Is it possible that Growth Mindset doesn’t work?

I know this is shocking question. Everyone in education has bought into the concept of “growth mindset”. We are being encouraged to teach the concept to our students and it is used in our own professional development.

So please, let me explain.

First off – I am not saying that growth mindset isn’t a good way of looking at things. For those of you who are unfamiliar with the topic, growth mindset is simply a way of looking at tasks, abilities, and achievements as ongoing developments rather than destinations. It has changed the way teachers and employers respond and praise and it is touted as being a path to higher levels of achievement.

Example time:

Instead of saying, “You did awesome” instead you would say, “You’re on the right track”. The idea being – it’s all a journey and you can always improve.

Growth mindset has also inspired a new approach to self-talk. Instead of saying, “I’m not good at this.”, you could say “What am I missing?” or “what other strategies can I use to do better?”.

The concept of growth mindset is attributed, in originality, to Professor Carol Dweck who asserts that a growth mindset, as opposed to a fixed mindset, encourages effort and persistence through obstacles. It encourages those who adopt the mindset to be inspired by criticism and embrace challenges. All of these are good qualities to implement at school and in life – I don’t believe anyone would dispute this.

So if the field of education has bought into growth mindset and everyone agrees that it is a good way of looking at things, then how could I question its effectiveness?

When you boil down growth mindset you see what it truly is – optimism powered by affirmations.

This is all well in good, but there is something missing.

We Are Missing ACTION!

Without setting a course of action these affirmations cannot take shape. Without providing the audience, whether it is students, teachers, employees…, the resiliency tools to place their growth mindset into action, it becomes nothing but happy noise.

I myself have sat in meetings where I have both been taught how to create a growth mindset for myself and presented the importance of it for my students. I have talked with numerous teachers who have sat through the same. No one can disagree with the positive perspective of growth mindset and I am not suggesting that we should. However, the piece that is so important is almost always missing. We have to prepare teachers and students to take action when it comes to facing obstacles. We have to provide teachers and students the necessary tools and techniques to exert the extra effort that the growth mindset encourages.

Of course, there are those who will take initiative on their own. Those who will learn about growth mindset and implement it flawlessly and allow the renewed perspective to help launch them to higher levels of achievement – blasting past obstacles and boosting up from criticism.

However, to play devil’s advocate a little… Is that the person who a growth mindset really can help the most? The person who is already a self-starter, a go-getter, and who will use tools provided without further instruction?

Probably not.

Let’s talk teachers.

We all know the teacher in the staff meeting who is a bit of a downer. Who has the running total of number of days left of the school year tallied from day one. And who is convinced the school, students and staff included, is a non-effective mess. They don’t offer solutions, but aren’t afraid to vocalize their dissatisfaction.

That is the teacher who NEEDS growth mindset.
But, is this the teacher who when given the information and spiel on growth mindset will take it and just run with it – turn everything around and be a positive leader for the school?

It is very unlikely.

This is because, this teacher, who is crying out for a shift in mindset (whether consciously or not), has developed a habit of negativity. This teacher is going to understand the concept of growth mindset, but as a peer or administrator, but may not have the tools and/or motivation to change things around for themself.

This is why resiliency training is so important.

Teaching teachers how to build resiliency provides them a platform to take action. By giving teachers the tools to move forward they are able to disrupt previous habits of negativity or inaction and take steps toward becoming a stronger educator.

This is the focus of Joy in Teaching and what we offer. Here are just a few of the pillars of building a strong teacher resiliency that Joy in Teaching :

Empowerment

Providing autonomy to choose where one’s energy should be spent empowers teachers to develop their own interests and take ownership of their professional growth. Allowing teachers time to reflect on their practices encourages them to develop as educators and make positive impactful decisions.

Commitment

We need teachers to be present each day, and not just physically in the room, but really, truly committed to their profession. Recognition of accomplishments and efforts goes a long way in encouraging teachers to be their best versions of themselves.

Collaborate & Innovate

In many ways education is at a crossroads. Certain practices and approaches are accepted only because they are the way things have always been done. However, more schools are showing a willingness to entertain innovations and encouraging teachers to take appropriate risks.

So does growth mindset work?

Yes, but results happen when it’s followed by action.

Can negative habits be broken?

Absolutely, but we need the resiliency training and tools to develop new approaches and methods.

Can teachers effect change, even when they don’t feel empowered?

Certainly! Now more than ever teachers need to build resilience and fight burnout. With a reexamination of habits, a strong mindset, and the resiliency tools to inspire action teachers can reconnect with their purpose and reclaim the joy in teaching!

Interested in finding out more about Joy in Teaching’s Resiliency Tools? Feel free to reach out here.