Three Ways Educators Can Model a Growth Mindset

cc photo by J. Delp

In a few weeks (our school begins in July), I will begin my sixth year as a junior high school principal. In my opinion, the job has gotten progressively more difficult, but I think it has less to do with the requirements of the position and more to do with a clarified understanding of my roles and responsibilities. I remember my first year as principal being less busy and stressful, and I honestly believe that was because I didn't really know what I was supposed to be doing. Each successive year I have learned more and discovered more opportunities for improvement. With that knowledge has come an understanding that successful educators never truly arrive -- there is always room for growth and improvement.

Lately, we have heard a lot about fostering a growth mindset with our students, but as educators we need to model this for their benefit and for our own professional growth and learning. It is so easy for us to push our kids to challenge themselves, take risks, and learn new things while remaining static in our own professional growth. Here are a few ways we can model growth mindset for our students while fostering our own professional learning.

1. Reflection. We know that setting aside time for deliberate reflection about our teaching, leading, and professional responsibilities is critical to continued growth and improvement. We frequently ask our students to reflect on lessons and activities, but how often do we spend time reflecting WITH our students? Sometimes we need to be a bit vulnerable and take the time for honest reflection (verbal and written) with our kids.
2. Think Aloud. As we work with our students, "thinking aloud" provides wonderful opportunities to verbalize our reflection, acknowledge mistakes, and chart a path for improvement. Students need to see the fallibility of the adults in their lives (including teachers and principals), understand that we face challenges, and know that we have room for growth and improvement. Kids will also benefit from hearing adults problem solve and plan for improvement.
3. Try Things a Second Time. If our reflection indicates that something didn't go well, or needs improvement, do it again. It is important for us to allow students to see our persistence and determination and develop an understanding that growth is a process that happens a little at a time.

As educators, we are perpetually in beta -- and that's okay. It is only fitting that those in a profession centered on student learning should consistently seek opportunities to gain knowledge and improve our practice. Learning isn't what we do, it is who we are.