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Many strategies can fall under the category of change. For educators, change can be as simple as incorporating new technology, adding new policies/expectations, or using different strategies. Learners can change the methods they use to study, adjust how they manage school with home life, or change their educational interests. Change is important because it allows you try something new, but it does not always lead to success or growth.

Growth begins with the decision to change. It is not as instantaneous but it is always positive. For educators, growth can include making praise more specific, documenting success, explaining goals clearly, and making learning cooperative. Growth is a slow yet meaningful process for educators. With learners, growth can mean accepting every challenge as an opportunity, embracing failure, slowing down and reflecting on work, and creating goals.

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In this video, 5th grader Carson Byblow discusses the difference between a growth and a fixed mindset. He discusses his struggle to learn how to read and how that affected him and his emotions in a negative away. He realized that this mindset was not healthy and now he is learning how to change his fixed mindset into a growth mindset.

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The Mindset of a Champion | Carson Byblow | TEDxYouth@AASSofia

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Growth and change in education are not synonyms. However, they do go hand in hand. Change leads to growth. Embracing change, development, and learning will allow both educators and learners to grow.

Change can be instant — Growth is slow

Change can be imposed from the outside — Growth is internal

Change can be a one-off event — Growth is an incremental process

Change can be made by a single decision — Growth requires consistent motivation and learning

Change can be negative or positive — Growth is always positive

Change can be the beginning of growth — Growth always starts with a decision for change

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Struggling to turn your fixed mindset into a growth mindset? This video is helpful to anybody, educators or learners, in overcoming a fixed mindset and improving upon yourself.

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11 Growth Mindset Strategies: Overcome Your Fix Mindset to Grow as a Person

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How Learners and Educators React to Change

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How Learners and Educators React to Change

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Plenty of people fear change. When you are set in your ways, you like to stick to your methods. For instance, educators may resist change for a lot of reasons. Sometimes classroom changes brings in more work for the teacher. Educators already have a lot on their plate and can feel reluctant to take on something new. Learners may feel the same way. A lot of students are used to learning in the same way, even if that method isn't stretching their thinking skills in a meaningful way. Learners may fear the additional work that comes with any change.

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How can educators seek out opportunities for growth? As educators, we should always be striving to improve upon our practices. Growth in education is not just reserved for students, everyone can be considered a learner. Some opportunities for growth in this article include: Self evaluation, adaptability, communication, innovation, organization, and leadership. Adaptability is one that really sticks out to me because in order to change and grow, you need to be willing to adapt your methods. Communication is also a key concept here as a lot of the growth in education comes from team work and community building. It's important for educators to stay in the loop through reading, social media, professional development, and more so they can consistently improve and grow in their schools.

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Written by Marco Fenici

Academic Director and Teacher Trainer in Florence

Why must teachers grow?

The areas of growth that we recommend have the purpose to assist in identifying their needs and determining effective ways to overcome weaknesses and enhance strengths. That way, once they have acquired the necessary tools, they can start designing their course of action to accomplish professional development.

It is generally known that the teaching profession is one of the most directly impacted by social, economic, and technological changes. Consequently, an educator must regard their career as a continuing learning process in order to keep up with this ever-changing world. This means that an instructor consistently has room for improvement since there is always some skill to sharpen or some didactic issue to solve.

However, the path to self-improvement is not a fixed one, it is different for every one of us. So, this personal journey has to be preceded by deep reflection and careful planning before setting our own professional growth goals.

Also, we cannot stress enough that the road to self-development is not for the faint-hearted, since it demands constant attention and full commitment. Nevertheless, it can be a most satisfying reward to be able to see the positive outcomes of the goals we have set for ourselves in our classroom.

What can teachers improve on?

Self-evaluation

Change and evolution require self-awareness. Educators must cultivate the ability to see themselves clearly and objectively through reflection and self-analysis. This way, they see what is happening around them, learn from the situation, and can be able to make the necessary adjustments.

We can divide this process of self-evaluation into three fundamental phases:

First, a teacher must recognize there is a need for change, both within and around them. Detecting that something goes wrong it is the first step towards improvement;

Secondly, they have to determine what areas of their teaching need the most attention. Before setting their goals, they have to figure out which are their strengths and weaknesses;

Thirdly, they must decide on key areas of growth and commit to them.

When it comes to reflecting on the classroom experience, the students' small clues and positive feedback is a rich source of information. That is, paying attention to what students comment in class is an effective way to find out strengths. Usually, we can find that there are recurring themes of conversation which can help identify what is working well or not.

Finding the positive in the students' daily evaluations is a sure way to:

Pinpoint which strategies are the best to engage their attention and interest;

Consider the implementation of small progressive changes.

In conclusion, self-evaluation is a critical step in any process of growth and change. Generally, the path towards improvement becomes clearer when a teacher is willing to admit mistakes and put their students' needs first.

Pedagogical learning

Teachers' efficacy is, arguably, the product of three aspects:

Deep knowledge of the subject-matter or content area;

Professional experience;

Development of teaching skills.

Consequently, due to the fast changes in technology and society, an educator must brush up on their pedagogy to stay relevant. Those changes greatly affect the way students learn and the way teachers teach, so there is always room for pedagogical improvement. As a result, learning "how to teach" and " how students learn " become priorities in a teacher's journey towards significant growth.

In order to improve the way they teach, an instructor can focus on these tasks:

Brush up on the basics; that is, come back to what they once learned but it is now partly forgotten, and renew those skills;

Learn about new theories which can provide useful information about how people learn best;

Learn about new teaching strategies and techniques which can be actually implemented in the classroom;

Improve the way they differentiate instruction in order to meet the individual learning needs of each student. This way, all students have the same opportunities to reach the common learning goals.

We can safely affirm that methodology is at the core of the success of the learning and teaching process; so, studying the best approaches and adapting them effectively to their classroom's idiosyncrasies is a course of action worth being taken by any committed teacher.

Find more about how teachers can improve their lessons by reading our blog article.

Adaptability

The teaching work is especially demanding and consistently changing; so, being able to respond effectively to an uncertain environment is widely considered an essential ability for educators. The following situations are examples of what teachers must navigate on a daily basis:

Respond appropriately to students with diverse learning needs;

Face and handle unexpected situations in the classroom;

Interact and communicate with colleagues, students, parents and administrators;

Implement new strategies and techniques in their teaching practices;

Make changes in lesson plans.

Certainly, being able to adjust to new conditions reduces stress and anxiety and, as a result, contributes to the educators' well-being. Moreover, instructors who challenge themselves when circumstances change prove to be:

More focused on improvement;

More prone to think ahead when it comes to anticipating potential student struggles.

In conclusion, we can say that when a teacher is versatile and willing to develop their craft, they bring into the classroom a flexible learning atmosphere that fosters students' motivation and engagement.

Communication

By the very nature of their profession, teachers are constantly interacting with a great number of people: students, parents, colleagues, administrators, etc. And, although the rapports that teachers establish with the surrounding adults are important too, we are focusing on what happens in the classroom with students.

A fundamental and challenging part of teaching is being understood quickly and accurately by students. So, the success of the students' learning process is guaranteed when the message gets across to them and effective communication is established.

Furthermore, many studies show that students' lack of motivation and eventual school dropout is a direct result of educators' poor communication skills. Therefore, a dedicated teacher must avoid at all costs frequent misunderstandings in class, which usually lead to students' frustration and lack of interest and enthusiasm.

What communication skills are required to grow as a teacher?

An educator willing to improve their performance in class should master these communication skills:

Active listening;

Speaking clearly and concisely;

Non-verbal language (keep eye contact, smile, energetic body language to transmit enthusiasm);

Consistent constructive feedback;

Deliver instruction in a way that lessons keep students involved and engaged;

Management of the classroom in an observant and empathic way.

What are the benefits of an effective communication?

Students can more easily integrate new contents and information with previously acquired knowledge, thus achieving significant learning.

Teachers build a rapport with students that foster the open exchange of ideas and opinions; thus creating a learning atmosphere based on trust and respect;

Feeling actually listened to and not judged encourage students to participate and interact; a safe learning environment promotes their will to cooperate. As a result, their investment and engagement to the learning process increases exponentially.

A supportive teacher-student relationship have a highly positive impact on the students' achievement of academic goals.

When an educator makes the effort to mentor and offer guidance to students, the latter's confidence and self-steem is enhanced. And, consequently, they feel more motivated to work hard towards the obtainment of their objectives. Students' positiveacademic progresshighly depends on teachers' effectiveness to perform their tasks. And, at the same time, this effectiveness is directly affected by the way educators communicate with students.

So, as we can see, all the elements of the teaching-learning process are intimately interrelated. They influence and impact each other in many meaningful ways. And, observing carefully this complex net, we can find that communication skills are a crucial part of it.

Organization

As we have discussed earlier in this article, classrooms are unpredictable environments. And consequently, one of the many tasks of teachers is organizing and preparing for what might come up unexpectedly.

Generally, organized educatorspromote more effective learning environments, which greatly benefit the academic advancement of students. When the classroom runs smoothly and efficiently, that orderly atmosphere contributes to an efficient transfer of knowledge.

Moreover, planning ahead provides a comforting sense of control to teachers, who feel more confident in their methods and strategies. That is, advanced preparation allows educators to consider the possible consequences of whatever may happen in the classroom. And, as a result of this careful planning, teachers can avoid overwhelming and stressful situations which affect negatively their performance in class.

Innovation

Nowadays, innovation, imagination, and creativity are having an increasingly prominent role in classrooms. Educational environments are constantly evolving and adapting to social and technological changes, so teachers need to find new powerful tools to keep students engaged and on task.

Think in unique ways to make learning significant and fun at the same time;

Willing to try new strategies and techniques to achieve students' academic success;

Alert to the individual learning needs of each of the students;

Identify potential student struggles and challenges (loss of interest or focus, lack of understanding, low engagement, demotivation);

Find new ways of motivating and encouraging students to successfully reach their objectives;

A lifelong learner who never stops developing their teaching skills;

Focused on consistently improving their performance in class;

Teach students to question everything and cultivate critical thinking.

Encourage students to take intellectual risks.

Promote collaborative work.

What characterizes an innovative teacher?

In order to achieve an actual meaningful classroom experience, educators must challenge themselves and confront new possibilities, diverse ideas, and perspectives.

Keeping an open mind and a critical eye can help obtain a fuller picture of the complexity of the teaching-learning process, thus avoiding both stagnation and dated didactic approaches.

Leadership

Follow their lead;

Allow themselves to be influenced, and even changed.

The role of a leader in a classroom implies that students trust a teacher enough to:

This is a direct consequence of having excellent communication skills. That is, cultivating an atmosphere of openness and reliability fosters an educational environment where student empowerment can develop unhindered.

Students tend to be inspired to achieve more than they thought they could;

Their horizons and aspirations broaden in ways they never could imagine, only because a teacher made the effort to support and advise them appropriately.

An educator that promotes confidence, honesty, commitment, integrity, and growth becomes a positive role model. Under their influence:

Read our blog article on how to create a more positive school environment if you wish to explore more about this topic.

Answering questions in a practical and useful way;

Giving constructive feedback;

Listening actively;

Helping determining where there is room for improvement;

Supporting their pupils through hard times.

Similarly, a teacher who focuses on developing their students' s potential proves to be specially qualified to mentor and guide them in the right direction. An educator who cares to find out what students need can transform their learning experience by:

Observe and determine what changes are needed;

Research and decide how to carry out these changes;

Facilitate their implementation;

Evaluate the results;

Make adjustments if necessary.

Being a leader in the classroom also implies becoming an agent of change. That is, taking up new initiatives and making them work efficiently for the benefit of the students´ academic progress. An educator's role as an agent of change entails these tasks:

In conclusion, leadership in a classroom means guiding students in their individual learning processes in a meaningful and significant way. A teacher leader listens, inspire, counsel, and encourage students to become their best selves and live to their full potential.

Dig deeper about teachers as leaders in our blog article on the Erasmus + Project of the same name.

Continuous learning

Being a dedicated teacher means going through a lifelong learning process. So, an educator who has a clear sense of improvement and progress should consider continuous learning a priority.

In order to maintain and improve efficiency, educators should keep themselves up-to-date regarding instructional methods, educational technology, the curriculum, etc.

Furthermore, another powerful reason for never stopping learning is to avoid burning out and demotivation. Undoubtedly, going the extra mile to keep teaching practices fresh and engaging helps foster a successful learning environment.

Participate in workshops, seminars and courses;

Group with other educators who are open to share their ideas, methods and techniques;

Observe colleagues' classes:

learn what works for students from a delivery standpoint

focus on teacher-student interaction to learn what pulls the class into the lesson.

What can teachers do to keep learning?

Gather useful information from all resources available in order to face their daily tasks properly armed with adequate tools;

Take away from those sources all that is meaningful and can impact their work for the better.

The classroom experience is extremely rich and complex. So, teachers should:

Conclusion

As a final reflection, we consider it's necessary stressing the importance of professional growth in teaching. Educators are prominent figures that can have a huge impact on students' both academic and personal life. So, they should assume the responsibility to consistently improve their performance in the classroom.

Considering they play a pivotal role in the intellectual growth of students, developing their teaching skills should be at the top of an educator's priority list. Poor instructional skills can have far-reaching repercussions in their lives since the students' perception of the classroom experience relies greatly on the teacher's performance.

Get started today in finding your personal areas of growth, explore more than 200 courses from our catalogue:

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Areas of Growth for Teachers > What Can Teachers Improve On?

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A useful guide to identifying areas of growth for teachers in order to evolve both professionally and personally

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Bernock, D. (2021, October 7). 6 Ways Change & growth differ – which do you need?. Danielle Bernock. https://www.daniellebernock.com/6-ways-change-growth-differ-which-do-you-need/

10 growth mindset examples to develop success in school. Credits for Teachers. (2023, September 8). https://creditsforteachers.com/growth-mindset-examples-to-develop-success-in-school/

Fenici, M. (2023, June 20). Areas of growth for teachers. Europass Teacher Academy. https://www.teacheracademy.eu/blog/teachers-growth/

How to foster a growth mindset in the classroom: American University. School of Education Online. (2022, October 27). https://soeonline.american.edu/blog/growth-mindset-in-the-classroom/

Balow, C. (2022). 10 reasons teachers resist instructional coaching and what you can do. SchoolMint Blog. https://blog.schoolmint.com/10-reasons-teachers-resist-instructional-coaching-and-what-you-can-do#:~:text=Resistant%20teachers%2C%20according%20to%20Zimmerman,%2C%20principals)%2C%20or%20feel%20their

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This article discusses the differences between a fixed and a growth mindset, and how educators can nurture the growth of learners. One of the 10 methods discussed is to avoid praising intelligence. We should no longer praise students for their intelligence or their talent because it only helps those who already have a growth mindset. Instead we need to praise kids for their efforts, strategies, focus, perseverance, and improvement. Encouragement goes a long way.

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Of the many challenges educators face, one of the most formidable-and least obvious-is student mindset. Teaching students to comprehend, absorb, and apply new material and concepts is challenging under any circumstances. The undertaking is much greater, however, when students doubt their ability to learn.

Can simply believing you have the ability to learn increase your ability to learn? According to growth mindset researchers, the answer is yes.

A more detailed look at mindset theory, as well as some of the ways that teachers can foster growth mindset in the classroom, illustrates mindset development's importance in education.

What Is Growth Mindset?

One theory of intelligence holds that people can be categorized according to their implicit beliefs about ability. People with a fixed mindset believe that abilities are innate, while people with a growth mindset believe that they can acquire abilities through effort and study.

Carol Dweck, a psychologist, developed the fixed versus growth mindset theory. The Stanford University professor's pioneering research, as well as her 2006 book, Mindset:The New Psychology of Success, popularized the concept of fixed and growth mindsets.

To gain a better understanding of what growth mindset is, compare the differences between fixed and growth mindset outlooks and behaviors.

Fixed Mindset vs. Growth Mindset

Fixed and growth mindsets profoundly affect the way that individuals respond to failure. People with a fixed mindset view failure as a result of their lack of ability, while people with a growth mindset see the opportunity to expand their abilities and to work harder and smarter.

The fixed mindset vs. growth mindset dichotomy can also be expressed in terms of goals. People with a fixed mindset wish to appear intelligent because they believe that failing to do so reveals a weakness. People with a growth mindset are much less apprehensive about how their intelligence is perceived because they believe that knowledge and ability can be improved through effort. These outlooks produce almost diametric goals related to learning: a person with a fixed mindset wants to avoid appearing unintelligent; a person with a growth mindset wants to overcome challenges.

While the basic concept of fixed mindset vs. growth mindset is simple, mindset designations are much more nuanced in reality. An important factor of the mindsets is that they can be different in different domains. For example, a person may have a growth mindset in athletic or artistic endeavors but have a fixed mindset in academic endeavors.

Furthermore, mindsets aren't absolute, immovable states. The fixed or growth mindset exists on a spectrum, and even those positions can vary. A person may have a predominant growth mindset in one area-math, for example-but an especially challenging problem may trigger a response that's more consistent with a fixed mindset.

Dweck has described the growth mindset theory as a response to the self-esteem movement, which held that lavishing students with praise builds confidence that leads to improved achievement.

Mindset researchers propose a different approach. Instead of giving students general praise or praising outcomes-an ineffective practice in Dweck's view-teachers should focus on praising students' efforts and the steps they take to overcome challenges and make progress. By doing so they reinforce the simple but powerful idea that ability can be improved.

Benefits of a Growth Mindset in Education

Dweck's early research demonstrated multiple potential benefits to encouraging a growth mindset in education. One of her studies showed that praising students' efforts rather than their intelligence made them more likely to pursue more difficult challenges. Another study demonstrated the influence of simple mindset interventions. Her research showed that students who were taught about developing intelligence went on to perform better in school and exhibit more motivation in the classroom.

Growth mindset has been widely embraced inside and outside of education. (Growth mindset has become a popular topic in the business world, for example.) However, the concept isn't without its critics. Skeptics point out that few researchers have been able to replicate Dweck's results, and much of the corroborating research that's been done has been done by Dweck and her colleagues. Still, mindset research continues to advance, and evidence of the benefits of a growth mindset in education continues to mount.

How to Foster a Growth Mindset in Students

Learning how to foster a growth mindset in students requires time and practice. The approach requires consistent instruction that reinforces and demonstrates the idea that students can improve their ability. At the most basic level, mindset techniques involve shifting emphasis away from outcomes and toward efforts and process. Rather than praising an accomplishment, the instructor praises the efforts and learning steps that led to the positive outcome.

Looking at examples of how instruction and language can be altered to encourage a growth mindset illustrates how teachers can change the way that students perceive the learning process:

Fixed mindset statement: "It's OK if you're having trouble. Maybe algebra isn't one of your strengths."

Growth mindset statement: "When you learn how to do a new kind of problem, it develops your math brain."

Another example stresses the importance of encouraging students to work through problems:

Fixed mindset statement: "Great effort. You tried as hard as you could."

Growth mindset statement: "The goal isn't to get it right immediately. The goal is to improve your understanding step by step. What can you try next?"

Teaching students to be encouraged when they experience difficulty can also reinforce growth mindset:

Fixed mindset statement: "Don't worry, you'll get it if you keep trying."

Growth mindset statement: "That feeling you're experiencing of algebra being hard is the feeling of your brain developing."

A growth mindset approach still demands optimal performance from a student-simply rewarding efforts isn't effective, and, in fact, it can be harmful if the student's efforts are ultimately fruitless.

Part of growth mindset instruction is teaching students to ask for help and to use any resources that can assist them. Just as students are still responsible for learning the material, teachers are still responsible for giving them the tools they need to learn.

10 Strategies for Fostering a Growth Mindset in the Classroom

Helping students develop a growth mindset requires deliberate effort from teachers, but many of the methods can be easily integrated in their existing practices. The following strategies and tips can help educators foster a growth mindset in the classroom:

1. Normalize struggle. Struggle is part of the learning process, and emphasizing and reinforcing that idea helps students react positively when they feel challenged.

2. Encourage engagement with challenges. Portray challenges as fun and exciting, and easy tasks as boring.

3. Embrace the word "yet". If someone makes the statement "I'm not a math person," adding a simple qualifier will signal that a process exists for gaining ability. "You're not a math person yet."

4. Tout the value of hard tasks to the brain. Promote the idea that brains are malleable "muscles" that can be developed. Research on brain plasticity supports the idea of neural growth, and mindset research has shown that believing the brain can grow has a demonstrative effect on behavior and achievement.

5. Demonstrate mistakes and celebrate corrections. Mistakes should be viewed as learning opportunities. Teachers can model this outlook in reactions to their own mistakes and steps they take to correct a mistake.

6. Set goals. Having students set incremental, achievable goals demonstrates the attainability of growth and progress.

7. Develop cooperative exercises. Working together to solve problems emphasizes process and reinforces the importance of getting help and finding solutions. It also deemphasizes individual outcomes.

8. Provide challenges. Part of developing a growth mindset is teaching students to overcome obstacles. A particularly hard math problem or complex writing assignment that stretches their abilities can provide opportunities for growth and further instruction that emphasizes problem-solving.

9. Avoid praising intelligence. This may seem counterintuitive, but praise for "being smart" reinforces the idea that intelligence is a fixed trait. This can be demotivating for the students being praised ("I'm smart; I don't have to try harder"), as well as for those who don't not receive the praise ("That student is smart; I'm not").

10. Don't oversimplify. "You can do anything!" may feel like harmless encouragement, but if students aren't put in a position to overcome challenges, they'll conclude that such statements are empty, and the educator will lose credibility.

How to Foster a Growth Mindset in Teachers and Administrators

Extending the concept of growth mindset theory to teachers and administrators is critical. Research suggests that growth mindset approaches are more effective in supportive environments. However, individuals interested in promoting growth mindset initiatives can encounter resistance. Cultural changes in any institution or system are difficult, but understanding those challenges is the first step to finding common ground and moving forward.

Overcoming Challenges

Changing the instructional practices and policies that teachers and administrators have established can be difficult for many reasons:

Teachers and administrators who have invested time and effort in their current methods of instruction and classroom culture may resist change, particularly if their methods have been successful.

Teachers and administrators who are routinely asked to make changes or adopt new teaching methods may feel skeptical about a new method's benefits.

Teachers and administrators commonly work under tight time constraints that make it difficult to learn new methods or implement new policies.

Teachers and administrators may have fixed mindsets themselves and discount the mindset theory's validity.

Efforts to overcome resistance to growth mindset initiatives should focus on the demonstrated benefits to students. A shared goal of helping students can ease the challenges of culture change.

Five Tips for Creating a Growth Mindset Teaching Culture

Working together to reframe their shared challenges and goals can help both teachers and administrators develop growth mindsets and culture:

1. Value the process over the result. Valuing the process over the result can be difficult in a results-driven environment, but teachers and administrators who value the growth mindset and its long-term benefits are more likely to stay the course.

2. View challenges as opportunities. Students aren't the only ones facing challenges; teachers and administrators can benefit just as much from an outlook that celebrates the process.

3. Experiment with different teaching methods and learning strategies. Helping students build the skills they need to improve is a key element of the growth mindset approach. Teachers and administrators who embrace a growth mindset shouldn't be afraid to experiment.

4. Celebrate growth. Finding teaching strategies that reach students and help them learn should be celebrated with the students, as well as with other teachers and administrators. This reinforces the emphasis on effort and process. It also provides opportunities to share valuable learnings.

5. Communicate about your growth mindset. Sharing successes and failures among teachers and administrators helps to establish a culture that values challenges and a growth mindset.

Providing Tools for a Lifetime of Learning

A growth mindset's defining characteristic-the belief that intelligence is malleable-provides a powerful formula for improving student outcomes. Students who believe that they can get smarter and that effort makes them smarter will put in the effort that leads to higher achievement.

The understanding that they can always learn new skills and overcome challenges through hard work is a lesson students can carry well beyond their school years. As the COVID-19 pandemic demonstrated, many of the learning challenges that students will face can't be foreseen. By helping them develop a mindset that doesn't shrink from challenges and teaching them learning methods that can be applied to any subject or obstacle, educators prepare students for increasingly dynamic work environments and an increasingly complex world.

Educators interested in how education and learning can be life changing should explore American University's School of Education degree programs, including its online Master of Arts in Teaching (MAT) and online Master of Education (MEd) in Education Policy and Leadership. Preparing teachers and policy makers to transform the education system to benefit all learners is a core principle of American University's School of Education.

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How to Foster a Growth Mindset in the Classroom | American University

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Embracing a growth mindset can help students learn more and overcome challenges. Explore strategies for fostering a growth mindset in the classroom.

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This video from Simon Sinek discusses why people resist change and how fear can prevent us from greatness because of our resistance to change. However, through empathy, patience, and teamwork, it is possible to overcome this fear of change and embrace growth.