Developing a Growth Mindset Plan
As I almost finished this course, I reflected on a previous Growth Mindset post. In that post, I shared my experiences and expectations about using a growth mindset in my classroom and personal life. Here I attach the previous work of Growth Mindset so that you can have a clearer vision of this work.
As a teacher, we can experience that helping students develop a growth mindset is something that takes effort and dedication. Carol Dweck discusses the growth mindset in her work, "Mindset: The New Psychology of Success" (Dweck, 2006). The book takes us on a journey into how our conscious and unconscious thoughts affect us.
What other factors need to be considered if you wish to have an impact on the Growth Mindset?
​
Many factors influence whether a person is afraid of having a growth mindset. Where they come from, i.e. where they were raised, greatly affects whether a person can have a growth mindset. Also, if where they come from is a place where there are only older people, this is not a big influence since older people usually have a fixed mindset and do not want to experience the unknown so as not to leave their zone. of comfort.
We must also consider in the cultural sphere since in many places things are usually taught in a certain way and many times because of this it is difficult to give way to a growth mentality.
Another factor that we must consider is the emotional state of the student. If we have a student who is emotionally in good condition, it will be easier for them to adopt this type of mentality. On the contrary, if the student is not emotionally stable this can cause stress and an uncomfortable situation for the student.
How will you model the growth mindset and the message of "Yet" to your learners?
​
As teachers, to model a growth mindset and the “yet” message we must first normalize failure and turn it into opportunities for growth. We must concentrate or pay greater attention to the effort made at work, rather than to the pure content. We must modify and take care of the way we speak in the classroom and even more so, how we refer to the students. As they say, “Words have great weight in human beings.”
We must include the topic of "yet" as a way of reflection in class where the student can think about what he has not been able to achieve yet and a plan can be drawn up to achieve it. Very importantly, we must be an example for them.
​
Consider how the growth mindset can change the acceptance of feedback and student's attitude toward cheating.
Students who have a growth mindset hold in high regard what they can learn. They strive to learn and try their best to learn from their mistakes. In this way, we can ensure that a student, instead of feeling sad about a failure, can use it to find the desire to do better. By allowing students to try things and improve, this keeps them from cheating and they take better feedback from their teacher and classmates. They are taken positively since the teacher has instilled that thinking.
How can the growth mindset help limit some of your student's preoccupation with grades? What role does grit play?
I understand that having a growth mindset helps reduce worry about grades in a way that we can't forget about them completely. The student's ability to hold learning and the challenges included in it in high esteem serves them greatly when accepting grades. Students understand by having a growth mindset that there are certain processes they must go through, including failures, to achieve the goal set. The student is encouraged to enjoy the process positively as he continues on his journey toward achieving the goal.
How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint rigor).
To make the growth mindset more than just a moment, we must promote it day by day. We must make students find their passion and work for it. We must encourage them daily, but at the same time keep their goals under the appropriate expectations.
To achieve this we must have the support of both the school and parents and other people. We must create effective communication where we form a team and thus we can achieve the desired success.
The growth mindset is a good start but is it enough?
As we talked about previously, having a growth mindset is not enough to achieve success. It is an essential part since it is an engine that is activated towards the goal, but we need the support of the teacher and the family to be able to complete the cycle. Support is also needed to be able to organize ideas and have a clearer and more concise vision.
​​
How can we move our learners toward reigniting or adopting a Learner's Mindset?
For our students to adopt a learner mentality, we must model by example. Every day there is something to learn and something new to apply to our lives. If our students see that more than teaching a class, we are also like them, with the attitude of learning, trying and exploring, they will also do the same since they have seen the results in us.
Reference:
Harapnuik, D. (2019, May 5). How to Grow a Growth Mindset. Retrieved from
https://www.harapnuik.org/?p=7955.
Dweck, C. S. (2006). Mindset: the new psychology of success. Choice Reviews Online, 44(04), 44–2397.