Growth Mindset Revisited
As I continue to advance through the DLL program, my thoughts and opinions have shifted regarding several topics related to digital education and education in general. However, for the sake of time, I will only speak about the Growth Mindset as this has been the area that has impacted me the most. Renowned American Psychologist, Dr. Carol Dweck writes, “Individuals who believe their talents are innate gifts have a fixed mindset” (Dweck, 2016). She also reminds us to “Consider a person driven by goals; this attribute aligns with what is called a growth mindset and individuals who believe their talents can be developed through hard work, good strategies, and input from others” (Dweck, 2016).
When you look at the thoughts on my original Growth Mindset plan, I noted the concerns teachers face when teaching students to have a growth mindset. One issue we face as educators is that we often battle with our own mindset, making it almost impossible to teach others about having a growth mindset. As stated in my literature review, Teachers must accept a growth mindset that allows the students to be at the center of the learning process. “Fostering a growth mindset is a priority for most educators, but sometimes teachers operate on a fixed mindset (Gunn, 2019). Having a plan is an important step in not only developing a growth mindset, but it is also the foundation to help achieve the goals.
Now that I have revisited the growth mindset plan, I have clarity regarding the growth mindset and education especially after reading Dr. Dwayne Harapnuik’s article stating, “We need to move from fixed mindset thinking and the passive educational environment of main lecture points, rubrics, individual competition and standardized testing to growth mindset thinking of active learning, dynamic interactivity, critical and analytical thinking, collaboration and meaningful projects” (Harapnuik, 2013). This statement alone helps me to understand the Growth Mindset and how it impacts my significant learning environment. My original plan and how it applies to my classroom today are listed below.
1. Purpose and People – It is wise to surround yourself with people and understanding that I have a 1purpose.
With this year being so unusual due to the current pandemic, encouraging my students to have a growth mindset is a process that I know I must continue to incorporate as it will “create motivation and productivity” (4 Steps to change your mindset, 2019). When my students are struggling with the thought of even making it to another grading cycle, I do what I can to remind them that they have a purpose. I remind them that they are producers and not just consumers of information. Ultimately, many of them realize that having someone else believing in them gives them the motivation needed to move forward and believe for a better future.
2. Choosing to change my mind – I should provide myself with options that allow me to be in control and own how I move towards the future.
Over the past few months, I have included in my classroom setting the ability for my students to own their work and have options. The method has proven to be challenging as the students work to figure out how to handle such freedom. It has been pretty intimidating for them as they are all too familiar with having to follow directions. Providing my students with an opportunity to have options because each person knows what is important to them and how they will feel once they fulfill their decision.
3. Faith without works is nonexistent – I should sift my thoughts from the reasons why I can not do something to thoughts of why I am able to do something.
It is so important for me to communicate to my students the need for them to “change their stinking thinking”. Reminding my students of the power of “yet” helps them to see that there is something beyond their current situation. As we work through our units, I consistently bring to my students’ attention the fact that they are more than able to complete a certain task. I repeatedly tell them how even though they may not understand now, it is very possible they will be able to understand the information later. With determination and grit, oftentimes, students will return to me with a smile excited to have gained some understanding.
4. Follow through – implementing steps 1 – 3 into practice.
As I think about the previous three steps in my growth mindset plan, I realize that in order for a true growth mindset to take place, these steps must be implemented. It is important for students to know their purpose and surround themselves with people who believe in them. Realizing they have options can open up a whole new world for students because many of them cannot see past their current community. Combining these three principles will lead my students to take on and tackling new challenges one at a time.
In the article, The “Mindset” Mindset, Alfie Kohn states, “We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies. This statement confirms that the plan I have implemented will help my students move towards a growth mindset. I believe that it is important that we stop using words as ways to motivate our students, but allow them opportunities for growth by allowing them to understand and walk to/through their purpose.
Resources
Dweck, C. (2006). Chapter 1. In Mindset the new psychology of success (p. 4). New York, NY: Random House.
Harapnuik, D. (2013, April 5). Fixed Vs Growth Mindset = Print Vs Digital Information Age, Retrieved http://www.harapnuik.org/?p=3627
Engel, J. C. (2019, May 12). 4 Steps to change your mindset. Retrieved December 19, 2020, from https://www.theprosperousleader.com/single-post/2019/05/12/4-Steps-to-change-your-mindset
Gunn, J. (2019, October 25). How to build a growth mindset for teachers: Resilient educator. Retrieved July 25, 2020, from https://resilienteducator.com/classroom-resources/growthmindset-for-teachers/