5 Comments

    • Rob

      Three cheers! Fireworks! Thunderclap!
      “… it is essential that we focus on what they are great at first, as opposed to where they are deficient. Showing someone that they are valued for what they already do is important in the process of learning…”

  1. I have a different understanding of Dwecks mindset than you demonstrate here. Just because you have no interest in skiing, does not mean that your mindset is “fixed”. A growth mindset approach would be that if you wanted to ski, you could because you know that it would take effort and practice. A fixed mindset would have you believe that even if you did try, you would never be able to ski. Interest is not equal to mindset and this is where the conundrum lies. Just because I have no interest in mechanics and would rather have my teeth pulled than change a tyre, does not mean that my mindset is fixed. I know that i could learn basic car maintenance, I just would rather pay a mechanic!
    We work with teachers everyday who have a growth mindset, but that does not mean they see value in putting effort into learning new skills, just the same as our students. We can develop growth mindsets in ourselves, our students and our staff, but if they do not see purpose or value in exerting the effort, why would they? Does this make sense?

  2. I agree with what Rhoni is getting at. I think most of us have *no* mindset about tasks we’re not familiar with. It’s not that I’m fixed or growth about, say, playing the tuba. Rather, I don’t don’t have any mindset about it. Yet.

    I believe that’s critical when we foster growth mindset in our students. They don’t have a mindset about 7th Grade algebra or 1st-year microbiology. We need to do I everything we can to support their growth. And doing nothing to tip them into a fixed mindset.

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