Creating a Climate for the Growth Mindset to Flourish

Creating a Climate for the Growth Mindset to Flourish


– [Alyssa] Hello everyone. My name is Alyssa Yuen and
I’m the Assistant Director of Alumni Relations at Teacher’s College and I’d like to thank
everyone for joining us today for the Alumni Career
Development Webinar Series, featuring alumna, Courtney Brown. The webinars series covers
a range of career topics and includes speakers from
a variety of backgrounds. The series is cosponsored by the TC Office of Career Education and
Professional Development and the Office of Alumni Relations. Videos of past webinars are
available on our website at www.tc.edu/alumni/careerwebinars. Today, alumna Courtney Brown presents Creating a Climate for the
Growth Mindset to Flourish. Courtney has taught high
school and middle school English and humanities
for nearly 20 years. In 1991, she completed
her MA in English at TC. In 2008, she moved into
full time work as a coach at TC’s Center for Professional
Education of Teachers, also known as CPET. As a senior professional
development coach at CPET, Courtney works along alongside
a team of wonderful coaches to support schools, school
leaders and teachers with their instruction and curriculum. Courtney specializes in
leadership and literacy and leads the new teacher
network at Teacher’s College which is a network supporting TC alumni in their first three years of teaching. Just some quick housekeeping. If you have any issues with the audio, please chat me directly in the chat box and without further ado,
here’s Courtney Brown. – [Courtney] Hey everybody. Thank you so much for joining us today. I really appreciate you taking time out in your busy schedules. I’d like to welcome you all out there. I’d like to say hello to any recent or not so recent TC alums. All I’m missing is being able to see you and hear your voices. As you heard, my name is Courtney Brown. I don’t have to tell you
a lot about my work here because Alyssa gave such
a lovely introduction. I work at TC CPET, the Center for the Professional
Education of Teachers as an educational coach and consultant. I get to do wonderful
work, I feel very lucky. I help to train new coaches
and run our organization in addition to working with
teachers, administrators, teacher leaders both in New
York City around the country, and CPET also works globally. You know, at CPET we work in a range of educational capacities,
developing curriculum, facilitating professional development, supporting school leaders and districts as I said, around the world. We also offer the new teachers network and I want to sort of highlight that. It’s a network that’s
designed to support TC alumns in their first three years of teaching. We offer workshops,
coaching, online networking, all free of costs. So if any of you out there are alums in the first three years of teaching, please be in touch perhaps
right after the session. We’d love to support you. Mainly I’d like to reference
all that range of work that we do at CPET because
no matter what the work is, I’ve recognized there’s one commonality. In any context or role, in
order to learn new things or change your practice or develop skills, one needs to have a growth mindset. We need to have a motivated mindset that believes that we can learn anything with some effort and some perseverance. So no matter whom you
work with in your role, and I mean you, whatever your context is, if you’re an administrator,
if you teach young students, if you counsel clients, support patients, coach teachers or
administrators or other coaches. If your job in any way is to
help people learn and develop, I believe it’s so important to understand and build a climate
for the growth mindset. I’ve also realized, and of course you guys know that I graduated in ’91 so I’ve lived quite a bit now that we all need to develop
new skills all the time. We need to develop our
own growth mindsets. All learners need to have or
develop this growth mindset, this motivated mindset that believes you can learn just about anything. So I’m really excited to have
you guys join me for this hour to explore the mindset
and to also closely look at strategies to create this climate and these conditions for the
growth mindset to flourish. Now, as we do that, I would
like to hear from you guys. The only thing missing as I said to doing a webinar like this is that I’d love to hear from you all. I’d like to know who’s out
there, what you’re thinking and what some of your questions might be about learning, about motivation and also about the growth mindset. So here’s what I’m asking us to do. I’d like you to please take out your phone or go to your computer and either log onto PollEv.com/Courtneybrow629 or you could try texting. And I’m going to move
to a slide in a minute that will have the texting
information for you. Now, I have to be honest with you guys. As you’re taking out your
phones or your computers, I have to be honest that this is a part of
the growth mindset for me. I’ve never used poll everything and I learned to use it last night. So if I could learn to do it and we can make it work together, then we’re all examining
our growth mindsets. So whether you’ve used it before or not, I’d love to invite you to log on and text or type in a question about
motivation and learning. The question might be about challenges that you’ve experienced in your own role or challenges that you’ve
had in your own life, learning something new or
understanding motivation. You might want to preface your question with as an administrator or
as a teacher or a student and then it’ll be really fun for us to get to hear who’s out there. So I’m going to move to the next slide, which is going to capture all
your questions, hopefully, and it will also offer you
some information to text. Awesome. As a teacher, how do I motivate students who do not believe they have the ability? And I’m sorry I can’t see
the rest of the question, but I’m so glad that you gave it to us. Awesome, there we go. As a teacher, how do
I motivate my students who do not believe they
have the ability to learn, is probably what it says. I apologize, it’s blocked a little. As a teacher, how to keep
motivation high and engaging all through the lesson. Absolutely, I’ve had
the same question myself and that’s what led me to
really begin to research and think about strategies
for growth mindset. Any other questions coming in? Awesome, thank you everybody. I’m an administrator. Some of my teachers are
burnt out after a few years. How do I help them? Awesome questions guys. As an administrator with
20 plus years experience, how do you self motivate to keep learning, I think it says the tech
with younger colleagues? Awesome. Yup, these are great, great questions and I think a lot of us
are on the same wavelength. Okay. So as these questions are coming in, I’m going to give a few more minutes to see if anybody else
would like to join us or is fiddling with the
tech like I was last night. Keep on fiddling, I encourage you so that you can add a
question to our board. I just want to say that I don’t know that all your questions
will generally be answered, but I think that we will be
giving throughout the session enough ideas and food for
thought that hopefully, you’ll come away either
inspired or with ideas that you want to implement. How do you motivate your teaching staff? Great questions. Operations manager for a nonprofit. How do I motivate employees
who are not moving, I think it says beyond their
current level of performance? Great. This is very helpful
guys because a lot of us are really thinking about motivation. How do we motivate people? Let’s give it another minute and then by the end of the session, you guys can get back to me and hopefully, you’re coming away with some ideas about how to motivate people
and keep them working. One more minute. We’ll see if anybody else
is adding a question. Great. How do teachers implement
a growth mindset? Awesome. I’m gonna jot down some of your questions to keep them in mind. How do I use recognition to increase volunteer participation? Fantastic question. How do you self motivate
to keep learning new tools and tech with younger colleagues? I apologize. That’s a fantastic question. I ask myself that. Okay, awesome. I’m going to try to keep
all your questions in mind. If by the end of the session, your questions were not really answered, please feel free to either add them in at the end of our session with our question and answer
component or get back to me because I’d love to be able to support you with all these very,
very important topics. Awesome. By the way, one idea for motivation is actually using this, using Poll Everything
at one of your meetings in your classroom or perhaps during one of your professional
development sessions. It can be quite motivating to be able to type in your question and then see it up on the
board or on the smart board. Okay. I’m going to actually
move into the next slide. I apologize if anybody else’s
questions are just coming up. Great. You can see that we’re all on the same wavelength a little bit. Great. So in a nutshell. Basically how do we help
people learn and develop? I think that what’s
really key to keep in mind and that sort of motivates
all of our work as educators, is that people need to
believe that they can learn. And we need to believe
that others can learn and change and grow. We need to understand
and know that the brain actually develops new
pathways with new learning. So science is showing us
that people can change and people can grow. And for us to do the work that you’re all asking questions about, I know that we need to
challenge ourselves. We need to challenge ourselves
not only to be learners, but to see everybody whom we work with as capable of learning
and capable of growing and I know that’s a challenge. We’re going to be talking a lot and using the term mindset today, and I just want to throw
in a really simple slide so that we’re on the same page. I’m gonna throw this term around a lot and it’s basically the
beliefs and the assumptions that orient ourselves about
how we perceive the world, how we perceive others and ourselves. Our mindset guides how
we act, think and respond and I’d like to posit that in education and in all the work that you’re all doing based on your questions, we
need to really support ourselves as well as our coworkers and our students and all of our colleagues
to develop this mindset and we need to begin to see each other with the belief and the
assumption that we can all learn. So that’s another part of the journey that we’re going to take today together. Supporting ourselves to
look at our own mindsets. Because I am an educator
and I know some of us like to have some clarity
about where we’re going today. Yes, we do have a few
goals for the session. You might get more or something different out of the session, but basically
I hope that we can leave having deepened our understanding
of a mindset for learning. The growth mindset that we can
reflect on our own mindsets so that we can go back
into our work tomorrow and in the future with a little
bit more of an understanding of where we’d like to grow, of how we’d like to grow our own mindset so we can support others to do the same. And then the second half of our session, I’m really excited to explore strategies that I think can be extremely
helpful and effective to create that climate,
culture and also a classroom to support the growth mindset. We’re going to explore
real hands-on things that you can implement. Then I’d also like you
to be able to think about what are you planning to try? How would you like to implement some growth mindset
strategies in any context? So that brings us to our big question. We looked at the term mindset and now I’m throwing around
the term growth mindset. I’m going to use this term a lot today and we’re going to do a few minutes of delving into the history of
it, what does it really mean. The growth mindset was
a term that was coined and also sort of a theory by Carol Dweck. Carol Dweck you guys might know about and I might be telling you and reviewing something that you already know. But basically since the 1980s Carol Dweck has been a psychological and a psychology researcher, most recently at Stanford University studying motivation and achievement. She studied students in a few high schools and elementary schools, mainly in Chicago and some of you might
be familiar with this and she found that many
students just shut down when faced with hard or
challenging problems. Sounds familiar? But then others were
up for the challenges. They took on challenging
problems or questions. They persisted and they
had a positive attitude. They stuck with the challenges
and they didn’t give up. This is what we want for our students. This is what we want for all students and all of our colleagues. We want all of us who face
challenges, which we do every day and new things to learn. We want to face them with vigor,
motivation and persistent. But I guess my question and what led me to do some more investigating and research was if we don’t just
naturally have these qualities or feel motivated or persistent
in the face of challenges, then how can we develop them? Especially now with our so
called 21st century expectations, and I’m thinking about the
administrator with 20 plus years. I appreciate that. We need to constantly learn new technology and keep up with things
and retool ourselves for new roles and skills. This mindset of growth
and I can learn anything, whether it’s Poll Everywhere or some new pupil path
system in our school, it becomes increasingly important. So this is what Carol Dweck
meant by the growth mindset. It’s a positive, motivated
mind, a belief system that you can grow and change and that you can learn almost anything. Okay in a nutshell and just
to go a little bit deeper into this mindset theory,
these are kind of the tenets of the growth mindset theory and I think they’re all really important. So let’s think about them together. It’s the idea that I really believe that intelligence can
be developed and grown. Now, that’s kind of
amazing, especially for me who grew up with the idea
that there was an IQ test. And Carol Dweck who coined
this phrase and this theory, she talks about being
seated in her elementary and middle school classrooms by her IQ. And you knew the numbers
that were associated with people’s intelligences. You basically stayed in your
seat, you stayed in your lane and that kind of determined
how far you could go, how much you could learn and
probably what your profession, your job and of course your
income was going to be. So challenging this idea that intelligence can be grown and changed is really challenging. Some of our most basic
understandings about learning and education from way back
at the turn of the century. So I’d like to understand
that this is a hard one and there is some science that supports, some neuroscience that supports the theory that it actually can be grown
and we’ll get into that later. A growth mindsets is also looking around and believing that all people
can learn, grow and change no matter what they look like, no matter what the color of their skin, how they speak, which
neighborhood they’re from, how they walk, how they dress, that all people can
learn, grow and change. And I think this is
really, really important, especially in our field where
we are trying to support and striving to support
such a broad range of people to grow and change. Growth mindset also posits that talents can be
developed and cultivated and this is a really key one. You’re not just athletic from
birth or musical from birth. You might have some talents
or some inclinations, but you also might be able to develop them and you might start with some talents, but you can continue
to develop from there. So talents are things to
be developed like skills. And then of course skills can be built with effort and persistence that almost anything is learnable and we’ll talk about
how we break things down to help people develop and learn skills. How we break things down to support people to actually develop their effort and persistence and motivation. And finally, effort pays off. We need in our educational
settings to help people see that effort is actually
helping them and pays off. So these are the tenets and
I think that we can all agree they’re pretty good. Let’s move on. So I think sometimes it’s helpful to say, okay, that all sounds so great. Yeah, we all believe that but
what isn’t a growth mindset? I think it’s also important to understand sort of the inverse or a
another kind of mindset that Dweck coined the phrase
for and talks a lot about. And that’s a fixed mindset. We all have fixed mindsets
in different ways. I mean, sometimes in math, in cooking. I can’t really cook. You have to be a talented cook to learn. I can’t really do math. You have to be good at math. I’m an introvert, I
can’t learn to socialize. So we all have different
beliefs that might be fixed and I think it’s important for us to look at our own fixed beliefs
so we can challenge them. Fixed beliefs might be that
smart people are smart. Some people are musicians, some aren’t. Athletes are just born that way. So what I’d like to do is I’d
like us to challenge ourselves to just take a quick little
quiz on the growth mindset. And I’d like us to be
honest with ourselves about some parts of me believe in a fixed, that some things are
fixed, but in other ways I have a growth mindset. So where are some of the
areas where I’m fixed and why? What does that mean and
where are some of the ways that I really see people and myself as able to learn and develop? So I’d like to do a little
bit of self reflection. The way that we’re going to do it is I’m going to show you
guys a quiz in a minute and I’m going to ask that
you just either think about or jot down your answers
on a piece of paper. So if you have a pen or maybe you want to write
on your phone and notes and a piece of paper around
just to jot down some answers, that would be great. We’re not going to use Poll Everything and be able to share
them out with each other but we’re going to be able
to take this quiz on our own. Let’s take a quick quiz. Growth mindset versus the fixed mindset. We have a series of
statements on the left. And by the way, if you ever want to take
any of these materials back to your context, I have a lot of these
different resources for you and we could add in lots of
questions to the statements, but we’re going to start
with seven statements. I’d like you to really be honest and respond to these
statements in your head or jotting down on paper. Do you believe this is true or false? Or maybe you don’t know. Maybe there’s another column. So the first one is your intelligence is something very basic about you that you just can’t change, especially once you’re in high school. True or false, jot it down. And number two, no matter how
much intelligence you have, you can always develop it. And number three, people are
each smart in different ways. Number four, you are a
certain kind of person and there is not much that can be done to really change that. Number five, you can
always change basic things about the kind of person you are. And number six, the more
effort you put into something, the better you will be at it. And number seven, only a few people will truly be good at sports. You have to be born with it. Okay, so I hope you’ve taken a moment and now let’s look at
what our responses tell us about our mindset according to this model. Growth versus fixed responses. So if the first one is actually a fixed mindset statement. So if you said true to that one, then maybe you’re believing something about intelligence
that’s kind of fixed and I think many of us do. The second one, if you believe that you can grow your intelligence, then that’s more of a growth mindset. Number three, people are
each smart in different ways. That’s a growth mindset and number four, you’re a certain kind of person, there’s not much that can
done to really change that. If you believe that or
agree with it, fixed mindset and number six, you can
always change basic things about the kind of person you are. Growth mindset. I’m sorry, number five and number six, the more effort you put into something, the better you will be at it. And seven, only a few people
will be truly good at sports. You have to be born with it. Now I find these quizzes
sometimes a little bit. I find that this true false
is really oversimplifying and I’m being honest with you. So what I’d like to do with
your responses to this quiz, it’s just have given you a moment to think about the whole
range of possibilities in terms of how we think about people and to grapple with the
fact that as educators, we really need to challenge ourselves and I speak to myself about this a lot to look at everybody that we work with, that we teach as capable
of growth and change, and then we’re going to dig
into some of those strategies. It’s quite a challenge I find. I mean, for example, I
really have had a challenge with math than my life,
and I really believe that some people are good
at it and some aren’t. And I’ve really had to
challenge myself on that even as I’ve gotten older. So we all have areas. For example, the one about
truly being good at sports. I think that yes, there are some people who are going to be outstanding at sports, but some of why they’re outstanding is because they put effort into it. Not mainly because they
were just born with it. So I’d like to kind of
keep these things in mind, not as necessarily the
fixed or growth responses, but as things to ponder
and to think about. Thank you so much for
participating in this little quiz. Let’s move on. So the exciting news is that
brain science, neuroscience supports the concept of a growth mindset. It’s been proven and researchers
are more and more excited that the brain really is like a muscle and that the more you exercise your brain, the more pathways and
connections are built even as you get older,
which is good news to me and good news for some of
us who are more experienced and moving on in our lives. You can even change your intelligence. So the interesting thing
is that the growth mindset has a lot of scientific support. The brain has neuroplasticity. So it’s more rubbery than we thought. It doesn’t harden so quickly. So the more we develop
certain thinking patterns or we practice skills, the more
we carve out those pathways. They get deeper. Do we actually change our brains? And I think that this is actually really important information
to share and to think about with your staff, with your
teams, with your students. There are a lot of awesome short videos and TED talks about this. I think it’s important to
really teach your students, whether it’s in health class
or an English or an advisory, any place about the brain. It could be in living environment. It could be an in biology. Let them know everyday they come to school that you’re actually in your brain gym. So if you’re a student who’d
prefer to be out running, playing sports or something like that, which I sometimes was as a student, well let them know that actually, they’re building their brainpower and it might help to teach
students, clients, staff more about the brain as a muscle. And that learning is like lifting weight or practicing a sport or an instrument. You’re growing and
strengthening your brain. Growing your neural pathways. So this is a little model of the brain and there are actually some
fantastic videos out there. I didn’t challenge my
tech abilities so far that I have a video in here, but there’s some great videos
of this that you could use. So I think it’s amazing to think that our brain is literally
carving pathways as we think. As we think about anything new or old, we’re either creating new pathways or we’re deepening existing pathways and the more we practice
or work on something, the deeper the pathways become, the stronger our learning
and our memory becomes. So we can kind of think of
the brain as a power grid, lighting up in new
places as we think about or work on new things
or maybe a deep forest where we’re pushing
ahead to create new paths to get to a new and maybe beautiful place. Now the pathways that we use all the time with thinking that we do all the time, topics that we think about all the time or skills that we practice all the time. Think of something you do all the time. Those are deep pathways and our
brain feels really comforted moving into those pathways. This is important. We’re going to talk about
it a little bit later when we get to motivation. So if you do the same thing over and over or think about the same
thing over and over, you have really nice deep pathways that your brain quickly
and easily your thinking, your processing, even your
feelings automatically move into. So we’re literally developing
and deepening new pathways with new information. I’d also like to add that
all this about brain sizes it’s really interesting
to me and important. And obviously I’m not a scientist, so I apologize if anyone is a
deep neuroscientist out there and my information is
not as deeply scientific as it should be, but I’m just fascinated. Brain science is also starting to begin to make stronger
connections between emotions and how we’re feeling and
our thinking and learning. Things are much more
connected in the brain as well as in life. Now, this may not be news to most of us, but science is really
supporting and substantiating and furthering the notion that
it’s not only how you think, but that how you feel is a
huge part of how you learn. So for those of you out there
and for me as an educator in any sphere, in any context, feeling good and having the
people with whom we work, we teach, we coach, we support, having them feel good
and having them be happy actually supports their learning and the two are very, very much linked and there’s a lot of proof. So this idea of social emotional learning, is actually academic as well. Now, a lot of the questions that we had in the beginning of our session, and I really appreciate them was how can I get people to be motivated? Whether that’s staff, whether it’s myself to learn new things or my
students, my clients, et cetera. Why might some learners
have a fixed mindset? Why might I have a fixed
mindset in some areas? Just harder for me to
learn new concepts in math, harder for me to learn tech. Well, there might be
some underlying reasons and I know that a lot of us are educators, so there might be some cognitive issues. But it actually has a lot to do with what we just talked about and that we need to deepen
those neural pathways. We need to practice. We need to delve into things. Kind of like Malcolm Gladwell talks about how when you repeat things, he says 10,000 times, you learn them. So let’s think about how that
ties into a fixed mindset. Now, many of us have experienced failure in some point in some way in our lives and many of our students,
our teachers, our clients have actually experienced
multiple failures and I’m thinking about
our students particularly and they may not have a strong belief in their own abilities because
of what they’ve experienced in a certain area. They’ve experienced failures. So if our experiences tell
us that we are a failure, that we can’t learn or
grow in a particular area, then our thought patterns
become deeper and stronger and they move smoothly into the familiar deepened
pathways in our brain. So if we’ve experienced
failure or lack of success in a certain area, then our brain as we move into a math class, for me, as we move into writing for some students, as we move into meeting
new people, for some of us, whatever it is that’s a struggle, our brain naturally moves
into those passageways that say, I can’t do it. I can’t change. Maybe even I’m a failure,
I’ll never be able to do this. So as educators and for all of us, we need to help change the pathways and develop new pathways in our brain with strategies that help us create and develop these pathways
through experience and thinking. So I think that this is
what some of our resistant or unmotivated or hesitant learners, whether those are people at
our staff, our colleagues, our students, this is what
they hear in their minds. This is the voice of their fixed mindset. I can’t do it, I can’t
do it, I can’t change and perhaps some of us also
think that about our students. So what we see as a lack of motivation may often really be a fixed
belief that I can’t learn. So my question is how do we help create a climate and conditions to change this and to help people develop a
different voice in their head? Now I’m just going to pause here and say that I have to mention that the concept of marginalization
is very important here. If we, our students, our staff,
if we come from a community that’s been marginalized
traditionally by race, class, any other ways, we may have been told in so many different
ways over and over again that we’re not worthy, that
we’re not capable of learning, changing, growing, or
developing and least of all, that we’re not capable of learning in certain academic
institutions or classrooms. And we’re going to talk a
little bit in a few minutes about some ways to counter those beliefs and help people develop a new mindset. You guys with me? Let’s move on. We’re going to get into our
strategy soon, I promise. So again, I just want to pause here and kind of look at these
heads in front of us. The issue of the fixed mindset
is that we only believe that we have certain capabilities. We have a skillset, we have our talents. It’s sort of like a
toolbox and it’s closed and we only have a certain
amount of capabilities and that’s it. We can’t really change that. I’m at my max, I’m maxed out, right? Don’t have any more memory in my computer, don’t have any more of whatever
it takes, no more juice. And failure when I fail or
I do badly at something, well, it’s just showing me the truth. I mean, I just can’t do it. This is the limits of my
abilities and I give up and I know that we see plenty of students and perhaps some of our colleagues
and even with ourselves, we see that giving up. Not pushing through, not figuring out how to get around a hurdle. It becomes a roadblock. And with the growth
mindset in green over here, those roadblocks are challenges. I’m gonna to move around that. I’m gonna keep on going until I find a solution that works. Very problem solving based, right? And failure is just an
opportunity to grow. It’s not failure, it’s a challenge. And that’s what we need to help reframe for some of our students,
colleagues, ourselves. I can basically do anything I want to. So let’s pause here for a minute. We’ve talked a little bit
about the fixed mindset. We’ve examined ourselves, we’ve talked a little bit about mindsets and the growth mindset. I think we’ve talked a little bit about why the growth
mindset is so important and now we’re gonna
move into our strategies and I’m going to offer you some strategies that I think are quite
simple and easy to implement and there are a lot more out there. So bear with me. We talked a minute ago about how some of our resistant
learners and many of us, we have voices in our heads so to speak, and those voices are
saying, I can’t do this and I’ve never been able to do this and this is I’m maxed out. I can’t learn anymore. I’m a failure or I’m going to fail. And basically, our minds,
our pathways in our minds that we’ve developed so well or that have developed so
deeply are where we go. So what we need to do, and I know some of you
are familiar with this because I’ve seen them in schools, we have to help our students
develop different voices. We have to help everyone we work with listen to a different voice and switch into a different
voice speaking in their head. So I’d like to start with what can we say? What can we say to support
the growth mindset? So in working with our colleagues, whether we’re administrators and we’re working with our teachers, whether we’re teachers with our students, whether we’re coaching,
whether we’re colleagues, we need to learn to praise the
effort, not just the results. And I know this is hard for some of us. I know as an educator, I
used to feel very positive and enthusiastic and I
would say, great job. Wonderful, good answer and I know that many of us know by now because we’ve learned a
little bit about this. That we don’t just want
to praise the results because if we just praise the results, then people don’t know exactly what it was that they did to get there and they can’t replicate
what it was that they did to be successful or to do that great job. So I’d like you all to just
think for a few minutes about what’s an alternative
to saying nice job. Just imagine right now. Colleague, one of your teachers, one of your clients or students. Maybe they just finished a
project or wrote something or did a math problem or a science lab or helped in the classroom
and you say, nice job. Think about an instance
that may have happened today or in the past few days. How could you more specifically offer focused feedback
that will help that person to understand that it was the effort and it was what he or she did, not just the results
that were so successful. So think about that
and I’m going to offer, you could say something like, I noticed you kept on trying
when those problems got harder. You checked your work to
fix mistakes on part two and you corrected the problem. So what we’re doing is we’re identifying specifically what the person did. You could get even more specific. I saw you fix that mistake. You went back to number three
and you actually redid it. You checked the numbers,
you checked your addition, or you went back and you revised, you edited your spelling or I love the way you’re
helping your colleagues with the Danielson framework. I really love the way
you just did that PD. That was fantastic. You prepared, I saw your
slides, that fourth slide. That was just an amazing slide. Thank you so much. So being specific and
helping them understand that it was something they did. What else could we say? Well then we have the
instances where no, you failed. Sorry. Nah, didn’t do so well on that. Yeah, you got a lot wrong. You got a 50, you got a
40 and instead of that, what could we say? Think about a situation you’ve been in where colleague, teacher, student sort of disappointed you or failed. What kind of feedback could we give in the moment or in writing? Well, we could say, you know, look. You might be working on the addition or you might be working on your grammar, but you’re definitely
progressing in the organization. You’re definitely progressing in the way you’re planning those meetings to a teacher, a colleague. Just take a look, check out what you did. So again, we’re getting specific or we might say, yeah, you know, you’re just not there quite yet. I get it. There’s still more work to do. There’s always more work to do. I’m always working on x or I’m always checking my
math because it’s not great. Everything is a challenge
until we learn to do it. I mean, when I learned to ride a bike, I can’t believe it now, but
that took me a long time. That’s actually a true story. Or maybe you say instead
of when I learned to do it, maybe you say, do you remember
when you learned to do x? Well now look at you. You can jump on a bike and that wasn’t easy until you learned. So we can constantly be repeating and supporting these
refrains and eventually, our coworkers, our students,
our clients, our teachers, they begin to hear it and we
begin to create an environment where this is the way
we speak to each other and you can reinforce it explicitly. I wish that I could hear from you guys and gather questions right now. We’re gonna have to wait till
the end of the presentation. So please take notes,
jot down any questions and we’ll have time for them at the end. So that was what we can say as sort of the educators in the room or the administrators or
the coaches in the room. But how can we inspire the learners? The learners in our care,
whether that’s our teachers, or other coaches, or students. How can we support them to
say some of these things, which research has shown
will actually change the way they think about themselves? We can actually change the
way we see other people and we see ourselves by
changing our language. So language is how we
think and how we think is how we perceive the
world and vice versa. So it really creates, it really can stop a chain of negativity to start to think and speak positively. They’re very interlinked. So for example, if the
student hears him herself for a person, hears him herself
thinking, I can’t do this. We can offer, I can’t do this yet, or what can I do to improve on this or I know I can become better at this just like I became better at x or just like I’m starting to improve. I got a 60 on the last test, now I got a 65 little by little. Or instead of what grade did I get and this is where we really
need to support our teachers, our educational environments
and our students. Let’s try not to focus on the grades. Let’s try to focus on the
improvement, on the effort, on the work that a person is doing and the specific steps that the
person is taking to improve. Now, I’ve seen some of
these posters in schools and I give you guys kudos
for putting them up. I give you guys kudos for
thinking about the growth mindset. This is not completely new, but what I’d like to
challenge us all to do is to make it a reality. (phone beeps) Oops, that’s my timer. That’s telling me that my
timing is getting tight. So I’m gonna to start to move on. So what else? We have to support effort. If we have an effort meter in
our classroom, that’s great. But how can we go further? How can we actually
support, redoing, revising, rethinking, and offer people in our lives the opportunity to be rewarded
and acknowledged for effort instead of just for the end product? Carol Dweck coined the phrase, not yet. Now I know one teacher or
who actually tattooed it, no joke on the inside of her wrist. If you’re out there speaking,
I give you lots of kudos for taking it seriously. We don’t have the tattoo
not yet onto our wrists or anywhere else or we could, but I think it’s really important to kind of stamp this
into our consciousness. If we can use that phrase, not
yet, or you’re getting there but we have a little more work to do, then we’re going to help people. So my question is we talked a little bit about what we can say, but what can we do? What are the strategies? One thing we can do is we can point out that all these incredible
role models who are out there, all of these fantastic success stories that we see in the media all the time it’s great to have role models
who either look like us, sound like us or from where we come from. I think that’s all incredibly important. But what’s perhaps more important is finding out how they got there. What were the struggles? Michael Jordan talks about failure and that he failed and failed until he finally figured out how to do it. He didn’t even make his
basketball team in high school and all of these figures
here, we could go by them one by one and we could do
some of that with our students. Oprah, for example, I
mean incredible story that she was pregnant
at 14 she lost the baby and she went back to school. So role models are key. They are important. But what I think is more important are the lessons that lie
beneath the surfaces of success. So when we first think about success, any of those people who
are on the previous slide, success looks pretty good, right? It’s what we see. It’s what we see with
Kanye, any sports figures. It’s especially really obvious with sports figures and athletes because what they do is so
concrete and so impressive. Singers it’s also very obvious, but all that success is
important to recognize, hey you can do it too. If he did it, I can do it. But I think what’s more important is that we uncover and emphasize what people needed to
actually do to be successful. It’s the persistence that got them there. It was the failure. It was the sacrifice, the discipline, hard work and dedication. These are all the things
that people don’t see, especially this idea of failure. We need to reframe the notion
of failure with our students. We need to create a safe and brave space where they can take risks,
risks that they might fail and then we need to help them understand that with persistence, it’s not a failure. It’s a challenge and that
you can keep on going, get back up, redo, revise
and continue to learn. So I think it’s really important. Now, great. This might be helpful. Let’s understand that it
takes a lot of work and effort and even failure to become successful. We also need to further breakdown
this hard work and effort into actual steps and strategies so that we can actually do this hard work and manage the failure, the
dedication, the discipline. So I would recommend
that we take these steps in our classrooms, in our
schools with any of our learners. We break tasks into small pieces. We might set goals, but
we need to break them into small pieces that are manageable and we need to set realistic
step by step goals. We can do that with our teachers, we can do that with our
students, with our clients. Anybody that we’re working with. But then the important part is more on the top of this arrow. We actually need to mark the progress. We need to acknowledge
the incremental growth. We need to monitor and stay on top of the step by step goals. And then finally, we need to encourage and drive people to the
accomplishment of the whole task, whether it’s a project, whether it’s teachers running a meeting, whether it’s finishing a book,
whatever the goal might be. And we need to celebrate. We need to acknowledge incremental growth and we need to celebrate
the accomplishments. As you can hear, this
is a lot of positivity and it’s really cultivating
strengths step by step. Now, this could be
charts in the classroom, this could be goal setting, but the important piece
is that we need to support along side our learners,
whoever they might be, that we’re marking it, that we’re acknowledging
this incremental growth and that we’re celebrating
the accomplishments. So I think this is really important and I know it looks
different in every context. It depends on the level of
students that you’re teaching. It depends on the culture of
your school or your business or your organization. But how can you build in these steps for everybody in your context
and how can you support that? Okay, so I’m moving a little bit quickly because there’s a lot to say and I know that I always
have to rush at the end. So let’s kind of sum it up a little bit. What are principles of practice here? What are some of the kind of tenets that we have to keep in mind? One is that we need to find
and treasure someone to nurture something to nurture in each person. We need to be able to look
at each of the teachers, colleagues, students, especially
those that challenge us. We need to find something to
treasure and then support. That’s really us developing
our own growth mindsets in how we see others and their
abilities to grow and change. We need to inspire optimism
with the positive language that we talked about with the celebration and acknowledgement of small steps, of small accomplishments. We also need to use language
that inspires optimism. We need to work on that
deficit model language. We can call each other out
and it in a friendly way. We can create cards that our
students use in the classroom. We can come up with games so
that we’re training our brains, training our communities,
whether it’s our classroom or schools or our
businesses to be optimistic and to speak optimistically,
to change our brains, to change the way we see
each other and ourselves. We need to appreciate differences. We didn’t have a lot of time
to really delve into this, but we need people to
be able to self examine and appreciate each other
for their differences, not their similarities. This might look like
learning style surveys. It might look like self reflection, but we need to create safe spaces where we can appreciate
each other’s differences and admit our own and
that will also help us develop an understanding of failure, not as failure but as the
risk that we need to take so that we can then challenge
ourselves and move on. Basically, and we know this. This is a basic one, right? We need to really work on eliminating humiliation, blame and labeling and I know that’s a challenge. But I think that if we begin
to work on our language, we begin to work on breaking tasks down, looking at positive goals
rather than deficits and what’s not happening, we can start to take some of those steps and we need to focus on effort. That effort meter that we had and you can go back to
that in your own time and take a look at it. How do we really use
and acknowledge effort? Is it that we let our students,
that we let our staff know that, hey, you might’ve made a mistake or it might not have worked out this time, but we’re going to let you redo. We’re going to let you revise. Maybe not forever and ever. Maybe there are five
chances are three chances, but we’re going to
really reward your effort because not only are we
going to acknowledge it and focus on it, but we’re going to allow
your effort to pay off. You’re going to be able
to revise your work, redo it, or revisit it. I think this is a really
important, important concept. And that might mean that you take a look at your grading policies school
wide or in your classroom to figure out, am I really,
really acknowledging and supporting my students in effort and creating these pathways to success and acknowledging their
increments of growth? We’re going to move into now
kind of a very quick review. I feel like this was so
fast paced and I apologize. There’s a lot more to learn. Here’s some of the strategies
that we talked about. I’ve actually added in some
strategies that you can use in your school, classroom or settings that are a little more concrete than some of what we talked about. So I’d like to think closely about targeted and specific feedback, not only to our students but to ourselves and to our colleagues and the
teachers with whom we work. Whether an administrator or colleague. Goal setting with progress monitoring. There’s a lot of talk about goal setting and I used to set a lot of goals and I really, I didn’t
keep them very well. That’s the truth and
I know that’s typical. So they have to be realistic and we have to support
each other in the goals. We have to revisit them regularly and they have to be both strategic. You know, the idea of smart goals. Well they don’t just have
to be S-M-A-R-T, smart but they really have to work for us. They have to be bite sized
and we need to monitor them and acknowledge and check off
as we move through our goals. That’s why people like video games. Because you level up and
so we need to be supporting that kind of vision of
leveling up in any way we can. We also need to look at models
of success, role models, but through the struggle. We need to create a lens that
helps us see other people and see into their struggle,
see beneath the surface and see what the steps were that they took and how we take those steps,
it might help us get there and then we need to celebrate when we do start to get there. We need to use conferencing and portfolios so that students can see
and even our coworkers can see that they’re growing. We need to share that with our communities so that we’re not just
looking at end products, we’re looking at process and we’re looking at growth and progress. And I know a lot of you are
doing this and I give you kudos. Pat yourselves on the back if you’re checking off
some of these things ’cause you’re already doing them. Mistakes should be celebrated. When students give the wrong answer or when students try something
and they make a mistake, we should always in a very,
very calm and confident way say, that’s awesome. So glad you tried that. Wow, so glad you brought that up. I always learn when I make mistakes. And we should really support
them to make mistakes and not opt out and not shut down. We also need to come up with
multiple pathways to success. It doesn’t mean that everybody has to be good at the same
thing and we need to recognize and offer our students, multiple pathways. Whether that means ways that they can get good grades or graduate. We know that’s an issue. Or if it’s a way for all of
the learners in our care, whether they’re teachers or adults, multiple pathways for
them to be successful. And I know that some of you are out there really thinking about these things. Some of this is just
confirming what you’re doing. We also need to break things down into clear steps and scaffolding and that kind of comes back to the goal setting with
progress monitoring. In our classrooms and in our schools, things really need to be clear and people really need to
feel that there’s a safety net and that things are
scaffold in broken down. If you don’t need things to be
as scaffold and broken down, then they don’t have to be. But clear steps to how are we going to accomplish this initiative or how are we going to finish things? And then finally, I encourage everyone to teach brain science. Not just put up our
beautiful effort, posters or wonderful growth
mindset language posters, which are all awesome, but
to actually teach our staff and understand ourselves that
our intelligence can be grown and that this idea of the
growth mindset is actually real. That we really can change and learn and that science is
supporting it more and more. So in our quick run through
with the growth mindset and some strategies, I would
also like to invite you to end our session with the
same question that I began with. How can we create a climate for the growth mindset to flourish? What are you going to do in
your schools, in your classroom? Just take one step. That’s part of the growth mindset. Just try one thing and see
how it goes and stick with it and whatever you try,
break it down into steps and acknowledge the steps that you take. Acknowledge the small successes and celebrate the things that
you try and stick with them. So I’m encouraging all of us
to ask ourselves this question and I know that I gave you some ideas. Hopefully, I gave you some strategies, but I’m sure I didn’t
give you the final answer and we’ll unlock the
answer and the toolbox with all the strategies
for creating this climate for the growth mindset. So what I’d like to offer to you guys is in the last few minutes
that we have together, love to hear any of your questions. You’re going to be
texting them in to Alyssa, who’s our moderator, and she’s going to be funneling them to me and then we can discuss them. Any questions that I don’t
get to today, I apologize. I can get back to you guys and I also encourage you to get in touch. Keep in touch and I’m serious about this. We have some wonderful offerings and some of them are free of
cost and extremely supportive of administrators of schools and districts of a wide range of content to
support you in your schools. Because this is really,
this is the work that we do and this is why I’m
doing the growth mindset is to support you guys
to continually improve and support the people and
the learners in your care. So my address is here. You know how to get in touch with me. You can start to text
your answers into Alyssa. – [Alyssa] Hey everyone, so
if you have some questions, feel free to send them to
me in the questions pane. I do know that we’re
a little past 6:00 PM, so if you do have to log off, please make sure to jot down
Courtney’s email address to send any questions you have her way. We’ll do you maybe one or two questions just because I want to be
mindful of everyone’s time. So we already have one question in and the first question
is we are often told to play to your strengths. So focus on what we’re good at rather than trying to improve
what we’re not good at. So how does growth mindset play into this? – [Courtney] I love this question. Yes, thank you whoever you are. I’m going to give you a
surprising answer and I mean it. You definitely have to
cultivate your strengths and I think you definitely have
to play into your strengths. What playing into your strengths does is it gives you a springboard
from which to feel successful. And when you build on success,
you then feel successful, you create those neural
pathways in your brain that say, hey, I’m pretty successful. I can do this stuff. You’re building on your talents, but you’re becoming more
and more successful. So your effort pays off
and you also can see and experience success. Then you know what you do from there. Then you say, okay, I’m
feeling pretty good. So in what ways do I need to grow? Where do I need to learn? How do I need to develop and in what area? So you build off your strengths. We cultivate strengths in
order to then be able to grow our areas of weakness or
areas where we need to grow. So I’m giving you a complicated answer. We really need to do both and
we need to help our students and all of our staff not only feel but truly experience even small moments and then of course larger
moments of success. So cultivating strengths and playing and building to our strength is a part of this component
and building a mindset. Thank you so much for the question. I hope that helped maybe. – [Alyssa] If you have any questions, please feel free to submit one. We’ll wait for a couple of seconds and then see if anyone submits anything. If not, if you have any questions that you would like to
ask Courtney directly, please make sure to write
down her email address and shoot her an email. Looks like we don’t have any questions. So that sounds great. Courtney, thank you so much. We really appreciate you taking the time to share your expertise
with the TC community. A video of this presentation will be available on our website. Again that URL is
www.tc.edu/alumni/careerwebinars Please visit our website
for more information about our monthly webinars
and upcoming events. We hope you can come join
us for our next webinar, which is called The Craft
of Creativity on April 18th with alumnus Matthew Cronin. Thank you all for joining us and I hope you have a wonderful evening. – [Courtney] Thank you.

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