Understanding the Mindsets Peter Heineman Digital Harbor High School Baltimore, MD. pheineman@bcps.k12.md.us

Scenario “I’m getting an ‘A’! I really am smart!!” Joy Jefferson has been told all her life (by her friends, family, and peers) how smart she is. This affirmation of her ability/talent is evident in the fact that she was tracked at an early age and was placed into honors courses at high school in every content area. Joy was encouraged to take AP English in her senior year (Why not? She’s smart, right?). If she is asked, “Hey, Joy, how’s AP going?” Which of the following do you think was her response? “I’m getting an ‘A’! I really am smart!!” “I’m failing. I guess I’m not that smart.” “I’m getting an ‘A’! “I’m failing. If I put more effort into this I can succeed.” “I am failing because of Mr. Jaffe.” This is based on a true story. The answer is “B”. I explain to the students that here is a girl who has been tracked her entire school career: elementary, middle, and high school. She has received a steady diet of “you are sooo smart!” and now that she is in a class that challenges her she thinks that everyone has been wrong all along. I use this scenario to generate conversation about the messages we receive about intelligence and challenges.

There are two mindsets that govern your education, your relationships, and your work. FIXED mindset: We are who we are, and I can’t do much to change that. GROWTH mindset: Anyone can change with enough work. There is a simple organizer that goes with this PowerPoint. I use the image of the water buffalo to explain that people with the fixed mindset are “stuck in the mud”. The butterfly is used to have them see that change is possible and that real change comes from within.

Your Mindset? BLAME OWN Fixed Growth I start with this one because it is the easiest (I have found) for students to understand.

WHAT I HAVE DONE WHAT I WILL DO FIXED GROWTH WHAT I HAVE DONE WHAT I WILL DO “Does anyone care that you were the star basketball player in 8th grade?” or “That you received all A’s in 3rd grade?” or “That the Ravens won the Super Bowl 3 years ago?” I would ask.

FIXED GROWTH STUDY FOR THE TEST STUDY TO LEARN This is where I introduce the idea of learning for the sake of learning and learning for yourself not for someone else. “Why do you study for tests?” Here I give a quick note about studying every day (15-20 minutes).

FIXED GROWTH JUDGE OTHERS GUIDE OTHERS We discuss the idea of comparing yourself to someone else whether the person does better or worse in school or athletics. I go back to the concept of focusing on yourself and how you can improve rather than measuring your ability to someone else.

FIXED GROWTH PRAISE TALENT/ABILITY PRAISE EFFORT “How many Michael Jordan’s are walking around the USA today?” I ask. I often get “many”, sometimes “100”, and every once in awhile “1”. We talk about how there are a lot of talented athletes that don’t match their work ethic with their talent. I go back to the Joy Jefferson scenario and talk about the message that she was sent about intelligence. Here, I introduce the idea that the brain is malleable.

FIXED GROWTH PROTECT FROM FAILURE FAILURE IS YOUR FRIEND I tell students that they are not failures just because they fail at something. “What if I gave you all an addition quiz?” “How would you do?” “Would you have learned anything?” It is through failing something that you truly learn. We discuss risk taking and why we are reluctant to stretch ourselves in academic, social, and athletic arenas.

FIXED GROWTH PROVE IMPROVE Intrinsic vs. extrinsic motivation. If you are doing or learning something for yourself it will last. Doing or learning something for someone else will leave a void and always fall short.

Scenario 2 Johnny Jefferson, Joy’s younger brother, believes that he can never live up to Joy’s reputation. Further, his parents and teachers remind him that he is not as smart as Joy. As a result, he has become very discouraged with academics. If you were his teacher, you’d say: “Don’t worry you can find a good job someday.” “There is nothing wrong with ‘C’ work” “Ignore what people have told you and put effort into all that you do.” “A person’s worth is not determined by what they do, but by who they are.” Answers “a” and “b” fall short unless Johnny has tried his best and has been given multiple strategies to succeed. This scenario lends itself to a healthy conversation about how some teachers have a fixed approach to learning.

Source: Dweck, Carol S. Mindset. New York: Random House Publishing, 2006.