How can we nurture a growth mindset in our classrooms? What “seeds” do we need to plant? How can we create nutrient-rich “soil” for these seeds to grow in? What extra support do we need to give our “seeds” so that they will blossom into life-long learners? As teachers, we become the “gardeners” of our classrooms. Our students come to us with a variety of needs and require different amounts of time to grow. It is our challenge to help each student blossom. We need tools and strategies to help our students develop a growth mindset. In many classrooms, we can find examples of both fixed mindset and growth mindset. By being able to identify these mindsets, we can tailor our classroom language by teaching phrases such as, “I’m not able to do this . . . yet.” By being aware of the types of feedback we give students, we can support their growth as confident, independent learners. We can create an environment where students are ready to embrace challenges.
When I was a young girl, my dad loved to give my sisters and me math problems at dinner. If we could not figure them out, he would show us how to solve them. The problems were fun and challenging, and I grew up loving math.
My mom let my sisters and me “play” with recipes when we were baking. We could change recipes by adding a little of this and a little of that. Our recipes didn’t always turn out well, but sometimes they were even better than before. Mom gave us some ideas on what we could do the next time, so we learned what worked and what didn’t. Plus, we weren’t afraid to try our own ideas. What’s the worst thing that could happen?
My grandma and grandpa loved music! When I was little, I played the baritone ukulele, a four-stringed guitar that was just my size. When I was eight years old, we attended a wedding. My grandma and grandpa encouraged me to play along with the wedding band. I just tried my best. I really grew to love music like them! Without realizing it, my parents and grandparents were cultivating a growth mindset in me.
What does a growth mindset look like or sound like? According to Growth Mindset creator Dr. Carol Dweck (2016), you might hear things like this:
- This may be difficult and challenging, but I’m going to keep on trying.
- I don’t know how to do it, but I’m going to figure it out.
- I learn from my mistakes.
- Tell me what my next steps are so that I can improve.
- I don’t know how to do this . . . YET.
- I can try something I’ve never done before.
During my teaching career, I have taught students from six months of age up through high school. I have taught Montessori kindergarten, homeroom classes, music, dance, and English, and of course, I have worked with a lot of teachers! I believe that my students gained a lot of knowledge and skills in my classes, but I do not think that is what they remember the most. What do they remember? They believed that they could achieve their dreams.
I like to compare my students’ potential to that of seeds planted in the ground. When we plant seeds in the soil, we do not really know how and when they are going to come up. What we do know is that there is a lot of hidden potential beneath the ground.
In many schools, students are given tests and grades to demonstrate their level or ability. This may create a fixed mindset for students. Whether they think of themselves as A students or C students, they believe that this is all they are capable of.
Do you need to give your students grades for their assignments or tests? If you do, what does this tell them? Can your students do something to improve the grades or scores they received? Do your students believe that they will always be at the same level of English, or do they feel that they can improve with effort?
After we plant seeds, it is important to know what they need to grow. How do we support our precious seeds? If a student is struggling, what is the next step? If a student says that something is easy, what is the next step? When we consider Vygotsky’s zone of proximal development, we need to think about how to guide students to the next steps in their learning. Each step of the journey can help them grow in confidence.
Are students aware of what they know and what they need to improve on? Do you create lessons that provide support for students at their current level and take them to their next steps toward independence?
Many of us grew up with red marks on our papers pointing out our errors. With a growth mindset, these mistakes can inform us of what we don’t know and what we can improve on. Nurture the feeling that mistakes are learning opportunities that help students grow. Invite students to ask questions or take risks when they don’t know something. Introduce the idea of FAIL: First Attempt In Learning. According to rocket scientist Sylvia Acevedo, “If you’re always successful, you’re probably not stretching yourself enough. It’s okay to fail.”
What type of feedback do students receive in your classroom? Do you focus on what’s correct, or on making sure students are curious about learning?
We need to water our plants. We may have to add a little fertilizer, too. Plants need our help to thrive. Students need the right nutrients to grow in your classroom. Creating lessons that are both challenging and motivating keeps them engaged. Students want to put in the extra effort to learn.
Do you create lessons that are challenging and engaging for your students? Do your students think, “This is hard, but I’m going to try my best.” Can your students learn in a variety of ways?
Plants need light from the sun to grow. Plants need warmth to grow. Plants appreciate our encouraging words every time we water them.
Students thrive in a place where they feel they belong. Many students have felt increased stress, especially with technology use. Expectations may seem higher than ever before. Your classroom can create a space where students feel they can be successful. Find ways to create “wins” for your students.
Do you know your students by name? What else do you know about each of your students? Do students feel that you are on their team? How does your classroom environment nurture your students? Do you have any chants or songs that nurture happiness and positivity? Do you have any classroom routines that build a positive outlook?
Believe. Watching a plant grow is truly miraculous.
What do you think is the most important thing you can nurture in your classroom?
In the popular TV show Ted Lasso, the players felt more confident when they looked up at the sign that read, “BELIEVE.” Believe that every one of your students can succeed!
As teachers, we become the “gardeners” of our classrooms. Our students come to us with a variety of needs and require different amounts of time to grow. It is our challenge to help each student blossom.
- Remember to nurture your plants!
- Plant your seeds in rich soil.
- Give your plants enough support.
- Water them regularly and add fertilizer when needed.
- Give them enough sunshine and warmth to grow.
- Speak to them with encouraging words.
- And finally, believe in the magic!
Reference
Dweck, C. (2016). Mindset: The new psychology of success. Ballantine Books.
Publications
Kampa, K. (2013). Kathy Kampa’s special days and holidays. CD.
Kampa, K. (2015). Jump jump everyone. CD.
Kampa, K. and Vilina, C. (2001). Magic time. Oxford University Press.
Kampa, K. and Vilina, C. (2012). Everybody up. Oxford University Press.
Kampa, K. and Vilina, C. (2012). Magic time (2nd Ed.). Oxford University Press.
Kampa, K. and Vilina, C. (2014). Oxford discover. Oxford University Press.
Kampa, K. and Vilina, C. (2016). Everybody up (2nd Ed.). Oxford University Press.
Kampa, K. and Vilina, C. (2018). Oxford discover (2nd Ed.). Oxford University Press.
Kampa, K. and Vilina, C. (2022). Beehive. Oxford University Press.
Kathleen Kampa is a teacher, teacher-trainer, author, and songwriter who specializes in working with young learners. Kathy promotes an inquiry-based approach to teaching through which students develop 21st century skills. She is a co-author of four ELT primary courses published by Oxford University Press, including Magic Time, Everybody Up, Oxford Discover, and Beehive. In addition, she creates songs, chants, and movement activities for young learners, and has produced two albums for children.
Plenary Address
Planting the Seeds of a Growth Mindset
How can we nurture a growth mindset in our classrooms? What “seeds” do we need to plant? How can we create nutrient-rich “soil” for these seeds to grow in? What extra support do we need to give our “seeds,” so that they will blossom into life-long learners? As teachers, we become the “gardeners” of our classrooms. Our students come to us with a variety of needs and require different amounts of time to grow. It is our challenge to help each student blossom. We need tools and strategies to help our students develop a growth mindset. In many classrooms, we can find examples of both fixed mindset and growth mindset. By being able to identify these mindsets, we can tailor our classroom language by teaching phrases such as, “I’m not able to do this . . . yet.” By being aware of the types of feedback we give students, we can support their growth as confident, independent learners. We can create an environment where students are ready to embrace challenges.
Workshop
Cultivating a Climate of Growth in Your Young Learner Classroom
When you watch a group of young learners, you can see how they explore their environment with all their senses. They jump. They skip. They bend down and look at ants crawling on the ground. They are filled with wonder and amazement. Each day young learners seem to be successfully learning something new. Our classrooms need to continue nurturing children who are just learning about the world. How can we nurture their growing bodies, their brains, and their hearts? We can teach lessons for young learners with activities that sprinkle growth mindset thinking strategies throughout. The language we use in the classroom with our students is a powerful tool in shaping the way our students think. We can choose to teach chants, songs, and fingerplays that remind students of a growth mindset. We can use stories and puppets to build a growth mindset. During our textbook activities, we can use strategies to help students know what their next steps are. Even during our class transitions, we can help our young learners grow. Together, these strategies can create a climate where our students are able to realize their full potential.
