Graphic organizers aid learners to categorize concepts more efficiently. In some cases, they are used to analyze projects, solving various academic matters, making good decisions, learning, brainstorming, and carrying out rigorous research. A graphic organizer is selected based on nature and level of learning that is taking place in an institution. Furthermore, the method depends on skills which learners possess. Hence, teachers are advised to be keen while choosing a particular graphic organizer.
Adopting a growth mindset is an exercise which should be emulated by teachers. Educators are advised to assume what is regarded as a "fixed mindset" during the instruction process. Today, the use of modern technology has helped teachers to develop a growth mindset which has been proven to be fruitful. According to Hammersley to (2018), learning becomes effective when it is done in a favorable environment. For this to happen, teachers are required to embrace facilitation theory which highlights things that makes learning productive. A graphic organizer that can be used to compare teacher-based mindsets is a T-Chart shown below:
Growth mindset
(i) Mentality starts to develop with little fixation.
(ii) The teacher is mostly averaged
(iii) The teacher orientation is positive and creative
(iv) The teacher is intentionally unskilled
(v) They realize that they do not know some concepts
Fixed mindset
(i) The mindset is always fixed with no growth
(ii) The teacher is often novice with less content.
(iii) The teacher is surviving and less equipped with content
(iv) The teacher is unintentionally unskilled
(v) They do not realize what they know and what they lack.
Teachers who have growth mindsets can develop into greatest educators since they can adopt modeling activities. They can improve their certified approaches while dealing with various kinds of learners. Growth mindset enables teachers to undertake different types of career development programs (Surabian, 2016). For instance, they can instruct, guide, and interact well with other people around them. The programs eventually help instructors to handle various concepts with ease due to the expertise that they possess. Furthermore, growth mindset enables teachers to learn more items and hence increasing knowledge in their area of professionalism.
Moreover, there is a need for a teacher to involve in a growth mindset for them to create time for self-evaluation. Self-evaluation generates a space for developing fresh concepts by educators. Reflection should, however, aim at improving the performance of students in school and also enhancing the needs of an instructor (Burns, 2017). Also, teachers are required to engage in a growth mindset to improve their formative feedback rather than focusing on the summative responses. Formative response helps in boosting the morale of learners in most institutions.
At some point, teachers are needed to assume the concept of growth mindset as it ends up complicating the definition of hard work and positivity in learning. Under the normal life situation, students end up assuming that some subjects are simple due to their “growth mindset.” In the long run, they end up failing exams since they do not make efforts to improve their performance. The growth mindset confuses students on the issue of “learning in theory and practice.” More so, the growth mindset might hinder teachers from learning new talents due to the availability of previous abilities (Alhamlan et al., 2017). The practice is risky considering the current change in technology. Lastly, the growth mindset should be ignored by teachers since it considers all changes to be appropriate. The concept does not disregard changes that might be uncertain on both teachers and students.
References
Alhamlan, S., Aljasser, H., Almajed, A., Almansour, H., " Alahmad, N. (2017). A Systematic Review: Using Habits of Mind to Improve Student’s thinking in Class. Higher Education Studies, 8(1), 25.
Burns, B. A. (2017). A Case Study: Teacher Change During the Implementation of the Common Core State Standards for Secondary Mathematics. Cardinal Stritch University.
Hammersley, M. (2018). Routledge Revivals: What's Wrong With Ethnography? (1992): Methodological Explorations. Routledge.
Surabian, T. P. (2016). Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th-grade biology classroom.
