Growth Mindset

PART A: This is not a paper just a discussion. No need for a title page!

Read Carol Dweck’s article, “Revisiting the Growth Mindset” (which is attached) and summarize what it is means to have a growth mindset and how is it different than a fixed mindset. Consider the triggers identified in the article and elaborate on any of them that may be alive in you. Defend your thoughts about how and why it is important for educators to have a “Growth Mindset.” 75 words minimum

PART B:

Please respond to each student. These are discussion questions. You are NOT to summarize what is said BUT to reply to their response. If you do not understand the instructions, please send me a message. I don’t have time for corrections. Thank You. 50 words minimum each

Student 1 – Silva
I think having a growth mindset is knowing you can still learn more and want to keep on learning and learn more than what you already have.

As an educator, there is always room for learning more. It would help if you had a growth mindset for this and everything you do outside of education. The world is always changing; therefore, the way we teach and what we teach is always changing. We need to be open to learning new things. We should want to learn more about what we teach and how we teach it. We should be able to learn more about how to help our little friends. If you are working with children and how you are teaching them is not working for them, you should want to look for other ways of teaching them, which means having a growth mindset. I think it makes you a much better educator having a growth mindset—building on what you have already learned, then teaching your students how to do the same.

I love teaching with lots of encouragement and praise. Taking that extra step to explain to them what they did wrong and how they can try and fix what they got wrong is very helpful for the students or anyone. I have seen some frustration when you take that approach because it’s sometimes met with “I tried already.” or “I donʻt want to do it anymore.” But if you give them a few minutes, theyʻll try again, and then theyʻre so happy they figure it out, they want to try again and again. At least thatʻs what my experience has been.

Student 2 – Robin
In a Growth Mindset “people 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.” (Dweck, 2015). A Growth Mindset can also thrive off challenges and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities.
Whereas, a Fixed Mindset are qualities that are fixed traits and therefore cannot change. These people document their intelligence and talents rather than working to develop and improve them. They also believe that talent alone leads to success, and effort is not required. According to Dweck, when a student has a fixed mindset, they believe that their basic abilities, intelligence, and talents are fixed traits. They think that you are born with a certain amount and that’s all you have.
Out of these two mindsets, we manifest from a very early age, exhibits a great deal of our behavior, our relationship with success and failure in both professional and personal contexts, and ultimately our capacity for happiness.
I don’t feel I have have any triggers. However, when I experience failure and I accept what is and try harder next time. I take my failure as a learning experience, maybe unlike most I let go and let God deal with my hardship of that mishap. I don’t have time to dwell because it brings on self-doubt and stress as a whole.
As educators, its our responsibility to exude confidence and be the role models. Teaching students in this way is the idea of a growth mindset, where individuals believe their ability and talents can improve over time with hard work and effort. By fostering a growth mindset, students are taught to embrace challenges with open arms, and view failure as a learning experience.

PART C: This is not a paper just a discussion. No need for a title page! 75 words minimum

View Dalton Sherman’s famous keynote speech, “At the time of this speech in 2008, Dalton was a 10 year old entering into the fifth (5th) grade. He address over 17,000 educators from the Dallas Texas area, challenging them to believe in him and his classmates.
Then view the same young man seven (7) years later as he addresses educators at the Extra Yard for Teacher summit in 2015 with his “Don’t Lose Your Joy external site.) speech.
After viewing the “Do You Believe in Me? (Links to an external site.)”, and the “Extra Yard for Teachers Summit 2015 (Links to an external site.)”, based on the “six pillars of character” (which is attached) consider the target career option in education you researched in week three, and what you know about the importance of mindset in both the student and the educator. Craft a discussion response that explains three specific ways you will show your students that you believe in them as you create your own classroom culture and climate.

PART D:

Please respond to each student. These are discussion questions. You are NOT to summarize what is said BUT to reply to their response. If you do not understand the instructions, please send me a message. I don’t have time for corrections. Thank You. 50 words minimum each

Student 1 – Whit
There are many ways that I show my students I believe in them as I create my classroom culture and climate. I will be discussing three ways that I feel best help my students know that I cared about them. The first way that I show my students that I believe in them while creating a classroom culture and climate is I make sure to have a job chart. I am telling them that I believe they are important and are able to help our classroom as a whole by giving them a job for the week. It tells them that I believe they can do something and are big enough to do a job to help us in our classroom. This is also teaching them responsibility.

The second way that I show my students that I believe in them while creating my classroom culture and climate is by showing them that they can believe what I say I will do. I want the children to know that when I say I am going to do something that I will be do. My students know that they can come to me with any problem they may have and we will work it out together. They know they can tell me if they are being hurt because they know that I will do what I need to do to keep them safe. I think it says a lot about an educator when a child is comfortable to tell them if something really bad is happening to them.

The third way I show my students that I believe in them while creating a classroom climate and culture is I respect them. I show each child that I believe in them by respecting them and that they matter. I want to them know that they are important no matter their size. It is sad but some of the children only get respect when they are in my classroom. I want to to know what they say is important. They also learning respect by seeing it in our classroom. I also model how to be respectful to other teachers. By respecting the children and what they have to say I am showing them that they do matter and what they have to say matters.

Student 2 – Deb
After listening to Dalton Sherman speech “Do You Believe in Me?” I thought about how it would apply to my career path as in instructional designer. I will not have a set classroom, nor will I be teaching directly to a class of students, but as I assist in the design and creation of courses and curriculums, I will still have students. My company currently has over 12,000 employees that provide care for over 45,000 patients across the country. The training department currently consists of me and my training coordinator. That is a lot of responsibility, not just for the creation of the courses, but to ensure that what we are creating is relevant and applicable for those learners. To be able to make a difference to those learners, I will incorporate the following into my personal culture as an instructional designer.

Listen: As adult learners, my target audience has a lot to say. They are educated experts in their field. Many of them have been working in the industry for quite a few years. When creating courses and designing continuing education curriculum, it is important to listen to that experience. I will do through study and investigation to determine the level of need, specific to the topics, so I can target these areas and best utilize the limited time my learners have away from their patient care.

Corroborate: By corroborating with the experts in the clinical fields, I will combine my knowledge of educational practices and their expertise of clinical knowledge to create the targeted, relevant coursework

Encourage: I will continue to encourage my student population and help them to understand that the training is not there as something to just take up more of their time. It is there to help them be the best caregiver they can be and to assist them in providing the best care to their patients and families.

These are a few of the things I hope to focus on so I can foster a culture of learning in my virtual students and in my company.