Written by Adam Glodowski

How many of us have tried to encourage our students (or children) to learn from their mistakes? Teachers often see mistakes as teachable moments and opportunities to help our students grow. But how do students see their mistakes? Most students “see mistakes as flaws for which their teacher will judge them.” (Willingham, Strayer, & Barlow, 2018, p.326)

Alina Tugend, a New York Times columnist and bestselling author of the book Better by Mistake, wrote, “We are raising a generation of children . . . who are terrified of blundering, of failing, of even sitting with the discomfort of not knowing something for a few minutes.” (Tugend, 2011) How do we help this generation learn from their mistakes? How can we help these students give themselves permission to even make mistakes?

The answer lies in teaching students about a growth mindset. First, a quick look at what growth mindset is and how it differs from fixed mindset.

Table from https://wayfaringpath.coetail.com/2014/12/02/growth-vs-fixed-mindset-for-elementary-students/

Far too many children develop a fixed mindset during their early years. This can happen with the best of intentions. Many adults (parents and teachers) praise children for being “so smart.” This can lead to a fixed mindset way of thinking. Children equate smart with easy and often give up when challenging activities come along. I have heard parents say, “I’m just not a math person.” This was said in a conference with their children present! This is classic fixed mindset. Their children heard that and learned something from their parents.

Look again at the table above. What characteristics do you want in your students? I think teachers would readily agree that the qualities under growth mindset are desirable for learners. So, how do we create a growth mindset among our students?

Many educators have written about this topic, but Professor Jo Boaler and Dr. Carol Dweck are perhaps the most prolific. What’s Math Got to Do With It? (Boaler, 2018) and Mathematical Mindsets (Boaler, 2017) are excellent reads about applying this mindset to the math classroom. But these ideas are not limited to the math classroom; they are useful in all classrooms and even at home. How can we create a growth mindset culture?

1. 1. Change the way you praise students.
      • Stop praising students for being “smart.”
      • Instead, praise their efforts and problem-solving strategies.
   2. Normalize making mistakes.
      • “When we teach students that mistakes are positive, it has an incredibly liberating effect on them.” (Boaler, 2016, p.15)
      • Tell students on the first day of class that in here we will be making mistakes, which is an important part of learning.
      • Tell your students how their brains work. Every time they make a mistake a synapse fires. (Dweck, 2007) Their brain grows when they make a mistake!
   3. Eliminate F as a grade from your gradebook.
      • “If you get a failing grade you think, ‘I’m nothing, I’m nowhere.’ But if you get the grade ‘not yet,’ you understand that you are on a learning curve. It gives you a path into the future.” (Dweck, 2014)
      • When students say, “I can’t do that,” add the word “yet.” This is very empowering. Try it!
   4. Ask more questions and give fewer answers.
      • Students often ask, “Is this right?” How you answer this question will determine your classroom culture.
      • Don’t answer “yes” or “no.” Try “I don’t know. Why don’t you show me what you did?” This puts the focus back on problem-solving skills, not on correct answers.

These are only a few strategies. There’s a lot of information out there about growth mindset and how to create that culture in your classroom. Do some research and start teaching your students about their brains and how they work. God created us to be learners! Let’s use our mistakes as learning opportunities and not shy away from them.

Adam Glodowski (’05, ’18) recently earned a Master of Science in Education with a leadership emphasis. Adam is currently serving as principal at Trinity-Kiel WI.

CLICK HERE to read Adam’s entire capstone project, Making Assessment Meaningful in Math Class.

REFERENCES

Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching. San Francisco, CA: Jossey-Bass & Pfeiffer Imprints.

Dweck, C. S. (2007). Mindset: the new psychology of success. Ballantine Books.

Dweck, C. S. (2014). Dweck: The Power of Believing that You Can Improve [Video file]. Retrieved from:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

Tugend, A. (2011). The Role of Mistakes in the Classroom. Retrieved from https://www.edutopia.org/blog/benefits-mistakes-classroom-alina-tugend

Willingham, J., Strayer, J. & Barlow, A. (2018). “Examining mistakes to shift student thinking.” Mathematics Teaching in Middle School. 23(6), 324-332.

Image from http://www.thehealingpathwithchildren.com/2016/08/22/worry-bag-growth-mindset-children/