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Using Growth Mindsets in Classroom Management

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Using Growth Mindsets in Classroom Management

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Growth mindset has been a buzzword in education for quite awhile and I think a lot of teachers and kids are already familiar with it. But I've noticed a pitfall that seems to occur fairly often.

Growth mindset is introduced to students near the beginning of the year and then the curriculum demands seem to take precedent. When you have so many skills you have to teach and so many standards for kids to master, it's hard to remember, much less make time to talk about growth mindset.

Fortunately, there are some simple ways you can infuse growth mindset into what you do on a daily basis. These are regular practices that help you ensure students will:

Be willing to try new things

Stick with hard tasks and not give up

Push themselves to do their best work, not just what's "good enough"

Believe in themselves and their own ability to learn

All of these traits are things we can help develop in our students by teaching them about how their brains work.

You see, many students enter our classrooms believing they're either smart or not smart, good at reading or math, or not good in those areas. This belief that our basic qualities like intelligence and talents can't be changed is called a fixed mindset. Often our students figure: W hy bother trying at something that's hard for me? I'm not naturally good at it and I can't really do anything about that.

Our students may not realize that their brains have the ability to change and grow through their experiences (neuroplasticity). Students need us to teach them that the human brain is like a muscle that can be trained through repetition and practice. When students realize this, they develop a growth mindset: the belief that abilities can be developed through commitment and hard work.

And once they have a growth mindset, they can learn anything.

Because a growth mindset is a way of thinking, it's important for students to have continual reinforcement of that mindset. And infusing growth mindset mentions and practices into your daily routines is one of the simplest ways to do it.

Here are 6 simple ways to help students re-train their brains to overcome a fixed mindset and default naturally to growth mindset-oriented thinking patterns.

Want to listen to this post instead of read?

This post is based on the latest episode of my weekly podcast, Angela Watson's Truth for Teachers . A podcast is like a free talk radio show you can listen to online, or download and take with you wherever you go. I release a new 15-20 minute episode each Sunday and feature it here on the blog to help you get energized and motivated for the week ahead. I'd love to hear your thoughts below in the comment section!

1. Introduce learning activities by explaining how they are designed to benefit kids' brains.

For example, when you teach students how to do collaborative learning activities, tell them that talking about what they've learned helps them own and process the information better, and grows more dendrites.

When you teach water fountain procedures, let kids know that their brains need hydration in order to function well, and remind students of the benefits of drinking water.

2. When kids make mistakes, respond in casual ways that help them rebound.

When we overreact to mistakes or get frustrated with students' inability to internalize classroom routines, we undermine our message that learning is a process and failure is a natural part of that process.

Make it your goal to respond to students' mistakes with patience and nonchalance. Remind students: Each time you practice this routine, your brain is getting stronger and it will be easier for you to do it the next time.

When kids forget what to do, let your tone and facial expression communicate: Mistakes don't upset me. We can fix this, and fixing it together will make us both smarter.

3. Get student input on creating helpful classroom displays that reinforce learning.

You don't have to start the school year with a perfectly decorated classroom - leave space for students to create and suggest displays! Throughout the year, ask questions to find out what students would like to have as a reference in the classroom to help them maintain a growth mindset and take ownership of their learning.

Would students like to make an anchor chart with strategies they can use when they get stuck?

Do they want to display growth mindset vocabulary words and definitions so they can try to use them in their conversations?

Or maybe they'd like to display some of their reflections about or strategies for learning to help other kids in the class?

4. Use specific feedback and helpful vocabulary that guides students to identify how they achieved success.

We give tons of positive feedback and praise as students first start learning new skills and expectations, but we don't always point out the character traits students demonstrated in order to experience that success. Integrate growth mindset vocabulary into your daily routines and continually point out when students demonstrate those qualities.

You might say, "This was hard for you, but you persevered and now, you've almost got it!" or "You had a setback when your strategy didn't work, but you found resources to help you. You showed a lot of resilience and it paid off!"

You may even want to end the school day on a daily basis by having students turn and share ways they have shown grit that day (or struggled to show grit and brainstorm strategies for doing better tomorrow.)

5. Model growth mindset so kids can see it in action on a daily basis.

Show students how to respond constructively to setbacks and failures. Let kids see how you brainstorm solutions and different strategies to try when a piece of technology doesn't work, you can't find something you need, or a surprise fire drill prevents kids from finishing a task.

Allow students to see that you are willing to learn and try new things, even when they are hard for you, and be honest when you try things in the classroom that are out of your comfort zone. Let students see that learning new things, taking on challenges, and rebounding after making mistakes are all a natural part of life and help train your brain to grow stronger over time.

6. Start formally teaching kids about growth mindset / neuroplasticity through books, apps, and other resources.

Two of the best children's books on growth mindset are Your Fantastic Elastic Brain by Dr. JoAnn Deak and Making a Splash: A Growth Mindset Children's Book by Carol E. Reiley. I also like the free online brain songs provided by the University of Washington.

If you want more structured support, I've created a complete 10 lesson unit with teacher's guide, bulletin board set, printable posters, and a 20 page interactive student journal to provide everything you need for teaching your students about growth mindset.

It's been a top seller on TeachersPayTeachers for quite awhile now and has been used in classrooms all over the country. It's designed for grades 3-6, but I've heard from 2nd-9th grade teachers whose kids have loved it. This unit is highly flexible and can be taught in any timeframe you'd like.

Once you print the materials, your prep work is done and the teacher's guide walks you step-by-step through each activity. However, the tasks are open-ended and adaptable so you can be responsive to your students' needs and adjust things easily as you go.
Want to learn more? Check out this Growth Mindset Roundup: A Collection of Tips, Strategies, and Resources. Each blogger is sharing more helpful ideas.

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6 simple ways to infuse growth mindset into daily classroom routines

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Growth mindset has been a buzzword in education for quite awhile and I think a lot of teachers and kids are already familiar with it. But I've noticed a pitfall that seems to occur fairly often. Growth mindset is introduced to students near the beginning of the year and then the curriculum demands seem to ...

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What is Invention Literacy? Why is it important? Follow @wakeupsilver

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Invention Literacy Discussion with Jay Silver

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Inspire ALL Students with Open, Creative Mindset Mathematics

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Using Growth Mindset to Enjoy Teaching More.

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Using Growth Mindset to Enjoy Teaching More.

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I mean...wait. What does that even look like for a teacher??
Growth mindset-the understanding that intelligence and abilities are not "fixed" but can be developed with dedication and hard work-is a concept first defined by psychologist Carol Dweck. Her research has exploded in popularity, and has trickled down to schools across the nation and beyond as students are taught that they can train their brains to learn anything.

We can all agree that one of the best ways to teach kids to have a growth mindset is to model that thinking ourselves. But as much as we'd like to believe that we're growth mindset oriented, most of us (myself included!) will likely discover upon reflection that there are old fixed mindset thought patterns that we haven't quite let go of.

Fortunately, we can examine these self-defeating thoughts and replace them with growth mindset thoughts that are empowering and energizing. See if you can recognize yourself in any of these fixed mindset traps, and practice exercising a growth mindset instead:

1) I can't admit to students when I was wrong or if I don't know something, because they'll lose respect for me.

There's no better way to help students understand that mistakes are an essential part of the learning process than to model that for them! I can create a classroom community in which I learn WITH and FROM students. As the kids watch how I respond to frustrating or embarrassing situations, they'll learn how to rebound from their own mistakes more quickly and discover what it means to be a lifelong learner.

2) I can't learn yet another new curriculum (or assessment, or set of standards.)

It will be a lot of work to learn a new way of teaching, but I'm resilient and I can do difficult things. I'm ready for this-it isn't the first time I've faced major changes in my job and it won't be the last. I want my students to face challenges head on and not be discouraged when they're overwhelmed, so I'm going to practice and model that same behavior myself.

3) Professional development is always so boring and irrelevant-they never teach us things we actually need to know.

I don't rely on others to mandate or direct my growth as an educator. I am in charge of my own learning! It's empowering when I choose to grow in areas I care about and seek out new teaching ideas and best practices. (Plus, Pinterest totally counts as PD.)

4) I wish my students' parents would stop telling me how to do my job.

I can learn something from every interaction I have with another person. I can choose to disregard the information that's unhelpful without ignoring the kernel of truth within each piece of feedback. I can choose to look past tone and word choice to see the heart of the message that can help me improve. I can create a relationship with families that encourages them to provide feedback in ways that are constructive, such as through parent surveys. Giving parents a chance to be heard gives me more insight as to how families perceive what's happening in the classroom so I can continue growing as an educator.

5) That lesson this morning was a complete disaster. My motivation is gone for the day.

I'll feel even worse if I give up on myself (and my students) and write off the whole afternoon. Instead, I can choose to put this in perspective: having a chaotic morning doesn't mean I'm a bad teacher, and it doesn't mean my students are hopeless. I can quickly identify what I can do differently next time, and mentally move on with the day. The past is over: each moment in the present is an opportunity to make a new choice and work toward a better outcome, starting right now.

6) I don't have time to reflect on my teaching, and it's not a big deal, anyway.

When I take a moment to think about what I did to make a lesson successful, I have a better understanding of what created that success. This helps me get excellent results again next time, making teaching easier AND more effective! I can create habits and routines that allow me to reflect on my teaching practice...even spending 2 minutes at the end of the day thinking back on everything that went RIGHT (and why) can make a difference in my efficacy.

7) The school year is halfway over; I can't introduce a new procedure or activity now.

This is actually the perfect time to try something new, because I've already established a rapport with this class. I can have a conversation with the kids about what's working and what's not, and together, we can come up with a better plan. It's never too late to change something that's become less effective, and my students will benefit if I show them how to continually reflect and improve.

8) Kids these days don't put any effort into their work and want everything to be easy.

Many of my students struggle in this area, but perseverance and grit can be learned! I can explicitly teach growth mindset strategies to students and help them take charge of their own learning. I can show students how to think critically about what it takes to be successful, push themselves to do their best work, and teach them to believe in their own ability to learn.

9) Some of my students are just unteachable-there's nothing I can do to reach them.

I choose to believe that every child is capable of growth. I can continue to build a rapport with students and help them make progress, celebrating even the smallest wins to help us all have the motivation to keep pressing forward. I refuse to give up on any child in my class, and I refuse to give up on my own teaching abilities. I believe my work makes a difference, regardless of whether I see results.

10) All we do is test the kids. It's impossible to enjoy teaching!

I know teachers who are facing these same pressures who still love what they do-I wonder what their secret is? I can learn more about the type of mindset and daily practices that have a positive impact on my energy level and enthusiasm. I can choose to learn about, discuss, and implement strategies that help me enjoy teaching every day...no matter what.
You've only failed if you've given up. Until then, it's learning. Only had time to skim through the post? Listen on the go! This post is based on the latest episode of my weekly podcast, Angela Watson's Truth for Teachers, which is now back for Season 3! A podcast is like a free talk radio show you can listen to online, or download and take with you wherever you go. I release a new 10-15 minute episode each Sunday and feature it here on the blog to help you get energized and motivated for the week ahead. I'd love to hear your thoughts below in the comment section! NEW! Beginning with this episode, the podcast player embedded in posts will allow you to download the MP3 file. The audio is also now shareable, so you can post an episode of the podcast right to your Facebook, Pinterest, Twitter, and so on for your friends or colleagues. See blog posts/transcripts for all episodes Subscribe to the podcast in iTunes Subscribe to the podcast in Stitcher Click To Tweet

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How to cultivate a growth mindset to enjoy teaching more

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Of course I have a growth mindset. I mean...wait. What does that even look like for a teacher?? Growth mindset-the understanding that intelligence and abilities are not "fixed" but can be developed with dedication and hard work-is a concept first defined by psychologist Carol Dweck.

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Kiran Bir Sethi Teaches Kids To Take Charge

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Kiran Bir Sethi Teaches Kids To Take Charge

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https://www.youtube.com/watch?v=aKU-FEGabuY

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http://intellectualvirtues.org/

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https://www.bie.org/

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https://bvsd.libraryreserve.com/10/46/en/default.htm

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juvenile fiction / social themes / self-esteem & self-reliance

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