As an educators, we’re constantly on the lookout for strategies you can implement with our class to help foster positive outcomes for your students. We’re genuinely dedicated to helping students discover their true potential. That means we’re willing to try everything from assigning readings that can introduce them to new experiences to activities that really get them out of their comfort zones. A growth mindset, Dweck asserts, empowers people to believe they can develop their abilities — brains and talent are just the starting point. This view creates a love of learning and a resilience essential for accomplishment in just about any sphere.
Dweck’s research has shown that it’s possible to teach students how to develop a growth mindset – as a result, student engagement and performance can markedly improve. To further understand why a growth mindset can impact students’ performance, it’s essential to consider the related aspects of how our brains actually work.
Teachers who hope to implement a growth mindset must first identify their students’ learning mindsets currently at play. Simply observing the different mindsets of your students is an excellent place to start.
Don’t underestimate the ability of your students to grasp the concept of a growth mindset. Explain the framework to them, and encourage them to be mindful of their mindset and attitude: frame mistakes and failures as opportunities to grow.n And if you, as the teacher, model this behavior, it can be a powerful example. Allow your students to see you making mistakes. Your positive response will teach them that mistakes are not embarrassing or a sign of stupidity. Instead, they provide us with the chance to learn and do better next time.
For example, this semester, I started implementing the ST Math platform to give my students access to engaging, personalized instruction and encourage them to become fearless problem solvers. Through ST Math, students learn what Carol Dweck calls the power of YET. They are developing the understanding that getting something wrong is not a “no,” but instead is a “not yet.” When students do the hard thinking work, learning happens. It is not something that is “fixed,” but it is something that can be refined, expanded upon, and connected to new thoughts and ideas.
References
Dweck, C. (2015, December 15). RSA animate: How to help every child fulfill their potential. YouTube. Retrieved April 30, 2022, from https://youtu.be/Yl9TVbAal5s
Dweck, C. (2014, December 17). The power of believing that you can improve: Carol Dweck. YouTube. Retrieved April 30, 2022, from https://youtu.be/_X0mgOOSpLU
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