To begin our work with growth mindset, we are starting by talking about our brains. Students drew a picture of what they think their brains look like then wrote information they know about their brains. We collected all the information wrote them on notecards to surround our classroom brain.
It's been four months since I finished the GSE. I thought I would be loving every minute of my newfound free time, but I find myself here--looking at my website and thinking, "Is that it?" I've got the certificate and a book that I never quite finished and I'm asking myself if that was really how I pictured the post-grad experience. I fantasized about my work changing the world, or at the very least my classroom, but the growth mindset torch I carried for so long grew dim. So, tonight, I decided to do something to reignite it.
When I began asking questions about growth mindset, it was because of the students in my class who were giving up on themselves. While those students may no longer be in my classroom, there are new students who need the same support. There are students across the hall and in the middle school and in kindergarten who are going through the same struggles. I feel that what my thesis lacked was a practical guide to implementing growth mindset. So that will be my goal here. To take visitors through the process that I go through in my classroom to get students thinking and speaking with a growth mindset.