The Power of Mindsets: Nurturing Motivation and Resilience in Students

The power of mindsets Mindsets: The assumptions and expectations we have for ourselves and others that guide our behavior What is the mindset of educators and other professionals who touch the hearts and minds of students, thereby increasing motivation, cooperation, self-discipline, hope, and resilience?

Features of a positive mindset To believe in the capacity of students to overcome adversity and become more hopeful and resilient: To believe we can serve as a “charismatic adult” “I want to be a charismatic adult. What do I do?”

Features of a positive mindset To believe that all children from birth want to learn and be successful To believe that all students are motivated, but unfortunately, some are dominated by “avoidance motivation” as a way of protecting themselves from situations that they believe will lead to failure and humiliation

Features of a positive mindset To believe that if the strategies we are using with students are not effective then we must ask, “What is it that we can do differently to help the situation?” rather than continue to wait for the student to change first: This should not be seen as blaming but rather as empowering ourselves

Features of a positive mindset To be empathic: We must see the world through the eyes of the students with whom we work Exercises to nurture empathy and to obtain feedback from students

Features of a positive mindset To create “motivating environments” that nurture learning and a “resilient mindset”: Deci’s focus on basic needs that apply to administrators, staff, and students 1.The need to belong and feel connected (and let’s add the word welcome): When any member of the school environment feels alienated, learning and achievement will be compromised and anger and resentment will become dominant features

2. The need for self-determination and autonomy, which are significant features of a sense of ownership and resilience a. What kind of choices and decisions do we provide students? b. Do our disciplinary practices promote self-discipline and self-control as well as nurturing a safe environment ?

3. The need to feel competent: To identify, reinforce, and display each youngster’s “islands of competence”--We must adopt a strength-based model if we are to nurture motivation and a “resilient mindset” a. Do we provide students with an opportunity to contribute to and make a positive difference in their environment? b. Do we foster the attitude that mistakes are experiences from which to learn?