We live in an era where people can compare themselves to someone else in a second—thanks to Google, Facebook, Instagram, and countless other social media sources. Peers comparing themselves to others also happens in school hallways, locker rooms, and classrooms. It has been my experience students are on a mission to prove themselves to everyone else. Perhaps this is pressure from their parents, siblings, or other relatives and friends. Maybe it is an internal ploy to do better and be better than their friends. Whatever the case may be, many students today strive for perfection. But what happens when they are not perfect? Can they accept this? Will this help them persevere to try an alternate strategy? Or perhaps it makes them want to quit and be satisfied with “I’m bad at this!”

Do you believe the view you have of yourself deeply influences the way in which you live your life? Do you think this is true for your students? In recent years, there has been extensive research done in the area of growth versus fixed mindset. Carol Dweck, Standford University Psychologist/Researcher, has been at the forefront of this research. In the video below, Carol Dweck explains the power in believing one can improve.

An example of what some students say to themselves when they have a fixed mindset.

Dweck (2006) states in her book, Mindset:

“Believing your qualities are carved in stone—the fixed mindset—creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral character—well, then, you’d better prove you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics.”

To some, this has been something ingrained in them since an early age. To some students, the fear of looking dumb, making a mistake, or feeling like a loser because they feel like their innate qualities are permanent or in malleable is a reality. Many students I have had in the classroom display these traits. I work with students who we say are “motivated to achieve,” but are they really? I work at a school where students are taught prior to being admitted they must meet a certain expectation; therefore, there is not room for mistakes or second chances. Once students are admitted, they typically look at other area schools’ students as sub par or not smart—however, little do they know our students have pushed themselves onto a pedestal with a fixed mindset of perfection, but if they fail they will shatter.

Dweck (2006) states in her book, Mindset:

“The growth mindset believes the hand you are dealt is simply a starting place. The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although, people may differ in every which way—in their initial talents and aptitudes, interests, or temperaments—everyone can change and grow through application and experience.”

Think about a scenario that would occur in any given classroom. Let’s say as the teacher you decide to read a story aloud with the class encouraging students to take turns to read aloud. After your class has completed reading the story, you begin asking some reading comprehension and critical thinking questions aloud to the class. Only four students consistently raise their hands to provide answers/comments to the questions. Why do you think this is? It is possible some students are not paying attention; however, it is more plausible that students are not raising a hand because they are afraid their answers will be wrong. But if students are never wrong and they already know everything there is to know is learning happening? According to Dweck (2006), sociologist Benjamin Barber said, “I don’t divide the world into the weak and the strong, or the successes and the failures…I divide the world into the learners and the non-learners.” There are many students, teachers, parents, and other members in society who are afraid to engage in the learning process because of how they think they will be perceived. However, embracing the growth mindset and yearning to grow more and more each day will enhance the learning of others and one’s self.

The Growth Mindset has so much versatility. It can be taught to kids, teens, and adults alike. It can be implemented at home, school, sports, relationships, businesses, clubs, organizations, etc. Close your eyes and think about yourself for a minute. Can you recall being on a sports team, working on a group project, or pitching an idea to your principal and portraying characteristics of a fixed or growth mindset? Perhaps there were times when you wanted to quit, thought you were not good enough, or you were just not as smart as others. Or maybe you realized areas you could grow and provided those as options, stayed late and practiced on your skills, or asked a teacher or colleague for help.

According to Mercer & Ryan (2009), it is possible to have differing mindsets in different disciplines of your life. The example provided by Mercer & Ryan (2009) was, “an individual could simultaneously believe that artistic ability is a fixed entity (mindset), you either have artistic talent or you do not, while they may believe that sporting ability is something that can be developed through concerted effort and practice.”

Carol Dweck’s theory of the Growth vs. Fixed Mindset can be tied back to the theory of Nature vs. Nurture.

According to McLeod (2007), the theorist Galton in 1883 suggested, “human society could be improved by ‘better breeding.’” Meaning human characteristics are innate and based off of genetic features. This theory is very closely related to the fixed mindset. Dweck (2010) asserted “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount and that’s that.”

However, theorist like Bandura, Vygosky, Piaget, and Maslow believe the environment, social, and cultural factors influence human behavior (McLeod, 2007). This is very similar to Dweck’s theory on growth mindset. Dweck (2010) stated, “individuals with a growth mindset believe that they can develop their intelligence over time.”

Proper implementation of the Growth Mindset model requires buy-in from students, parents, coaches, and teachers. Students have to understand it is about the journey or process, not the outcome. This requires a shift in thinking from right and wrong, winner or loser, and smart and dumb. Teachers, coaches and parents need to provide the proper support and praise in order for the child to learn failing forward is okay, focusing on the process is important, and effort and hard work are vital to success.

Additionally, another challenge to proper implementation of this theory is time. Often times, instruction time for non-core subjects is not valued. Teachers have benchmarks to meet and are evaluated by student performance; therefore, it is integral they have the best outcomes in order to continue teaching. Students often see non-academic courses as a waste of time or a slack off class. However, the skills they can learn from a guidance lesson or implementation of character education into core classes can benefit them far beyond their high school years.

Although, the growth mindset could be challenged by Piaget and other notable psychologist, there has been no convincing evidence to date indicating the Growth Mindset is not beneficial. 

In an era where teaching to the test is often encouraged, we have to look at what the research is saying about developing students who are not only academically prepared, but prepared to withstand challenges before them. Time spent on non-academic based subjects is very limited in today’s schools. However, in recent years, there has been more of push for social emotional learning in schools.

Social emotional learning is defined by CASEL (Collaborative for Academic, Social, and Emotional Learning) as, “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (2017).”

This learning is important for student’s learning because emotions affect how students can learn (Elias, Parker, Kash, Weissberg, & O’Brien, 2007). Additionally, Elias et. al (2007), stated “successful academic performance by students depends on (1) students’ social-emotional skills for participatory competence; (2) their approaching education with a sense of positive purpose; and (3) the presence of a safe, supportive classroom and school climates that foster respectful, challenging, and engaging learning communities.” It seems like the goal of SEL would go hand in hand with Dweck’s Growth Mindset. How would students learn these skills if they did not approach education with a positive purpose of learning?

According to Yeager and Dweck (2012):

“A fixed mindset is about measuring your ability and in everything (challenging tasks, effort, setbacks) which measures your ability. It is a world of threats and defenses. The growth mindset is about learning and growth, everything (challenges, effort, setbacks) is seen as being helpful to learn and grow. It is a world of opportunities to improve. Moreover, a growth vs. fixed mindset shapes students’ goals (whether they are eager to learn or instead care mostly about looking smart and, perhaps even more important, not looking dumb), their beliefs about effort (whether effort is a key to success and growth or whether it s a signal that they lack natural talent), their attributions for their setbacks (whether a setback means that they need to work harder and alter their strategies or whether it means they might be ‘dumb’), and their learning strategies in the face of setbacks (whether they work harder or whether they give up or consider cheating and/or becoming defensive).”

We need to make it a priority in our schools to put SEL into place. Teachers and parents need to model that this is needed and it is important to student development and will enhance the likelihood they will be functional members of society. Julie Lythcott-Haims, Dean of Freshmen at Stanford University, wrote the book, How to Raise an Adult: Kid for Success. In this book, she talks about how students are not prepared to go to college because they are not used to doing things for themselves. The book talks about over parenting and how many students cannot function without their parents because they have never had to try. While that is not the case for everyone, it could be made for most students at my school. In Lythcott-Haims book, she discusses strategies for students to incorporate while still at home to gain confidence so when it is time to live home students feel prepared. Again, teaching students the growth mindset, you may not know how to do things “yet” but through practice and effort you will.

Below are ideas for teaching students, teachers, and parents about the importance of the growth mindset.

1. Parents—How to talk to your child at home

According to a study done at Columbia University,” 85% of American parents think is it important to tell their kids that they’re smart (Bronson, 2007).” Of course, parents love the child and need to show and tell them how much they love them; however, is the constant praising of children actually hindering them? Students need to know even if they fail, their parents will still love them. In Carol Dweck’s book, Mindset, she stated, “after seven experiments with hundreds of children her research team found, praising children’s intelligence harms their motivation and it harms their performance. If success means they are smart, then failure means they are dumb.” Therefore, anytime a student who is being praised because he/she is smart hits a roadblock, their confidence and motivation to keep trying reduces because they are not smart, therefore they are dumb. It is imperative to praise children for their effort, practice, study and persistence. This will, in turn have students more invested in the process than the outcome.

2. How to encourage the growth mindset in the classroom. Praise the process, not the person.

Share the discovery of learning and growing with your student. Let them know you are not better or smarter than them, rather you have more experience (Dweck, 2006). Dweck (2006) states, “a good teacher is one who continues to learn along with the student.” Most of us went into education because we wanted to share our passion for learning with others or to impact others’ lives. So this is our chance, show our students how to believe they can reach their goals through hard work and dedication.

3. Implementing the growth mindset into classroom lessons.

Below are examples or ideas for you to think about implementing into your classroom. Some have been tried and have been successful. Others are ideas about how to implement the discussion of growth vs. fixed mindset into your curriculum.

Social Studies—Every U.S. History course covers the Civil War and Abraham Lincoln. What better way to spend some time explaining the Growth Mindset than using Abraham Lincoln as an example. Growing up, Abraham Lincoln lost his mother and his first love, Ann Rutledge. Prior to meeting Mary Todd Lincoln, he was turned down from a proposal. But instead of stewing over his sadness and grief, Lincoln forged on. He married Mary Todd Lincoln, they started a family. Originally, in his political career, he was not successful, but he did not give up. He persevered.

Math—Standards Based Grading—The Math Department at my school has implemented standards based grading, which has proven to be very helpful for our students. Standards Based Grading is the idea students receive instruction and practice, like traditional classrooms, and then they have an assessment. The teacher will grade the assessment and then based on how they score, students have the opportunity to re-study, ask questions, practice more, and then retake the standards in which they did not meet expectations. Below you will see a video that explains Standards Based Grading in great detail. Standards Based Grading is not only applicable to Math, but can be used in all subject areas.

Science—Teach students how to read charts and do a student of their own by using Growth vs. Fixed Mindset as the model. Dweck has over 30 years of compiled research regarding this theory. Have your students research it and then compile their own research by running a similar study for younger students. For example, below are the results of a real 7th grade class where students in the growth group were told their brains were malleable and showed how the brain grows with effort (mindsetworks.com/science). As you can see, this had a positive impact. Perform a study like this in your classroom!

Music—Making it in the entertainment industry is difficult. It requires talent, perseverance, and grit. One has to realize he/she will likely be told ‘no’ more than he/she will be told ‘yes.’ Take a break from teaching your students notes on the piano and tell them about the discipline and determination needed to be a successful musician. As an example, watch the video below, where John Legend explains how he uses the growth mindset.

Reading—Explore the creative writing of Harry Potter. While doing so, take time to learn about the author who wrote this best selling series. J.K. Rowling failed many times, but by failing she learned things about herself. In the video below, she speaks about overcoming adversity and becoming stronger, resilient and unstoppable. Please watch the video clip below:

4. Being a role model for your students. Our students look up to us, even if we don’t think they do.

They pick up on settle things; therefore, it is important as a teacher we are cognizant of everything that we say to them. This means we take advantage of teachable moments, inspire them to keep trying despite adversity, and give them more opportunities to fail forward. What does fail forward mean? It means providing your students with challenges they may not know how to do, but when they fail providing them with encouragement for their effort, further encouragement, and then the chance to try again. Provide examples to your student of experiences you have had that have challenged you and how you have persevered. Use the chart below to produce dialogue with your students. Having your students see other people struggle with the same dilemmas will help them see everyone is a work in progress.

5. Teaching students about grit and resilience.

Hochanadel & Finamore (2015) defined grit as “passions and persistence for long-term goals.” Angela Lee Duckworth set out to answer one question, “Who is successful here (NYC) and why (Hochanadel & Finamore, 2015)?” Through numerous studies, in varying industries, Duckworth found the predictor of success was, in fact, Grit. As her research expanded, “Duckworth concluded that grit could be developed by having a growth mindset. Dweck’s studies were demonstrating that teaching young students how the brain is capable of change when faced with challenges helped them persevere and develop a growth mindset (Hochanadel & Finamore, 2015).” How do we teach students grit? Please visit this website to learn more about grit and how to implement it into your classroom. https://characterlab.org/tools/grit

In conclusion, the growth mindset could have a profound impact on how students see themselves and value the process of learning. While it can be difficult to find time to implement this into your classroom, modeling the growth mindset for our students is key. Also, take advantage of opportunities to talk about how different people in various subject areas persevered to fulfill their dreams by not giving up and by not worrying about how they are perceived. Below Denzel Washington, well-known actor, speaks at the University of Pennsylvania graduation about falling forward, which encompasses learning from your mistakes. Most of this video relates to the growth mindset and growing from failures or shortcoming. As students see examples of famous people, teachers, and friends using the growth mindset, you will see them reaching out to try it for themselves.

Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2017). Retrieved from: http://www.casel.org/

Dweck, C. S. (2006). Mindset. New York, NY: Random House.

Dweck, C. S. (2009). Can we make our students smarter? Education Canada, 49(4). 56-61.

Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1).

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.

Elias, M. J., Parker, S. J., Kash, V. M., Weissberg, R. P., & O’Brien, M. U. (2007). Social and emotional learning, moral education, and character building: a comparative analysis and a view towards convergence. Retrieved from: https://www3.nd.edu/~dnarvaez/documents/Elias.pdf

Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11(1), 47-50.

J., L. (2015). ”Mindset theory—fixed vs. growth mindset (Dweck).” In Learning Theories. Retrieved from: https://www.learning-theories.com/mindset-theory-fixed-vs-growth-mindset-dweck.html

McLeod, S. (2007). Nature vs. Nurture in Psychology. Simple Psychology. Retrieved from: https://www.simplypsychology.org/naturevsnurture.html

Mercer, S., & Ryan, S. (2009). A mindset for EFL: learners’ beliefs about the role of natural talent. ELT Journal, 64(4), 436-444.

Patterson, C. L. (2017). Theory into practice: Growth mindset and assessment. Retrieved from: http://blogs.ams.org/matheducation/2017/03/20/theory-into-practice-growth-mindset-and-assessment/

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.