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Growth Mindset
Having a growth mindset is capitalizing on the efforts we make in our day-to-day lives. The growth mindset is imperative to the choices we make regarding what we can and cannot achieve. Once we set limitations on ourselves and our students, any chance of students maximizing their potential is null and void. As I prepare my students for blended learning, they will encounter a plethora of challenges, but it is crucial for them to also understand that with challenges come great rewards of knowledge and the support of their peers.
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I will be promoting a growth mindset daily for myself and my students. As I monitor students, I can provide productive and positive feedforward for them to continue their journey of learning. Dweck (2016) states we can promote a growth mindset as educators when we give space for students to have the opportunity to produce meaningful work, provide honest yet helpful feedback, allow students an opportunity to revise their work and present their learning and contribute advice on learning strategies that may be utilized in the future. To foster a true change, we will begin slow and steady, just by simply changing our choice of words. For instance, I will no longer use the phrase “I can’t do it” or “this is too difficult.” Instead, I will reiterate the word YET, and I will redirect students who may use the same verbiage.
REFERENCES
Dweck, C. (2016, January 11). Recognizing and overcoming false growth mindset. Edutopia. Retrieved March 23, 2023, from https://www.edutopia.org/blog/recognizing-overcoming-false-growth-mindset-carol-dweck
Five ways to teach students to be learning centered, too. Faculty Focus | Higher Ed Teaching & Learning. (2018, November 7). Retrieved March 23, 2023, from https://www.facultyfocus.com/articles/teaching-and-learning/five-ways-to-teach-students-to-be-learning-centered-too/
Scott Jeffrey. (2020, June 23). Change your fixed mindset into a growth mindset [complete
guide]. Scott Jeffrey. Retrieved March 25, 2023, from https://scottjeffrey.com/change-your-fixed-mindset/
The growth mindset encourages me to continue learning and growing in our ADL program. I have already begun implementing changes since I started this semester. For instance, I have stopped trying to perfect my work and understanding that these are working documents that can and should be adjusted and challenged. I have also begun learning from my peers and welcoming challenges. The biggest challenge I am working on is time management. I am not where I want to be YET, but I am doing much better with time management than I was with the last round of courses. Another important aspect I would like to incorporate is demonstrating structured opportunities to think about my cycle of learning; this entails evaluating my own knowledge, planning my approach, monitoring my progress, and adjusting my strategies as needed (Five ways to teach students to be learning centered, too 2018). The beauty of these changes is that I will always welcome learning and the challenges that come with it. Then, once I embody a growth mindset, I will exude confidence and a true love of learning for my students and their success.