In my second year at Brock University, I
had the privilege to attend a placement in a grade four class. In this class
one of the students struggled immensely with reading and writing. This same
student also came from a dysfunctional family household. I was able to spend a
significant amount of time with this student, and observed how at such a young
age they were already discouraged and beginning to feel like a failure. They
would give up on tasks quickly, not put forth a strong effort, and would
comment how they were ‘not smart enough.’ Later on in the year it was
determined that this student had a learning disability. If this student was not
already discouraged enough, I am sure that it didn’t help to be labeled as
learning disabled.
Reflecting upon what was discussed in lecture (September 17, 2015) and in the Chapter 1 reading, I began to wonder how this student at such a young age could break free from their fixed mindset, and find the motivation to overcome the obstacles in their life. As the text puts it, how could this student, "view failure as a temporary condition and believe that their abilities can improve with persistent effort" (Drake, Reid, & Kolohon, 2014, p. 21)? Because this student did not have a positive role model at home, it provides the teacher with the role and great opportunity to get this student on the right track and to help them attain a growth mindset.
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| Teachers have the responsibility to get their students on the right track. Teachers can do this by instilling a growth mindset in each of their students. If the teacher is unable to do this, their students may continue on in their fixed mindsets, struggling to improve and grow academically. http://www.seo-smo.net/wp-content/uploads/2013/01/RightTrackSEO.jpg |
As
prospective teachers, it is almost inevitable that a student such as the one
discussed will walk into our classrooms. We ourselves need to be equipped with
a growth mindset to see growth in our own students. In an article titled, 'Eight Things Skilled Teachers Think, say, and Do' (Ferlazzo, 2012) the author mentions the importance of believing
that every student has the potential to grow. Too often, teachers are the
failures by giving up on struggling students too early. The author of this
article would argue that a teacher who would give up on a student has a fixed
mindset. If we are to be teachers with a growth mindset, we must never give up
on our students in helping them become successful in whatever subject we teach
to them. To illustrate this point I included a clip from the movie, Mr.
Holland’s Opus. Take the time to watch!
violinboy345. (August 28. 2008). Clarinet scene: Mr. Holland's opus. Retrieved from https://www.youtube.com/watch?v=eL9k2pTFYrE
A Professor of mine shared this scene in their lecture last week, and I think that it is very fitting for this blog post. This scene shows a teacher (Mr. Holland) with a growth mindset, believing in the potential of fixed minded student. Mr. Holland chooses not to give up on her, but to help her overcome her musical difficulties. Although this is a fictional story, as teachers we need to aspire to believe in our students as Mr. Holland did.
In this clip you may have also noticed how Mr. Holland provided specific feedback to his student. If we are to be teachers with a growth mindset we need to provide our students with feedback that they can actually apply to their learning. In an interesting article titled, ‘Generic vs. Specific Feedback and The Fundamental Attribution Error’ (Guatam, 2008) the author discusses how when teachers give students generic feedback (ex. Good job, well done) it results in the student not knowing how to respond when they encounter mistakes and failures. They are left feeling helpless, and unable to overcome their failures. As teachers with a growth mindset our feedback needs to be purposeful. Our feedback should address specifically what the student did well, and specifically what the student needs to improve on. Feedback should provide a way for the student to overcome their mistakes/failures, as well as encouraging them in their success.
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| DON'T BE THIS GUY. Feedback should be specific and personal to the student. Don't just tell the student that they're doing great, tell them what they are doing great! As well, inform the student on what they could improve on to do even better on a future task. http://escmarzano.wikispaces.com/file/view/Feedback.jpg/377382424/Feedback.jpg |
In
the case of the student that I discussed to open this blog post, I hope that
they have encountered a teacher with a growth mindset. I hope that they have
had a teacher that believed in them and showed them how to become successful
despite their struggles. And I hope that this student has been given the right
words and feedback to get on the right track.
In concluding… I’ll always remember
a lecture that I had in my second year of university on learning disabilities.
One point that the professor made was that those with learning disabilities or
set backs are often the individuals who become most successful in life. My hope
is that as teachers we will be able to bring out growth and success in all of
our students.
Thanks for reading,
Jesse Winger
References
Drake, S.M., Reid, J.L., Kolohon, W.
(2014). Interweaving curriculum and
classroom assessment: Engaging the
21st- century learner. Canada: Oxford University Press.
Ferlazzo, L. (October, 2012). Eight things skilled teachers think, say,
and do. Retrieved from http://www.ascd.org/publications/educational-leadership/oct12/vol70/num02/Eight-Things-Skilled-Teachers-Think,-Say,-and-Do.aspx
Guatam, S. (2008). Generic vs specific feedback and the fundamental attribution error. Retrieved
fromhttp://the-mouse-trap.com/2006/10/13/generic-vs-specific-feedback-and-the-fundamental-attribution-error/
violinboy345. (August 28. 2008). Clarinet scene: Mr. Holland's opus. Retrieved from https://www.youtube.com/watch?v=eL9k2pTFYrE
