Book Review

Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools. by Mary Cay Ricci

Mindsets in the Classroom is a well written book for school leadership and teachers alike.  It address Carol Dweck's (click here for book review) notions of fixed and growth mindsets.  Mary works from many angles, student/parent/teacher/administrator.  She presents a school wide systematic approach to embedding a growth mindset.  

In all honesty I have been working under the fixed mindset for the majority of my career.  With teaching of Mathematics I would regularly see the differences in students skill in my subject.  As I've aged I can see more that 'skill' is often exposure.  Those best at arithmetic most likely have had more exposure.  Reading more about growth mindset the more benefit I see it in for a school community.  

At it's heart growth mindset is about grit and determination.  Seeing the challenge of learning and not shying away.  I prefer a world where attitude takes you further than talent.

Mindsets in the Classroom begins by establishing the research on malleability of intelligence, quickly challenging educators to consider their own beliefs around IQ; “The first stop along the path to building a growth mindset culture is to begin to build a school culture that values intellectual growth with a staff who has internalized the belief that intelligence can be cultivated.” (p. 13)

Ricci uses real life examples to illustrate her points.  A significant section of Mindsets in the Classroom is written for parents.  Having three young ones I found this to be riveting reading and picked up some good tips.  “When adults praise what a child ‘is’ such as tall or smart, the child attributes their accomplishment to a fixed trait they were born with.  When adults praise actions or tasks that children ‘do’, the children attribute accomplishment with their own effort.” (p. 20)

There is a strong emphasis on quality pedagogy to complement growth mindsets.  Specifically Ricci is critical of teaching that doesn't offer differentiation.  That one of the core responsibilities of teachers it the ability to recognise the learning needs of the students and provide appropriate learning to those individuals.  Tying in well with this was a comprehensive section on formative assessment, how to best use it, manage the data and react to what it says.  

I enjoyed this book.  I found that Ricci's ideas are well considered and easily communicated.  I will use this and Dweck's material as key source for some staff professional development.  I would recommend this book to any teacher or parent.  

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment." 

Building Resilience

The Risks Of Praise

There was an interesting article in the Herald on Sunday which challenged the notion of positive praise for students.  It makes for a good read and an excellence source for discussion on teaching and learning.

I like educational articles in newspapers.  You see everyone is a self appointed expert, everyone has been through the schooling system.  I find myself liking this article too, but I think that it can be misused...

University of Melbourne's Professor Stephen Dinham has urged teachers to ditch untested learning styles - including glowing praise and shying away from giving bad marks - if they wanted children to succeed.
That included "self-boosting" where students were saturated in "rampant positivity".

I think that our NZ Curriculum works well with the wider education of the child (the core 'Values' of "excellence, innovation, inquiry, and curiosity").  I like to think that most teachers have a good instincts for pushing and encouraging our students.

Giving children regular, constructive feedback about how to improve was a better policy, he said.
"We need to say to kids that they can do this, they can't do that but to move their learning forward they need to do this, that or the other. What we don't say is you're good or bad at something," said Dinham.
This reinforced a valuable message that effort brought reward.

This is where I believe the notion of 'growth mindset' comes into play (see my posting on Dr Carol Dweck here).  The idea that we can build into our teaching practice that students can achieve more if they're in the frame of mind that they can grow.

This post is related to RTC#1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC#6. "Conceptualise, plan and implement an appropriate learning programme i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice." 

Growth Mindsets

Checking Our Assumptions.
One of the most vivid memories of my first year I had as a teacher was Mr Flinders the teacher in the classroom next to me.  He can be best described as a *seasoned campaigner*, a likeable guy, respected by the students, but set in his ways.  I can clearly remember him saying to me "Justin - you just can't teach smarts".  These words impressed upon me - I liked these words. 

You see the idea was appealing to me - it provided me with a quick mantra that I could use to deflect.  If my classes struggled with the content... "you just can't teach smarts." 

It was deficit thinking in action.  I've seen the same idea presented a million ways...

• "The family don't value education",
• "Those students they'll get a job in the factory they don't need my subject",
• "I taught the brother/sister - this guys just the same"...

We see it getting engrained.  Parents at teacher interviews "I never could do it when I as at school".  Teachers in the staff room "I had that class last year - good luck with them".  Even in the students themselves. 

I think that we need to check these thoughts.  I think that we need to move away from them and value the essence of improvement through education.

Dr Carol Dweck created a very interesting set of work covering this idea under the notion of *Mindset*.  She identifies a fixed mindset or a growth mindset.

Here is a illustration of her idea...






 This post relates to RTC # 8. demonstrate in practice their knowledge and understanding of how ākonga learn.