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 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.

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.

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

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.

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.