the marketplace. Over the last decade, N2N has served over 300 academic institutions and enabled their student success journeys.

N2N Services Inc. is a leader in enterprise application integration and strategic advisory services for higher education, At N2N, we are committed to providing the highest quality solutions and collaboratively building student-centric solutions.

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