A Beginners Guide to Growth Mindset

Beginner Guide to Growth Mindset

A Beginners Guide to Growth Mindset

Growth Mindset is increasing in popularity in schools across the UK. If you’ve been considering introducing Growth Mindset in your classroom, but you’re wondering where to start, take a look at our short Beginners Guide to Growth Mindset video…

A pupil with a growth mindset sees intelligence as something that can be developed through hard work and resilience.

To get started with encouraging your class to develop a Growth Mindset, there are four main areas that you can focus on:

  • Change the way you praise
    Rather than praising intelligence or cleverness, praise how hard your pupils are working and how hard they are trying, even if they don’t succeed

  • Realistic expectations
    Set challenging but achievable expectations and communicate these to your class clearly

  • Classroom culture
    Create a culture that values learning and development rather than celebrating intelligence

  • Positive mental attitude
    Help your pupils to master the art of positive self-talk so that they continue to try their best

There are many benefits to encouraging a Growth Mindset in the classroom for your pupils. It will help them to:

  • Welcome constructive feedback
  • Be more willing to try difficult tasks
  • Persist at a difficult task for much longer
  • Experience less stress and improved wellbeing
  • Have better self-esteem

PTS offers a range of products to support you with Growth Mindset in the classroom. Go to https://www.primaryteaching.co.uk/growth-mindset to find out more.

Read More…

Download your FREE four-part Growth Mindset Guide, written by mindset expert Ross McWilliam, here. You can access all four parts on the blog:

Part 1: A combination of concepts and ideas to allow pupils to find their own definitions of GM, what GM means to them, and how they can identify and improve it.

Part 2: The value of intrinsic and extrinsic rewards, along with specific praise and feedback language to be used. Identification of measures to record progress in terms of attendance, rewards and sanctions, grades, school/class attitude.

Part 3: A whole school strategy that caters for key stakeholders of parents and staff, and how to monitor progress at school and at home.

Part 4: Consideration must also be given to those pupils who may have difficulty initially accessing GM and those who might need more support as they encounter barriers to learning on their GM journey.

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