If I have learned anything in this course, I have learned that in attempting to provide our learners with a significant learning environment one very important component to implement is that of a supportive facilitator. Our students face many challenges in today’s world. It is our responsibility as educators to model and provide support that will promote a growth mindset. Encouraging our students to embrace challenges as opportunities for growth is something that we can model and guide our students towards when they are facing discouraging situations.
In my previous class, EDLD 5302, I created a Growth Mindset Plan that detailed the importance of a growth mindset and how to effectively implement it into our classrooms. In this course, 5313, I reviewed and revised my Growth Mindset Plan to reflect my growth and knowledge on this topic.
Our students are our responsibility and our legacy. As teachers we understand that instilling a growth mindset in our students is key in helping us to fulfill our mission. “Great teachers believe in the growth of intellect and talent, and they are fascinated with the process of learning” (Dweck, 2007, 197). We understand the importance of creating an authentic learning environment where our students have the ability to have choice, ownership, and voice in an atmosphere of trust and non-judgement. “Great teachers set high standards for all their students, not just the ones who are already achieving” (Dweck, 2007, 200). Dweck states that effort is a key component in increasing achievement but a growth mindset is not all about the effort. She says that students must try new strategies and seek input from others when they are stuck. Teachers should guide their students by prompting them to try new strategies, come up with a different plan and to seek help from their peers (Dweck & Bolton, 2015). If we promote and support these strategies consistently with our students, then we can move them toward adopting a learner’s mindset.
Supporting these strategies is not always enough, we must model for our students the mindset that we want them to adopt and develop in our classroom. Allowing our students to see that we as teachers also make mistakes and learn from them is a great way to convey the message of growth. Verbal and visual cues are great reminders and can help put the belief into perspective. Placing growth mindset posters around the learning environment and referencing them daily to reaffirm the belief can be helpful as well. The power of yet is a powerful tool that can shift the way that our students view challenges and failures. As teachers we need to teach students that trial, error, mistakes and failures can be viewed as an opportunity for growth and reflection. The learning process includes the understanding that feedback and constructive criticism is essential in order to make progress. Sometimes it’s just a matter of YET. Getting our students to understand this concept perhaps will help them to focus on the learning process rather than their grades. Our jobs as educators is to encourage them to embrace the feedback rather than to be so focused on the grades that they will be tempted to do what it takes to get an A. Growth Mindset can also help develop grit, a lifelong strength of character and perseverance in our students which will benefit them in their learning journey.
An integral part of the learning process is providing students with the opportunities for self-evaluation and reflection where synthesis and connections can be made to the learning that’s being acquired and the belief that is being developed. The principle of a growth mindset should be promoted on a daily basis anywhere and at any time. Consistent modeling and coaching in all situations will help in the shift from a fixed mindset to a growth mindset and then eventually into a learner’s mindset.
One thing that I would like to add to my growth mindset plan infographic is that in order to make such a significant shift in the mindset of our students, not only do we need to consistently model this behavior, but it is necessary that we do so in a significant learning environment. All of a sudden, I can see the connection between a growth mindset, COVA and creating a significant learning environment where my students can flourish. As we plan and create a significant learning environment, and allow for our students to have choice, ownership and voice, we must consistently weave the components into our daily routines and purposefully model the steps to changing our mindset. Students must see and hear us thinking out loud as we model self-awareness and how we acknowledge that we have a choice. Talking to our fixed mindset with a growth mindset voice and taking a growth mindset action is what our students need to see when the opportunity lends itself in our learning environments. Providing the physical space for our students to work together and try new strategies to help one another work through struggles is key in developing a growth mindset. Creating opportunities where students can work through challenges together and problem-solve cooperatively are keen ways to promote a growth mindset at school, at home or anywhere they may be. Developing these skills and mindset can be a way of life rather than a fad or the in thing to do.
In reflecting on my implementation of the growth mindset in my classroom, I can honestly say that I have seen how much my students have grown in that area. After each class, they have to document their reflections in their digital portfolios about their learning and growth for the day. It is wonderful to watch their videos and hear them talk about their challenges and struggles with certain things and how they understand how the challenge is making their brain grow. I hear it in their conversations when they are working collaboratively. They are consistently encouraging one another by pointing out that they may just need a little more time. Sometimes I hear them tell each other that it’s OK to make mistakes because that is proof that they are learning. I understand that my students are gifted and talented students and can see things from a different perspective but I encourage them to take this and implement it in their classrooms and at home or wherever else they may be.
The advantage that I have over others is that I get the same gifted and talented students every year so we have been working on the growth mindset for sometime now. This is not something that just happens overnight. This is something that needs to be consistent and ongoing. It is a work in progress. I also like to implement the growth mindset with my scholarly behavior expectations. These go hand in hand and complement each other very well.
I intend to compile all of my growth mindset and scholarly behavior resources into a comprehensive website where they will be easily accessible for review and implementation. This is also a great way to share the resources with my students’ classroom teachers and families so they too can provide the same support that they receive when they come to my class. It takes a village to raise a child!
As I continue my journey through the ADL Program, I have seen how I have grown in many areas. Specifically in my own growth mindset which is proof that where there’s a will, there is a way. The ADL program has created a significant learning environment with COVA, which has supported my growth mindset and allowed me to continue my yearning for learning. I, in turn, intend to continue to provide my students with a significant learning environment that will support and develop a growth mindset that will promote the love of learning and create lifelong learners.
References
Dweck, C., & Bolton, J. (2015, September 22). Carol Dweck Revisits the ‘Growth Mindset’ (Opinion). Education Week. Retrieved January 30, 2022, from https://www.edweek.org/leadership/opinion-carol-dweck-revisits-the-growth-mindset/2015/09
Dweck, C. S. (2007). Mindset: The New Psychology of Success. Ballantine Books.
Owning Your Learning 
