Mindset

               Over the summer, I re-read one of my favorite books, "Mindset" by Carol Dweck. For those of you who aren't familiar with Dweck's work, she presents stories and research to support her belief that there are two types of mindsets all of us employ: growth mindset and fixed mindset.  And while no one person is fully of the growth mindset or the fixed mindset, having a dominant growth mindset  is a far more emotionally fulfilling and happier way to go through life.  Believing that each moment is an opportunity to learn and grow, open to change and new possibilities, helps us to overcome whatever life may throw at us. She also asserts that being growth minded shifts the focus from task completion back to learning.

              Dweck's research has huge implications for our classrooms as well as in our personal lives. Some of the book is dedicated to how we interact with children and how many of the classroom cultures and systems we have created actually work against our best intentions and  desires to help students to become self-directed learners.  One of the many benefits of being a standards based educator is affirmed through Dweck's research in that we need to help our students focus on the learning journey, not the end goal of achieving a "score".Dweck maintains that the myth of fixed intelligence is perpetuated every time we falsely praise our students for being smart or by categorizing students by what they can and can not do. One of my biggest takeaways from the book, is that despite my belief that all students can learn if provided the right supports, many of my actions, including the way I offer praise and feedback have been counterproductive.

              Just last week, George Couros, a principal whom I recommend everyone read or follow on twitter, posted commentary on mindset vs skillset which echoes Dweck's research very nicely. As I read through his post, I found myself nodding along to many of his sentiments.  Successful use of technology in our personal and professional lives is rarely about the skills we do or don't have. It's about building habitudes such as perseverance and open mindedness. It's about flexibility and patience. It's about problem solving and creativity.  What also deeply resonated with me is how often I failed to model this for my students. If we want our students to persevere, to take risks, to be creative, to be flexible and patient, to problem solve, then we must be willing to hold ourselves to those same expectations. If we want our students to be growth minded, we must be growth minded. If we want our students to be focused on learning, we must be learners  as well.