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Your statement about individuals giving up rather than trying when they encounter struggle reminds me that we need to model the behavior we expect from our students and consistently demonstrate effort, persistence and work ethic. Not only is this important for the elementary grades but even more so in HS where they will need these skills as they venture off to college and the working world.

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I was also intrigued by the reduction of the achievement gap due to growth mindset. I am hoping we get to learn more about schools that have implemented this to see how they managed to close the gap. I am excited by the possibility of helping my struggling learners through the use of mindsets!

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I think this ties in very well with culturally responsive practices! I am wondering how we can get our PD admin to look at adding in some work with mindsets. I think we would see an increase in success in closing the achievement gap if all teachers PreK-12 would be on board.

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Agree: I agree that growth mindsets are especially important for minority students and can help close the achievement gap as they avoid succumbing to the negative stereotypes.

Questioned: I didn't have questions about the article other than why a teacher would be in the profession if they didn't believe all students could succeed and improve.

Exciting: I found the information on the ability of growth mindsets to close the achievement gap impressive and would like to see more data that supports that claim.

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I wish you were taking the course now, Jamie, because I would love to ask you a question.  Could you explain more about integrating social emotional skills into how we teach, not what we teach? Responsive Classroom gives me some ideas about what you might mean, but I would love to hear more.

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I am wondering how some of those HS students who are reluctant to take the risk to reveal what they are thinking would respond to scaffolding at the beginning of a course? I'm thinking of structures that would allow them to participate with some anonymity. I guess you'd have to be able to screen contributions, or lay some serious digital citizenship groundwork to make sure your environment stays safe for all students.

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I wonder if the teachers who don't believe they have influence on the progress of their students are the ones who say things like, "I've tried everything and nothing works." Or, "his/her home life is a mess. He/she can't learn this material." "This student just can't sit still and listen, so they're not learning." I can imagine a teacher's fixed mindset looking more like that, than blatantly saying they have not influence on a student's progress. And, it's a much sneakier thing to recognize and counteract.

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Agree:  "Teachers with a growth mind-set said that they knew the students could do better, encouraged the students to try harder, and gave the students study strategies."  That, in turn, supports the students' growth mindset.
Question:  I am wondering, even after what I have read and the videos I have watched so far HOW one goes about teaching students to have a growth mindset?  Obviously the language we use with them is extremely important, but I have yet to  hear much about any other "teacher moves" to promote a mindset shift.  I'm just thinking about some past students whose beliefs about themselves were quite entrenched.
Exciting:  The idea that a growth mindset in ourselves (teachers) and our students, especially our students who are fighting stereotypes, can help close the opportunity gap!

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Great point: "Any negative stereotype is a fixed mindset." That's a great way to think about it! I teach about fixed and growth mindsets to my Psychology classes, and I never thought about explaining the concepts to them in this way. I'l be using this example in the future for students.

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I completely agree with your statement: "Why teach if you feel that you have no influence on the progress of a student?" I can't imagine doing this job if you don't believe you are impacting students in a positive manner and expanding their intelligence.

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I'm also excited about the implications of a growth mindset on those groups that traditionally do not academically perform as high as their peers. It seems so incredibly powerful yet simple. If we believe in kids they will gain confidence and learn to believe in themselves. I love your idea about every teacher displaying a growth mindset. Imagine the power this would have!

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Agree: Mindsets hold incredible power for all human beings including students. It's amazing the power that a mindset can have on your life.
Question: I didn't question anything in the article, but I would like to see additional studies and anecdotes about the impact of a growth mindset on reducing the achievement gap.
Exciting: It is exciting that a growth mindset has the power to reduce the achievement gap. As I previously mentioned, I'd like to explore this further. Reading this article reminded me about another personal belief in an internal or external locus of control. Those who believe in an internal locus of control (they control their lives, things do not just happen to them) are more successful, happier, etc. The benefits go on and on.

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Even after some of my initial readings and exposure to fixed vs growth mind-sets, I too wonder how having this as a fabric of my classroom will work towards improving the achievement of struggling learners. Looking forward to reading more in the book to get some more ideas of how to bring the mind-sets into the class!

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I think that we as adults who have quite a bit of sway on student development that we need to be very careful about the words we use. every now and then I catch myself stating something to a student or students that could adversely affect how they view themselves, and need to correct myself. I also think that the equity work plays a role in this, as we need to be aware of our own bias and beliefs so as to be cognizant of how these might affect those lives around us that we play a role in

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In response to your comment to my post, I think this is one of the largest struggles. I find freshmen in high school (the primary group I work with) are so afraid typically to be different than others, and want to avoid anything that would make them stick out - such as doing something that would appear to make them look "stupid". I wish I had something that solved this issue for every student! I think a part of this has to do with developing a relationship with the students to help determine what will work with each individual.

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I agree that if teachers communicates to a group of children, "that not everyone is good at math" students will be adversely effected. This supports some research that I once read that stated mothers who told their girls that they were not good at math in school, have a much larger percentage of girls that struggle with math. The statement that resonated with me was that any negative stereotype is a fixed mindset. I do think that if we integrate the social emotional skills of optimism, persistence , flexibility, resilience and empathy (for others and themselves) into not what we teach but how we teach we will improve the growth mindset of our children.

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How do we as classroom teachers overcome that whole idea of "looking smart?" I just spoke with someone who does talks with HS students. He mentioned how hard it is to get HS students to even ask questions of a speaker. I want everyone in my class to feel like they have something to contribute, but I know there are those who constantly second-guess themselves and don't allow themselves to engage at the risk of being wrong...

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Agree with: "Teaching a growth mindset to students and educators seems to decrease or even close achievement gaps. "
Would LOVE to try this! Wonder what would happen if we could get all EP ECFE-12th grade teachers on board?
Questioned: I'm not sure there is anything. I'm on board with this. Am looking forward to seeing what others are questioning to see what I might want to discuss with my peers.
Exciting: "studies suggest that having a growth mind-set is especially important for students who are negatively stereotyped..."
This one really has me thinking. It gets me excited about working with culturally responsive practices!

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-Agreed with: "Students with a fixed mind-set worried more about looking smart, thought that needing to make an effort meant they were't as smart..." I see many individuals simply give up instead of trying and in doing so encounter struggles.
-Questioned: "Some teachers believed that students had fixed intelligence and that they, as educators, had no influence on their students' progress."  Why teach if you feel that you have no influence on the progress of a student?
-Exciting: "...when teachers had a growth mind-set students who started the year as lower performing moved up and became moderate or even high achievers." Reason to focus on this more in the classroom!