The Educator with a Growth Mindset

Everything about mindset.

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A thought that is starting to pick up a considerable measure of support in instructive circles right now is the idea of fixed mindsets versus growth and how, and how they may relate to our students and learning. In view of the work of Stanford University therapist, Carol Dweck, the idea of mindset is identified with our comprehension of where ability or capacity originates from. Recently, instructors  having been using the status of mindset as a tool to investigate our insight into student accomplishment, and ways that such achievement may improve.

I have found that the thought of building up a development mentality is as similarly relevant to staff and instructor execution as it is to students. This blog starts with a brief discourse about the distinction between the two outlooks, what that implies for instruction, and finishes up with a few thoughts on how school leaders might look to build up a growth mindset among their staff.

 

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The New Psychology of Success (2000), Dweck built up a continuum whereupon individuals can be set, based on their understandings about where capacity originates from. For a few people (toward one side of the continuum), success and failure depends on innate capacity or the absence of it. Deck depicts this as a fixed theory of intelligence and contends that this offers ascension to a fixed mindset. At the flip side of the continuum are those individuals who that believes achievement depends on a growth mindset. They contend that achievement depends on learning, perseverance and diligent work.

According to Dweck, In a fixed mindset, students think that their abilities, intelligence, and talents are fixed attributes. They have a specific capacity and that’s all there is to it, and after that, their objective is to look smart and never look dumb. With a growth mentality, students understand that their abilities and talents can be developed through purposeful effort, great instruction, and persistence. They don’t really believe everybody’s the same or anybody can be Einstein, however, they trust everybody can become smarter because of work on it.

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The vital point for individuals to understand is that mindsets have a substantial effect on our comprehension of achievement and failure. Fixed-mindset individuals fear disappointment, feeling that it reflects negatively upon themselves as people, while growth mindset individuals embrace disappointment and failure as a chance to learn and enhance their abilities.

Obviously, this body of thought has tremendous ramifications in education. One of the most important aspects relates to the cycle of feedback. As indicated by Dweck, when we praise students for how smart they are, we inadvertently may be encouraging them to develop a fixed mindset. On the other hand, when we praise students for their hard work and the process of learning, we are encouraging them to develop a growth mindset and expanding their potential.

We need to truly send the right messages, that embarking on a challenging task is admirable. Adhering to something difficult and attempting it numerous times says that you are committed and willing to work hard to achieve the task. At the end of the day, parents should ask “What amazing struggle did you encounter today?”

According to Dweck’s research students with a growth mindset are significantly more prone to go up against more difficult task and succeed versus students with a fixed mindset -even when all variables remain constant.

When students have a fixed mindset, there have feelings of powerlessness and helplessness. They eventually develop a self-defeating personality, and having toxic thoughts such as ‘I can’t do this’ or ‘I’m not smart.’


Alternately, a growth mindset among students  will encourage feelings empowerment – students recognize how their actions can to positively influence their own learning and their community.  
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Mindsets can predict motivation and the achievement of students according to research.

The students with the growth mindset were more motivated to achieve, learn and put forth the effort, and outperformed their counterparts in math.

This finding should apply to not only students but adults as well. Principals can apply this to their staff, they can ask themselves “Does my staff have a growth mindset? “How would a shift in culture of thinking affect my students”

Demonstrating

As per Jackie Gerstein, educators, similar to the students they instruct, can learn how to build a growth mindset. This requires strategic planning by school administration. The most obvious method for  developing a growth mindset is modeling through professional development. to educator proficient improvement is through displaying. Gerstein has run various expert courses that try to train educators in how to demonstrate a growth mindset among students, and one of her top priorities are urging instructors to consider themselves to be learners, and, much the same as students, teachers are capable of learning, growing and improving their pedagogical practices.  


Make space for new thoughts

A second principle requires that school leaders give chances to instructors  chances to attempt new things and commit errors. They should be encouraged to innovate. This can appear to be overwhelming for instructors, yet it is fundamental to building up a development mindset.  One of the key standards of such an outlook is the willingness and eagerness to attempt new methodologies. While making this space , it is important to begin with the learning in mind; that is, what will teachers and the school learn as part of the process, rather than whether the new idea is going to be a success or a failure.  

Making time for  self-reflection

While making space for new thoughts is imperative, it is just part of the way toward building up a growth mindset. Connected to it, and similarly imperative, is giving an opportunity to teachers to reflect upon their new thoughts and consider what they’ve learned from the new method. In a perfect world, this reflection should concentrate less on whether the practice was a win or a loss, but instead on what the teacher and student learned from the new practice.

Feedback

The process of educator performance can be distressing and awkward. However, the process should be view as a process of development. This can be achieved by making it formative rather than summative and inviting the teachers in the process.  The feedback would prove more meaningful and relate to the teacher’s everyday practice.

 

Building a Growth Mindset among students and educators is not a quick process; it will require a purposeful and strategic effort from the school community.

 

References:

 

Dweck, Carol S. Mindset: The New Psychology of Success. New York: Random House, 2006.

Gerstein, Jackie. “The Educator with a Growth Mindset: A Staff Workshop.” User Generated Education. August 28, 2014. Accessed January 30, 2015. https://usergeneratededucation.wordpress.com/2014/08/29/the-educator-wit….

 

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