Responses from other Educators:

Julie Johnson: I hadn't thought about my own mindset in relation to my evaluations by administrators. Your post makes be consider my approach. In the past few years, as I have been developing a growth mindset, I have wanted and even craved feedback during my post evaluation conference. But honestly as the conference approached I wavered and worried, and second guessed myself. Did I really want the feedback or would a "great job" be better? Well, I can say that the last two post evaluation conferences I've had were the best I've had from my perspective. My assistant principal did such a good job of showing me my strengths and yet challenging my in other areas. I wonder if my mindset plays into how I received it. It has pushed me to be better. I have to agree with your ending statement "They ask for feedback, review the feedback, and then make changes." I hope that I can do that with my own students.

Ximena Cuccia: I agree with your take on student obsessing over grade relativism. This is a great opportunity to point out the students' proclivities towards a static mind. I have had many mind-evolving conversations with students about their approaches towards school and others and they have responded surprisingly well. I liked your optimism concerning the power of "yet". You sound like you have reflected on all of this personally and have evolved as an educator and as a person, both for the better.

Dulcey Shell: Your Power of Yet post (I don't really use the FB account I have, and it is under a fake name, so you would be like "Who is this weirdo?"), made me think about my first two appraisals by my current principal. She wrote that my occasional, unwillingness to accept feedback can create a challenge for those who work with me. She didn't know me very well, and we sat down to discuss my response to feedback. I wear my emotions on my face, so if someone tells me to do something that makes no sense, it shows. Also, I tend to ask follow-up questions and provide explanations on why I do what I do. This way we understand each other. I guess she wasn't used to that dynamic, so it made me seem unrceptive of feedback. However, once we had these conversation (another included that even though my face looks unreceptive, really I just need time to process the directives to implement it in a way that works for me and my students) our working relationship changed, and I did not continue to receive those comments on my appraisal.

The Power of YET!

The power of "yet" to me means even though I may not be where I want to be yet, I can get there through hard work. I can be a better me in anything I do. If I continue to do my best, try my best, and believe, I will become better. Through my hard work and mindset, I can grow! When I use a growth mindset, I can see where I want to go and all I can accomplish. Fourteen years ago, I entered my teaching career with a fixed mindset, very different than I think now. Every observation and review I was worried about how I looked, if the lesson flowed well, and was upset when suggestions were given, as if I didn't do well. Looking back, how silly of me, none of that was true. Where did that mindset even come from? No one taught me to think like that it just happened automatically. It took a great mentor to help me change from a fixed mindset to a growth mindset. He reminded me that suggestions and evaluations are for me to see how awesome I am and still make things better and overcome challenges. Change is a necessity and many times I didn't like to change. Wow, I can't imagine still thinking like that today. What a detriment and constant frustration that would be.

I believe a growth mindset can help limit my student's preoccupations with grades. As some of the lectures mentioned, students with a growth mindset will be challenged to be better. They won't feel defeated if they don't get something wrong the first time. Their eyes will be taken off strictly grades and focused on overall learning and overcoming challenges. I have enjoyed reading Dweck's Mindset book and continue to look forward to learning more and more about mindset through her words. There is a movie called Temple Grandin that is a real-life example of containing a growth mindset. I learned so much about mindset through that movie. I also think it would be awesome to show my students. No matter what challenges you may have or think you have, if you set your mind to learning and believe you will be successful, you'll make it. Grandin says, "We can rise to meet challenges!"

The Fixed and growth mindset graphic has been hanging in my classroom for years now. I start the year by going over it with my students and then referring to it throughout the year. The fixed mindset is self-conscious and cares about how they look. It makes people think they are where they are, and any type of feedback means they must have failed. When there's an obstacle, they give up. When there's a challenge, they avoid it. Effort is low, feedback is ignored, and other's success is a threat. On the other hand, the growth mindset changes people. It gives them self-esteem. It gives them hope and challenges them to rise to the occasion. When there's and obstacle, they persist. When there's a challenge, they embrace it. Effort is high, learning from feedback is present, and inspiration is found from other's success. It makes people believe they can do anything they set their mind to. Certain things might take longer to accomplish or master, but if they keep working, they will eventually get where they want to be. A growth mindset makes people want feedback so they can continue to become better and more successful. They ask for feedback, review the feedback, and then make changes.

References

Briceno, E. [TEDx]. (2012, Nov. 18) The Power of Belief: Mindset and Success. [Video]. Youtube. https://www.youtube.com/watch?v=pN34FNbOKXc&feature=youtu.be

Dweck, C. [Carol Dweck]. (2014, Oct. 9) Developing a Growth Mindset. [Video]. Youtube. https://www.youtube.com/watch?v=hiiEeMN7vbQ&feature=youtu.be