Growth Mindset TIPR

Prompt: Describe how the teacher develops and promotes true growth mindset in his/her instruction, assessment, and/or procedures. How does the teacher give feedback on assessments and/or use assessments to improve student learning with a growth mindset? What more could/should the teacher do to promote growth mindsets versus fixed mindsets? Provide specific examples.

My cooperating teacher does a fantastic job of promoting a growth mindset in her students. The first thing students see as they walk in the door is a welcome mat that spells out "hello" in the letters of the ASL fingerspelling alphabet, and the second is a chalkboard painted to say "Mistakes are proof that you are TRYING." Both of these aspects of the environment increase the feeling of safety in the classroom, and lower the affective filter so that students are more willing to try new things and feel comfortable doing so. It is clear in her class that more emphasis is placed on learning than on appearances. Most of her assessments are graded based on completion and effort, but students also receive feedback in the form of a card that tells them at what level of ACTFL proficiency they stand. This assessment of skill has no bearing on their grade, so there is less pressure to perform well, resulting in better performance because students are less stressed and do not get "tongue-tied" as they attempt to communicate in ASL.

This teacher also places a great emphasis on communication, rather than grammatical correctness. This view of language learning also helps students to develop a growth mindset because she only corrects mistakes that get in the way of students expressing their messages accurately. This form of specific, targeted feedback helps them to feel safe enough to continue signing, and the volume of signs created helps greatly for students to improve their skills. 

Finally, the teacher does not grade on a curve, but based primarily on effort and engagement in her class. There is an abundance mentality in her class, wherein students understand that there are enough As to go around, and it is in their favor to collaborate with one another to learn together, rather than competing for good grades in a scarcity mentality. This promotes learning over performance.