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Can a Growth Mindset Help with Classroom Management?

Posted by on in What If?
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Since the publication of Carol Dweck’s book, Mindset, the concept of a growth mindset has received a lot of attention and enthusiasm, especially from educators – and I’ve addressed it, more than once, on my radio programs. I think the concept is incredibly important but I somehow never considered it in relation to classroom management! However, Bill DeMeo and Jennifer Maichlin have, so I invited them, along with early childhood specialist Amanda Morgan, to talk with me about it on Studentcentricity. And what I learned was that it was pretty silly of me not to have seen the connection!

Here’s what Jennifer had to say following our conversation, which you can listen to here.

The most important thing about the application of the growth mindset principles is teaching the child (or adult) the actual science behind it.  If a person learns that the brain actually PHYSICALLY CHANGES (neurons grow and new synapses are created) when they apply the strategies of a growth mindset (persevere through obstacles, embrace challenges, value mistakes as learning opportunities), then they cannot use the fixed mindset as an excuse for overcoming a personal challenge. They begin to understand that, yes, they can choose the fixed mindset but it is within their power to change their behavior, and there are many ways to do so.  Teaching them the research (which can be done at any age) does not allow for excuses and provides empowerment. There is no excuse for not improving; even scientists say so!

Amanda added:

At its root, mindset relies on recognizing that we each have some control over the choices and consequences in our lives, and are therefore capable of change.  Not unlike adults, children are not always conscious of the choices they're making, so avoid assuming that behavioral missteps are intentional or personal. Take opportunities to teach mindfulness and intentional decision-making. For young children in particular, this coincides with their natural drive for autonomy and power. But that doesn't mean it comes naturally!  It's our role to point out the decisions they are capable of making and walk them through the possible outcomes to guide them through intentional, positive decision-making so that it becomes a way of being.

when nothing else works cover 

To learn more, check out Jennifer’s article, “The End of Classroom Management Issues”: http://community.mindsetworks.com/blog-page/home-blogs/entry/the-end-of-classroom-management

 Also, Bill has written about this topic in his book, When Nothing Else Works: What Early Childhood Professionals Can Do to Reduce Challenging Behaviors. You can learn more about it here.

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Rae Pica has been an education consultant specializing in the development and education of the whole child, children's physical activity, and active learning since 1980. A former adjunct instructor with the University of New Hampshire, she is the author of 19 books, including the text Experiences in Movement and Music and, most recently, What If Everybody Understood Child Development?: Straight Talk About Bettering Education and Children's Lives. Rae has shared her expertise with such groups as the Sesame Street Research Department, the Head Start Bureau, Centers for Disease Control, the President's Council on Physical Fitness and Sports, Nickelodeon's Blue's Clues, Gymboree, Nike, and state health departments throughout the country. She is a member of the executive committee of the Academy of Education Arts and Sciences and is co-founder of BAM Radio Network, where she hosts Studentcentricity, interviewing experts in education, child development, play research, the neurosciences, and more on teaching with students at the center.

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Guest Tuesday, 25 October 2016