by Hamid Giwa, Nigeria
My journey with Teach2030 began with the Growth Mindset for Teachers course, and it has shaped my teaching and leadership in ways I did not initially anticipate. At the time, I was seeking professional development that spoke directly to classroom realities—something practical, reflective, and relevant. That first course delivered exactly that.
The course challenged me to look closely at how language, feedback, and expectations influence learning. I became more intentional about how I responded to mistakes, framed challenges, and encouraged persistence. Slowly, I began to notice a shift. My learners became more confident in attempting difficult tasks, more open to feedback, and less fearful of getting things wrong. The classroom became a space where effort and progress were valued as much as correct answers.
As a Head Teacher, this shift extended beyond my own classroom. I began to model growth-focused practices during lesson observations, staff meetings, and professional conversations. Naturally, my teachers became curious about what was driving these changes. I encouraged them to explore Teach2030 courses, starting with Growth Mindset, and the response was overwhelmingly positive. Teachers appreciated how the courses were thoughtfully curated—short, accessible, low-data, and directly linked to real classroom challenges.
Over time, growth mindset became part of our school culture. Teachers became more reflective in their practice, more open to trying new strategies, and more collaborative in sharing what worked and what didn’t. Students, in turn, became more independent learners who understood that learning is a process, not a fixed destination.
Beyond my school, my role as an education consultant and Teach2030 Ambassador has allowed me to influence wider communities of teachers and schools. I have supported and encouraged many educators to take Teach2030 courses, particularly those who may not otherwise have access to structured professional development. The Growth Mindset course often serves as their entry point—and for many, it becomes a turning point in how they see teaching and learning.
Teach2030 has not only strengthened my practice as a teacher and leader, but it has also reinforced my belief that meaningful professional development can transform classrooms when it is practical, inclusive, and grounded in real experience. The growth mindset journey continues—for me, for my teachers, and for the learners we serve.
