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Does what you think about yourself really matter? If you had asked me that question about two years ago, my response would likely have been: “no, not really.” But after two years of going from the negative and stressed-out teenage girl I was my freshman year to the more positive, joyful person I am today, my response is much different. What you think about yourself is the foundation of your perspective, your mindset, and your view of the world.
A growth mindset is the understanding that personal qualities and abilities can change. It leads people to take on challenges, persevere in the face of setbacks, and become more effective learners. As more and more people learn about the growth mindset, which was first discovered by Stanford Professor Carol Dweck, we sometimes observe some confusions about it. Recently some critiques have emerged. Of course we invite critical analysis and feedback, as it helps all of us learn and improve, but some of the recent commentary seems to point to misunderstandings of growth mindset research and practice. This article summarizes some common confusions and offers some reflections.
My team and I worked tirelessly for three days to create an online middle school math lesson that would engage kids and excite them about math. At the end of three days, our lesson would be judged by real live students against lessons created by other teams. When it came time to present our lesson to the kids, we were nervous but excited. We had worked well as a team, really bonded over the past three days, and were proud of what we had created. Ten teams presented their ideas, and they were all fantastic! I felt gratified to work with people who put so much effort into writing creative and engaging online lessons. At the awards ceremony, we were sad to see we hadn't won first place, but still proud of our efforts. We knew we had a lesson that would engage kids in math, and felt we had put our best ideas to good use. Until the next, "surprise" award was announced. You can imagine our shock, dismay, and embarrassment when we heard our group called as winners of "The Worst Idea" award, and were then called to stand in front of our colleagues and accept the award. What an epic failure! How does one recover from such a humiliating setback?
A growth mindset about mistakes
We can deepen our own and our students' understanding of mistakes, which are not all created equal, and are not always desirable. After all, our ability to manage and learn from mistakes is not fixed. We can improve it.
Here are two quotes about mistakes that I like and use, but that can also lead to confusion if we don't further clarify what we mean:
"A life spent making mistakes is not only most honorable but more useful than a life spent doing nothing" - George Bernard Shaw
"It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose which it truly has." - Maria Montessori
These constructive quotes communicate that mistakes are desirable, which is a positive message and part of what we want students to learn. An appreciation of mistakes helps us overcome our fear of making them, enabling us to take risks. But we also want students to understand what kinds of mistakes are most useful and how to most learn from them.
Just Tell Me What To Do
One of the most frustrating classroom experiences occurs when students disengage from learning because they're scared to be wrong. As a teacher, I met many students who wanted someone to just give them the answer and now with my own children, I see it again. In many schools, students will sit and wait for the answer, whether that answer comes from another student or from the teacher. And if that answer doesn't come, many are unwilling to look for one themselves. Students often feel that the quest is only for the "right" answer, and they are more willing to wait and copy it down than to risk the possibility of putting in the work only to find out that it was wrong. Unfortunately, this perspective oftentimes generates surface learning, not deep learning. It can interfere with a student's entire notion of what learning is, causing them to think that school is a place to complete work, rather than grow one's mind.