Now is the time we begin to think about back to school and what type of climate and culture we want to establish in our classroom. Whether it’s a new or existing class, we want to reflect on our previous educational experiences and how we can improve culture, as well as academic achievement. We want to work to improve the skill sets and mindsets of our learners. In order to achieve a consistent, high-quality culture of learning, we must teach with a growth mindset with students and staff.

Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. Research has shown 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.* Teaching a growth mindset is essential to student development and success in a flexible blended learning environment.

In a growth mindset environment, mistakes are critical for students' cognitive and emotional development. Many students are taught that mistakes are bad and that being close to perfect is the only road to success. A growth mindset environment values mistakes. Mistakes allow students to really "dive deep" and problem solve in a much more experiential manner. They offer the opportunity to reflect and deeply engage in the learning process, which pivots the classroom into a student-centered environment. We recognize making mistakes can be uncomfortable, especially in front of others. Establishing an Academy culture and climate where students understand that it is not only acceptable to make mistakes, but it is expected, is critical to developing a growth mindset.

A growth mindset is not advocating unnecessary suffering, but is asking students to stretch beyond causal participation in the learner process and to become comfortable with being the owners of their learning. This level of empowerment inherently comes with making mistakes, but also allows for great rewards. As the saying goes, “No pain, no gain!” The rewards are built on the exploration after mistakes are made. We have all seen the excitement and exuberance in a student’s eyes when he/she finally figures out the correct way to solve a problem or to complete a task unassisted. Once they know it through problem solving and finding their own level of autonomy, they never forget it. A growth mindset is a solution oriented culture that builds resiliency.

Always having the right answer immediately, does not allow students to grapple with issues and find different ways to solve problems. Teaching a growth mindset allows them to see their internal strength, motivation and ability. This is the premise for rigor in education. Students should do most of the “heavy lifting” in the classroom and the teacher should provide support, encouragement and direction, not solutions. Once students realize their potential for problem solving, they become confident and desire to solve more problems. They draw upon their struggles in previous situations to motivate themselves in future situations. We can support and encourage students, but they become truly empowered when they intrinsically motivate themselves to fight through the desire to quit or find the easy way out (asking the teacher for the answer).

Teaching a growth mindset creates motivation, productivity and life-long learners, while building authentic relationships with students.

-- posted by Charmain Carter, Educational Consultant, Louisiana, with AdvancePath Academics

*http://mindsetonline.com/whatisit/about/