This chapter focuses on the people who impart, often inadvertently, a certain mindset to children
and students. Every day teachers send messages to students about how to think of themselves.
These can be growth-mindset messages: you are developing and I am interested in your growth.
Or they can be fixed-mindset messages: your traits are permanent and I’m going to judge them.
Of course no one sets out to do the latter. This is why it’s important to learn to distinguish
between these two types of messages and purposefully help students develop growth mindsets.
Praising ability or intelligence often harms motivation and performance because students
become afraid of making mistakes or appearing less than smart. The best thing we can do is to
teach students to love challenges, see mistakes as opportunities, and enjoy giving consistent effort.
1. Think of a specific instance where a student failed or was not successful learning what you were
attempting to teach. What are 3 things you could have said to foster more of a growth
mindset in that student to keep them from giving up. Use examples from the book to help.
2. Do you excuse your children’s failures so you won’t harm their self-esteem? Think of times you’ve done this, and then think about how you could use the occasion to teach them a growth mindset (and help them succeed!).
1) I am answering this more from a parent point of view. The past 2 years Math has not come as easy to Kylie. Some things I could have said that would be more encouraging to her would be "I like the way you tried all kinds of strategies on that math problem until you finally got it. You thought of a lot of different ways to do it and found the one that worked!" Another good one is "Everyone learns in a different way lets keep trying to find the way that works best for you". A lot of times I think I am harder on my kids than I should be. The last one I liked was "I liked the effort you put in, but let's work together some more and figure out what it is you don't understand." This opens up parent involvement to help your child out.
ReplyDelete2) When it comes to school work, sports, or anything else my kids are involved in I try to always encourage them to do their best. There have been plenty of times I have hurt their self-esteem and plenty of times I have built them up. In order to use the growth mindset I could push them to always give 100%. The words I say could be more positive and uplifting. Some times I think the words I use can be hurtful. Something I need to work on. Every word we speak to our children need to encourage them to always push themselves to never give up no matter the challenge.
Oh the dreaded math, you know I can relate to that struggle. I liked the examples you used. I agree, it is very important to encourage kids to do their best in everything they do.
DeleteI agree it is important that we remind them to keep going even if there are bumps in the road. I feel like at times there is no right thing to say but make sure they know to work hard.
DeleteSo, my perspective is different, but our foster kids hang on every word and are always looking at us to get more praise. I know praise is important but I do really hate the idea of them depending on it. We need a balance I guess.
DeleteMaybe your foster kids are looking for your approval more than other kids because they came from an environment where they didn't get that much at all? Maybe when they get to a place where they feel more secure, they won't continually seek approval.
Delete1) When it comes to teaching anything technology based and learning to how to operate/perform a task I tend to see students that either A) grasp the concept quickly or B) that seem to struggle a bit at first. I know keyboarding can often be a challenge. For the students that really seem to struggle with it I try to express that, “I know this is hard and takes some getting use to but as long as you keep working and practicing then it will get easier.” Especially when I first introduce keyboarding I make sure not to place too much emphasis on speed at first. I tell them, “At first take your time, get a feel for the keyboard and work on remembering where your keys are. Speed and accuracy will increase with added practice and patience.” When some students make an error in their typing lesson they get really frustrated and so I try to let them know that in keyboarding they are going to make mistakes, That even adults still make typing errors and that is ok. The important thing is to keep trying, do your best and it will get easier.
ReplyDelete2) I don’t think any of us get it right 100% of the time (as a teacher or parent or coach) when it comes to how we react to children’s or student’s failures. I know when I become a parent that there will be times I undermine the growth mindset in them by the way I respond without being aware. For my students I stress the importance of always trying their best and giving their best effort, that it's important to challenge themselves, set their goals high and work hard to achieve them.
I agree, as a parent I always want to reassure my kids that they will get it! I tell my son to just keep trying and he will get it, but he gets very frustrated sometimes. He has to be a know it all.
DeleteChristie, I've noticed that kids tend to think they know it all already with technology. It's tough to teach kids when they they think they already know it, or if they they think it's too hard.
DeleteI agree. I'm just beginning to learn this whole parenting side of life and my kids seem to think they know it all as well. It is difficult to assure them that I am proud they are trying at all, yes they can try more and it will not kill them, and they can in fact learn more and it will make their life better. I want them to know they can achieve so much more in life that just settling for their lowest expectations. I want to be a cheerleader for them while also showing them that the world can be a trying place at times so it is important to fill their "knowledge knapsack" with all the information they can even ideas that may seem tribal at the time.
Delete*trival... not tribal
DeleteSee we all make mistakes and learn to do things like rereading before posting. Lol
I think practice and patience when learning a new task is something I need to remind myself of often. I feel the need to get something right quickly, instead of slowing down and taking time to learn it correctly.
DeleteI love the idea of setting high goals and giving their best. A challenge will only help them in the future. If you don't push yourself you will not get good results.
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ReplyDelete1. At one point during an assessment on 2s, a student was only to get to 52 and was skipping numbers after that or adding in numbers. They were getting very frustrated and in the end asked if they could go back to their seat. I think one good way from the book is remembering to find different ways we can teach out students ranging from using visual to tactile. Keep students in engaged throughout each lesson is a good way to keep students from getting distracted or bored, asking them open ended questions.
2. One thing I feel like I am always saying is, “you will get it next time” and then I always remind them that practice makes perfect. I really don’t like hurting their self-esteem and try my best to never do so! So usually when confronting a child on their “failures” I try and turn it into a learning opportunity for them to learn from. The only time I am hard on a student is when they clearly not learning do to talking or not paying attention.
Yes trying new ways to teach subjects is a great way to keep students present and engaged during the learning process. I like that you use, "you will get it next time."
DeleteI am often saying, "You will get it next time" too. I think I need to make a conscious effort to add "Keep working hard" or "Keep practicing." I think that would put emphasis on the need for effort, rather than it just happening.
Delete1. Ok, so rocket math is what immediately came to mind for me. Students fail more than half the time, some even more, some less. They have to learn to fail and be ok with it. I have like three boys that cry all the time about it. Sometimes I don't handle it well. So I though of a couple things I'm going to start saying.
ReplyDelete"Boy, you have really been persistent lately, keep it up!" You are getting better every try I've noticed!" " Have you noticed that when you practice harder you get further?"
2. I wouldn't say I excuse their failures, but I do gloss over the reason they failed. I think I want to be more specific with the student and give them feedback to change their strategy. Honestly I feel like effort is the usual reason I am attributing their failure to. This isn't always the case, and I need to recognize that.
I feel your pain with Rocket Math. In Kindergarten it is more handwriting than actual math skills and some of my less fine motored skilled children become very, very upset if they do not get to go to the Monday Blast off celebrations. I try to encourage them, but some times a high five and a smile doesn't equal the thrill of a Dum-Dum sucker on a trip to the celebration. :(
DeleteWith Rocket Math definitely keep encouraging those kiddos! They can do it with practice and confidence in themselves!
Delete1. I can think of one little boy who was having an especially hard time with recognizing his sight words. One of the examples from the book that really stood out was one of the interactions where the teacher said " I'm not going to give up on you." This little boy had parents who abandoned him whenever a bender seemed more interesting than their children and he was used to being given up so he had given up trying. However after several months of me not giving in he actually made quite a bit of progress. I also tried to show him that learning was something that could benefit him. In his world school was not valued by adults it was merely a babysitter. When he realized that he could use these word to read stories to himself he lit up like a Christmas tree. I remember the first time he read a little Level C book on his own. He beemed because he realized it was important and he could do it. I also was lovingingly strict with him. I celebrated each set of words he remembered, but still had his goal set high. I wanted him to know that I wasn't going to give in just because he was further behind. I told him everyday that I loved him and we were going to keep working towards his goal until the last day of school and we did.
ReplyDelete2. At school I normally try to show my students where they can do better rather than it just being wrong. I don't usually mark it as wrong, I put a question mark to tell them that I don't understand why they answered how they did. Then I give them time to come work with me to explain their answer and to correct it with the help of me or a peer helper. I want them to know that they are not bad at anything they may just need more time to practice some skills and I will give them as much time as I can for us to help each other with skills so we can all grow together as a class.
I love the idea of putting a question mark instead of marking it wrong! I think as a student that would feel much less critical and would encourage me to think about the question more than if it were just marked incorrect.
DeleteHere are some things you could here in the library…. This is really challenging your brain. Keep going! Everyone is on different levels. What can you do to become better? Practice! I see you are making an effort. How can we do this differently?
ReplyDeleteIn my situation, when I call on someone and they don’t have the answer I am looking forward, I nod and say something like “I see” and continue asking other class members. To show them more of a growth mindset I could acknowledge that they are working their brain and have them expand their thinking.
Special classes are a little more tough to correct when students give incorrect answers. It isn't like math or English where you can show them how to get a correct answer. Often in art, there are several ways to go about the problem to get an answer.
Delete1. Earlier this year I had a student that was really struggling with their sight words and we were working really hard to get them. I know that they were not getting help at home, but were working in their room and wanted to get them, so they would come to my room extra to practice. We would celebrate every time they gained a new word. I would say things like "You are so close, you will get it tomorrow!" "Everyone learns differently." "All of your hard work and practice are paying off!" The student would glow every time they passed more and more words and levels and have now made many gains from where they were early in the year.
ReplyDelete2. As far as trying not to harm them, I think of how Mrs. Jenkins and I always did math in my room. We would immediately check their work and have them fix any errors and talk with them about it if they needed help so that they were able to learn from their mistakes. We wanted them to practice the correct way and not form a habit of doing it wrong. We would then know who we needed to give extra attention to. In reading I always encourage them to try their best and celebrate with them when they do. I tell them that trying is better than sitting there staring at me to tell them the word. I know that they can use their strategies and give a good effort at least.
I love the encouragement you give to the kids. A lot of times that is all they need to excel. Kids need the praise to know that they can achieve high goals.
Delete1. One instance in which a student was not successful at learning what I was trying to teach them is a student who struggled to learn the letters in her name. I would try just a couple of letters at a time and she would still get them confused. To keep her from giving up, I could have said, "Everyone learns in a different way. Let's work together to find a way that works for you." I also could have said, "I like the effort you are putting into learning these letters. It may take some time for you to catch on, but if you keep working this hard you will!"
ReplyDelete2. I don't think I necessarily excuse my students' failures, however, I do downplay them so the other students don't make a comment that might hurt their feelings. To encourage growth mindset when students mess up, I try to say something to the effect of, "Mistakes are proof that you are trying," so they know that is okay (even good!) to not do something perfectly the first time.
Working with little ones is tough! They are so full of creative juices, you don't want to take a chance of discouraging them. You remind me that Kindergarten is a great time to work on encouraging students to pump each other up by giving positive comments about each other's work!
DeleteI recently was working with 5th graders on simulated texture. I thought that my explanation, along with my example was enough to get the gears turning for them. However, what I got was a lot of copying my example. I could have said things like, "I appreciate the way you are using my example as a guide, but let's brainstorm other patterns that could represent simulated texture" or, "I see that you agree with the patterns I am using to show texture, but challenge yourself to find other patterns that are even more interesting", or even, "I like the effort that you are putting into your work, but I know that you are full of more ideas that I would like to see".
ReplyDeleteYes, sometimes I excuse student failure, mainly because I don't want to hurt their feelings or attempt to decrease their interest in art. I do usually attempt to teach (remind) them of things related to neatness and effort, such as coloring inside the lines, brainstorming ideas before working on their final project and giving their work just one last bit of effort before turning it in.
Writing is a great example in Kindergarten to encourage them to put forth more effort, especially when this is so hard for many students. When a child attempts writing, whether it is scribbles or actual writing, we can create a growth mindset easily by our reaction to their effort/work. I point out a positive and then we decide how to "add detail" to encourage more and more participation. "I know this seems hard right now, but I promise it will get easier." "This work is so nice and I noticed that you capitalized and put spaces correctly, let's go through the 3 checks." And they will often correct the left off punctuation on their own and just beam." These types of responses do not hurt self-esteem or the will to try, but rather encourage growth mindsets.
ReplyDeleteI also had an art teacher that discouraged erasing because, in Art there is never a mistake. That opened up a lot of possibilities and encouraged many students.
1. An example that comes to mind is a child who was trying to learn long division. This is a student who has a hard time focusing and staying on task, but with this he was really trying to understand it. I tried to encourage him by telling him how I liked the way he had completed some steps correctly, and that he just needed more practice until he had all of the steps down in order. I could have said, "I liked the effort you put in, but let's work together some more and figure out what it is you don't understand," "Everyone learns in a different way. Let's keep trying to find the way that works for you," or "I'm really excited about how you're stretching yourself and working to learn hard things."
ReplyDelete2. I don't think that I excuse their failures, but I do sometimes have trouble responding to students who are struggling with a task and will say they are dumb. I don't think they are dumb, and I will tell them so and say they just need more practice or that we need to try a new way, but telling them this probably doesn't change the way they feel. Hopefully introducing these students to the growth mindset and fostering the idea that intelligence can be increased with effort will help. Maybe sharing the struggles of people who have done great things would encourage them to believe that good things don't "just happen" without effort and hard work.
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