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1. Students to place more importance on the learning and development process rather than the end product. 

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1. Students to place more importance on the learning and development process rather than the end product. 

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2. Students are to results-oriented. Our mode of assessment can place more focus on the process rather than end-product of work submitted. Give them more assignments that are open ended and not just correct or wrong answers. More self-exploratory activities and discussion panels.
3. For students who always finish their work fast, they are encouraged to try alternative methods, otherwise challenge them with a slight tweak in the question.
*Eunice*

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1. Growth mindset is a mental model that one can continue to seek improvement and challenging oneself to do things differently or to extend his/her own learning.

2. In classroom, however, we just need to be careful not to fall into the trap of raising the bar higher each time leading to making the students think "I'm not good or still good enough". And hence losing motivation.

We should not be shy from praises. Praises encourages and motivates people to do better next time. And most importantly, praises motivates people to try.

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Growth mindset to me is staying motivated through constant improvement regardless of ability. Improvement can be achieved through effort, sound strategies and efficient processes. As an educator, I believe it is important to highlight the improvement of the students to constantly encourage them to challenge themselves.

To create a growth mindset culture in the classroom, I would praise students for effort, strategy and process rather than using grades as a constant validation. Instead of providing the answers for the weaker students, questions could be scaffolded to help students achieve the right solution.

I have tried spending some time in class going through solutions presented differently by students in the class. This not only gives students the confidence of exploring various alternatives it also provides them solutions viewed from another angle.

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1. The belief that every student has the ability to learn  and get better.
2. To encourage such mindset, whether through praise, reward etc, we must give students hope and instill the belief in them, that they can improve if they put in effort

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1. Growth Mindset is ability can be developed. Teachers and students need to believe that students can improve.
2. Used strategies: For students who completed their work faster than the rest, they would walk around to help their peers.
Gave them 1-2 minutes to try on their own then give hints to start of the solving the question.
3. Need to constantly remind myself to encourage them. Express class, encourage them to ask questions, different ways / strategies to deal with the question. NA class, at least they looked at the homework, at least they brought their books and making notes. Maybe praise them more on their effort and done mention any negatives.

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Growth mindset is to recognize that each failure is an opportunity to make one become better, but only if one perseveres instead of avoiding those things that lead to one's failure. Hence, an individual's response to failure will determine whether that individual will improve or stagnate.

Students are probably not even aware of the detrimental effects of not trying. From a young age, students nowadays have grown accustomed to instant gratification in their daily lives and this seeps into their attitude towards studies. And adding the fact that there are so many other pleasant distractions abound. Thus, their awareness need to be raised, by showing them this video and also simply by letting them know what it means to have a growth mindset and its advantages.

At the same time, they must also know that there are always ways to solve difficult problems. They can ask their peers, teachers can scaffold them. Praise them even though they get the wrong answer and show them what they did differently and that they were nearly there. And that the next time round, they would probably get even closer. The teacher needs to show he has confidence in them and appreciate their willingness to try. Tell them that you notice that so many of them have a lot of potential. Say things like "Thank you for trying even though this problem is kind of difficult to start off. Let's see if we can figure this out together." And "You only missed out that part, other than that, you got it already!". Or "You're getting  quite good in this topic, impressive....."

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1. It is the understanding and acceptance that failing is inevitable and part and parcel of bettering ourselves.

2.
- To effectively build such a culture in the classroom, students need to first be aware of the possible mindsets one can have. A buy-in on Growth Mindset can be conducted with the students. This can be done through the explicit teaching of the growth and fixed mindsets. The buy-in need not be restricted to the department and can be scaled up to be a whole school initiative to ensure that the students are listening to a consistent narrative.

- Praise students’ effort and allow them to experience small successes.

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Embracing growth mindset to me means adopting strategies to empower students so that they are able to overcome setbacks  and see tests and exams as positive challenges to overcome. It's also not only about rewarding effort but learning and progress.

To encourage a growth mindset in the Maths classroom one can emphasize good processes such as seeking help from peers and teachers, trying new strategies in problem solving etc. One can also highlight students who have shown good process even if they have got the question wrong or failed the tests. The right words used at the right time will always do the right thing.

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1. To me, a Growth Mindset is the belief that there is no deadline or endpoint in achieving excellence. There is reflection done by the individual to think about what went wrong and how to do things better through alternative pathways or methods.

2. Encouraging growth mindset in classroom comes from a wide range of behaviours. 1. Teacher's own characteristics. Do we allow ourselves to make mistakes in front of our students, and to have the courage to acknowledge it and make right the wrong? 2. Praises. Who and what type of praises do we give? It should not only be to those who score well. Praise the effort, the progress, and praise beyond the subject to their handwriting, courtesy etc. 3. Allow room for mistakes and learning together. In my class, I do this thing called "One student, one step". Students take turn to come up to answer a question, but they only write one step each. We build upon each other's knowledge and derive the solution together. We learn and succeed together.

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Its very interesting to know that the ability of our brains to make us more determined to overcome difficulties is so powerful. I think we should find out more ways to stretch our students' mental strength and resillience; eg providing work assignments and projects that promote students' ability to handle pressure, and to allow them to be more determined to learn positively.
We should adopt this idea to our Math teachers as well, so that we can work through the stress and teaching pedagogy together as a team.

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1. Students tend to stay in their comfort zones, they dislike challenges. Having a growth mindset will help them to stretch their ability, putting in efforts to solve challenging questions. In the process, they gained confidence and improve. 

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1. Students tend to stay in their comfort zones, they dislike challenges. Having a growth mindset will help them to stretch their ability, putting in efforts to solve challenging questions. In the process, they gained confidence and improve. 

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2. Constantly praise students on their efforts and share their effective strategies with the class. Give opportunity to better students to coach/teach their classmates. Give the class challenging questions so that they constantly engange their brains.

Hazmi

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It is a life long mentality which is especially important for our students now. It allows students to continue to seek improvement even after they left secondary school and tertiary education. In the past, one can learn a skill and he/ she can depend on that skill to survive and earn a living for maybe a good 30 years. But now, and especially in the future, learning a skill might not be enough to last even 10 years due to advancement in technology. Our students need to be able to seek constant improvement and to unlearn and relearn a new skill in the future. As such they need to have the resilient and perseverance in them. Rewards comes after effort.

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Zahra                          The ability for the brain to learn is dynamic and limitless. It is only quantified by the amount of quality learning the students allow themselves to acquire through challenge and effort. Growth mindset is believing in the opportunity and our instinctive ability to always learn. There is always room for improvement no matter your level of expertise as knowledge itself is boundless.Building students' confidence first is key to them cultivating a growth mindset. Our curriculum is based on a scaffolding structure that allows us to ensure the students learn in increasing levels of difficulty. The structure also allows us to introduce challenging tasks to our students at strategic points as we progress from subtopic to subtopic or topic to topic to push their potential or inch them out of their comfort zone. Grit is also crucial in cultivating a growth mindset. Making the students break down their thinking process in their working will help them pinpoint where they need to improve and visualise their learning process. To spur them to keep on trying, we can revert back to their working and show them how they almost got to the answer through comments only marking. For the higher ability ones, we can challenge them to make their working cleaner/concise yet clear or find another method towards the answer.

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Zahra                          The ability for the brain to learn is dynamic and limitless. It is only quantified by the amount of quality learning the students allow themselves to acquire through challenge and effort. Growth mindset is believing in the opportunity and our instinctive ability to always learn. There is always room for improvement no matter your level of expertise as knowledge itself is boundless.Building students' confidence first is key to them cultivating a growth mindset. Our curriculum is based on a scaffolding structure that allows us to ensure the students learn in increasing levels of difficulty. The structure also allows us to introduce challenging tasks to our students at strategic points as we progress from subtopic to subtopic or topic to topic to push their potential or inch them out of their comfort zone. Grit is also crucial in cultivating a growth mindset. Making the students break down their thinking process in their working will help them pinpoint where they need to improve and visualise their learning process. To spur them to keep on trying, we can revert back to their working and show them how they almost got to the answer through comments only marking. For the higher ability ones, we can challenge them to make their working cleaner/concise yet clear or find another method towards the answer.

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Growth mindset to me as a teacher is about instilling the beliefs in my student that they are INTELLIGENT and make them realise and understand that the EFFORT they put in their studies will help them to GROW in their INTELLIGENCE.

To instill such mindset in class, I should use encouraging languages such as, not yet, you're getting close rather than just a straightforward NO. Work should be scaffold to allow students to achieve success at different ability level, allowing them to grow in confidence and their belief that they are intelligent and they should also be provided the opportunity to discuss with their peers on how to solve their work. Hence the importance of pair/group work in class.

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The idea of growth mindset is not something new to most of us as I think most of us had heard about it before. To me the most difficult part is how do we nurture it in students? Especially in the Singapore context where grades are perceived to be incredibly important.

So with regard to this, one of the key points of the talk that struck me was that in order to nurture a growth mindset, we have to "transform the meaning of effort and difficulty" for students. I think this is one of the key things we can do for our students. But, again I think that this can only work when we emphasise more on process, and effort, rather than just looking at results. If we can get out students to appreciate the value of effort and difficulty, I think it will really make teaching content a lot easier.

And, just like anything else we teach, I think the growth mindset has to begin with us. I think that is another fundamental step we need to take if we are to try and nurture growth mindset in students.

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1. Growth mindset provides the platform for students to break out of any preconceived ideas about their own ability. Students' ability are strongly correlated to their efforts, rather than their 'natural ability'.  2. Comment based marking that emphasizes on students' effort, rather than the outcome of the work helps students to understand the importance of hard work and the never say die attitude. Any work that is well done, or otherwise, is always down to students' effort - something which they have control over. Remind students of the significance of attempting challenging questions rather than leaving them blank. Mistakes made are opportunities for learning.  

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1. Growth mindset provides the platform for students to break out of any preconceived ideas about their own ability. Students' ability are strongly correlated to their efforts, rather than their 'natural ability'.  2. Comment based marking that emphasizes on students' effort, rather than the outcome of the work helps students to understand the importance of hard work and the never say die attitude. Any work that is well done, or otherwise, is always down to students' effort - something which they have control over. Remind students of the significance of attempting challenging questions rather than leaving them blank. Mistakes made are opportunities for learning.  

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-RON

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1.
It means willing to learnt from any experience, whether the student is correct in the answers or not. I feel that most of us are too focused on the content growth ie learning new stuff, rather than learning from the process and mistakes.

2.
- Getting students to ask questions to clarify their doubts.
- Getting students to explain on how they get their answers and undertsand why their concepts is correct / wrong.

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1. To me, having a growth mindset means to learn from challenges and correcting any mistakes or areas that can be improved on. Growth can be painful and students (adults too (: ) need to acknowledge that if anyone were to have any aims in life, he or she has to have that growth mindset and persevere.

2.
- Consistently rewarding small successes and improvements, creating opportunities for growth checkpoints for students to recognise that they have grown and over time they will achieve their goals.
- Encouraging students and explicitly showing that we are monitoring their growth in different ways e.g. comments on homework quality and submission, mentioning the purpose of class tests and level tests (to really check their understanding and if they can move on to other weaker topics). In this way, students can see if they have grown or have yet to grow and together with encouragement without leaving anyone out, students will develop a growth mindset over time to constantly check for growth and work harder for the better.

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1. Growth mindset means perseverance and belief in eventual improvement. As opposed to instant gratification, we should set our sights further and look at problems or challenges that may not be solvable in a short period. It is the 'die hard' mentality that we can do a certain challenge and not give up easily. It is Thomas Edison's many many failures of creating a light bulb and eventually achieving it through not giving up.

2. I had told my 2B/C students about how I describe them to my other classes. They are the last band of 2NA maths students. I was explaining to another student about the classes that I am teaching his year. For the 2B/C class, they are the band with most room for improvement. Maybe it was a twist of language, but it was true and he students had appreciated and realized another perspective in looking at their bad grades. They are also more willing to try the questions and work out their istakes

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It’s all in the mind: what one believes that he/she can achieve will most of the time affect what he/she actually achieves.

If teachers walk into a class, interacting and conducting lessons with positive reinforcement, making students believe that they can do well, as long as they put in the effort, students will be more willing to take any possible small steps to get to where they believe they can achieve.

Of course different groups of student and different circumstances call for different strategies for this positive reinforcement of mindset. Some needs more scaffolding, some needs more reassurance, while others needs more challenging questions to feeling a greater sense of achievement.

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1. Growth mindset to me is  having the constant hunger to improve our abilities. Realize that with effort, we will be able to improve on the things that we are doing. Face challenges with a positive mindset and not avoid challenges.

2.
- First, I should start by doing a self reflection on what some of the fixed mindset that I have. Learn how to avoid them in class and always try to praise students for their effort and not their intelligence.
- In addition, I should also remind students of their potential and to engage them in classroom discussions about certain mathematical concepts.
- I should also watch my language in class and reconcile the fact that there is no one size fit all solution for all my students. Every student must be treated differently and they are unique. Students and teachers must constantly be reminded to remove any prejudices they have and realize that with the right effort, the students will be able to improve in their school work.
- Words of encourage for students and not to emphasize on their grades but to emphasize on what they have learnt from each tests and realize that it must be a continuous improvement process.

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1. Growth mindset is to train our students to be more resilient and to focus on how a shift in their attitude to put in more effort will help them see improvement in what they are currently struggling with.

2.
- During classwork, purposely go to students who need more help to encourage them, scaffold them on problem solving and praise them on the effort they put in to improve.
- In comment-only marking, include a general comment in the assignment highlighting good problem solving strategies students display or even "notice" the improvement in the assignment by weaker students.
- Engage students in classroom discourse to talk about their choice of strategies used in a question.