The Power of a Growth Mindset

As difficult and complex as the work of teaching is, when students come to class every day, behave while they are there, and do the work the teacher asks, then the teacher most likely is energized and gladly does all the tasks that go with the territory of teaching.  Unfortunately, many students simply don’t cooperate with that scenario which is frequently what keeps a teacher up at night.  More and more students lack motivation, seem afraid of failure or simply believe “I can’t do it so why try.”  As a result these students can develop behavior problems.

Dr. Carol Ann Tomlinson, education professor at the University of Virginia and distinguished expert in the field of differentiated instruction, describes a tool for motivating students who believe they are not smart enough to master new learning or able enough to develop new skills.  This tool doesn’t require a new program adoption or a workshop for teachers; therefore it doesn’t cost a dime.  All this tool requires is an attitude adjustment.
 

This tool, based on the work of Dr. Carol Dweck, professor of psychology at Stanford University, is called mindset.  Dweck describes two mindsets.  A fixed mindset is one in which students are afraid of challenges and devastated by setbacks.  A growth mindset is one in which students relish challenges and are resilient in the face of setbacks. 

In her research Dweck found that “the belief that intelligence is fixed dampened students' motivation to learn, made them afraid of effort, and made them want to quit after a setback. This is why so many students stop working when school becomes hard. Many students find grade school easy and coast to success early on. But later on, when they are challenged, they struggle. They don't want to make mistakes and feel dumb — and, most of all, they don't want to work hard and feel dumb. So they simply retire.”
 
What students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006).  It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks. (Transforming Students’ Motivation to Learn by Carol S. Dweck) In her most recent book Tomlinson highlights the importance of a growth mindset, both on the part of the teacher and the student, and explains how a growth mindset can make a dramatic difference in student success.
 

Tomlinson explains mindset this way.  Teachers with a fixed mindset see student success as originating from genetics and/or home environment.  These teachers do not think it’s possible to override a student’s intelligence profile.  No matter how hard this student works, even with the help of a teacher or coach, success is elusive because this student simply isn’t ‘smart enough’.

Teachers with a growth mindset, on the other hand, believe that success comes from effort.  With hard work, most students can do most things, and teachers can override students’ profiles.  A teacher with a growth mindset sees a key role of the teacher is to set high goals, provide high support, ensure student focus, and to find the thing that makes school work for a student.
 
Here is a sampling of prompts Tomlinson provides to assist teachers in reflecting on mindset and differentiation for the purpose of considering possible changes in practice: 

·       In what ways do you demonstrate to your students that they are in charge of their academic success – that their effort is the key to their success?

·       How often do you make comments that emphasize being smart versus working hard?

·       In what ways do you show students that discoveries and insights almost inevitably stem from failures rather than from successes?

·       To what degree do you see a student’s Ds and Fs as inevitable? Or to what degree do you see a student’s straight As as an indicator that the student may not be experiencing appropriate challenge – may not be growing?

·       In what ways do you monitor your students’ mindsets and help them with goal setting and progress monitoring to ensure that each of them will develop a growth mindset about learning and success?

Imagine how a teacher’s mindset can impact a classroom and how important having a growth mindset is to a differentiated classroom.  As a matter of fact, the differentiated classroom begins with a shift from a fixed mindset to a growth mindset.  

As you reflect on your own mindset, consider the difference it might make if you intentionally approach your students with a growth attitude, one in which both teacher and students work hard to insure that all students succeed. 

For more information on mindset see the following resources:

1.      Transforming Students’ Motivation to Learn by Carol S. Dweck  http://www.nais.org/publications/ismagazinearticle.cfm?ItemNumber=150509

2.     Differentiation and the Brain by David A Sousa and Carol Ann Tomlinson, Chapter Two – Mindset, Learning Environment, and Differentiation

"Classroom Management: Who's Job Is It?"

Robert Marzano , co-founder and CEO of Research Laboratory in Denver, Colorado, published an article in the October issue of Education Leadership titled “Classroom Management: Who’s Job is It?” that examines the responsibility of classroom management.  He suggests that teachers, administrators and students all have an important role in successful classroom management.   Marzano states that, “research as well as common sense clearly demonstrates the importance of shared responsibility”.

 A key goal for all is to have common standards that create an environment that is conducive to learning. Marzano doesn’t just assign responsibilities; he also offers some concrete action steps for all three stakeholders.

Teachers set high expectations and action steps to facilitate student success.

Intellectually:

·       Clear learning goals are communicated.

·       The teacher’s expectation is that all students will accomplish great things academically.

·       Challenging instruction

·       Assessments that provide feedback

·       Effective feedback that supports growth

Behaviorally:

·       Each student feels valued and liked by the teacher.

·       Rules and procedures are established at the beginning of the year.

·       Procedures are utilized as the basis of expected behaviors.

·       Rules and procedures are monitored and updated as needed.

·       Procedures and rules are reinforced, reminders are given if not followed and a “thank you” when rules and procedures are followed.

Administrators set the tone for student behavior and a safe orderly environment.

·       School-wide behavioral expectations are articulated and implemented with fidelity.

·       Monitor adherence to the clearly defined rules and procedures in hall, parking lots and at extracurricular activities.

·       Set and implement guidelines that ensure safe respectful behaviors toward teachers and other students.

·       Articulate that teachers should not feel an expectation (real or perceived) to handle aggressive and potentially behaviors on their own

Students must have a role in classroom management.

·       Engage in designing rules and procedures school-wide or in individual classrooms (Students on the other hand can only participate in this process if invited.)

·       Support enforcement of the rules and procedures. 

Poor classroom management makes student learning difficult.  A clear understanding of the high stakes correlation between effective classroom management and student achievement  more than justifies the time and effort of the Teacher- Administrator-Student team approach. 

Marzano, Robert J. “Classroom Management, Whose Job Is It?” Educational Leadership, October 2011 Vol.69 No.2, pg. 85-86

If you want to learn more about Robert Marzano’s work, most SPS libraries have copies of his books  Classroom Instruction that Works, and The Art and Science of Teaching.  You can also visit www.marzanoresearch.com

   
   

Two Sides of the Same Coin

The SPS learning model is the product of thinking from community members, district leaders and classroom teachers coming together to dialogue about what is best for the children in Springfield Public Schools.  The ideas from this collaboration along with research to support it confirmed what everyone suspected; the teachers and staff of SPS are serving students well.

We can think of this model as two sides of the same coin.  On one side we are challenged to reflect on our personal practice as it relates to the high expectations of our stakeholders, the Springfield community.  What might be ways we can increase the frequency of critical thinking we ask of our students?  How might I seek ways to collaborate with colleagues across content areas or grade levels?  How might my feedback become more effective?  This model is a useful tool as we refine our current practice. 

On the other side of the coin, rather than adding to our work, this model affirms much of the work we are already doing.  As community members, teachers and leaders worked to create the model they discussed best practices.  During these conversations the advisory committee evoked personal experiences with specific SPS teachers and classrooms.  We can all point to areas of the model where we excel.  For example, our instruction is based on relevant and rigorous curriculum and every day teachers differentiate to meet the needs of our students.

So, here we have a coin.  On one side we reflect with satisfaction that for many years we have effectively served the needs of the students of SPS; on the other side we are challenged with the next steps to continue improving our practice to meet the needs of the students of tomorrow.

No matter what side of the coin we ponder, the SPS Learning Model provides a common language for conversations about the work we all love to do.

Perhaps that will be its greatest legacy!