Today I tried something a little different and let a couple of students choose the Motivation Monday article for today. They happened to choose one titled "Too Many Kids Quit Science Because They Don't Think They're Smart". Please read the article for yourself, but here are some thoughts...
The article refers to a couple of terms that we are focusing on in Bellevue Public Schools: fixed mindset vs. growth mindset. What does that mean?
A fixed mindset is one in which it is believed that talent and ability, even intelligence, exist at a permanent, fixed level. People with this mindset tend to attribute a person's success solely to that person's talent, abilities and intelligence. (Ex: "Great job on that test, you are so smart!")
On the other hand, someone with a growth mindset attributes success to things like effort, persistence, learning from errors, focus, etc. (Ex: "I see you are getting a good grade in physics - you are working so hard!").
While these may seem harmless or superficial, psychologists are starting to learn that parents and students of a fixed mindset have a tendency to self-limit what they or their student can do. Lack of success in something is attributed to some fixed quantity: they just aren't smart enough, or just don't understand that kind of material, etc.). This makes it difficult for students to overcome struggles and obstacles along the way.
However, if we can begin to shift to a growth mindset, there are options for overcoming those obstacles - work, effort, perseverance, learning from mistakes. The student has a tendency to believe that they can get through those struggles if they try something else, or put in more time and effort. (For more on this, see an earlier article I shared about the importance of struggle)
This article advocates that when praising students, parents and teachers should focus more on "process praise". Value the time, effort and approach that go into an achievement or success, rather assign a talent, intelligence or ability to it.
In my class, what does this look like? As you monitor your student, focus less on the assignment or overall grade, and more on what it takes to get there. Ask them questions like "How did you do that? Tell me about it". When they are challenged, ask them things like "What are you doing to learn the material?" "Have you been doing the practice work?" "Have you asked for help?".
As always, I look forward to any questions and comments you have. Have a great week!
R. Mason
The article refers to a couple of terms that we are focusing on in Bellevue Public Schools: fixed mindset vs. growth mindset. What does that mean?
A fixed mindset is one in which it is believed that talent and ability, even intelligence, exist at a permanent, fixed level. People with this mindset tend to attribute a person's success solely to that person's talent, abilities and intelligence. (Ex: "Great job on that test, you are so smart!")
On the other hand, someone with a growth mindset attributes success to things like effort, persistence, learning from errors, focus, etc. (Ex: "I see you are getting a good grade in physics - you are working so hard!").
While these may seem harmless or superficial, psychologists are starting to learn that parents and students of a fixed mindset have a tendency to self-limit what they or their student can do. Lack of success in something is attributed to some fixed quantity: they just aren't smart enough, or just don't understand that kind of material, etc.). This makes it difficult for students to overcome struggles and obstacles along the way.
However, if we can begin to shift to a growth mindset, there are options for overcoming those obstacles - work, effort, perseverance, learning from mistakes. The student has a tendency to believe that they can get through those struggles if they try something else, or put in more time and effort. (For more on this, see an earlier article I shared about the importance of struggle)
This article advocates that when praising students, parents and teachers should focus more on "process praise". Value the time, effort and approach that go into an achievement or success, rather assign a talent, intelligence or ability to it.
In my class, what does this look like? As you monitor your student, focus less on the assignment or overall grade, and more on what it takes to get there. Ask them questions like "How did you do that? Tell me about it". When they are challenged, ask them things like "What are you doing to learn the material?" "Have you been doing the practice work?" "Have you asked for help?".
As always, I look forward to any questions and comments you have. Have a great week!
R. Mason