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Make a display of things your students have said, e.g. "I can't think of a way to start my essay," and rephrase it, "I can't think of a way to start my essay yet."

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It's quite common to hear students say things like this when facing a difficult task. Every time you hear it - do something about to challenge this fixed mindset thinking and encourage the necessary resilience to stick with a challenging problem.

A few ideas for how to respond"

*"Okay, then try it a different way"

*"Now the real learning begins. I look forward to what you are going to choose to do."

*"Imagine you were someone who could do it - what would they do?"

*"If you could go home as soon as you finish this task, what would you do?"

*"If you complete this task, I will give you a million dollars" (only works with impossible rewards)

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These are 4 simple words that can make a big difference to any student. How often do you think students hear this from their teachers?

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Self-learning system is not wired at birth, and they’re not determined by our genetics. They’re profoundly influenced by the type of stimulation and activity that children receive while growing up.

Get the brain to perform better before students start to learn.

AA

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A teacher who has high expectations of every student in his or her class will reap the rewards: more students will rise to the challenge and succeed.

Many teachers think that lowering standards will give students a taste of success, boost their self-esteem, and raise their achievement. But all the evidence suggests it doesn’t work. Instead, it leads to poorly educated children.

Instead, we should believe in the growth of the intellect and talent. We should set high standards for all our students, not just the ones who are already achieving.

Details: http://www.sec-ed.co.uk/best-practice/teaching-strategies-to-create-growth-mindsets/

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I cannot do it - YET.
I am not able to write fluently - YET.

'Yet' in itself suggests possibility of doing so. So it's a matter of time and effort that we get there. Not ability.

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(and less emphasis on attainment level - especially for the lower forms)

When we focus on the 'attainment grade' or 'xxx is top of class because they got 90%' - that will be what students will aim for. The grade alone.

Formative feedback (without grades) would switch the focus on the 'grade' attained back to the work itself. What is done well? What is less successful? What can I do to improve?

Students will then steer away from focusing on the grade attainment more on 'what I can do to improve'.

Doing it more often will also mean students will stop asking for the grade and comparing with others on the letter grades.

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Students should be challenged when they utter "I can't do it".

A few way strategies to deal with this myth.
1. Ask - ask students why they feel so. Don't stop at 'you can and just believe yourself.' Students need our help to break down their fear of succeeding.

2. Make necessary modifications to how we teach according to how they learn - all students are different. This worksheet might have worked for a previous year group, might not again for this one.

3. Model good questioning - students need to learn what questions lead to specific answers and how to ask 'smart questions' to clarify misunderstanding.

Details on this article: http://www.edutopia.org/blog/students-biggest-lie-resolving-it-jose-vilson

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Hold the faith that every student can make a progress!

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Hold the faith that every student can make a progress!

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As a teacher, we are teaching students of various abilities. Some students learn faster than others. A a teacher, we need to spend more time and effort on the relatively weaker students. Even the result of them won't be that bright compared with the high achievers, we still have to be observant. Once we find out that the weaker students have some slight improvement, even they still fail, we also need to praise them for the improvement.
Through continuous positive encouragement, students will be motivated to learn.
JY

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Make good use of the success criteria with different areas to help students reach their targets or achieve higher level step by step. They will not believe that making one mistake is equal to a total failure but they will stay positive in learning when they see different levels of attainment in different areas.

WL

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Teachers may find the knowledge and skills they teach easy but our students may not feel the same.
1. Never show bad temper or impatience to students when they make mistakes as it would discourage them severely
2. Always stay positive that students making mistakes is actually making a good experiment to prove an unsuccessful way to achieve the goal (as they haven't got the answer yet)

WL

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Growth mindset is about growth, not just about effort.

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Growth mindset is about growth, not just about effort.

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When people first learn about growth mindset, some think it means to believe that “you can succeed if you just try harder.” There's more to it than that. For students to have a growth mindset, they should understand that trying harder —and trying new strategies—not only helps them succeed at the current task but also helps them succeed in the future by strengthening their brain.

WK

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Students are more likely to get inspired if they can see role models in actions. When students see teachers exhibiting a growth mindset in practice, it will be easier for them to understand and try.

An example can be listening to students' ideas or answer with a second thought, rather than telling them right away whether it is right or wrong, celebrate students' answers using different angles or perspectives.

DL

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pop-up quiz: putting some fun fact quizes randomly in different parts of the school. the questions and the locations can change regularly to keep it refreshing to students. It can stimulate students’ minds in a subtle way and build up their curiousity towards learning.

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pop-up quiz: putting some fun fact quizes randomly in different parts of the school. the questions and the locations can change regularly to keep it refreshing to students. It can stimulate students’ minds in a subtle way and build up their curiousity towards learning.

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YYY

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We need to change the way we think and talk about "failure" and harness the power of the word "yet"

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We need to change the way we think and talk about "failure" and harness the power of the word "yet"

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F = First
A = Attempt
I = In
L = Learning

"Failure" is just a step in the learning process; it just means we are not there "yet" and still need to work hard to master the concept or skill

http://www.joebower.org/2011/06/rethinking-failure.html

"If you fall flat on your face, you are still moving forward." - Richard Branson

https://www.virgin.com/richard-branson/if-you-fall-flat-your-face-you-are-still-moving-forward

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Inspire students with examples of public figures (linked to your subject).

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Inspire students with examples of public figures (linked to your subject).

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Build in regular periods for reflection and use plenaries to prove to students that their brain has "grown".

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Build in regular periods for reflection and use plenaries to prove to students that their brain has "grown".

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e.g. "At the start of this lesson you could not...and now you can...."

"At the beginning of this unit you didn't know...and now..."

TCW

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Always give more positive encouragement to the students, especially those relatively weaker ones.

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Always give more positive encouragement to the students, especially those relatively weaker ones.

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For the weaker students, even they still fail, if there is any slight improvement, teachers can magnify their progress and give compliment to them correspondingly.

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In the growth mindset, people believe that their talents and abilities can be developed through passion, education, and persistence. For them, it’s not about looking smart or grooming their image. It’s about a commitment to learning–taking informed risks and learning from the results, surrounding yourself with people who will challenge you to grow, looking frankly at your deficiencies and seeking to remedy them. In my lessons, I always encourage my students to challenge themselves. I believe that this is the way forward to reach goals in life. Finally, to have a positive impact, students need to believe that you believe in them!

RBG

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A study in London found that brain parts linked to memory grew when taxi drivers had to learn journeys and street names. This shows that the human brain remains 'plastic', even in adult life, allowing it to adapt when we learn new tasks.
http://www.bbc.com/news/health-16086233

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To explain to students how the brain can get smarter. You can explain how certain experiences cause new connections in the brain to form or strengthen, making the brain smarter by literally rewiring it. Here’s some evidence you can talk about: In a study with rats, researchers put some rats in empty cages and others in stimulating cages with puzzles and other rats. The rats in the stimulating environments were smarter, and their brains even weighed more!

https://www.mindsetkit.org/topics/teaching-growth-mindset/explain-the-neuroscience
Charmaine Leung

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Class teacher period: spend about 5 minutes in class teacher period every week, asking students to do a quiet indivdual reflection, writing down three things they think they learnt or achieved in last week. Teachers can review the log sheet during student-teacher
 conference and reinforce the message of “brains can be developed”.

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Class teacher period: spend about 5 minutes in class teacher period every week, asking students to do a quiet indivdual reflection, writing down three things they think they learnt or achieved in last week. Teachers can review the log sheet during student-teacher
 conference and reinforce the message of “brains can be developed”.

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Ziv Kan

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Teach students about growth mindsets in PSE

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1. Display quotes in the classroom on postcards
2.  Produce stickers for students to put on their exercise books
3. Incorporate quotes and/or growth mindset messages into the Student Handbook for next year

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Display motivational posters in classrooms with growth mindset statements, e.g. we can all make progress; teachers make reference to these statements as necessary (as we do with the school's core values when addressing behavioural issues)