{"id":2070,"date":"2016-01-03T12:00:49","date_gmt":"2016-01-03T12:00:49","guid":{"rendered":"http:\/\/thecornerstone.wpengine.com\/?post_type=podcasts&p=2070"},"modified":"2024-08-13T02:16:24","modified_gmt":"2024-08-13T07:16:24","slug":"cultivate-growth-mindset-enjoy-teaching","status":"publish","type":"podcasts","link":"https:\/\/truthforteachers.com\/truth-for-teachers-podcast\/cultivate-growth-mindset-enjoy-teaching\/","title":{"rendered":"How to cultivate a growth mindset to enjoy teaching more"},"content":{"rendered":"

Of course I have a growth mindset.<\/em><\/p>\n

I mean \u2026 wait. What does that even look like for a teacher??<\/em><\/p>\n

Growth mindset \u2014 the understanding that intelligence and abilities are not \u201cfixed\u201d but can be developed with dedication and hard work \u2014 is a concept first defined by psychologist Carol Dweck. Her research has exploded in popularity, and has trickled down to schools across the nation and beyond as students are taught that they can train their brains to learn\u00a0anything<\/em>.<\/p>\n

We can all agree that one of the best ways to teach kids to have a growth mindset is to model that thinking ourselves. But as much as we\u2019d like to believe that we\u2019re growth mindset oriented, most of us (myself included!) will likely discover upon reflection that there are old fixed mindset thought patterns that we haven\u2019t quite let go of.<\/p>\n

Fortunately, we can examine these self-defeating thoughts and replace them with growth mindset thoughts that are empowering and energizing. See if you can recognize yourself in any of these fixed mindset traps, and practice exercising a growth mindset instead:<\/p>\n

<\/p>\n

1) I can\u2019t admit to students when I was wrong or if I don\u2019t know something because they\u2019ll lose respect for me.<\/h3>\n

There\u2019s no better way to help students understand that mistakes are an essential part of the learning process than to model that for them! I can create a classroom community in which I learn WITH and FROM students. As the kids watch how I respond to frustrating or embarrassing situations, they\u2019ll learn how to rebound from their own mistakes more quickly and discover what it means to be a lifelong learner.<\/p>\n

2) I can\u2019t learn yet\u00a0another<\/em>\u00a0new curriculum (or assessment, or set of standards).<\/h3>\n

It will be a lot of work to learn a new way of teaching, but I\u2019m resilient and I can do difficult things. I\u2019m ready for this \u2014 it isn\u2019t the first time I\u2019ve faced major changes in my job and it won\u2019t be the last. I want my students to face challenges head-on and not be discouraged when they\u2019re overwhelmed, so I\u2019m going to practice and model that same behavior myself.<\/p>\n

3) Professional development is always so boring and irrelevant \u2014 they never teach us things we actually need to know.<\/h3>\n

I don\u2019t rely on others to mandate or direct my growth as an educator. I am in charge of my own learning! It\u2019s empowering when I choose to grow in areas I care about and seek out new teaching ideas and best practices. (Plus, Pinterest\u00a0totally\u00a0<\/em>counts as PD.)<\/p>\n

4) I wish my students\u2019 parents would stop telling me how to do my job.<\/h3>\n

I can learn something from\u00a0every<\/em>\u00a0interaction I have with another person. I can choose to disregard the information that\u2019s unhelpful without ignoring the kernel of truth within each piece of feedback. I can choose to look past tone and word choice to see the heart of the message that can help me improve. I can create a relationship with families that encourages them to provide feedback in ways that are constructive, such as through\u00a0parent surveys<\/a>. Giving parents a chance to be heard gives me more insight as to how families perceive what\u2019s happening in the classroom so I can continue growing as an educator.<\/p>\n

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5) That lesson this morning was a complete disaster. My motivation is gone for the day.<\/h3>\n

I\u2019ll feel even worse if I \u00a0give up on myself (and my students) and write off the whole afternoon. Instead, I can choose to put this in perspective: Having a chaotic morning doesn\u2019t mean I\u2019m a bad teacher, and it doesn\u2019t mean my students are hopeless. I can quickly identify what I can do differently next time, and mentally move on with the day. The past is over: Each moment in the present is an opportunity to make a new choice and work toward a better outcome, starting right now.<\/p>\n

6) I don\u2019t have time to reflect on my teaching, and it\u2019s not a big deal, anyway.<\/h3>\n

When I take a moment to think about what I did to make a lesson successful, I have a better understanding of what created that success. This helps me get excellent results again next time, making teaching easier AND more effective! I can create habits and routines that allow me to reflect on my teaching practice \u2026 even spending 2 minutes at the end of the day thinking back on everything that went RIGHT (and why) can make a difference in my efficacy.<\/p>\n

7) The school year is halfway over; I can\u2019t introduce a new procedure or activity now.<\/h3>\n

This is actually the\u00a0perfect<\/em>\u00a0time to try something new, because I\u2019ve already established a rapport with this class. \u00a0I can have a conversation with the kids about what\u2019s working and what\u2019s not, and together, we can come up with a better plan. It\u2019s never too late to change something that\u2019s become less effective, and my students will benefit if I show them how to continually reflect and improve.<\/p>\n

8) Kids these days don\u2019t put any effort into their work and want everything to be easy.<\/h3>\n

Many of my students struggle in this area, but perseverance and grit can be learned!\u00a0I can explicitly teach growth mindset strategies to students<\/a>\u00a0and help them take charge of their own learning. I can show students how to think critically about what it takes to be successful, push themselves to do their best work, and teach them to believe in their own ability to learn.<\/p>\n

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9) Some of my students are just unteachable \u2014 there\u2019s nothing I can do to reach them.<\/h3>\n

I choose to believe that every child is capable of growth. I can continue to build a rapport with students and help them make progress, celebrating even the smallest wins to help us all have the motivation to keep pressing forward. I refuse to give up on any child in my class, and I refuse to give up on my own teaching abilities. I believe my work makes a difference, regardless of whether I see results.<\/p>\n

10) All we do is test the kids. It\u2019s impossible to enjoy teaching!<\/h3>\n

I know teachers who are facing these same pressures who still love what they do \u2014 I wonder what their secret is? I can learn more about the type of mindset and daily practices that have a positive impact on my energy level and enthusiasm. I can choose to learn about, discuss, and implement strategies that help me\u00a0enjoy teaching every day \u2026 no matter what<\/a>.<\/p>\nYou\u2019ve only failed if you\u2019ve given up. Until then, it\u2019s learning. <\/a><\/span>Share on X<\/a><\/span>\n

Want to listen instead of read?<\/strong><\/h3>\n

Listen to season 3 episode 1 below,
\n<\/strong>or subscribe in your podcast app.<\/strong><\/h3>\n