Instilling Skills For Success In Middle School

Critical in the 21st-century classroom and to a student’s success in school, career, and life is developing the 4 Cs—critical analysis, collaboration, communication, and creativity. At GPS, through myriad experiences and intentional programming and design, girls are taught and experience the 4 Cs. When a girl learns how to think critically and creatively, work collaboratively, and communicate her own ideas while remaining open to those of others, she is prepared for any academic or real-world challenges that lie ahead.

Most importantly, our experience shows that as girls increase their mastery of the 4 Cs, confidence is incrementally developed as well. Therefore, we aim to educate girls who will grow to become global citizens, problem-seekers (not just problem-solvers), and confident leaders in all facets of their lives.

The 4 C Framework That Leads To Confidence

CRITICAL ANALYSIS

The majority of students entering sixth grade are concrete thinkers by nature. The development and mastery of critical thinking, reasoning, and problem-solving are a crucial component in their development as learners. At GPS, by challenging girls on an age-appropriate level, we teach them how to recognize multidimensional problems, ask the right questions, stretch their minds to consider new possibilities, and generate solutions based on research and experience.

COMMUNICATION

Communication is not only the sharing of ideas, but also actively listening to the ideas of others with a respectfully open mind. Good communication skills translate to success in any career and in life. At GPS, emphasis is placed on all forms of communication, whether through written expression, discussion, nonverbal cues, or technology. Girls practice effective listening and exchange of ideas through classroom presentations and projects, during cocurricular activities, and by taking ownership of their school experience (e.g. emailing teachers directly) rather than depending on adults to champion their causes.

COLLABORATION

Learning to work with others to accomplish a task is critical to life and workplace success. A recent survey by LinkedIn listed collaboration as one of the top four soft skills valued most by companies today. At GPS, we facilitate collaboration with girls in order to help them broaden their horizons and enjoy the rich benefit of learning together.

CREATIVITY

In our ever-changing world, students without the initiative and know-how to create and innovate will be vastly underprepared for their educational, personal, and professional opportunities. At GPS, creativity is entrenched in everything we do—from encouraging students to express original ideas in art or music to using creative problem-solving to find innovative approaches in any class. We emphasize that creativity is not something you were born with; it’s something you practice throughout your life.

CONFIDENCE

Recent research has shown that confidence surpasses IQ in predicting success. Confident girls are more likely to take risks and advocate for themselves and their beliefs. They are also more likely to own their own learning journey and pursue their passions. Ultimately, they are well prepared to meaningfully contribute to the betterment of the world around them. At GPS, we know that girls’ self-confidence is rooted in feelings of security and belonging and serves as a cornerstone of socioemotional wellbeing. When girls feel secure and supported, their confidence increases. Confidence is also borne from an understanding of self that requires resilience and a growth mindset, and GPS programming and practices are designed to promote these qualities.

Confidence is a key predictor for success— even more so than intelligence. It's also an area where many middle school girls struggle. Confidence cannot be taught but can be cultivated. At GPS, our primary goal is to nurture and grow each girl's confidence in herself and her abilities.

Creating A Culture of Confidence

In Untangled, Lisa Damour, Ph.D., explains the research on growth vs. fixed mindsets by psychologist Carol Dweck. “Dr. Dweck identifies two kinds of people: those with a growth mindset, who believe that their talents can be expanded with effort, and those with a fixed mindset, who believe that their abilities are static and cannot be changed. Her research clearly demonstrates that people with a growth mindset outperform those whose mindset is fixed.” She goes on to describe how girls with a growth mindset embrace challenges, welcome feedback from teachers and coaches, and feel inspired by talented peers. Conversely, girls with a fixed mindset fear challenges, feel threatened by feedback, and feel humiliated by their talented peers.

How Do We Instill A Growth Mindset In Each Of Our Girls While Nurturing A Healthy, Counter-Culture Environment?

» We celebrate effort and outcomes.

» We teach the power of YET. “I’m not great at this YET” or “I haven’t solved this problem YET.”

» Collaborative problem-solving is encouraged in all classes as often as possible.

» Teachers focus on skills and abilities and communicate areas of strength and opportunities for growth, not just grades.

» Our ungraded STEM class for seventh- and eighth-graders allows a safe space to take risks, fail, persevere, and then succeed.

» Many teachers encourage test retakes and reassessments so girls don’t give up and move on. They practice until they achieve success.

» Our robust advisory program allows girls to tackle tough topics together and set healthy goals, reframing statements such as “I want to get all A’s” to “I want to master my understanding of a concept in math.”

» A sense of belonging is a key component of the GPS experience, from our Cat-Rat program to pairing girls with alumnae and other role models in our community.