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I always tell my students that the answer does not matter to me and all I care about is that they try their best. We also added to our classroom agreements that mistakes help us learn.

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I sat down with students 1 on 1 to go over their Classkick Chinese listening. I went over their strengths and wishes. Some students were surprised how well they did, and some students left the table feeling better with the support that was given during the conference.

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We create a possible answer box and students share answers they got. We then discuss what we notice about all answers before working to agree on a final answer. Students then feel excited to share even if they are not correct.

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A lot of my students this year are concerned about their spelling. They are often asking peers, "How do you spell this?" If anyone is ever shaming a peer about this, I will remind them that we "inform" our friends so they can improve their learning, we don't "shame" them for not knowing in the first place.

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I think differentiating activities for kids lends itself well to fostering growth mindset. Letting kids know the power of "yet" is a real thing and that we all achieve success at different times and in different ways. Also talking about how success looks different for everyone!

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Create challenges that students will not complete on their first try. This allows them to communicate, collaborate, think creatively and critically. They will learn to fail....FORWARD!

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Making sure my students know that no one will be "mad" or upset with them if they get something incorrect or if they make a mistake so there is no reason for them to be mad or upset with themselves

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We celebrate, quite openly, when we find our errors. Phrases such as, "I struggled with ______" and " Now, I see what I did!" are super common in our room. I start with making mistakes, sometimes honestly and sometimes on purpose, so I can model this. There is magic to finding the edge and we celebrate it together.

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In the classroom I foster a growth mindset by encouraging students to say “I can’t do this… yet” instead of “I can’t,” and gently correcting them when they use fixed mindset phrases. This helps shift their thinking toward perseverance and growth.

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When I hear a statement, I offer an alternative way to make the comment using a growth mindset.

When introducing a new activity I use levels to describe each task as it becomes more challenging. For example, "This is level one, once we have been successful with level one we are ready for level two."

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We start from the very beginning that it is okay to have the strongest writing piece and also have the weakest writing piece within a group. Students collaborate to discuss what the stronger pieces have that others do not in an attempt to help others improve.

In Science specifically, we share writing examples of volunteers who are open to feedback and constructive criticism. We have fun with giving suggestions while at the same time talking about the importance of making these changes for a strong writing piece. The 5th graders really respond to the more experienced role models of the 6th graders, but the 6th graders also have some things to learn from the 5ths. Students will update and change their own pieces to become stronger as class feedback is given in real time.

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Sometimes during a lesson, I intentionally make a mistake and have the students help me correct it. This models for them that making mistakes or facing challenges doesn’t mean giving up.

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1. Minimizing my own mistakes and celebrating the learning that it comes from it.

2. Asking questions to support a student through an assignment that may be challenging and then celebrating when they get to work.

3. Letting students work by me to be able to ask questions as they work through a challenging assignment.

4. Celebrating when they accomplish something that has been challenging for them, and reflecting on what has helped them to be successful for the future.

5. Reminding them that they may not be able to do something "yet", but by the end of the year they will most likely be able to.

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When a student makes a mistake or gives an incorrect answer I always say, “I’m so glad you did that!” And then I explain why it was an important mistake.

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In MAC, Moira and I had the students try an estimystery for the first time. During the activity, we noticed friends were getting off task and being silly. Moira had the group pause and reflect what the environment should be like. We also connected our reflection to the 8 keys. We ended with saying that this was an opportunity for growth and to try again. They were successful by the end!

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I tell my students that they are at school to learn to learn rather than just to learn content. Many of them get fixed on if they know the content but we discuss how the strategies and learning skills will take them much farther in life than the content will.

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We foster a growth mindset in room 205 by sharing our mistakes and discussing how we are able to improve on them the next time through reflections and discussions. This also allows for students to feel comfortable taking risks, and accepting that mistakes will happen but the effort we give and how we move forward for next time matters most.

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Letting them know that it’s okay to mistakes and mistakes are what makes us better learners. Also letting them know that even adults have difficult times and also struggle and making sure they know we are there to help/support them

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I listen to what the students are saying. Not only verbally but with their actions and facial expressions.

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Class agreements-We will always try our best! We also celebrate every answer and every response no matter if it is correct or not. I also model making mistakes (intentionally or not!) and model how to work through emotions that comes with having a growth mindset.

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I engaged in an activity with my students at the beginning of the year going over the power of “yet” and having student write down 3 things they can’t do yet (whether that be in math or Chinese) and then writing down actionable goals to help them achieve those things they wrote down.

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When a student is struggling with trying again or making a mistake- give an example of someone they look up to and how they have made a mistake before and tried again

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The most important factor in building a growth mindset is the way in which we give feedback to our students. Answers aren't simply correct or incorrect, but instead give us insight to the process of learning. I give positive feedback when students make a mistake and learn from it. We celebrate as a class! Also, as a teacher, I model growth mindset by highlighting my mistakes and showing how I learn from them. If you want your kiddos to embrace a growth mindset, leave your ego at the door. So, to wrap it up, a poster won't achieve growth mindset in isolation, but coupled with feedback, it can.

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Every day is an opportunity to learn and try something new that can add to our knowledge vault.

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Using growth mindset language and adding “yet” to the end of their “I can’t” statements. Also, the book Bubblegum Brain is excellent to teach these ideas.

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Reminding them that pencils have erasers for a reason. :) ITS OK!!!!! ☺️

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We talk about the power of yet and how we can always grow our minds, and sometimes doesn’t happen right away. We refer to growing our minds every day!

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We use a call back in the class. When a student says "Ugh it's so hard." Then I say "We don't do easy." Then they say "We make easy happen!" It's from a quote that I display on my desktop. There are other quotes and books too... Just depends on what comes up.

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When a student makes a mistake, I use it as a teachable moment. I ask the student to explain their thinking and most of the time, they catch their own mistakes, fix them, and the class sees that it happens to us all. I am very open and honest with them as well, letting them know when I’ve made a mistake or when a student teaches me something new!

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We talk about it is okay to make mistakes because they help us learn. What matters is that we tried our very best, not about how we are doing compared to a classmate. We talk about everyone needing different things to help them learn and that we create an environment that helps everyone do their best. We look for opportunities to celebrate other friends and chances to try again or make things right.

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When students are sharing their thinking and if their answer is not correct we thank them for sharing and continue to have others share. If an answer is correct I give the same response. I also give the first student another opportunity to change their thinking, or connect their idea to someone elses to show how we don't always get the right answer the first time but with perserverence and working together we achieve more!

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I incorporate growth mindset language with the students at the beginning of the year during norm setting. As we set norms for our LAC and MAC groups, we also come up with phrases that we say to ourselves to combat fixed mindset when things, especially learning in Chinese, get hard. I gave them a fixed mindset phrase in Chinese, such as “I don’t understand what the teacher is saying”, then as a group they come up with reframing ideas. We collectively make a list and refer to them when things start to feel challenging or frustrating.

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I have so many opportunities to do this in art class! When students make mistakes, I tell them it is an opportunity to turn their mistake into something new. I also have conversations with them about developing skills. Everyone develops at a different pace and nobody is "better" than anyone else just because certain skills come naturally to some! We all have unique ideas and that's what makes us artists. The only way to improve certain skills is to keep trying and to try to enjoy the process of creating! It's part of being human!

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Listen to and acknowledge student frustrations. Provide kind advice and possible solutions that are actually doable. Check in when student starts task to see is that strategy was helpful. Reflect and respectfully debunk their original pessimistic thoughts about the task.