As somebody that grew up on the tail end of technology innovations, and has seen nearly all types of technology become increasingly more advanced, it is my personal goal to create a positive technology based classroom that is still able to create personable relationships. In order to accomplish this it takes initiative and perseverance, both of which are a part of the growth mindset. I personally believe the how is the most important in the pursuant and accomplishing goals - because it's the hard work that goes into the goals that actually gets the person to complete them. I do consider myself primarily a fixed mindset, although it's something I have the mind now to change about myself and others I encounter.
The fixed mindset is something that I have already attempted to cure myself and students. I work in the part of the district that has a higher percentage of low socioeconomic students, that being said they have few goals for themselves. Once they decide they can't do something, they won't fail - a fixed mindset. I showed the videos we watched to my students and spoke to them of the impossibility they faced, and the fact that they could overcome it. I believe that the fixed mindset is something we are meant to help children get themselves out of. As Carol Dweck experienced the different students deal with their failures differently, I aspire to challenge my students, and to help them overcome their mindsets and create new ones with our newfound education!
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The power of the 'yet' message took me back, and I plan to share this with my students during a SEL day on Friday! I will say that unlike the article by Alfie Kohn, I don't think that its a complex idea, as far as language change. I think that using the growth mindset language wouldn't communicate that students weren't capable of success - I think that problem is resolved through having relationships with your students that help them understand your language and what you mean by that.
After reviewing the resources and our discussion via adobe the other day, I am intrigued by this particular subject. The "Growth Mindset" is surprisingly a internal conversation I had with myself as a 8th grader. Much like the resources explained, I was always told that I was intelligent, and gifted etc., so I thought I didn't have to try to be smart. Well as I started to fail 8th grade math, I heard a message basically saying that if you constantly told yourself you were bad at something, that you would be. I decided to change my mindset and it did work, rather well - I made an A in all my math courses except for Algebra 1. My point to that is that I actually used these principles and it worked. However, I would still say that I am still a fixed mindset person, most of the time. Until watching these videos, I never realized what exactly my previous success had banked on, and I'm unlike Josh W. in that way. It took me a bit longer to realize I needed to use those principles elsewhere. Much like Howard Gardner and his theory of multiple intelligence, I believe that people aren't black and white -fitting into one box or the other- instead that they're capable of having both a fixed and a growth mindset. I think this depends on what the subject is, such as my fixed mindset towards math. Just as many psychologists believe that the brain is malleable, so is our ability to change our mindsets. Resources https://www.youtube.com/watch?time_continue=531&v=pN34FNbOKXc&feature=emb_logo&disable_polymer=true |
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April 2020
AuthorCaitlin Schmedthorst |