As we saw in the previous section, our beliefs about ourselves and others have a very powerful influence on our – and their – capacity for growth. If we believe our intelligence or ability is fixed, it drastically limits our growth potential. On the other hand, if we believe that the human brain has “plasticity” and that everyone has the potential to learn, this belief profoundly supports almost limitless growth potential.
Carol Dweck has spent decades researching this idea of a growth mindset. One of her key messages is the power of “not yet.” Read this summary of Dr. Dweck’s research. (Follow the link on teacher practice for an interesting insight on the effects of different types of praise on learning)
Reflect:
According to Dr. Dweck, “Becoming is better than being” (2006). And Dr. Merzenich echoed this idea in the video from the previous section:
“With that [growth mindset] understanding, miracles can occur in your capacity to understand or do complicated things that you never thought you’d be able to do! You are designed to be continuously improvable. Nobody’s done. Nobody’s defined by what their limits are.”
After watching the videos and reading the article, jot down your reflections on these questions:
- How do you think the Pygmalion effect and growth mindset might impact your para’s (and your own) instructional practice?
- How do you think the Pygmalion effect and growth mindset might impact your mentoring practice?
Dweck, C. (2006) Mindset: The New Psychology of Success. Penguin Random House LLC, New York.