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James is our colleague in Australia and this post was originally on his blog in June 2016.
Sometimes I'm asked, "James, what's your mindset? And I'm inclined to reply "Which one? I've got lots of them." But that's only partly true.
In Carol Dweck's research she often talks about a person's mindset, and it's easy to be misled into believing that people have just one. But that's not true. The research only reads that way because it's usually talking about a person's mindset in a particular context. In different contexts, we can have a completely different mindset.
Arriving with the implementation of the Common Core State Standards in 40+ U.S. states is tremendous pressure for schools to get results and to be masters of the Core as quickly as possible. Invoking the Growth Mindset as we accept the challenge of the Core standards will help our schools maintain the momentum and stamina we need to develop expertise.
How can schools set themselves up to cultivate Common Core experts? None of us is currently an expert in the CCSS. Expertise will emerge with classroom practice and experience implementing these standards with real students. It will emerge with the willingness to take responsible risks and to participate in collective reflection. It will emerge with strong collaboration and compassionate patience. These qualities are only gained in a risk-tolerant system through strategic, purposeful effort which includes timely, formative feedback.
3.3 million teachers will be asked to change their practices, routines, and lessons this year to align with the Common Core State Standards. That is a staggering number when you think about that many Americans essentially experiencing a major job change at the same time!
It is inevitable that with all this change, some of us will fail. We will mess it up. We will get it wrong and forget some essential component (of a standard, a lesson, a concept). Our central offices will mess up too. Trainings will go awry, resources arrive late, and support will be well-intentioned, but spotty. Are we prepared to tolerate this process and allow ourselves to take the necessary responsible risks to LEARN and grow?
I hope so.
Achieving Success Through Hard Work, Grit, and Perseverance
by Katherine Moore, Crestwood Elementary School
Last year we began a school-wide Growth Mindset initiative. With the help of a private donation, we created a new program for a new way of thinking. Most of our students come from a very low socio-economic background, and often times they come to us with a "learned helplessness" mindset, a fixed mindset. With the help of Mindset Works®, Carol Dweck's research, and a few passionate teachers, we began the year aimed at making a difference in student outcomes simply by changing the way we think.
In November we wrote a post about the impact the mindset of a teacher can have about a student’s problem behavior. Related to this, Stanford researchers Jason Okonofua, David Paunesku and Gregory Walton recently published research demonstrating the power of teacher mindsets on student behavior.
Emerging growth mindset research is generating new insights about human relationships. To what extent do we believe that human characteristics, other than abilities –such as being kind, joyful, smart, courageous or cooperative– are fixed versus changeable? Can each of those qualities be developed, or are they innate? Our answer deeply affect our perceptions and behaviors, which in turn affect the quality of our relationships and our collaboration with others.