Yet. A small word with powerful meaning. In morning meetings we discuss what we are doing and getting closer through the power of yet. In my class we set goals and have accountability partners. At the beginning of the year we set expectations and learn how to use the growth mindset to help us meet our goals. I even have goals and the class is my accountability partner.

I love reading the book Jabari Jumps. Jabari really wants to jump off the highest diving board into the swimming pool, but keeps feeling nervous until a change in his mindset (and a few encouraging words) help him tackle this challenge! We can relate his experience to so many things in our classroom.

I like to show my students Class Dojo videos about growth mindset. The students can really relate to the characters. Also the videos are short and ask the students a question at the end of each video that leads to great class discussions.

In her book, Mindset, Carol Dweck argues that students have an underlying belief about learning: either a fixed mindset or a growth mindset. A fixed mindset belief suggests that people are born with or without certain abilities and talents, and that abilities cannot be changed. Fixed mindset learners try to prove themselves and will often shy away from challenges because they do not want to appear to be struggling. A growth mindset learner, on the other hand, believes that abilities and talents can be cultivated and improved through hard work. Growth mindset students enjoy a challenge and see struggles and failures as necessary parts of growth. Learners with a growth mindset are certainly more motivated to work hard.

How do you foster a growth mindset in your classroom?

-Praise students for their efforts and hard work.
-Model the growth mindset. Ask your students for feedback about your teaching and be willing to make necessary changes.
-Give students timely and descriptive feedback from the assessment so that they can move forward in their learning.