Growth Mindset For Wellbeing


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“GROWTH MINDSET FOR WELLBEING”

“The key to successful leadership today is influence, not authority” Ken Blanchard
PRESENTER: Daniela Falecki is a passionate, experienced educator & coach with more than 20 years’
experience in all forms of education as well as business management. She lectures at Western Sydney University & Sydney University and is the developer of many BOSTES accredited mentoring and coaching programs for teachers. As an educator her roles have included Welfare, Pastoral Care, Curriculum, Leadership & beginner teacher programs, curriculum development and Online program delivery. Daniela has been the NSW Manager for the Outdoor Education Group, program developer for International College of Wellness Coaches and is a member of the ICF (International Coaching Federation). She has completed a Masters in Education (Leadership), a Bachelor of Education (Physical & Health Education), a Diploma in Rudolf Steiner Education, a Life Coaching Certificate (Life Coaching Academy) is a Master Neuro Linguistic Programming practitioner and founder of Self Mastery Coaching.

BY:

Daniela Falecki
[email protected] www.teacher-wellbeing.com.au Ph. 0410 685764

DANIELA FALECKI TEACHER WELLBEING www.teacher-wellbeing.com.au

DEFINING A GROWTH MINDSET
What is Mindset?
Mindset explains:
 Why brains and talent don’t bring success  How they can stand in the way of it  Why praising brains and talent doesn’t foster self-esteem and
accomplishment, but jeopardizes them  How teaching a simple idea about the brain raises grades and
productivity
Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference.
Two types of mindset
1. Fixed mindset - people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success— without effort. They’re wrong.
2. Growth mindset - people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.
Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships.
More information - http://mindsetonline.com
DANIELA FALECKI TEACHER WELLBEING www.teacher-wellbeing.com.au

UNDERSTANDING A GROWTH MINDSET
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LIMIT ANTS
Automatic Negative Thoughts

BUILD PETS

V

Performance

Enhancing

Thoughts

THREE TRAITS OF MINDSET

Mindset Traits
1. How do I respond to setbacks – Do I blame others or bounce back?

What might this look in the classroom?

Strategies to develop this trait

2. How might others perceive me – Am I concerned about looking smart or learning?

3. How much effort I choose to apply – Do I believe success comes from talent or effort?

DANIELA FALECKI TEACHER WELLBEING www.teacher-wellbeing.com.au

NOTES
“One can’t stop the waves but you can learn to surf.” Jon Kabat-Zim
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DANIELA FALECKI TEACHER WELLBEING www.teacher-wellbeing.com.au

Strongl y
Disagre Disaegre
e
Mostly Disagre
e Mostly Agree
Agree
Strongl y agree

DO YOU HAVE A GROWTH MINDSET?
Read the following statements and tick the box that best describes you (Source - http://johntomsett.com/)
1. I seek to engage with colleagues to learn from their success
2. I am comfortable with my performance and do not feel the need to seek feedback
3. I work even harder at things I am not good at
4. I am better at starting new projects than completing them
5. I actively seek opportunities to be stretched and challenged
6. I seek the approval of others- it matters to me that my colleagues think highly of me
7. I spend my time with colleagues who think like I do
8. I actively seek all feedback and see it as an opportunity to improve
9. There are things that no matter how hard you work you cannot improve
10. I learn from overcoming obstacles in the completion of projects
11. I like to be left to get on with my job
12. I actively engage with opportunities to learn new things
DANIELA FALECKI TEACHER WELLBEING www.teacher-wellbeing.com.au

TEACHING A GROWTH MINDSET
“The pessimist sees difficulty in every opportunity. The optimist sees the opportunity in every difficulty.”
Winston Churchill
1. Explain the neuroscience of growth mindset to students – the brain is a muscle that can be strengthened
2. Reframe perspectives with effective questioning eg, “Is there another way to look at?”, “What strategies did you use to get this result? What if you did something different? What might happen?”
3. Encourage students to praise the efforts of each other, not talent, as they move in and out of the learning pit.
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MORE RESOURCES
 Classroom Resource – http://au.professionals.reachout.com/embracing-the-f-word
 Growth Mindset in the Classroom (Book) - http://www.amazon.com/Mindsets-ClassroomBuilding-Culture-Achievement/dp/1618210815
 Reading by Carol Dweck - Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership,68(1), 16-20.
 Website resources - http://www.mindsetworks.com/free-resources/
DANIELA FALECKI TEACHER WELLBEING www.teacher-wellbeing.com.au

STRATEGIES FOR A GROWTH MINDSET
1. Acknowledge and embrace imperfections. 2. Emphasise challenge not success 3. Encourage different learning strategies - What works for one person may not work for you. 4. Explain and teach about brain plasticity - The brain isn’t fixed; the mind shouldn’t be either. 5. Replace the word “failing” with the word “learning.” 6. Add the word ‘YET’ when grading performance 7. Give students a sense of progress – offer grades for progress, not just the end result 8. Remind students often about the big picture – it’s not always about short term goals 9. Help students identify the strategies they already use to achieve success. 10. Emphasise growth over speed - Learning fast isn’t the same as learning well 11. Reward actions, not traits – Praise effect and action, not just being smart. 12. Redefine “genius” - genius requires hard work, not talent alone. 13. There is no such thing as failure only feedback – all feedback is informative 14. Encourage peer reviews that praise effort – gives students the language of praise. 15. Provide regular opportunities for reflection – Encourage reflection at least once a day. 16. Place effort before talent - Hard work should always be rewarded before inherent skill. 17. Highlight the relationship between learning and “brain training” - The brain is like a muscle that needs to be worked out, just like the body. 18. Embrace the word “yet” – When students are struggling with a task, add “yet” to the mix 19. Learn from other people’s mistakes - It’s not always wise to compare yourself to others, but it is important to realise that humans share the same weaknesses. 20. Take risks in the company of others - Stop trying to save face all the time and just let yourself goof up now and then. 21. Help students set ‘learning goals’ instead of ‘performance goals’ 22. Take ownership over your attitude - Once you develop a growth mindset, own it.
DANIELA FALECKI TEACHER WELLBEING www.teacher-wellbeing.com.au

WHAT STRATEGIES WILL YOU USE?
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“Life is not made up of minutes, hours, days, weeks, months, or years, but of moments. You must experience each one before you can appreciate it.” Sarah Ban Breathnach
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For all links, resources and more notes, go to www.teacher-wellbeing.com.au
DANIELA FALECKI TEACHER WELLBEING www.teacher-wellbeing.com.au

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Growth Mindset For Wellbeing