The Power of Mindset
Decades of research on mindset, most notably Carol Dweck's work on growth mindset, shows that the beliefs we hold about ability and potential change how we act, and how our students perform in response. Where focus goes, energy flows.
- Our brains are constantly active, generating thought after thought, most of it happening below conscious awareness.
- The brain processes information both consciously and subconsciously, often at the same time.
- It's wired to automate as much as it can, turning repeated behaviors into habits so it doesn't have to work as hard.
- That subconscious layer is responsible for many of our learned behaviors and instinctive responses, including the ones we bring into the classroom without ever choosing them on purpose.
Breaking Through Limiting Beliefs
Not all of your beliefs serve you or point you in the direction you want to go. Limiting beliefs can affect your pathway to success, and your students' pathway too. Step through these four moves.
Positive vs. Negative Expectations
Knowing what you believe will or will not happen is an expectation. A positive expectation is optimistic. A negative expectation is pessimistic. Here's what each tends to sound like.
- "This student is going to grow this year."
- "Every student in this room can master this."
- "I haven't found the right approach for them yet."
- "This student is never going to get it."
- "Kids like this just don't do well in school."
- "I've tried everything, nothing works with them."
Expectations can be held by students, teachers, parents, administration, and the wider community. Effective teachers create classroom environments that communicate and foster the positive kind.
How Inviting Is Your Classroom?
There are four levels of invitation worth considering as you build a classroom climate of positive expectations. Tap each quadrant.
Instilling Positive Expectations
This space is just for you. Nothing here is saved or shared, so write freely.