Growth mindset has been a topic that I have learned about in many Professional Development opportunities in my short time in education. As I read Mindset (Dweck, 2016), I was reminded how a lot of times I can embrace the fixed mindset. I have given up on many attempts at hobbies, like sewing and playing the piano. I felt I was not good enough and did have the time to devote to learning about making a quilt or playing Canon in D by Pachelbel. Ironic for someone who preaches about Growth Mindset on an almost daily basis to her students. I did answer the questions posed by Dr. Dweck as one with a growth mindset. Now, why would I give up so easily when I believe that I am not incapable of learning new things?

I thought back to my childhood and the many extracurricular activities I tried and gave up. There was gymnastics, t-ball, dance, the piano, basketball and the drill team. The last two were school-sponsored opportunities. I cannot pinpoint a particular reason as to why none of these ever became something I did beyond trying out or attempting for a few months. I was not told I was not good at it, but also I do not remember anyone else encouraging me to keep it up. My parents never forced me to do any of these types of activities. I believe if I chose to stick it out, they would have supported me. I do remember the feeling I was not good enough or talented enough to keep it up. Other kids were better than me and it came more naturally to them. The praise I heard from my parents, family members, teachers, and adults in mentoring roles in my life was not about effort or perseverance, It was about how well they perceived I could be. Was this something I hold against them for not helping me overcome my insecurities? Absolutely not! They were telling me what they believed was encouraging and supportive. I am sure as a parent I have not done well for my own children in developing a growth mindset.

“In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome . They’re tackling problems, charting new courses, working on important issues. Maybe they haven’t found the cure for cancer, but the search was deeply meaningful.”

― Carol S. Dweck, Mindset: The New Psychology of Success

I try to be a cheerleader in my classroom as well as at home. I want all my students to know that I believe in them and their abilities. My learners are all unique and learn differently. I love the power of “yet.” It reminds us that we don’t have a set schedule on how we have to learn. My goal is always to find the best way for each of my learners to be supported and encouraged. I want to help them find their motivation and see the joy of mastering a new topic. Those lightbulb moments my students have during class or tutoring are priceless and bring me a lot of gratitude when I get to experience them. I strive to communicate my beliefs about how learning is not something that is instant in most cases. It takes practice and application. Most will experience failures and those need to be chances for us all to learn from. Mistakes are opportunities for growth and second chances. I find many of my learners compare themselves to their peers. We all have done this at one time or another. One student grasps a concept after one example and is able to speed through the practice. Another learner struggles, even after multiple examples and reteach opportunities. They are left feeling defeated and that it is too hard. Why should they bother trying to figure it out? I have to use this very situation to help this learner deal with the failure and see it as a benefit for their learning.

Failure is too often tied to a numerical grade or percentage. This is where a chance to change my students’ mindsets comes in. One focus this coming school year will be to cut the ties of failure to a particular grade. My philosophy on giving multiple attempts for assignments and assessments is shifting as I read about effort, determination, and mindset. As educators, we often use a grade to penalize or punish a behavior (i.e. 20 point penalty for turning in late). What effect does this have on the learner’s motivation to attempt that assessment or assignment again? I see time and time again my students will take an additional attempt for granted and rush through it. They are just wanting to “pass”. Their response is “just give me the 70, miss.” I am not happy with mediocre work and I want them to not be happy with it either. How do I help them see the benefit of going back to relearn a concept that they are struggling with to be able to successfully retake a quiz or test? I think my first step is to not punish them by giving them only partial credit. I will assess their mastery the same on all attempts. I hope to shift the thinking of failure as a bad thing to look at the mistake as not knowing or getting a concept just “yet.”

References

Alumni, S. (2014, October 9). Developing a Growth Mindset with Carol Dweck [Video]. YouTube. https://www.youtube.com/watch?v=hiiEeMN7vbQ&feature=youtu.be

Dweck, C. S. (2007). Mindset: The New Psychology of Success (Updated Edition). Ballantine Books.

TEDx Talks. (2012, November 18). The Power of belief — mindset and success | Eduardo Briceno | TEDxManhattanBeach [Video]. YouTube. https://www.youtube.com/watch?v=pN34FNbOKXc&feature=youtu.be