# data[].attributes.body
When a student states something with a fixed mindset ("I can't do multiplication!") you can direct them toward a growth mindset by adding the word "yet." This helps remind them that the learning they have not mastered at the current point in time is still possible in their future.

# data[].attributes.body
What is the recommended growth mindset language/coaching when a student is struggling and the "yet" seems far away?

# data[].attributes.body
Those with growth mindset believe that intelligence may be developed through hard work and education. Whereas, those with fixed mindset believe intelligence is fixed and can not be developed and it can not be changed.

# data[].attributes.body
How might I implement growth mindset in my first grade classroom? What best practices might I use to foster "I Can Do It" instead of students giving up when it becomes difficult.

# data[].attributes.body
I know that when educating with a growth mindset it is important to be mindful of the words we choose with our students when it comes to encouraging them to try new things and take risks in their learning. It is the acceptance and focus on mistakes as learning moments instead of something we have done wrong or something we will never understand/grasp.

# data[].attributes.body
I would like to learn more strategies to implement into my classroom that help not only my students but also myself as an educator model and help encourage the growth mindset mentality.

# data[].attributes.body
I know that growth mindset focuses on using positive language to create an environment that encourages students and teachers to recognize that hard work goes a long way and that the results of amazing work are due to mistakes, hard work and trying again and again. Each student has the potential to be great. The words "I can't do this" should be finished by saying " yet".

# data[].attributes.body
How to create an environment that encourages students to not be afraid of failure. Also ways to incorporate growth mindset into the classroom each day.

# data[].attributes.body
I know there are fixed mindsets and growth mindsets. A fixed mindset is we are all born with the intelligence that we will always have. This can never improve or change. A growth mindset is the opposite concept. A growth mindset says that we are able to develop our intelligence over time. With students, many teachers focus on the power of yet and shifting students' mindsets from "I can't do this" to "I can't do this yet." This changes their thought process from fixed mindset to growth mindset.

# data[].attributes.body
I want to know how to implement growth mindset every day in my classroom. Any subject can be a challenge for a student, so I want them to be able to change their thinking.

# data[].attributes.body
Over the past two years, I have implemented a Growth Mindset Curriculum into my classroom. I LOVE when I hear the students using words to encourage their classmates, and themselves. Words like "yet", "growth mindset" not a "fixed mindset" are such fun words to hear coming from their mouths!

# data[].attributes.body
I would like to know the best way to communicate with parents about what we are teaching their children in the classroom.  Teaching parents that it is ok for their child to "struggle" with things and not try to solve all their problems.

# data[].attributes.body
I have a quote in my office that says prepare the child for the path not the path for the child as a reminder that I need to let kids fall and experience the beautiful oops so we can learn from it and grow. I know that educating with a growth mindset is not a one and done lesson. That by demonstrating it within my daily interactions with students, I assist them with growing as humans and life long learners.

# data[].attributes.headline
Sharing it as more than just words with teachers and students

# data[].attributes.subject
Sharing it as more than just words with teachers and students

# data[].attributes.body
I want to learn how to hone my craft and build a knowledge base that allows me to help other staff implement growth mindset language and expectations into their classrooms. Many of the students I work with do not come from families that know the power of the word yet and struggle with the idea of resiliency. I want to know how to coach staff, students, and families in how to live in a culture of learning from our mistakes and errors instead of letting them stop us in our tracks.

# data[].attributes.body
I am also a big believer in the word yet. My students often say"yet" before I do because they know it is coming. I can't do that....yet. I also am a big believer in the power of making mistakes. Mistakes are some of the most meaningful learning experiences, if we approach them with a growth mindset.

# data[].attributes.body
I am good at helping my little learners see the importance of mistakes but I struggle to do it with my own mistakes. I struggle with my own mistakes. How can I do better with my own growth mindset and accepting failure and mistakes?

# data[].attributes.body
I understand that it is important to encourage students to look at struggle or failure as a learning opportunity rather than a final result.  Students all have various approaches to learning and school based on their lived experiences.  Taking that into account, teachers can better facilitate a growth mindset oriented classroom.

# data[].attributes.body
What are daily action items that can help encourage students to have a growth mindset?  I also want to be able to identify challenges resulting in a fixed mindset and better understand how those can be overcome.  I hope to have a more clear idea of what to specifically look for going back into the classroom.

# data[].attributes.body
To be honest I only know what others have told me about it. And from what I've gathered, I feel educating with a growth mindset is like explaining to students there is a reason for an eraser at the end of a pencil. You write with one side then pause to reflect on that writing. You use the eraser not because it's wrong, but because an adjustment is needed to make the outcome better.
Teaching students it's okay and necessary to learn from an undesirable outcome and keep trying to get their desired outcome.

# data[].attributes.body
How to help my students achieve a growth mindset. I often get students who have difficulties with believing they can and tend to give up. I'd like to be able to implement these strategies within lessons to encourage/practice a growth mindset.

# data[].attributes.body
I know people can either have a fixed mindset or a growth mindset. Having a growth mindset allows individuals to their potential and not get stuck in what they can’t do. They use the word “yet” as a reminder that they are working towards a goal and will accomplish it eventually. Individuals with a fixed mindset believe they can’t improve a skill and are stuck where they are. When people have a growth mindset, they reframe their thinking which allows them to succeed.

Growth mindset also allows individuals to learn from their mistakes. I teach my students that we learn from our mistakes, and I model this daily. When I make a mistake, I point it out to students and explain how I’m going to fix it and learn from it. If you were to ask my students, “Does Miss Garrigan make mistakes?” they would respond with “All the time!” I’ve seen such a positive change in my students’ reactions towards making mistakes since I’ve started pointing out my own mistakes during lessons/the day.

# data[].attributes.body
I want to know the best way to teach growth mindset to kindergartners. I want to have more strategies to use to help my students, and their parents, have a growth mindset. I want to continue to build my growth mindset resources and activities to use for next year, and have some activities for families to do at home that go along with a recent lesson. If we do distance learning next year, I would love to have activities/resources that I can easily share with families that they can use while doing school work or in their daily lives.

# data[].attributes.body
I know that growth mindset helps/teaches students to think positively on aspects of school and life. I think a lot of students who have experienced difficulties in school are fairly checked out by 8th grade. Growth mindset can help remotivate and encourage students

# data[].attributes.body
I would like to learn quality teaching activities or lessons to use in my classroom that promote growth mindset. I can hang posters and use the jargon, but I don't know if that is enough to sway many students. I'm excited to learn practical ideas that I can implement in my room to help my students.

# data[].attributes.body
What I know about a growth mindset is that students who have a growth mindset are willing to take risks, see mistakes as opportunities to learn, are less anxious and value feedback more than students with a fixed mindset. I know that a growth mindset can be cultivated by creating a learning culture through using growth language, redefining fail, giving opportunities to try again, using the power of yet, engaging students in the process of learning through encouraging intrinsic motivation, providing voice and choice and making content relevant.

# data[].attributes.body
I want to know ways to build perseverance and intrinsic motivation in students to help foster a growth mindset. I also want to know what role the practice of gratitude could have in building a growth mindset.

# data[].attributes.body
I know that creating a growth mindset can make people feel comfortable in the classroom which my help them to take risk. It can reduce stress which can help you and others to open their minds to endless possibilities.

# data[].attributes.body
How you we get students to buy in to the concept. How will this help keep them engaged and to continue to make them curious learners. What are some strategies to implement this in your classroom.

# data[].attributes.body
To be honest, before starting this course, I did not think much/Know much about teaching with a growth mindset. The name of this course sounded positive and intreguing and I am excited to start. What I believe growth mindset entails, is teaching students to believe in themselves, their ability to grow and continue growing, and making them aware of their growth. I make an effort to do this with my special education population, as some of them have fallen into the mindset that they are never going to learn a specific topic. I make sure to really point out when that growth happens and celebrate it with them. I know that it is important to model this mindset to students and I am excited to learn how and learn more about this topic

# data[].attributes.body
The most exciting part to me when I learn new strategies is when I begin to learn how to implement them into my daily interactions with students. I am excited for this course in general, but I think what I will be the most excited to know is the strategies/ways to model and promote the growth mindset with my students and colleagues.

# data[].attributes.body
Growth Mindset is one of the most important, if not the most important fundamental tools a student can have for his or her learning! One of my favorite quotes comes from Theodore Roosevelt: “Believe you can, and you’re halfway there.” I believe Mr. Roosevelt hit the nail on the head with that one; if students feel comfortable, confident, and loved by their teacher(s), real learning can occur. Elena Aguilar also tells us about how mindset can affect us in all areas of our lives: “How we interpret events and tell our story matters most” (Aguilar 19). I also believe this to be true, and I want my students to be reminded of this daily, so every year I write the following quote on my whiteboard and I leave it up all year. (I really do!)

# data[].attributes.body
Throughout the course, I hope to gain ideas and insight into how I can continue to implement a growth mindset at my school. I am the ‘Sunshine Leader’ at my school which means I get to help celebrate my colleagues' successes', empathize with them for their losses, and celebrate their birthdays! I believe my role is now more important than ever since we were not able to celebrate all of these events in the spring (traditionally), due to the pandemic. I hope to gain ideas from my current classmates as to how I can continue to celebrate and cultivate a growth mindset at my school for both my students and staff!

# data[].attributes.body
I've read Carol Dweck's excellent book on Mindsets. Mindsets are powerful influencers on learning. In fact, I would go so far as to say that it is nearly impossible to learn if one spends the bulk of their time in a fixed mindset. Learning is all about trial and error, about reflecting on our experiences. Growth mindset empowers the learner to make meaning out of failure, while the fixed mindset convinces us to run and hide from it. Our classroom practices, policies, and even our language has a powerful influence on shaping the mindsets of our students. At all levels we need to be intentional and thoughtful about what we say and do in our classrooms to help promote a growth mindset.

# data[].attributes.body
Two components of growth mindset are understanding that effort makes you stronger and learning is your goal. Students who are independent learners have these two components.

# data[].attributes.body
I want to take what I already do with mindsets and embed it more deeply into my classroom culture. Grading practices, late work, formative assessments and feedback all need to align with the right kind of mindset. I would also like to learn new approaches to helping to flip adolescents' thinking and to process with them that they CAN change their mindsets.

# data[].attributes.body
How to build a growth mindset with students who are already extremely reluctant to learn.

# data[].attributes.body
I believe educating with a growth mindset means that you are teaching students to always believe in themselves even when they make mistakes. It is important that students know they will make mistakes and they will always learn from those mistakes and become stronger as a result of it.

# data[].attributes.body
I want to learn more about the different types of mindsets (fixed/growth). I would also like to learn about more ways to implement educating with a growth mindset across all disability categories.

# data[].attributes.body
I know that educating with a growth mindset is important because it helps students realized that mistakes are okay. It shows students that they do not have to always have the right answer and that they can learn from their mistakes.

# data[].attributes.body
I want to know the best strategies to help my students work through the fixed mindset that they may have and to look at things with a growth mindset.

# data[].attributes.body
The MN Art Standards are currently being updated with a major focus on the "process" of art-making rather than the "product". I think having a growth mindset will help students be more aware of their process in art-making and less concerned with the end result. I want to know the best ways to align both of these key concepts and ways of thinking. My goal would be to have growth mindset ingrained in my curriculum in a way that is seamless and not have it feel like we are stepping away from art to do a specific lesson on growth mindset.

# data[].attributes.body
I teach a choice based curriculum where students are given the opportunity, skills and tools to create art of their own from start to finish. They create a plan, set a goal and reflect on projects they complete. Most of their time is spent on reflection and focusing on things they did well, roadblocks they had to overcome and things they can ultimately improve. I think self reflection is a great skill that aids in the ability to have a growth mindset over a “fixed”.

# data[].attributes.body
I know that educating with a growth mindset is all about getting my students to understand the promise of acquiring a skill or learning something. To know that it may take time and be a struggle, but they will eventually be able to do the task/skill with practice and perseverance.

# data[].attributes.body
How can I best encourage student engagement and buy-in with my 8th graders who have "shut down" due to struggling with school year after year and have become fixed in their mindset. I'm also looking for language I can use with my students and colleagues to help embed and promote this philosophy in my classroom.

# data[].attributes.body
From what I have learned about growth mindset is that it is sometimes challenging for students to think positively about something that they struggle doing. It's important to encourage them and guide them to that positive, growth mindset and to explain that the struggle can make the outcome an amazing experience.

# data[].attributes.body
I'm interested to learn more strategies for implementing growth mindset into my classroom at the 5th grade level.

# data[].attributes.body
One thing I know about the growth mindset when working with students is that it works! When I see students that are discouraged because they feel they will never understand a concept that being taught, a little word of encouragement from me or another classmate about persisting is just what they need. I have had many conversations with students about how far they have come because they didn't give up and they didn't stay in a fixed mindset. I also know from my own life that a growth mindset works. I have had the attitude at times that "my mind just doesn't work that way". This is a very fixed mindset and it prevents me from learning something new. When I convince myself "I can learn this with enough practice" I have a much better end result.

# data[].attributes.body
Daily, I see students get discouraged because it takes them so long to understand a concept that their friend understand in half the time. Those students are quick to say, "I'm just bad a math" or "my parents hated math, so it is in my genes to be bad at math too." And I have heard many variations of those phrases. I would like to know more about the best way to approach those situations and things I can say to best help those students.

# data[].attributes.body
When I think of growth mindset I think of being positive. Turning the negative self talk into a positive. Growth mindset means you have to change your thinking and shift your focus. You have to tell yourself yes you can!

# data[].attributes.body
I want to know how can I share my curriculum provided learning targets in a growth mindset way?

# data[].attributes.body
What I know about growth mindset is that it can make learning a new task less intimidating. It tells kids that they are not predestined to be good or bad at something. They are always learning and working towards the goal.

# data[].attributes.body
What can I do help those with more of a fixed mindset about learning an instrument? Some students think they are bad at it from day 1.

# data[].attributes.body
The growth mindset is a way of approaching life that emphasizes that intelligence and skills are not unchangeable.  With practice and effort improvements can be made. Mistakes are inevitable along the way and shouldn’t be considered failures.

# data[].attributes.body
I’ve seen the benefit of recognizing student growth and encouraging them to stay with the struggle until they reach success.  I’m hoping to learn the process and conditions that are needed to help them absorb the idea of growth mindset so that they continue to push forward through struggles even when a teacher, parent, or classmate isn’t there to provide encouragement and motivation.

# data[].attributes.body
Resilience--what a powerful word. A resilient person is one who is in the moment with a purposeful attitude. A resilient person has more energy physically, cognitivally, and emotionally. Resilience offers freedoms and allows a spirit of embracing joy. I learned that we can change our mindset even when we are in situations we cannot change. I learned that it is vital to teach our students to have a growth mindset to they can see the importance of hard work and experience success at all levels. Then we must celebrate often so students strive to stretch their learning.

# data[].attributes.body
I learned that you need to practice and actively participate to make a growth mindset work. It's not just learning from mistakes. It's embracing the struggle, learn, and pushing through. Celebrating the process is an important part instead of only focusing on the finished result. I learned it's important to allow time for yourself. Play in the classroom and in life. It'll make life more enjoyable. I learned it's important to show appreciation and celebrate. All these things I'll work to incorporate in my classroom because I'm really looking forward to seeing the results with my students. I've been searching for something that'll help my students achieve the results that I've always hoped they'd reach. I'm excited to try teaching with a growth mindset and having my students learn and practice a growth mindset.

# data[].attributes.body
Praise effort, not success
-Workout your brain as you do your muscles. You need to struggle in order for them to grow.
-Vocalize your mistakes as a teacher to show that mistakes are a natural part of learning.
-Vocalize your metacognition to show students the process of thinking about your own thinking.
-Share your personal stories to connect with your students
-Keep a personal and school balance to help stay resilience

# data[].attributes.body
I learned so much about myself. Key takeaways for me, address conflict, hit pause, take care of oneself and be in a place of curiosity. As a teacher I look forward to helping students build their resilience by having students reflect, cognizant of what they control, recognize their growth they have made.

# data[].attributes.headline
Growth mindset as an educator, and teaching growth mindset

# data[].attributes.subject
Growth mindset as an educator, and teaching growth mindset

# data[].attributes.body
Prior to this course, I never really thought about me having a growth mindset about my work as an educator....I focused my growth mindset brainpower on implementing growth mindset strategies in my teaching. After this class, I see how growth mindset applies to me as the learner who leads the learning in my classroom and models the (often challenging) learning process. I hope that my modeling will expand their growth mindset thinking.

# data[].attributes.body
I know that at times everyone has a fixed mindset and some people spend more time in it that others. I learned that teachers must believe that students can learn and the they can improve their intelligence. I know a growth mindset can be cultivated by creating a learning culture in the classroom through praising the process and focusing on growth, using growth mindset language, embracing mistakes, celebrating hard work, effort and overcoming challenges and  utilizing the power of 'yet'! I also learned that gratitude can build resilience in changing our brain to see positive stimuli!

# data[].attributes.body
I learn that is about student growth not students grades. I learned how important it is that the students feel comfortable and valued in your classroom. I learned that it's ok for students to fail are struggle at something because it creates opportunities to fix, research, and discover new things. I learned that it can motivate, engage and create curiosity in students. I learned that a growth mindset creates lifelong learners not only expect them but embrace them.

# data[].attributes.body
Growth mindset is not just an approach to life.  It is based in science.  Both experimental evidence and brain scans prove the difference that a growth mindset makes on learning outcomes.  If we want our students to embrace this idea, we need to teach them the science first so that they can understand it for themselves.

# data[].attributes.body
I have learned so much about needing to work on my own resiliency if I want to help students work on theirs. I have learned that I need to continue to work on celebrating the process for students and finding small ways they are growing every day. I also feel as if I have grown in my determination to make growth mindset a part of the culture of not only my classroom but of our school as a whole. Finally, I have learned that I don't need to do it all at once, that part of a growth mindset is celebrating the stepping stones along the way. If I can find and focus my energy on one part of teaching my students and staff about a growth mindset the others will start to develop naturally along the way.

# data[].attributes.body
I feel as if I am leaving this course with many new strategies and a fresh mindset coming into a possibly difficult fall. I need to have a growth mindset about myself and my intelligence. I need to first live out the growth mindset in my own life, to be able to successfully support my students with a growth mindset. The impact that my students will feel after seeing my growth mindset is huge. The will feel how I support them through the learning process, understand that mistakes and hard tasks are good, build resilience, understand how they are growing their brain, and so much more. I cannot wait to show them all that I learned.

# data[].attributes.body
There is so much I learned after taking this course, but my favorite being learning more about the fixed and growth mindset. Growing up I had a pretty fixed mindset, so I can relate to some students that feel "dumb" or that never know the answer. After taking this course something I will instill into my students is the power of the word "YET". Carol Dweck did a great job in her TED talk of describing these two mindsets and I can't wait to incorporate the word "yet" frequently when working with my special education students.

# data[].attributes.body
What I loved about this course is that it not only gave me tools to help my students but it helped me out as well. I learned that there are many tweaks I can make in my classroom (celebrating failures, wait time, constructive feedback, etc) that can help my students. I also learned a lot of strategies to benefit my mental health and help me have a much more positive attitude while at work. This class has made me excited for this school year so that I can put these resources in to practice!

# data[].attributes.body
Looking back at my answers from the beginning of this class, I have to say that my knowledge of growth mindset and my confidence in being able to nurture and have a growth mindset personally has grown immensely. I am confident in my ability to teach and model what it looks like to my students. Showing them what it looks like to be resilient by working hard through struggles and persevering. Making failure an opportunity to learn. And how positive self talk and affirmations can lead to better self image and confidence in skills.

# data[].attributes.body
I learned a lot about myself as a person and as an educator. This class has helped me reflect on my life and how I handle situations and how I can change my way of thinking to help me grow as a person. I have also been given tools to help me support my students in the best way possible to help them succeed and build skills that will help them in the future. Resiliency is something that takes time to craft, but it starts with a good, growth mindset.

# data[].attributes.body
Wow, so many learning gains throughout the summer! Here are my biggest takeaways from the course:

Mindset is Everything: By practicing having a growth mindset in my personal life, I bring the knowledge, ideas, and inspiration to my students. By having a growth mindset, one can learn more, be more successful, and even live longer.

Celebrate Mistakes: Learning is all about celebrating mistakes. In order to learn, we must determine what when wrong, and how we can shift our perspective on growing from the experience.

Praise Correctly: It is essential to praise childrens’ efforts, not intelligence. Period.

Become Comfortable with the Uncomfortable: Learning is about growing, making mistakes, and becoming more comfortable with not knowing the answer right away, all the time.

Mindfulness: Mindfulness means you are able to separate the past and the future, and can live fully in this moment, right now.

Ride the Waves of Change: Change is all about growth. In order to grow: you must slow down, analyze the situation, use your energy where it counts, and be open to outcomes.

Self-Care: Self-care is not selfish. In order to be able to give to others, I must be able to take care of myself. I vow to myself to do this more often.

The Human Brain: The human brain is more malleable than scientists once ever thought. It is my responsibility to teach students about the human brain with an understanding of the importance of how we can change ourselves by changing our brains through our thoughts.

Language: “Charisma is the perfect blend of warmth and confidence.” ~Vanessa Van Edwards

Lifelong Learning: Instilling a growth mindset is not a one and done sort of deal. Instilling a growth mindset means that you are willing and able to stretch yourself beyond what you ever thought possible by the encouragement and belief that you can do anything.

# data[].attributes.body
I learned so much throughout the 8 weeks of this course.  To put it simply, I learned how to be a better teacher for my students.  Knowing how important the growth mindset is makes me passionate for wanting to impress it onto the students that I teach.

The concepts I learned about feedback will help me do a better job at giving useful feedback to my students to give them areas to improve rather than simply give them a grade.

The many things I learned about praising the process of product will drastically change how I communicate with students during and after an assessment is given.

Because I have learned the importance of struggle, it has deepened my desire to differentiate my classroom to make sure students are met with the appropriate amount of rigor.  I can't have a one-size-fits-all classroom because some students won't get challenged.

The information about how the human brain works and processes makes me want to educate my students about that concept.  It is powerful to see how our brain gets smarter when we think through challenges.

In conclusion, this class has really helped me be a better teacher for the students that I teach. Thank you!

# data[].attributes.body
It is the only way! I wish I had this class in my undergraduate. I am glad that I am only 2 years into teaching and now that I know the importance and the impact that growth mindset can have, I'm excited to make it a staple of my teaching career in future years. The biggest thing I learned is that teaching with a growth mindset can unlock potential in yourself and your students that you may have never thought possible before. Among many things, growth mindset creates optimism and we all could use optimism in our lives.

# data[].attributes.body
I learned that I need to have and follow a growth mindset to be a ture model for my students. Students watch me in front of them day in and day out. They understand more from me by watching than just hearing my words. If my words and non verbal communications don’t match, I am sending them mixed signals. I learned that the strongest form of praise is to praise a student's effort. By telling students they are smart you are setting them up to have a fixed mindset, one that can’t overcome a challenge. By noticing how much a student has worked and struggled you are helping them develop a growth mindset instead. The last piece is that a person with a growth mindset is also a person who has developed resiliency. A resilient person can step back, reflect, adjust and move forward in life. These same qualities are found and fostered in a person with a growth mindset. Challenges are recognized and not only accepted as part of life they are overcome.

# data[].attributes.body
Throughout this course, I have learned new information and strategies that I can begin implementing right away into my classroom. My biggest takeaway is that we must be intentional about the words and phrases we use when communicating with students. This requires constant reflection and consideration. However, students benefit dramatically when they believe their intelligence is malleable and not fixed. Chemistry presents unique roadblocks, as lots of students enter the class already believing that they will not succeed. I have an opportunity to shift that thinking and demonstrate that growth throughout the process of learning is possible. I also learned to focus on my own self-care in order to have more energy to then spend on my students. Teaching presents many challenges, but I have control over my emotional response and actions. 

# data[].attributes.body
Learning can be a messy business.  We get frustrated, we feel like quitting.  A voice in our heads says "you're not good enough, smart enough, to get this done."  We need to push against this voice.  That's the fixed mindset undercutting our resiliency.  Growth mindset IS resiliency.  Growth mindset IS empowerment.  Growth mindset keeps us "in the game" longer than a fixed mindset does.  Our words shape our thoughts, and our thoughts shape our words.  We must be intentional about our thoughts, our words, and our actions if we are to fully invest in a growth mindset.  Taking on challenges is risky business.  Learning is a vulnerable act.  That's why we have to be confident in our abilities to tackle difficult problems and that our growth mindset can carry us through these challenges.

I can't imagine anyone is feeling challenged about the start of THIS school year in particular. Now, more than ever, we need to build and maintain our capacity to GROW!

# data[].attributes.body
I learned so much from this course and feel as though I am now on the path to cultivating my own resilience as an educator. I learned that helping students become resilient is equally important. Praising the process, welcoming mistakes, creating challenges, celebrating accomplishments are just a few of the major things I have learned about cultivating a growth mindset which leads to building resilience. When students and educators have a growth mindset they are empowered and the possibilities in life and learning are endless.

# data[].attributes.body
I learned so much from this book. It is one that I imagine I will be picking up often. My biggest take aways were to praise the process and the effort, not the end result. This is such a powerful trait to employ with our students. Another important take away was the importance of mistakes , especially for me. There is so much I can learn from my mistakes.

# data[].attributes.body
I learned so much from this course and Aguilar’s book. I learned that teaching with a growth mindset is a lifelong process. There will be days I am in a fixed mindset, and I need to stop, take a deep breath, and approach my day with a growth mindset. My students will see how my growth mindset allows me to celebrate mistakes, learn from setbacks, and be excited for a challenge. Hopefully they will start to have a growth mindset after lessons about the key characteristics and seeing me model them as well. I learned that I need to praise students’ effort and their progress instead of saying “you’re so good at this!” The way I praise students will lead to them having a growth or fixed mindset.

# data[].attributes.body
Students will be most successful when learning with a growth mindset. They should be taught that struggle is normal and a wonderful thing because it leads to brain growth and new knowledge.

# data[].attributes.body
What do we do when a student is miles away from a growth mindset and doesn't seem to be making progress towards it or doesn't seem to want to?

# data[].attributes.body
What I learned is that in order to educate with a growth mindset, we also need to live it ourselves. Through sharing our own experiences and modeling, we can show students how to do it as well.

# data[].attributes.body
I must have a growth mindset myself because the words I use and the things I do will either promote a growth mindset or not. There really is no in-between. I need to practice what I preach, or my students will not buy in.

I need to praise effort and perseverance over intelligence in order to show that I value their effort and perseverance in the learning process.

The learning process is the focus, not the end result. My students must know that learning is a journey and it isn’t just about the final grade.

I need to focus more on modeling and celebrating mistakes. Nobody is perfect and it is okay to mess up. Mistakes are an opportunity to improve and grow.

I am more  knowledgeable with the science behind growth mindset. The struggle is where the learning and growth happens.

I need to provide opportunities for reflection so that my students begin to make connections between their mindset, attitude, effort and achievement.

I need to get better about giving students wait time in order for them to really believe that I know they are capable of answering the question or completing the task. “Get back to me” or “I’ll come back to you” is a great strategy for this.

I need to incorporate more peer assessment and self assessments.

# data[].attributes.body
Rome wasn't built in a day and I feel like teaching growth mindset is a little like building a big city. There are so many aspects to emotional resilience that feed into having a growth mindset. So learning what to teach about first and not just dumping it all on my students at once is taking some thought. After taking this class I am even more convininced about the importance of providing the tools our students need to be resilient. It isn't just a one day lesson but a lifetime pursuit. I am excited to practice and model these concepts for my students and my peers.

# data[].attributes.body
My biggest take away from this course as a whole is all the different strategies to help myself develop more of a growth mindset in not only teaching, but in life. I have learned a lot about myself while reading the text. I have learned the importance of celebrating mistakes and praising the process over the end product.