"The Liberation of NOT YET"
vs.
"The Tyranny of NOW"
Carol Dweck (2014)
vs.
"The Tyranny of NOW"
Carol Dweck (2014)
Just as our students are at different places in their development, so are teachers...in fact we all are. We all interact with our surroundings differently, engaging with different people, are exposed to different life experiences, have different levels of stress, speak different languages...in other words we all think and act differently. We all react differently with challenging situations and there are triggers that set off a fixed or growth mindset.
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We often ask why teachers may have difficulty with change. 'All too often we tell people who are being faced with change: “Don’t worry. Don’t be afraid!” This is nonsense! Inclusion is about change. Change is terrifying – for all of us. Our bodies are designed to seek “homeostasis” – equilibrium. Change upsets us. It’s scary. It’s unpredictable'. (Forest & Pearpoint, 2017) However, when looking at fixed and growth mindsets in situations we face difficulties, there are trends we all face according to Carol Dweck. It's not as static as having a fixed mindset or a growth mindset, there is a spectrum which changes according to our situations and what triggers it when faced with a challenge. (Dweck, 2015)
In Mindset, Carol Dweck writes:
"We often see books with titles like The Ten Secrets of the World’s Most Successful People crowding the shelves of bookstores, and these books may give many useful tips. But they’re usually a list of unconnected pointers, like “Take more risks !” or “Believe in yourself!” While you’re left admiring people who can do that, it’s never clear how these things fit together or how you could ever become that way. So you’re inspired for a few days, but basically, the world’s most successful people still have their secrets.
Instead, as you begin to understand the fixed and growth mindsets, you will see exactly how one thing leads to another— how a belief that your qualities are carved in stone leads to a host of thoughts and actions, and how a belief that your qualities can be cultivated leads to a host of different thoughts and actions, taking you down an entirely different road.
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Sure, people with the fixed mindset have read the books that say: Success is about being your best self, not about being better than others; failure is an opportunity, not a condemnation; effort is the key to success. But they can’t put this into practice because their basic mindset— their belief in fixed traits— is telling them something entirely different: that success is about being more gifted than others, that failure does measure you, and that effort is for those who can’t make it on talent."
In Mindset, Carol Dweck writes:
"We often see books with titles like The Ten Secrets of the World’s Most Successful People crowding the shelves of bookstores, and these books may give many useful tips. But they’re usually a list of unconnected pointers, like “Take more risks !” or “Believe in yourself!” While you’re left admiring people who can do that, it’s never clear how these things fit together or how you could ever become that way. So you’re inspired for a few days, but basically, the world’s most successful people still have their secrets.
Instead, as you begin to understand the fixed and growth mindsets, you will see exactly how one thing leads to another— how a belief that your qualities are carved in stone leads to a host of thoughts and actions, and how a belief that your qualities can be cultivated leads to a host of different thoughts and actions, taking you down an entirely different road.
[…]
Sure, people with the fixed mindset have read the books that say: Success is about being your best self, not about being better than others; failure is an opportunity, not a condemnation; effort is the key to success. But they can’t put this into practice because their basic mindset— their belief in fixed traits— is telling them something entirely different: that success is about being more gifted than others, that failure does measure you, and that effort is for those who can’t make it on talent."
What does the research say?
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What are some strategies or considerations Carol Dweck suggests?
Figure 1: Hammond's (2018) approach to counter negative self-talk
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Praise wisely: Research shows that when we praise kids for the process they engage in their hard work, strategies, focus, perseverance - they learn "challenge thinking". Praising talent or intelligence makes them vulnerable. (Dweck, 2014)
Focus on EFFORT --- STRATEGY --- PROGRESS this led to greater confidence and persistence. Students who worked on this process achieved progress over time. (Dweck, 2014) |
Emphasise not getting something "yet", because with time, effort and persistence you can get there. When we focus on the "now", particularly when we are stuck students need strategies of how to get "unstuck" and avoiding to fall into a learning pit (Hammond, 2018). Figure 1 shows some affirming statements, as educators, we can use to facilitate dialogue with our students to realise their potential.
The more we know that basic human abilities can be grown, it becomes a human right to live in environments that create growth. (Dweck, 2015)
The more we know that basic human abilities can be grown, it becomes a human right to live in environments that create growth. (Dweck, 2015)
When we are asked to foster a growth mindset, it is important to consider and reflect that the concept of inclusion is deeply embodied with those who have a growth mindset. Change is difficult, but as educators we can change with small steps and try new ways. Take those small risks, because with those small changes over time they will leave a bigger impact.
For our students create a classroom environment where effort is celebrated, how they got to the answer is important and that hard work never goes to waste! |