Chapter 2- Better Late Than Never

If I had a fixed mindset, I would blame the fact that I am late in blogging on all sorts of things (holidays, stress of my mother moving in, bad weather...). However, I think I have more of a growth mindset, so let's be honest- I did not budget my time well for reading the book.  I am now back on track, and hope to be better at my blogging responsibilities henceforward. 

The thing that kept jumping out at me as I was reading Chapter 2 with all of the little stories and examples of fixed versus growth mindsets, was that I think I started off life with more of a fixed mindset.  I used to do well in school without every having to study or complete homework.  I was always proud of my grades, and thought I was a pretty smart cookie.  If I didn't do well in something (let's say science), it was because I wasn't good at it and I had every excuse in the book as to why I wasn't good (teacher is terrible, rocks are boring, I am more of a history person...).  THEN, I got to college.  Boy was it a wake-up call when I got a D in History 101.  HISTORY!  101! The subject that I was "good" at.  It turned out, in college I actually HAD to read the books and study my notes.  Thankfully, I had such a strong passion for history, that I didn't let my more fixed mindset change my major.  I began to think about why I failed (in my mind, a D was failing), and what I needed to do to change it- read the book, learn how to study, ask questions.  I think this was probably a turning point with me in regards to my mindset.  Now, when I don't succeed with something the first time, the only person I blame is myself. 

Chapter 3

"Can anyone do anything? I don't really know.  However, I  think we can now agree that people can do a lot more than first meets the eye." Although I agree with a lot of Dweck puts out there, I think this is the most realistic statement she has made thus far.  I think we are all more capable of doing things than we let on. I am still waiting for her to address how the upbringing of a child plays into the mindset role. As a special education teacher, I feel that many of us have the growth mindset, however, as we continually motivate, support and differentiate, we are still not able to reach all learners.  When we have students entering the high school reading at a 3rd grade level and by the end of the year they have progressed to the 4th grade level, we are excited for that student.  Unfortunately, that student has to take the same Regents exams as their classmates. That growth is not applauded by the state because they are still significantly below grade level. These students obviously want to improve their reading scores and possess the growth mindset.  However, the Low-Effort Syndrome could very likely come into play when test time comes. Even if these students are provided test modifications, they can still feel threatened by the test and may protect their ego by not trying to the best of their ability. 

Chapter 3

One quote that stood out to me in this chapter is about the "low-effort syndrome". It describes how students  put in little effort to "assert their independence from adults, but it is also a way that students with the fixed mindset protect themselves". The author says that the protection part is to keep others from judging them.  I also think that it protects them from themselves. By putting in little effort, later on they are able to blame their failure on their lack of trying/caring rather than it having to do with how "smart" they are, keeping their own views on their intelligence intact. In their point of view, actually trying would create a direct link between the outcome of that attempt and their intelligence. 
  Even in Kindergarten, I see this frequently. Many students would rather not even try than to even risk the chance of failing. It takes an active awareness and effort on the part of teachers to create an atmosphere where trying is rewarded (rather than just focusing on being correct).