Good summary of the research and data that explains the science behind this idea -- a key component of the PD conversation with teachers when discussing how we can implement this as a school-wide tool for communication & feedback
Being mindful about how you praise your child can help your child foster a growth mindset and boost his or her motivation, resilience and learning
Citing specific behaviors such as the amount of time spent or the approach your learner is taking to figure out the task enables the child to connect their actions with results. Additionally, the praise needs to be sincere, otherwise your kid will discredit all praise – insincere and sincere.
The parent perspective is key part of a meaningful conversation on mindset, especially in the learning environment. Trying to shift the focus away from marks alone -- towards the effort, energy and experience of learning is significant. It is also not easy. I've included articles like this as part of the parent communication piece on how we are implementing a growth mindset perspective.
“I’m proud of you for sticking with it and taking the time to understand the concepts you’re trying to learn.”
“I noticed you spent a lot of time figuring out your homework – I’m happy that you’re so dedicated. Let’s work together to figure out what you don’t understand.”
“When you ask questions to figure out what you’re doing, I appreciate your curiosity.” or “It makes us happy that we can discuss these activities.” – show your child that you value curiosity, intellectually stimulating conversations and the exploration of ideas.
“You’re too old to learn a foreign language.”
“I couldn’t work on computers. I’m just not good with them.”
“I’m not smart enough to run my own business.”
Do you know what these statements have in common? They’re all examples of the fixed mindset- the belief that intelligence, ability, and success are static qualities that can’t be changed.
The problem is, this mindset will make you complacent, rob your self-esteem and bring meaningful education to a halt.
In short, it’s an intellectual disease and patently untrue.
I love the word 'earned'. Skills don't come easily, you have to really work for them.
Talents are innate. Skills are earned.
Within a fixed framework, progress is impossible.
fixed mindset
the growth mindset,
a malleable approach to the world
believe that at a certain point, what you have is all you’re ever going to have:
“You’re too old to learn a foreign language.”
fixed mindset, you believe that at a certain point, what you have is all you’re ever going to have
In conversation, “skill” and “talent” are often used interchangeably – but there’s an essential difference: Talents are innate. Skills are earned.
he growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
The growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
“The growth mindset does allow people to love what they’re doing – and continue to love it in the face of difficulties. … The growth mindset allows people to value what they’re doing regardless of the outcome.”
Remember those students in Hong Kong. Be humble, act as if you’re remedial, and you’ll learn all the more!
In conversation, “skill” and “talent” are often used interchangeably – but there’s an essential difference: Talents are innate. Skills are earned.
As much as possible, take object orientation out of the equation. Focus on the task at hand. Don’t compare yourself to others or worry if you’re making the knowledge stick. Just learn- stolidly, patiently, and without tripping over your own expectations.
Focusing on innate qualities and praising purely for current ability inhibits learning, while praising the process of learning and growth instead of immediate talent promotes it.
So since expectations can change the performance of kids, how do we get teachers to have the right expectations? Is it possible to change bad expectations?
"It's really tough for anybody to police their own beliefs," he said. "But think about being in a classroom with 25 kids. The demands on their thinking are so great."
"If I believe boys are disruptive and my job is control the classroom, then I'm going to respond with, 'Johnny! You're out of line here! We need you to sit down right now.' "
But if the teacher doesn't carry those beliefs into the classroom, then the teacher is unlikely to see that behavior as threatening. Instead it's: " 'Johnny, tell me more about what you think is going on ... But also, I want you to sit down quietly now as you tell that to me,' " Pianta says.
"It's far more powerful to work from the outside in than the inside out if you want to change expectations," he says. In other words, if you want to change a mind, simply talking to it might not be enough.