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I’ve invested over 30 years with PreK-college aged children, helping them develop a sense of self-motivation and identity. Using what I have learned through my BA in Psychology and an MA in Education and Literacy, I design learning experiences so that kids see their significance and purpose in the world. Currently I am teaching at UT Austin, learning alongside readers and writers in their first year. I’ve trained staff, mentored, and designed schoolwide programming. As a National Writing Fellow and consultant for UCLA, I’ve walked side by side with hundreds of educators to harness their brilliance and instill that in their students. In 2018, I was honored as one of 5 Texas educators at HEB’s Excellence in Education Awards for Lifetime Achievement. I currently live in Austin with my husband Scott and our four boys. As an imperfect parent, I know the ups and downs that come with intentionally raising kids who others can depend on. When not reading with a cup of coffee in hand, I enjoy running, hiking, and a good baseball game. https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/44e60d49-f26d-4f36-b499-f86dfebe7351/AX3A8905ecrpd%5B1%5D.jpg our team - Jennifer Mangels has been teaching in Austin since 2002. I earned my undergraduate degree in elementary education at UT Austin and am a National Board Certified teacher. My areas of expertise include social-emotional learning and STEM, but I love pretty much everything about learning alongside teachers, kids, and families. I model and cultivate a growth mindset as an essential component of any learning culture, which creates a safe space for students to embrace challenges and value mistakes as growth opportunities. Beyond the classroom, I am a curriculum designer, mentor teacher, published writer, and provide professional development at the campus and district levels. I live in Austin, TX with my husband, Jeff, and our two boys. In my precious spare time, I love reading, practicing yoga, baking, and hiking or paddle boarding around Austin with friends and family. https://www.autonomylearning.com/blog daily 0.75 2022-06-11 https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847921926-YXCEN2JVL6T6OEYSBTQG/image-asset.jpeg blog https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1654961098177-XRUSIPC32IOQAT44UEJM/unsplash-image-IAc1x02D9K0.jpg blog Let them take the wheel. Last night, one of my drivers called around 8, "Hey mom, I'm ok, but..." Oh the dreaded "but" on the phone. It's the rush of adrenaline uppercut/out of my control combination punch. Turns out he was in a fender bender. No one hurt, cars with minimal damage. Scott and I are thankful. An accident, a mistake. However much unintended, it still happened and needs to be dealt with. How we -- as parents -- deal with this matters. I could just pay for it and "take care of it" for him. But I have learned that it's less about "taking care" of things for our kids and more about our children leaning into the learning from the event. My parenting muscles will grow here too. It takes everything within me not to jump in and make everything, or make him feel, "better." Pause. This pretty much sums up parenting from Day One. I just birthed a being that is not me anymore. I'm simply under an illusion of control if I think I have any. Children hand us those moments constantly. The toddler goes boneless in the middle of the store...their effort at school is earning less than stellar results...they gave you one version of a story and conveniently left out their part, and now you're sitting with another participant in the event and a new side is coming out... Kids have this way of keeping us humble. Just when I think things are on an even keel...something hits the fan (with four kids, that's actually almost daily). I have learned to take lots of deep breaths as a parent, lots of learning to respond rather than react. Honestly, there are times too where I crumple into a ball and just need to cry. In all those moments, I have to do important self talk. "You are raising them to be able to take care of others..." "They need to know how to manage this..." are my go to. If I manage and intervene, they are merely spectators. If I buy that toddler something to placate, I have avoided the opportunity to teach them how to manage emotions and delay gratification. If I set up a conference with the teacher about grades without my child present, I am missing the biggest part of the puzzle. If I hear one side of the story and set forth to rectify the wrong, I have missed the chance to teach my child they aren't the center of the universe AND all perspectives should be heard before rushing to action (um...that's a biggie and happens with siblings all the time). When I "fix" things for them, they aren't having to do anything, really. And worse, I have actually subtly given them the message that I don't believe they can handle this. If I don't give them supportive opportunities to practice problem solving and dealing with things when they fail, how will they be able to do it later when I am not there? (Ok, don't be morbid, I am just planning on them moving out at some point). I am not advocating that they handle this ALONE. I am there, Scott is there...offering information and reflection. Our kids are learning to navigate, and they need to be given the tools from adults who have a bit more time on the figurative road than they do. But it's not a lecture...it's a conversation, where my child's voice is active. They need to talk about what they are hearing you say, reflecting on choices, and making plans for moving forward. With you. I didn't start out parenting this way. I have changed...mostly because that control illusion I was talking about earlier was stripped away. It finally sunk in. I needed to parent in a way that celebrated their process, not my ability to keep everything intact. I have gotten better at this over time, and with each child. And each child is different and will present different challenges, of course. Finally, by child #4, I had more practice. That was me, the (still aware but ignoring the stares) mom at Target, leaning over a screaming, red-faced two year old, saying calmly, "You heard my answer. No. I can see you are upset, but that's not going to change my decision. You can handle this." As I got more practice, I notice with the older boys that I was less overwhelmed when they made mistakes. I did less managing and more supporting. The other magical thing about letting them face a struggle and pull through is the sense of confidence they get. They feel genuinely competent to manage themselves. That's the grounding they will need internally when all of life around them shifts constantly. My son will work through this. He'll learn -- about failure, grace, and forgiveness. And he will come out stronger for it. I will keep giving him, and all my kids (including my students) the wheel. https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1654961432131-5E8761C1RMCCNYCBIQ5G/unsplash-image-EcvLKMVvd4s.jpg blog - Yes, they’re learning, but they CAN fly. ...y’all, I can’t be silent about this. In the past 5 years, I have observed a trend. And it scares me. When a student struggles, it’s my job to design instruction and learning experiences that meet those needs. If a gap is not closing with those documented and monitored interventions, it’s also my job to support when the team (teachers and parents) see a need for testing. There’s a long process to get to this point. A lot of hours and documentation. What are we testing for? Testing for a diagnosis. Putting a label to the struggle. Labelling is a whole different topic for a whole different blog, but suffice it to say I think a label is information, but NOT a child. It is harmful to think of an individual AS something due to a label. Again, for another day. Here’s the part that shocks me: I have sat through many meetings lately where children are testing at average or above average on a range of cognitive tests and do not qualify as having a learning disability. That may seem strange for me to say. I am bothered by their results -- that they are cognitively in the range expected at their age level. Let me put it this way: It's not that these kids can't...it's that they haven't. Yikes. I would like to offer something I think is actually at the root in these situations. AUTONOMY. These kiddos aren’t doing things (might I even say, aren’t expected to) for themselves. Things I have noticed: upper elementary kids can’t tie shoes, students don’t know how to put things where they have a designated spot, they are dependent on an adult to tell them where and when they need to be somewhere. And those aren’t even academics. The same lack of agency spills over to their work. They wait to be told it’s time to pay attention, learning is simply completing the next task. A lack of autonomy is dangerous. But how does this happen? Adults manage, fix, or simply just do. When things get uncomfortable for a child, we jump in. I know as a parent I have done it. I’m working on it. I keep reminding myself that it's MY need to do for them, not THEIR need for me to do it. It may take care of something temporary when we make things easier for them, but inadvertently we are creating a sinkhole where a child subconsciously absorbs the belief that they CAN’T or DON’T NEED TO. That becomes a conscious mindset and HABIT as they get older that manifests in symptoms of anxiety, depression, and...hm...presentation as a cognitive issue. What can we do when our kids are uncomfortable? Pause and think about how that looks in your child. For some, they'll give excuses or blame others. Others, tantrums. Some will even have the perception that it's the world against them. Try this: instead of, "You should..." use, "What have you tried/thought about trying?" Instead of, "Let me do that," use "What's your plan in getting this done?" Try a questioning stance. It will frustrate them. It takes REPEATED times. But think about it...does anything worth it take time? Yep. They will push back and test until they know you will remain consistent. Know that as they begin to see themselves working through something hard themselves, they experience authentic success, and that's what's going to be that intrinsic motivation to go after things that are challenging for them. Our kids deserve to be competent and independent. They can, and they will...if we give them that chance. https://www.autonomylearning.com/educators daily 0.75 2023-01-21 https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/380f343c-10bb-4f6d-a79e-b00a59eafd71/AX3A9101e%5B1%5D.jpg our coaching https://www.autonomylearning.com/evidence daily 0.75 2023-11-08 https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1654977510156-14KGKMY2HTCCDPX426H5/unsplash-image-GOMhuCj-O9w.jpg Where's the evidence? - When students are self-motivated, the benefits are clear. higher standardized test scores reduced teacher burnout stronger classroom management increased learning retention increased student effort and agency higher teacher evaluation ratings balanced, healthy approach to challenge https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1654978089482-LC3P755DGO7WZHGFU5EQ/unsplash-image-qDgTQOYk6B8.jpg Where's the evidence? - Higher test scores While it’s impossible to measure our kids with a single number, test scores can tell a story. See student growth in our classrooms compared to other classrooms with similar student populations. Our students’ effort results in more growth over one school year. https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1654979533722-7UN5O57CPEG5D5N95TO1/unsplash-image-pCKhrmnxrRk.jpg Where's the evidence? - Reduced teacher burnout We can’t learn for our students. They need to want it for themselves. Shifting the cognitive load and drive from the teacher to the student builds self-motivated learners. There is light at the end of the tunnel! https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1654980520889-ESFDBYHM6RACSYBO9FXT/unsplash-image-o_lLsdVTxak.jpg Where's the evidence? - Stronger classroom management When students shift from dependent to independent learners, they are energized and intrinsically motivated to challenge themselves. Our intentional coaching language empowers teachers to build a classroom culture brimming with autonomy, agency, and connection. It all begins with our WORDS! https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1655505021727-EM4LEHH9WT7GL954ET5L/unsplash-image-Kuu5mmxkwW4.jpg Where's the evidence? - Increased Learning Retention Every year time is spent reviewing and re-learning. But what if our kids held onto that learning in the first place? When students focus on process over speed and prioritize understanding over completion - that’s a recipe for success! https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1655505196668-G5SKL2GTIUM30A24OU5T/unsplash-image-8PyNdtGL4Bg.jpg Where's the evidence? - Increased Effort and Agency We want classrooms where there is shared responsibility. We train teachers to set structures, and more than that, students need to demonstrate ownership for managing class expectations and inclusivity. Students as self-driven learners initiate and engage in discussions, set goals, and are willing to work hard to ensure they deeply understand. https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1657662693550-GTZQ65GRKYW05TFJBCDY/unsplash-image-NpyF7rjqmq4.jpg Where's the evidence? - Higher teacher evaluation ratings Teaching Standards point to student-centered learning. With autonomous learners, teachers and administrators can be confident that their teachers score high on evaluation rubrics developed by each state. We work with administrators and teachers in how to converse about, use, and find evidence for those distinguished ratings. https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1655505366906-I4TTYCLYIOPUYTWBFZ35/unsplash-image-Jxi526YIQgA.jpg Where's the evidence? - Balanced, healthy approach to challenge When students develop a growth mindset, mistakes are learning opportunities, not failure. As they drive their own decision making, that realize that sense of control is empowering. Students no longer see challenge as stressful - they know that’s how they grow! https://www.autonomylearning.com/team-leaders daily 0.75 2022-06-18 https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/1655514225912-L0974PHP9DI9EDURW9FJ/unsplash-image-nseQVzyQll4.jpg Team Leaders - The Foundation: Focus on teamwork, contributions, and teamwork. Each team member joins with different mindsets, goals, and personalities. AutonoMY sessions help athletes and coaches find unity while honoring diversity. Teams become passionate about how they can grow as well as contribute to others’ success which creates mutual respect and appreciation. Athletes become processed focused, committing to hard work so that the team is competing together, not with each other. https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847805828-AJIWBELW8MFMGSFE5CQ2/image-asset.jpeg Team Leaders - The Building Blocks: Coaching and team language that authentically motivates. Team leaders, you’re the expert on drills and mechanics. But how do your words affect performance? Our coaches listen and help you design statements to teach and use with athletes that elevates their internal thought process and drive for better attitudes and effort. AutonoMY Learning shows you how you can foster a culture of success in each individual that promotes 100% contribution and team outcomes without demanding it. https://images.squarespace-cdn.com/content/v1/627d315b0924d44d2a76bcb5/e12f1b59-e24c-4cc3-8e39-f7088829a090/unsplash-image-QAX5Ylx-lKo.jpg Team Leaders - The Payoff: Teams that win — TOGETHER. With a strong team culture in place, the results are limitless. Investment is high and performance will soar. 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