Encouraging a Growth Mindset in Middle School
It’s no secret — middle school can be painful, both for educators and students. But it doesn’t have to be.
Within the ranks of middle school educators, there is an undeniable buzz around Carol Dweck’s work on mindset, and how educators can incorporate her startling findings on students and the way their minds develop. It’s no wonder — the middle school years are a critical time for students to develop confidence in their ability to complete challenging tasks independently.
An individual with a growth mindset looks at grades and test scores differently. For the individual with a growth mindset, grades and test scores are feedback on one’s current state of development in a given area. If a student with a growth mindset gets a poor grade or a low test score, the individual knows to focus on developing knowledge and skills that will yield higher grades and scores in the future.
This article from an experienced curriculum director demonstrates how reinforcing a growth mindset in the middle school learners can set students up for not only classroom confidence and achievement, but lifelong benefits.
It is contradictory to emphasize the importance of a growth mindset and then fail to give students opportunities to correct mistakes and learn from their errors.”
Read the full article to learn:
- How Carol Dweck’s growth mindset applies to middle school learners
- Why students and teachers should adopt a growth mindset
- Effective strategies for inspiring confidence in students
About the Author
Clarissa served as Executive Director of Curricular Programs for Howard County Public Schools in Maryland. She also held positions as science coordinator and secondary curriculum director in that school district, as well as science curriculum specialist and high school science teacher in Baltimore City Public Schools. Evans earned a B.S. in Zoology from Michigan State University, a M.S. in curriculum from Loyola College, and a Ph.D in Educational Administration from University of Maryland.
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