Developing a growth mindset in the classroom There’s a free info graphic version of this article. To download it, click here. As a kid I wanted to become a cliché when I grew up so I bought a guitar and grew my hair. I successfully learnt all the chords but struggled to combine them in a meaningful way (perhaps I should’ve joined an experimental jazz band instead of churning out 1980s power ballads). When my dreams of rock stardom eventually withered on the vine, I turned my attention to mastering magic, then to conquering chess, and to all manner of other hobbies. What all these childhood endeavours had in common – apart from their mutual failure – was that I took it for granted that I’d have to work hard at them, I knew I’d have to practise endlessly and that I wouldn’t become expert overnight.
Strategies for Helping Students Motivate Themselves My previous post reviewed research on extrinsic and intrinsic motivation, and described the four qualities that have been identified as critical to helping students motivate themselves: autonomy, competence, relatedness, and relevance. In this post, I’ll discuss practical classroom strategies to reinforce each of these four qualities. Autonomy Providing students with freedom of choice is one strategy for promoting learner autonomy. Educators commonly view this idea of choice through the lens of organizational and procedural choice.
About Smart Classroom Management Here at Smart Classroom Management, we believe in two principles thought by many to be on contradictory ends of the classroom management spectrum. On one side we believe in faithfully following a classroom management plan. This allows teachers to hold students accountable without yelling, scolding, lecturing, or using any other stressful or hurtful method.
Carol Dweck Explains the False Growth Mindset - The Atlantic The mindset ideas were developed as a counter to the self-esteem movement of blanketing everyone with praise, whether deserved or not. To find out that teachers were using it in the same way was of great concern to me. The whole idea of growth-mindset praise is to focus on the learning process. When you focus on effort, [you have to] show how effort created learning progress or success. Gross-Loh: What should people do to avoid falling into this trap? Dweck: A lot of parents or teachers say praise the effort, not the outcome. Free Printable Printable Montessori Learning Materials for Montessori Learning at Home & School Main Navigation Free Printable Montessori Materials Please save these free Montessori files to your computer, open in Adobe Reader, and then print (or else the font may not display correctly).
Developing a Growth Mindset in Teachers and Staff The New Psychology of Success (2000), Dweck developed a continuum upon which people can be placed, based upon their understandings about where ability comes from. For some people (at one end of said continuum), success (and failure) is based on innate ability (or the lack of it). Deck describes this as a fixed theory of intelligence, and argues that this gives rise to a ‘fixed mindset’. At the other end of the continuum are those people who believe success is based on a growth mindset.
Never Too Late: Creating a Climate for Adults to Learn New Skills When it comes to kids, growth mindset is a hot topic in education. Studies indicate that children who view intelligence as pliable and responsive to effort show greater persistence when encountering new or difficult tasks. In contrast, children who view intelligence as static or “fixed” have a harder time rebounding from academic setbacks or are reluctant to take on new challenges that might be difficult. Students are not the only ones encountering new challenges at school: Teachers face an evolving profession, driven in part by technology and a rapidly changing economy.