The position is also responsible for brand integrity, internal and external messaging, blogger relations and media relations. Can solve problems and make decisions independently in a creative and effective manner Proficient in Microsoft Office Suite and Adobe software Photoshop, InDesign, Illustrator Knowledge of basic HTML, website design and management WordPress platform Ability to work on multiple projects at once in a fast-paced environment Ability to project manage within a team Can solve problems and make decisions independently in a creative and effective manner Strong understanding of social media marketing and some experience using these channels Facebook, Twitter, Instagram, Yelp, YouTube, and LinkedIn Excellent presentation and verbal communication skills Ability to write and edit written and digital communications and professional copy Familiarity with branding best practices Supervisory Responsibility This position supervises department interns. Work Environment This job operates in a professional office environment, ReStore location and at various event sites.
But why stop there? I believe that meaningful work can also teach students to love challenges, to enjoy effort, to be resilient, and to value their own improvement. In other words, we can design and present learning tasks in a way that helps students develop a growth mindset, which leads to not just short-term achievement but also long-term success.
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Why Foster a Growth Mindset? During the past several decades, my colleagues and I have conducted research identifying two distinct ways in which individuals view intelligence and learning.
These two mindsets lead to different school behaviors. For one thing, when students view intelligence as fixed, they tend to value looking smart above all else. They may sacrifice important opportunities to learn—even those that are important to their future academic success—if those opportunities require them to risk performing poorly or admitting deficiencies.
Students with a growth mindset, on the other hand, view challenging work as an opportunity to learn and grow. I have seen students with a growth mindset meet difficult problems, ones they could not solve yet, with great relish.
Instead of thinking they were failing as the students with a fixed mindset didthey said things like "I love a challenge," "Mistakes are our friends," and "I was hoping this would be informative! They believe that if you have ability, everything should come naturally.
They tell us that when they have to work hard, they feel dumb.
Students with a growth mindset, in contrast, value effort; they realize that even geniuses have to work hard to develop their abilities and make their contributions. Finally, students with a fixed mindset tend not to handle setbacks well.
They may quickly withdraw their effort, blame others, lie about their scores, or consider cheating. Students with a growth mindset are more likely to respond to initial obstacles by remaining involved, trying new strategies, and using all the resources at their disposal for learning. Students with a growth mindset may tackle such work with excitement, whereas students with a fixed mindset may feel threatened by learning tasks that require them to stretch or take risks.
To prepare students to benefit from meaningful work, therefore, teachers need to create a growth-mindset culture in the classroom. One way to create such a culture is by providing the right kinds of praise and encouragement.
My research has shown that praising students for the process they have engaged in—the effort they applied, the strategies they used, the choices they made, the persistence they displayed, and so on—yields more long-term benefits than telling them they are "smart" when they succeed.
Teachers should also emphasize that fast learning is not always the deepest and best learning and that students who take longer sometimes understand things at a deeper level. Students can learn about many historical figures who were not regarded as "fast" learners in childhood. Some teachers teach their students about the different mindsets directly.
To learn about a growth mindset curriculum that my colleagues and I have created, go to www. Teachers may illustrate the concept of the growth mindset by having their students write about, and share with one another, something they used to be poor at and are now very good at.
Such discussions encourage students not to be ashamed to struggle with something before they are good at it. Teachers can also ask their students to choose an area in which they would like to improve and then to establish a personal goal that would be a big reach for them.
For example, a student who is typically afraid of criticism might decide to seek critical feedback on her next art project; an algebra student struggling to understand absolute values might commit to watching a YouTube video on how to solve linear absolute value equations, and then teach the process to his classmates; a student who lacks physical confidence might join a sports team; or a shy student might approach other students she would like to befriend.
Students can share their plans and even help one another enhance their skills and reach their goal. Another strategy is to have students write a letter to a struggling student explaining the growth mindset, telling the struggler not to label himself or herself, and giving the student advice on improvement strategies to try.
Through such exercises, teachers are transmitting crucial information— telling students that they view them all as having intelligence that they can choose to develop.
The teachers are also communicating that their role is not to judge who is smart and who is not, but to collaborate with students to make everyone smarter. Emphasize Challenge, Not "Success" Meaningful learning tasks need to challenge every student in some way.
It is crucial that no student be able to coast to success time after time; this experience can create the fixed-mindset belief that you are smart only if you can succeed without effort. To prevent this, teachers can identify students who have easily mastered the material and design in-class assignments that include some problems or exercises that require these students to stretch.
This way, the teacher will be close at hand to guide students if necessary and get them used to and ultimately excited about the challenging work.Thank you note for farewell potluck to coworkers. Please suggest me abt farewell party how to hoast it?i`m deepti dixit..i hv to hoast farewell .
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