The power of believing that you can improve
Carol Dweck’s discussion revolves around the concept of ‘growth mindset’ – the belief in our ability to enhance our brain’s capacity to learn and solve problems.
The two ways to perceive a challenging problem: either as an insurmountable task or as a hurdle yet to be overcome, are explored.
The ‘Not Yet’ grading approach
The ‘Not Yet’ grading system adopted by a Chicago high school helps students comprehend the idea that they are on a learning curve.
It provides them with a vision for the future, emphasizing that they are still in the process of learning and understanding.
Growth vs fixed mindset
Students with a growth mindset comprehend that their abilities can be improved.
On the other hand, those with a fixed mindset feel overwhelmed when faced with challenging situations, often leading to demotivation and avoidance of tasks.
Dealing with failures
When faced with failures, students with a fixed mindset tend to cheat or avoid studying, whereas those with a growth mindset engage deeply with their mistakes, learn from them, and work on rectifying them.
“Not Yet” grading system in a high school in Chicago: “If you get a failing grade, you think, I’m nothing, I’m nowhere. But if you get the grade ‘Not Yet’, you understand that you’re on a learning curve. It gives you a path into the future.” – Carol Dweck
The power of praising the process
Applauding the process, effort, strategies, focus, perseverance, and improvement of children cultivates resilience.
It not only encourages them to keep going but also helps in building a strong and positive mindset.
The importance of rewarding effort and progress
Rewarding effort, strategy, and progress instead of simply concentrating on getting correct answers can enhance student engagement and perseverance.
This approach fosters a learning environment where students strive for progress rather than perfection.
