A growth mindset is the personal belief that one can control his/her own ability, talent, and intelligence and that he/she can develop it through learning, good strategies, hard work, and more input from oneself and others as well (Bransford et. Al., 1999). Growth mindset has been touted as one of the key factors that highly determine and contribute to success. The concept of growth mindset has also been adopted by teachers in a bid to help the students fulfill their capabilities and potential (Stabile, 2017). It is important that teachers engage in growth mindset to enable them to become greater teachers. This paper will briefly justify the need for teachers to engage in a growth mindset in order to become the greatest teacher and also address some of the possible reasons for a teacher to resist a growth mindset.
Teachers significantly have to engage in growth mindset to enable them to be aware of the limitations that exist in their mindsets in a bid to make teaching and learning more effective, hence, promoting their progress into becoming great teachers (Ershler " Stabile, 2015). Engaging in a growth mindset is also important for teachers because it enables them to interact with students mindfully while being fully aware of the judgmental beliefs that could negatively affect the students and also spot the students with certain strengths and capabilities (Stabile " Ershler, 2015). Furthermore, engaging in growth mindset also enables teachers model a growth mindset in their students, hence, creating an even better learning environment.
Despite resulting in numerous benefits, the concept of growth mindset has, over the period of its existence, received a lot of resistance due to a number of reasons. Some of the possible reasons for teachers to resist a growth mindset include the laws of change and change management, their past experiences on the same, as well as cultural differences in the execution strategy or model (Stabile, 2017).
References
Bransford, J., Brown, A. L., Cocking, R. R., " National Research Council (U.S.). (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
Ershler, J. and Stabile, C. (2015), The Learning Virus: An Affective, Constructivist Movement Shaped by Ultrasociality in the Age of Social Media. New Directions for Teaching and Learning, 2015: 5-21.
Stabile, C., " Ershler, J. (2015). Constructivism reconsidered in the age of social media. San Francisco: Jossey-Bass.
Stabile, C. (2017). Discovering the great teacher in you: A guide to mindset and practice. Port Saint Lucie, FL: Woodbridge Learning Press.
