Growth Mindsets and Giving Feedback

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This image reminds us that we need to view our learners as on an attainment journey – their ability isn’t fixed. With the right language and encouragement from us, as their teachers, they will continue learning and fulfilling their potential! 

Classroom Scenario

A quick reflection activity 

Below is a quick classroom scenario that outlines why it is important to always approach our learners with a growth mindset ourselves, and to use language to promote this. 

Below are two classroom scenarios detailing two different responses given by teachers to a learner who was struggling. Consider the two different pieces of feedback – both easy to give – and the impact they will have on the learner. Does Mr Yusuf have a fixed or a growth mindset? Does he believe in ability or attainment? What should he change? And what do you think about the approach used by Ms Bello? 
 

Scenario 

It is the beginning of the school year. Ms Bello and Mr Yusuf are economics teachers, discussing their students – twin siblings, Promise and Precious.  

“I see you are teaching Promise this year, Ms Bello,” said Mr Yusuf. “Poor you. He is not very clever. I have never taught Precious before but she is in my class. If she is like her brother, then there is no chance that she will pass.” 

“Thank you, Mr Yusuf, but I will make my own decision on Promise,” replied Ms Bello. 

Later that day, both teachers taught a lesson on budgeting. The content was highly challenging. 

In Mr Yusuf’s class, Precious, along with the rest of the class, was struggling. 

“I expected this of you, Precious. You are just like your brother and not capable,” said Mr Yusuf. 

Meanwhile, Ms Bello was teaching Promise, who was also finding the lesson hard.  

“It is excellent that you are trying, Promise. Keep going. I will give you a little extra time and a few more strategies to help you.” 

By the end of the year, Precious was completely disheartened by economics and hated the subject because Mr Yusuf had not supported her or promoted her learning. 

Yet, Ms Bello had instilled a growth mindset in Promise. By the end of the school year, Promise felt confident in economics. He passed the year with an extremely high mark.  

Ms Bello believed in Promise, and gave him ideas and strategies along with encouragement, enabling him to attain at a higher level than he had when taught by Mr Yusuf. Even just describing learners as ‘not clever’ or ‘slow’ in your head will affect the way you speak to your learners, and the expectations you have on what they could achieve.  

This image reminds us that we need to view our learners as on an attainment journey – their ability isn’t fixed. With the right language and encouragement from us, their teachers, they will continue learning and fulfilling their potential!