Growth Mindset and the MAGIC WORD

Most teachers and parents understand that when we step in and solve children’s problems we’re not doing them any favors. Not really. Not in the long run. But when kids’ frustration builds and they get close to quitting, sometimes it just feels easier to get everyone (including us) past obstacles and into solution territory.

Rather than solving kids’ problems, if we’re truly committed to preparing them for a lifetime of challenges (problem-solving opportunities), we should commit to helping them build growth mindsets.

There are many ways to encourage growth mindset. Unfortunately, there are also many ways to discourage growth mindset.

To make sure we are doing all the right things to encourage perseverance in our students, our children, and even ourselves – let’s get clear on what growth mindset is.  According to psychologist, Carol Dweck who popularized the term in her book, Mindset: The New Psychology of Success, people [of any and all ages] with growth mindset …

“… believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

How do we nurture kids’ perseverance? Well, we could follow Yoda’s approach by being really good examples – which, of course, is never a bad idea. Check out this video:

Yoda's instruction to Luke Skywalker, interpreted through the lens of GROWTH MINDSET.
Yoda’s instruction to Luke Skywalker, with a contemporary interpretation. (Thanks to Linda Lewis)
We should definitely avoid these common mistakes
  1. Praising effort alone: “Great effort” has become the consolation prize for children who aren’t actually learning. In other words, “Great effort” translates to “ineffective effort,” which sends the totally wrong message.
  2. “Try harder” is more empty feedback.
  3. “You can do anything” does not magically make it so. Students need knowledge, skills, strategies, and resources to solve their problems.
  4. “You’re so intelligent” and “You’re so smart” are actually counter-productive messages. (Many teachers have known this for decades, and instead use more specific statements: “You really stuck with that math problem until you figured it out. Wow.”)
  5. Scolding and shaming for not persevering and learning effectively. OUCH.

Excerpted from Edutopia article by Carol Dweck

So … what’s so magic about the word “YET” when seeking to nurture growth mindset?

It’s not just what we say … it’s how we say it.

“Yet,” when spoken with genuine respect for effort, can lighten the crushing effects of accumulated frustration. Acknowledgement of effort – when it’s REAL, rather than empty, consolation prize praise – helps to keep minds + attitudes open for learning new strategies.

Hard work is still ahead. “YET” provides a ray of hopeful sunshine to keep on keeping on.

Being "seen" when making an honest effort helps to neutralize frustration.
“YET” is a magic word, but only if we say it with genuine acknowledgement of observed effort.

 

Observational Learning is Important in Socialization Process

OBSERVATIONAL LEARNING, sometimes referred to as vicarious reinforcement, can take place at any point in life. It’s most common during childhood as children learn from the authority figures and peers in their lives. It plays an important role in the SOCIALIZATION PROCESS.

The Kids’ Own Wisdom approach makes constructive use of this researched and well-documented fact about learning by creating specific opportunities for children to think together, problem-solve together, and to act upon their conclusions together.

Factors That Influence Observational Learning – Psychologist Albert Bandura (describing his own perspective as ‘social cognitivism’) is the researcher perhaps best identified with learning through observation.  According to Bandura’s research, there are a number of factors that increase the likelihood that a behavior will be intentionally observed and then imitated. Among them:

  • People who are similar to us in age, sex, and interests

  • When the situation is confusing, ambiguous, or unfamiliar

The key element to note in Bandura’s highly regarded observations is that peers learn from peers. Peers are highly motivated to pay attention to peers for all the obvious reasons – acceptance and trust being prime among those reasons.

“Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.”
-Albert Bandura, Social Learning Theory, 1977
Teachers do well when they make use of the facts about how real learning happens by creating groups discussions around topics that are 100% relevant to their students. Care must be taken, though, to assure that students feel respected enough in these discussions so they can exercise their own creative problem-solving skills to arrive at their own most balanced and constructive conclusions.