This year I introduced growth mindset to my students. Growth mindset is the idea that continuous effort and a positive attitude will increase achievement. Stanford University psychologist Carol Dweck completed decades of mindset research, showing that using a growth mindset creates motivation and productivity. Students with a growth mindset choose to see failures as opportunities for learning, and they make the conscious decision to try new strategies, learn things in new ways, and look at school from different perspectives.
My students have really grasped this concept, especially since our growth mindset bulletin board and growth mindset brag tags are daily reminders.
My students have growth mindset down pat. But what about me, the teacher? Am I using a growth mindset?
Oftentimes, as teachers, we are really hard on ourselves. We are always wondering what we can do differently, or thinking about how we can change things for the next school year. I have done that, year after year during my teaching career. For every teacher, some years are a little more challenging than others. Between emotional instabilities, behavior management, defiant behaviors, and academic interventions teachers can find themselves feeling defeated, overwhelmed, exhausted, and unsure if what we’re doing is actually making any impact.
Behavior Contract, Behavior Management, Classroom Management, Featured, Strategies for Teachers, Student Accountability
It is winter break, and it’s usually a good time for teachers to recharge, organize, and prepare for the new year. It’s also a good time to remind your students of classroom and behavior expectations.
For many teachers, a main challenge can be student behavior and self motivation. The new year brings a new opportunity to help students be more successful in those areas. Thinking about what I want my students to accomplish made me realize that I needed to incorporate some more structured and self driven routines. I have come up with different strategies to help certain students gain accountability for their actions-academically, behaviorally, emotionally, and socially.