As a teacher, you might be wanting to work on your own or your students’ perseverance and resilience. Perhaps, you have noticed recurring vocabulary related to statements such as “I can’t do this!” coming from your students. These statements are associated with a fixed mindset, but teaching your students about growth mindset is a way to change the discourse of your classroom. Having a growth mindset is achieved when one has the understanding that they have the ability to improve in the face of adversity. Students who have a growth mindset “value effort” and “they perceive ability as a malleable skill” (Hochanadel & Finamore, 2015, p. 48). This theory stems from the work of Carol Dweck. Dweck began “conducting studies to determined how a fixed belief that failure is permanent could prevent students from academic success” (Hochanadel & Finamore, 2015, p. 48). Dweck concluded that when young students are taught about the capabilities of their brains, they gain perseverance skills and can develop a growth mindset.
What should I teach?
In Cheska Robinson’s article “Growth Mindset in the Classroom” (2017), a few ways to teach students about growth mindset are outlined:
- “Teach about brain development and neuroplasticity”: In order for students to understand the importance of growth mindset, they need to know that physical changes actually take place in our brains when we persevere. Teaching students about their brains and neuroplasticity helps them to understand that growth mindset goes beyond superficial positive statements and is something that can have physical affects on their brain. While it may be difficult for younger students to understand how neurons and connections within our brains work, it is helpful to use images and metaphors (such as a bridge connecting two areas of land).
- “Normalize mistakes and failure”: When teaching ‘practice makes perfect’, it is important to include that with practice, often comes challenges and failures. It is how we act or what we think when we face these challenges that determines our mindset. Acknowledging that everyone makes mistakes will help to create a growth mindset-grounded culture in your classroom. Explaining to students that our brains become stronger when we make mistakes will also encourage this.
- “Reframe language when communicating expectations and feedback” and “positive self-talk”: Changing the vocabulary of your classroom can have a huge impact on how students view themselves and their work. Modelling positive self-talk will help students to see that growth mindset is something that is not only for children. Adults too need to work on their mindset. Phrases such as “I am not going to give up” or “even though this is hard, I am going to keep trying” is the type of language you want your students to pick up on. This is also where ‘The Power of YET’ fits in.
- “Use data and reflection to set growth-oriented goals” and “involve students in tracking progress and setting goals to invest them in their learning process”: Including students in the goal-making process, and letting them make their own goals allows them to seek out improvement on their own. When students choose their own goals they are more open to and aware of the possibilities of challenges. Reflecting on these goals will allow them to see how challenges can help them to improve. Additionally, when students are given the tools to make goals, and are encouraged to do so, they are able to practice self-regulation of their own learning.