S. Keller:
I have a fixed mindset in any new
task requiring a visual-motor response. My belief that I can produce or be
successful if it entails a fine motor response is fixed.
I
am “up for the challenge” for anything that requires thinking or creating a new
approach or idea. I enjoy looking for varied alternatives/options to
situations. I am patient with myself and believe if option A doesn’t work there
would be another option to pursue. An infinite number of possibilities to
address a problem will result in a step in understanding the problem to seek a
viable solution. This chapter has challenged the reader to look at failure with a different mindset. If we can support our students and reinforce that getting something wrong presents an opportunity for learning, we will be well on the way to creating a culture of growth mindset. If a student believes that he/she has the potential for success, they will likely be motivated to take on the challenge and not shy away from fear of failure. The student will be confident in the ability to succeed. The “reward” becomes intrinsic as the personal satisfaction motivates the students to move forward. Unfortunately, our focus on extrinsic rewards has created a culture of many individuals that are unwilling to perform unless a something short term can be provided. The thinking of the carrot as the essential for motivation to complete a task. The individual then is left with only wanting to perform if the extrinsic is something that is worthy of buy-in. The individual then creates a belief that performance should only be expected if the reward is worthy. The student’s belief in himself is tied to rewards rather than a personal satisfaction of growth.
I have a fixed mindset on having to take care of family members before myself. I know I need to take care of myself too but my gut reaction is always to take care of their needs first. It seems that I can’t relax and focus on the things I need to do until they are taken care of first. I guess that reaction is part of being the eldest child syndrome.
ReplyDeleteI have a growth mindset that I can learn almost anything I want to learn. I also know that if I set my mind to it I can accomplish almost anything I want to do. The key is making the decision in the first place. Once I’ve made a serious decision I will not stop working until I accomplish the goal. I have a growth mindset regarding my students too. I believe that each and every one of them has a gift and that each and every one of them can increase their learning capacity.
A child with a “fixed mindset” will feel that his or her ability is “fixed” and cannot be altered, improved, or changed by anything he or she does. “Students who believe that intelligence is something you are born with and cannot change are overly concerned about looking smart”. Thus, a child who views himself as “slow” or “not that smart” will not attempt to stretch his mind – he will avoid challenging work, give up easily when things are difficult, and not allow himself to dream big dreams. He may see his potential as limited or limited to something non-academic. He will see “smart” as something he is or is not instead of as something he does or accomplishes. He may not be willing to share his opinions or answer questions in class. His self-esteem is likely to be low. If he views himself as “smart” or “gifted” he may decide that he doesn’t need to do the work because he is just inherently “smarter” than the rest of the students. Or, he may avoid subjects that he finds difficult because he doesn’t want anyone to know that something doesn’t come easily to him. Students with a fixed mindset do not value the process of learning because they don’t think learning will change anything. They “do not attempt to learn from their errors.” They believe their “ability” and thus, their “worth” to themselves and society is already established. Students with a “fixed mindset” are the “Eaters” of the pie as described by Guy Kawaski.
A child with a “growth mindset” understands that “intelligence is constantly changing based on effort, persistence, and motivation”. As quoted by a student in Chapter Four “The more you try, the more you get smarter”. If a student with a growth mindset, when encountering a difficult problem, will remind themselves and others that they need to be “determined, motivated, and persistent. They will encourage each other and have an internal reaction of “I have to keep trying” instead of “I can’t”. They understand that they are building neural connections as they learn. They become problem solvers instead of just giving up. They appreciate the actual process of learning. They understand their “own actions and behaviors, not external factors, guide them to achievement or failure. They have a sense of personal satisfaction when they accomplish something. Students with a “growth mindset” are the “Bakers” of the pie as described by Guy Kawasi.
Mindset can affect a student’s academic performance and social behavior, and this is directly linked to the impact the mindset has on the way a student feels about him/herself on the inside. If he/she has a fixed mindset and doesn’t believe in his/her potential, then failure, along with a long list of side effects, (low self-esteem, avoidance, overwhelming anxiety, etc) is inevitable. If he/she has more of a growth mindset, and believes “I can do this,” then he/she will experience more success, even amidst the failed attempts, seeing them as “mistakes to learn from”, rather than roadblock reasons for why he/she “can’t”. This attitude will, in turn, lead to a more positive, confident and well-rounded student. This higher self-esteem promotes a continued growth mindset, and leads to more success in the future.
ReplyDeleteOn a side note: Regarding Dr. Keller’s comments above about intrinsic vs extrinsic rewards. I am guilty of giving prizes, awards, etc. to recognize student effort and success and wonder if this is doing more damage than good. We even do it as a school with the “student of the month” and “end of year awards”. Is this a good thing or a bad thing in promoting a growth mindset? I would like to believe that every student has the potential to want to learn and improve because they get that intrinsic feeling of satisfaction after all of the effort they put in (even if it comes with some failures along the way), but coming from a generation where “everyone gets a blue ribbon” makes that a challenge for me. Perhaps that is part of my fixed mindset that needs to change.
I have a fixed mindset about my failing vision. I have glaucoma, and have lost some vision - permanently - in my right eye. I often look for a distant object ("Hey, look at that bird!"), and can't see it and give up trying almost immediately, announcing simply "I can't see it." My kids have caught me doing this, and it turns out that if they give me some direction, specifically telling me where to look, I CAN usually see it. As my son says, "Mom, you can see a lot more than you think you can."
ReplyDeleteI have a growth mindset when it comes to cooking. I'm not a very good cook, no question about it. However, I know that I'm a lousy cook because I don't CARE about cooking, not because I can't. I know that - one day, when I have oodles of time - I could put my mind to it and learn to cook well. Currently, it's just not something I care to work on.
I think that students can have a fixed mindset about some things, while having a growth mindset about others. For example, I often use drawings, or visuals, to help students master vocabulary (Tri-folds). Many kids tell me "I can't draw. Can I just do stick figures?" Yet these same kids may be willing to stretch themselves in some other area, like debate (Philosophical Chairs). Regretfully, I think the fixed mindsets are LEARNED, either from parents or from teachers, or perhaps their peers. For a child who attempts an art project, and receives very faint praise, she may internalize the belief that she can't draw. From that point on, that fixed mindset precludes any real effort from her to actually do a nice drawing. If instead she had been praised for her effort, and told what the good things were in her drawing, might have been more interested in doing another, bigger and better, art work. Her fixed mindset about her artistic ability has resulted in low self-esteem, at least where art is concerned. If a student or child has a number of these experiences, he/she will become of a fixed mindset in most/all areas of their life. Never striving for success, they will never achieve it.
And piggybacking on what Dr. Keller and Heather said about rewards, extrinsic and intrinsic, I, too, give rewards (a small treat and a 15 minute break) to any class that raises their class average from one 6 weeks to the next. I am rewarding, unfortunately, even the kids whose grades dropped, in my effort to inspire the whole class to do their best work. I'll have to think about this one.....
I have a fixed mindset when it comes to my family. I was the first female in my family to go to college. This expectation was instilled at a young age and not very common when it comes to first generation Greek American. This has made me have a fixed mindset when it comes to my children and what they can achieve. Sometimes, I think that I can be hard on them and need to give them a break.
ReplyDeleteI have growth mindset when it comes to my professional area. I know that I can learn more and I have the ability to do this. I am up for challenges and more then willing to go the extra mile to achieve success. This reflects in my classroom, especially with students who are not achieving academically or socially. I think this is what helps me make connections with students.
I think that students who have reading concerns have a fixed mindset and basically think that they cannot do better. This is really hard to get a student out of this mindset. Many students have that "I can't attitude".
I see that many have commented on Dr. Keller's remarks regarding rewards. I am guilty too Heather of doing this, but I keep thinking to myself that I am dealing with 11 to 14 year old students. I think that the students today are to advanced and do not know really how to just be a kid. I do give 6 week reward for all my classes and the class with the highest average gets a treat with it. I find that the students are always looking at the board that I post percentages and especially after a test is given.