BY HERMAN M. LAGON
A SILENT revolution is underway in the busy field of education, where the curriculum always demands, and the clock is continuously running. This change is about something far more fundamental than flashy technology or popular teaching approaches — our attitudes.
Psychologist Carol Dweck first proposed the idea that students’ and teachers’ view of their talents greatly affects their learning and growth. It’s a change from thinking about static intelligence to realizing everyone has growth potential. As Dweck noted famously, “The view you adopt for yourself profoundly affects how you lead your life.”
Let we dissect this: Usually, two types of mindsets — fixed and growth — are present in the classroom. Fixed attitude students feel their skills are set in stone. They might declare things like, “I’m just not good at math,” or “I’ll never be able to write well.” These ideas, sadly, restrict their possibilities.
Conversely, those with a growth mentality see obstacles as teaching moments. They know they can excel in any field with work and endurance. Science supports this; it is not only wishful thinking here. “When students believe their abilities can be developed, they are more motivated and achieve better results,” Psychologist Dr. Kathryn Kroeper notes.
There are enormous ramifications for instruction as well. Imagine a classroom in which every student, from anywhere they start, feels competent of development. This is the advantage of the growing attitude. It changes the learning scene from one of passive acceptance to one of active participation.
As teachers, though, how can we help our pupils develop this attitude? It begins with our language to them. We should emphasise work and strategy rather than intelligence or ability. More than “You’re so smart,” “You worked really hard on that problem” motivates tenacity.
Advocates of innovation in education, National Innovation Council Executive Member Mon Ibrahim emphasizes the wider influence of this change of perspective and states, “A growth mindset fosters a culture of risk-taking, innovation, and experimentation.” These are the very traits we aim to develop in our pupils in an always-changing environment. Still, it goes beyond what transpires in the classroom. A growth mentality helps students prepare for life outside the school when obstacles are inevitable and grit is essential.
Normalizing difficulty is among the best strategies for fostering a growth attitude. Students must be shown that challenges are inevitable in their education. One could start by adding the word “yet” to a sentence. “You don’t understand this yet,” should be the reply when a student says, “I don’t understand this.” That one phrase makes all the difference. It turns the emphasis from existing incapacity to future possibilities.
Of all, encouraging a development mindset is about altering our thinking rather than only what we say. Teachers also need start thinking this way. We limit our efficacy as teachers if we see our skills as set. Rather, we should set an example by being receptive to fresh approaches, learning from our failures, and always looking for development.
“Teachers with a growth mindset are more likely to embrace professional development opportunities, collaborate with colleagues, and experiment with new instructional methods,” Carol Dweck notes. (To be continued)/PN
