EDC 230 - Chapter 1

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After reading the first chapter of, The Growth Mindset Playbook by Annie Brock and Heather Hundley, they discuss some of the fundamental factors necessary for a student's growth. This involves the introduction of the growth-mindset. The authors explain it by saying, “It means tackling challenges head-on, persevering through setbacks, and having an unwavering belief in your ability to succeed” (Brock and Hundley 16). These components enable a student to perceive life through a growth mindset. The teacher can affect this; their role is to display and teach a growth mindset for students. The student's achievement and motivation will increase when the teacher models a growth mindset. Teaching about a growth mindset will not make a difference if the teacher has a fixed mindset. The reading mentions that a teacher can display a fixed mindset by over-testing, ability grouping, and unnecessary intervention services. 

The authors include an example in the book that shows the difference between a growth mindset and a fixed mindset. During a staff meeting, the teachers were asked to create a list describing a special education student. The list was made up of negative characteristics. In comparison, the paraprofessionals who worked directly with the student made a list of all positive characteristics. The teachers had a fixed mindset because they only focused on the curriculum instead of the whole child. While the paraprofessionals had a growth mindset because they focused on the student’s strengths. I would implement a strategy in my future classroom to share my triggers and motivators with my students. This will help foster a relationship with students while teaching them to recognize their triggers and motivators.

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