BY HERMAN M. LAGON
A SILENT revolution is underway in the busy field of education, where the curriculum always demands, and the clock is continuously running. This change is about something far more fundamental than flashy technology or popular teaching approaches—our attitudes. Psychologist Carol Dweck first proposed the idea that students’ and teachers’ view of their talents greatly affects their learning and growth. It’s a change from thinking about static intelligence to realizing everyone has growth potential. As Dweck noted famously, “The view you adopt for yourself profoundly affects how you lead your life.”
Let we dissect this: Usually, two types of mindsets—fixed and growth—are present in the classroom. Fixed attitude students feel their skills are set in stone. They might declare things like, “I’m just not good at math,” or “I’ll never be able to write well.” These ideas, sadly, restrict their possibilities. Conversely, those with a growth mentality see obstacles as teaching moments. They know they can excel in any field with work and endurance. Science supports this; it is not only wishful thinking here. “When students believe their abilities can be developed, they are more motivated and achieve better results,” Psychologist Dr. Kathryn Kroeper notes.+
There are enormous ramifications for instruction as well. Imagine a classroom in which every student, from anywhere they start, feels competent of development. This is the advantage of the growing attitude. It changes the learning scene from one of passive acceptance to one of active participation. As teachers, though, how can we help our pupils develop this attitude? It begins with our language to them. We should emphasise work and strategy rather than intelligence or ability. More than “You’re so smart,” “You worked really hard on that problem” motivates tenacity.
Advocates of innovation in education, National Innovation Council Executive Member Mon Ibrahim emphasizes the wider influence of this change of perspective and states, “A growth mindset fosters a culture of risk-taking, innovation, and experimentation.” These are the very traits we aim to develop in our pupils in an always-changing environment. Still, it goes beyond what transpires in the classroom. A growth mentality helps students prepare for life outside the school when obstacles are inevitable and grit is essential.
Normalizing difficulty is among the best strategies for fostering a growth attitude. Students must be shown that challenges are inevitable in their education. One could start by adding the word “yet” to a sentence. “You don’t understand this yet,” should be the reply when a student says, “I don’t understand this.” That one phrase makes all the difference. It turns the emphasis from existing incapacity to future possibilities.
Of all, encouraging a development mindset is about altering our thinking rather than only what we say. Teachers also need start thinking this way. We limit our efficacy as teachers if we see our skills as set. Rather, we should set an example by being receptive to fresh approaches, learning from our failures, and always looking for development. “Teachers with a growth mindset are more likely to embrace professional development opportunities, collaborate with colleagues, and experiment with new instructional methods,” Carol Dweck notes.
Change is difficult, though, and that presents a problem. Some teachers, adhering to their tried-and-true approaches, may object to using growth mindset techniques. This is reasonable; change can be frightening. Still, emphasizing the advantages for the children will help to smooth this change. Our main objective is, after all, student success; hence, a growth mindset is a tested approach to enable that.
Moreover, one should understand that attitudes are neither all or nothing. One student could have a fixed attitude in one topic but a developing mindset in another. This context-dependent character of attitudes implies that we must be alert in promoting development in all spheres of education. For instance, a student who excels in sports but suffers in academics must realize that the same tenacity that results on the field may equally result in success in the classroom.
This growth “way of life” has advantages far beyond improving academic performance. The ability to bounce back from setbacks and keep going when things get tough is a hallmark of students who think in this way. These skills will serve them well in today’s dynamic world, both in and out of the classroom.
Our job as teachers is to mold brains and form values as much as to teach facts. Encouragement of a growth attitude helps our kids to succeed in any route they choose, not only in the classroom. We enable children to recognize that, with effort and tenacity, their potential is not fixed but rather something they can grow upon. Ibrahim rightly points out, “With a growth mindset, we’re not just teaching subjects; we’re teaching students how to think about their own abilities and their place in the world.”
In essence, encouraging a development mindset in the classroom is an educational concept rather than only a teaching tool. It’s about enabling every student to believe in themselves and so realizing their potential. It’s about embracing the countless opportunities for development and transcending the constraints of fixed intelligence. We should be preparing our children for a world where their attitude and aptitude will determine their level of success.
We may encourage our children to embrace change and never stop learning and improving by utilizing the power of “yet.” As Dr. Dweck puts it, “The hallmark of a growth mindset is the passion for stretching yourself and sticking with it, even when things aren’t going well.” As a result, the classroom becomes a place where students may develop their ideas and work together to solve problems, both current and future. Preparing young minds for the ever-changing demands of society, we can improve their academic achievement and holistic development by encouraging a growth “way of life.”
***
Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.
