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Mindsets in the Classroom: Building a Growth Mindset Learning Community
With this book's easy-to-follow advice, tasks, and strategies, teachers can grow a love of learning in their students.
When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students. Inspired by the popular mindset idea that hard work and effort can lead to success, Mindsets in the Classroom provides educators with ideas for building a growth mindset school culture, wherein students are challenged to change their thinking about their abilities and potential. With the book's step-by-step guidance on adopting a differentiated, responsive instruction model, teachers can immediately use growth mindset culture in their classrooms. It also highlights the importance of critical thinking and teaching students to learn from failure. Includes a sample professional development plan and ideas for communicating the mindset concept to parents.
When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students. Inspired by the popular mindset idea that hard work and effort can lead to success, Mindsets in the Classroom provides educators with ideas for building a growth mindset school culture, wherein students are challenged to change their thinking about their abilities and potential. With the book's step-by-step guidance on adopting a differentiated, responsive instruction model, teachers can immediately use growth mindset culture in their classrooms. It also highlights the importance of critical thinking and teaching students to learn from failure. Includes a sample professional development plan and ideas for communicating the mindset concept to parents.
226 pages, Kindle Edition
First published September 1, 2013
103 people are currently reading
851 people want to read
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August 27, 2016I found this book to be an easy read that made me think about my classroom practices. We all need to believe that we can improve with practice!
January 25, 2016
Ricci begins by distinguishing between the concepts of fixed mindset and growth mindset:
Fixed mindset is the belief that a person is born with a certain level of intelligence that can’t change.
Growth mindset is an opposing belief that a person’s intelligence can be developed through “persistence, effort, and a focus on learning”. (3)
She then makes the important point that neuroscience supports the notion of growth mindset in that recent brain-based research confirms the concept of neuroplasticity or malleable intelligence – that the human brain can change throughout a person’s life.
Unfortunately, students tend to move from a growth mindset to a fixed mindset as they move to higher grades. According to Ricci, a fixed mindset is damaging for students at both ends of the learning continuum: For at-risk students, it is a self-fulfilling prophecy of failure; for gifted learners, it results in “risk avoidance” as they shy away from difficult learning challenges. Hence, the major goal of her book is to suggest ways that all school community members can promote the belief in growth mindset.
In Chapter 2, Ricci explores several strategies that school leaders can use to build a growth mindset school culture:
• Have teachers reflect upon and pre-assess their beliefs about intelligence;
• Educate teachers on the value of praising student effort, not outcomes (which includes careful
attention to both verbal and non-verbal feedback);
• Educate teachers, students, and parents about malleable intelligence;
• Monitor, evaluate, and review school protocols with respect to growth mindset – including
establishment of PLCs and Look-Fors for student and teacher behavior.
Noting that teachers must create a differentiated, responsive classroom in order that students grow intellectually, Ricci presents, in Chapter 3, “necessary steps” to such a classroom environment. The first step is to pre-assess to allow for front-end differentiation, including possible remediation, enrichment, or curriculum compacting. “Pre-assessment respects a student’s time and prior knowledge.” (35) Other strategies include flexible groupings and use of anchor activities. Anchor activities are meaningful tasks that extend or enrich student learning and are available at any time students complete regular classroom work. Formative assessment, such as exit cards, is essential in a responsive classroom. The author stresses that a teacher should clearly explain to students the dual purpose of formative assessment – to help the teacher better meet the student needs and to allow the teacher to grow in his/her capacity.
Chapter 4 explores the relationship between critical thinking and growth mindset. Critical thinking is a process that involves acquiring many higher order skills, including such abilities as analyzing, classifying, and evaluating. Ricci argues that “… providing students with many opportunities to develop their cognitive abilities through critical thinking experiences impacts the child’s view of herself and contributes to a growth mindset.” (57) Exposing students to challenging learning opportunities helps them develop “determination, motivation, and persistence” – growth mindset attitudes. (64)
Failure is the topic of Chapter 5. In order for students to develop a growth mindset, teachers must promote two beliefs about failure:
1. A student’s own actions and behaviours, not external factors, lead him/her to succeed or fail;
2. Failure is an opportunity to reflect on errors as “data” that will help a student approach a
future “challenging task in a new way or with more effort.” (69)
In Chapter 6, Ricci provides helpful advice for parents so that they can support the development of a growth mindset in their children:
• Build resilience in their children by modeling a flexible, glass-is-half-full mentality, especially
when things don’t go well;
• Use growth mindset praise – “Always praise a child’s willingness to try, effort, patience, and
practice. Do not attribute success to ‘being smart’ … but to hard work and perseverance.” (77)
• “Help children find their own niche” (78) by providing them with a variety of opportunities.
In Chapter 7, the question Can Gifted Education and A Growth Mindset Coexist is answered. The author’s answer is “Yes” but only if a concept of giftedness “ that emphasizes potential and possibilities” is adopted. (93) By avoiding the overuse of the term gifted, and instead, employing terms such as “highly motivated” learner or “high-potential learner” (89), educators will prevent students from adopting a fixed mindset mentality.
Chapter 8 presents a number of strategies for helping students adopt a growth mindset. Pre-assessment strategies include having students draw a picture of what they think their brain looks like, and having students respond Yes or No to a series of statements such as Some kids are born smarter than others.
One suggested learning task is a Guess Box in which a dried sponge is placed. First, the students try to guess what object is in the box by asking questions that identify its attributes. Once the students determine that the object is a sponge, they are asked How is your brain like a sponge? Then, after pouring water over the sponge so that the students can see it grow and absorb water, the teacher says, “Every time you work hard and learn something new your brain grows and gets stronger.” (110)
Building a neural network is also suggested as an effective hands-on activity. Students hold the ends of a string to represent the neural connections that form when new learning occurs.
When it comes to introducing students to growth mindset, the author recommends that students examine examples of fixed and growth mindset in characters in books, movies, and TV shows. Likewise, students can learn to view failure from the standpoint of a growth mindset by exploring the lives of famous people who, through determination and resilience, achieved success after initially failing. Finally, students can create concept placemats - collages of pictures which reflect growth.
Ricci concludes her book by identifying some ways that teachers and administrators can maintain a growth mindset school culture:
• embed a focus on growth mindset in the school improvement plan;
• create “fear-free zone” learning environments in classrooms (140); and,
• create “Look fors” that would demonstrate that students have acquired growth mindsets.
Fixed mindset is the belief that a person is born with a certain level of intelligence that can’t change.
Growth mindset is an opposing belief that a person’s intelligence can be developed through “persistence, effort, and a focus on learning”. (3)
She then makes the important point that neuroscience supports the notion of growth mindset in that recent brain-based research confirms the concept of neuroplasticity or malleable intelligence – that the human brain can change throughout a person’s life.
Unfortunately, students tend to move from a growth mindset to a fixed mindset as they move to higher grades. According to Ricci, a fixed mindset is damaging for students at both ends of the learning continuum: For at-risk students, it is a self-fulfilling prophecy of failure; for gifted learners, it results in “risk avoidance” as they shy away from difficult learning challenges. Hence, the major goal of her book is to suggest ways that all school community members can promote the belief in growth mindset.
In Chapter 2, Ricci explores several strategies that school leaders can use to build a growth mindset school culture:
• Have teachers reflect upon and pre-assess their beliefs about intelligence;
• Educate teachers on the value of praising student effort, not outcomes (which includes careful
attention to both verbal and non-verbal feedback);
• Educate teachers, students, and parents about malleable intelligence;
• Monitor, evaluate, and review school protocols with respect to growth mindset – including
establishment of PLCs and Look-Fors for student and teacher behavior.
Noting that teachers must create a differentiated, responsive classroom in order that students grow intellectually, Ricci presents, in Chapter 3, “necessary steps” to such a classroom environment. The first step is to pre-assess to allow for front-end differentiation, including possible remediation, enrichment, or curriculum compacting. “Pre-assessment respects a student’s time and prior knowledge.” (35) Other strategies include flexible groupings and use of anchor activities. Anchor activities are meaningful tasks that extend or enrich student learning and are available at any time students complete regular classroom work. Formative assessment, such as exit cards, is essential in a responsive classroom. The author stresses that a teacher should clearly explain to students the dual purpose of formative assessment – to help the teacher better meet the student needs and to allow the teacher to grow in his/her capacity.
Chapter 4 explores the relationship between critical thinking and growth mindset. Critical thinking is a process that involves acquiring many higher order skills, including such abilities as analyzing, classifying, and evaluating. Ricci argues that “… providing students with many opportunities to develop their cognitive abilities through critical thinking experiences impacts the child’s view of herself and contributes to a growth mindset.” (57) Exposing students to challenging learning opportunities helps them develop “determination, motivation, and persistence” – growth mindset attitudes. (64)
Failure is the topic of Chapter 5. In order for students to develop a growth mindset, teachers must promote two beliefs about failure:
1. A student’s own actions and behaviours, not external factors, lead him/her to succeed or fail;
2. Failure is an opportunity to reflect on errors as “data” that will help a student approach a
future “challenging task in a new way or with more effort.” (69)
In Chapter 6, Ricci provides helpful advice for parents so that they can support the development of a growth mindset in their children:
• Build resilience in their children by modeling a flexible, glass-is-half-full mentality, especially
when things don’t go well;
• Use growth mindset praise – “Always praise a child’s willingness to try, effort, patience, and
practice. Do not attribute success to ‘being smart’ … but to hard work and perseverance.” (77)
• “Help children find their own niche” (78) by providing them with a variety of opportunities.
In Chapter 7, the question Can Gifted Education and A Growth Mindset Coexist is answered. The author’s answer is “Yes” but only if a concept of giftedness “ that emphasizes potential and possibilities” is adopted. (93) By avoiding the overuse of the term gifted, and instead, employing terms such as “highly motivated” learner or “high-potential learner” (89), educators will prevent students from adopting a fixed mindset mentality.
Chapter 8 presents a number of strategies for helping students adopt a growth mindset. Pre-assessment strategies include having students draw a picture of what they think their brain looks like, and having students respond Yes or No to a series of statements such as Some kids are born smarter than others.
One suggested learning task is a Guess Box in which a dried sponge is placed. First, the students try to guess what object is in the box by asking questions that identify its attributes. Once the students determine that the object is a sponge, they are asked How is your brain like a sponge? Then, after pouring water over the sponge so that the students can see it grow and absorb water, the teacher says, “Every time you work hard and learn something new your brain grows and gets stronger.” (110)
Building a neural network is also suggested as an effective hands-on activity. Students hold the ends of a string to represent the neural connections that form when new learning occurs.
When it comes to introducing students to growth mindset, the author recommends that students examine examples of fixed and growth mindset in characters in books, movies, and TV shows. Likewise, students can learn to view failure from the standpoint of a growth mindset by exploring the lives of famous people who, through determination and resilience, achieved success after initially failing. Finally, students can create concept placemats - collages of pictures which reflect growth.
Ricci concludes her book by identifying some ways that teachers and administrators can maintain a growth mindset school culture:
• embed a focus on growth mindset in the school improvement plan;
• create “fear-free zone” learning environments in classrooms (140); and,
• create “Look fors” that would demonstrate that students have acquired growth mindsets.
August 23, 2015
I was excited to read this book, because I haven't yet read Carol Dweck's original work on this topic. I agree with a lot of the content this author espouses: mindsets matter, there are a number of strategies common to gifted education programs that can benefit all students, and educators should re-consider gate-keeping practices.
I was somewhat disappointed by several things. First, she spends a section of the book talking about the negative connotations of the word "gifted." She is not alone; it's a problematic term and it can represent the opposite of growth mindset, so I see how it's relevant here. My concern has always been that we address the needs of learners who are ready for more challenges more effectively, and we often resort to euphemisms or vague acronyms for local programs when we refer to these students - or we don't program for them at all. I recognize my own bias as a gifted education specialist here, but I don't think this sector of education professionals needs another cut. There are so many problematic systems and terms in education which could be addressed first, and, in my opinion, draw far greater benefits (report cards and meaningful assessments, for example), and these go untouched in this book.
If you are familiar with the work of publishers which target advanced learners, such as Prufrock Press and Pieces of Learning, you will recognize many of the strategies provided. I came across a few I haven't used for a while, but most were familiar to me. The most valuable take-away for me was to do more explicit instruction with students about how the brain works.
This may seem like a picky point, but there were a few places where the author drew some conclusions which didn't necessarily line up for me. For example, she talks about the importance of optimism and then discusses gratitude journals as a strategy. As she concludes the section, she seems to imply that gratitude is the key to optimism. That's a worthy idea to put forth, but it seems like something that deserves more development, and not something to be accepted as a given. She also discusses research on motivation and wraps up the chapter by equating motivation to growth mindset. I don't think there is any intentional misleading in the text, and I can certainly see how the terms overlap, but it's too imprecise to use these sorts of words interchangeably without more fully developed arguments and reasoning.
Finally, I was disappointed because the concept is good; there are so many opportunities for individual teachers to seize here. Yet, instead of an overwhelming feeling of encouragement, I had the feeling the text spent more time chastising entrenched systems than being positive about the possibilities of a growth mindset. (I also went down the rabbit hole of wondering whether it's possible to have a growth mindset and believe in a fixed mindset, since you would have to believe that those people with fixed mindset are on a continuum of understanding and certainly aren't stuck or "fixed" on one belief system indefinitely, but that's a slight digression. I do think it's worth noting that I am suspicious of most models which attempt to define people in one category or another; more discussion about how the mindset might be fluid and context-dependent would be worthwhile to me. What are the triggers, other than habit, that bring teachers into fixed mindset comments and behaviours?) I bought the book to come away with inspiration and excitement about a new perspective, but I felt lectured and a bit micro-managed by some of the scripted teacher-talk in the lesson ideas instead.
I was somewhat disappointed by several things. First, she spends a section of the book talking about the negative connotations of the word "gifted." She is not alone; it's a problematic term and it can represent the opposite of growth mindset, so I see how it's relevant here. My concern has always been that we address the needs of learners who are ready for more challenges more effectively, and we often resort to euphemisms or vague acronyms for local programs when we refer to these students - or we don't program for them at all. I recognize my own bias as a gifted education specialist here, but I don't think this sector of education professionals needs another cut. There are so many problematic systems and terms in education which could be addressed first, and, in my opinion, draw far greater benefits (report cards and meaningful assessments, for example), and these go untouched in this book.
If you are familiar with the work of publishers which target advanced learners, such as Prufrock Press and Pieces of Learning, you will recognize many of the strategies provided. I came across a few I haven't used for a while, but most were familiar to me. The most valuable take-away for me was to do more explicit instruction with students about how the brain works.
This may seem like a picky point, but there were a few places where the author drew some conclusions which didn't necessarily line up for me. For example, she talks about the importance of optimism and then discusses gratitude journals as a strategy. As she concludes the section, she seems to imply that gratitude is the key to optimism. That's a worthy idea to put forth, but it seems like something that deserves more development, and not something to be accepted as a given. She also discusses research on motivation and wraps up the chapter by equating motivation to growth mindset. I don't think there is any intentional misleading in the text, and I can certainly see how the terms overlap, but it's too imprecise to use these sorts of words interchangeably without more fully developed arguments and reasoning.
Finally, I was disappointed because the concept is good; there are so many opportunities for individual teachers to seize here. Yet, instead of an overwhelming feeling of encouragement, I had the feeling the text spent more time chastising entrenched systems than being positive about the possibilities of a growth mindset. (I also went down the rabbit hole of wondering whether it's possible to have a growth mindset and believe in a fixed mindset, since you would have to believe that those people with fixed mindset are on a continuum of understanding and certainly aren't stuck or "fixed" on one belief system indefinitely, but that's a slight digression. I do think it's worth noting that I am suspicious of most models which attempt to define people in one category or another; more discussion about how the mindset might be fluid and context-dependent would be worthwhile to me. What are the triggers, other than habit, that bring teachers into fixed mindset comments and behaviours?) I bought the book to come away with inspiration and excitement about a new perspective, but I felt lectured and a bit micro-managed by some of the scripted teacher-talk in the lesson ideas instead.
June 10, 2014
A good book about fixed and growth mindsets. The book mostly talks about what are already best practices and common sense about running a classroom, but also has some great pointers on making sure our actions match our intent when it comes to communicating kids that everyone can become smarter through hard work.
December 14, 2013
A good summary of mindsets, but mostly a lot of common sense and explication of good teaching.
November 6, 2017
Some good ideas, but this progressive stuff is garbage. "Don't tell a kid to try harder" - I suppose we should just tell them not to try at all.
February 2, 2021
There are several ways this book and the topic of Growth Mindsets has changed my pedagogy. First, pre-assessing is necessary for differentiation! Pre-assessing is finding out what students already know about a topic before instruction. This data should drive the instruction. It also allow for a teacher to respond to the individual needs of students ‘so each child is challenged at his/her level'. Pre-assessments should include a preview and the results of pre-assessing lead to the
ability to curriculum compact! (streamlining grade level curriculum by eliminating content students have already learned based on the data from pre-assessments), and to have flexible grouping to teach, reteach, intervene or enrich as needed.
Secondly, perseverance, grit and resiliency are the most important skills taught! Teach with the word “yet”. It is a confident and hopeful word. “You are not there…yet…with more practice you will be! “ Teach that I can do this even though it is hard, Give learning strategies for this and have kids try before asking for help. Students need to learn about the productive struggle.
The struggle is good. Teachers need to model and teach positive self-talk that encourages perseverance, grit and resiliency. In addition, teachers should praise specifically and
praise what a child does,-" you worked so diligently," (add effort praise to the compliment)
Set the environment for GRIT. Expect mistakes and failures as learning possibilities. The productive struggle leads to understanding, yields results and promotes independence, hope and feelings of empowerment. Teach creative problem solving through games. Thirdly, teachers must respond to all the needs of young students in their classrooms-all need challenging instruction. This is non-negotiable. Differentiated, responsive instruction needs to occur in every classroom ( "gifted" through intervention). The goal is to focus on the ideas that all students can learn and be successful, and critical thinking should be embedded in every subject while teaching all for talent development and domain strength.
ability to curriculum compact! (streamlining grade level curriculum by eliminating content students have already learned based on the data from pre-assessments), and to have flexible grouping to teach, reteach, intervene or enrich as needed.
Secondly, perseverance, grit and resiliency are the most important skills taught! Teach with the word “yet”. It is a confident and hopeful word. “You are not there…yet…with more practice you will be! “ Teach that I can do this even though it is hard, Give learning strategies for this and have kids try before asking for help. Students need to learn about the productive struggle.
The struggle is good. Teachers need to model and teach positive self-talk that encourages perseverance, grit and resiliency. In addition, teachers should praise specifically and
praise what a child does,-" you worked so diligently," (add effort praise to the compliment)
Set the environment for GRIT. Expect mistakes and failures as learning possibilities. The productive struggle leads to understanding, yields results and promotes independence, hope and feelings of empowerment. Teach creative problem solving through games. Thirdly, teachers must respond to all the needs of young students in their classrooms-all need challenging instruction. This is non-negotiable. Differentiated, responsive instruction needs to occur in every classroom ( "gifted" through intervention). The goal is to focus on the ideas that all students can learn and be successful, and critical thinking should be embedded in every subject while teaching all for talent development and domain strength.
August 12, 2018
Cheating a bit here as I didn't have to read it cover-to-cover for a graduate class, but I did read all but one chapter in the middle. As a teacher, I cannot stand it when books like these will spend the majority of the page count talking about why it's important (seriously, I already bought it, I know it's important), to the point that practical suggestions for the classroom are almost an afterthought. Fortunately, this is not one of those books. Although the first few chapters are spent going over different mindsets, the benefits of a growth mindset, etc., the majority of the book is spent on how to get teachers, parents, and students on board with a growth mindset. My only real critique (and the reason I gave it 4 stars) is that it isn't grade-level or content area specific. After reading the chapters, I found myself needing to go online to look up more specific ways to apply this to a High School English classroom. Although of course some of the information and practices don't need to be modified for different grade levels or disciplined, it would have been helpful to know how to more seamlessly integrate this into a specific curriculum.
June 29, 2023
194:2023
I read this one awhile back, before I really dove into using Goodreads, but this is a good revisit. I'm a big believer in putting Dr. Dweck's work into action and teaching growth-mindsets to my students. This book is a solid primer in that area. It's also very heavily focused towards elementary and/or subject areas that are required and/or have a standardized test attached to them. It feels like a lot of unrealistic work unless you really get your WHOLE building on board, and those of us humanities and art teachers have a whole lot of extra work ahead of us because there's barely a mention of our classes let alone an example. Worthwhile read, but not gonna be a bible for my classroom.
I read this one awhile back, before I really dove into using Goodreads, but this is a good revisit. I'm a big believer in putting Dr. Dweck's work into action and teaching growth-mindsets to my students. This book is a solid primer in that area. It's also very heavily focused towards elementary and/or subject areas that are required and/or have a standardized test attached to them. It feels like a lot of unrealistic work unless you really get your WHOLE building on board, and those of us humanities and art teachers have a whole lot of extra work ahead of us because there's barely a mention of our classes let alone an example. Worthwhile read, but not gonna be a bible for my classroom.
August 9, 2017
I got this for free from a LibraryThing giveaway. It has some really good thought on how to impart and cultivate a 'growth mindset' in the classroom (instead of a 'fixed mindset'). As a non-teacher, but a parent who is invested in my kids getting the most out of their education, I picked up a few things. Ricci instructs teachers to talk about how the brain works, what it means to make and strengthen neural connections, and neural plasticity. Some really great stuff here about creating a culture of learning through growth mindsets. Some lesson plan and discussion suggestions for teachers that didn't directly apply to me.
August 13, 2018
This book is poorly written and poorly edited. Sentence structure is often confusing and sometimes there are subject-verb agreement problems. Not good for a book written by an educator. The major problem, however, is that the book is extremely low on content. The only "strategies" for teaching growth mindset are discussion based (some are even scripted). Many begin with, "Tell the children..."
As a teacher hoping to encourage a growth mindset culture in my classroom, this book was minimally helpful.
I hope some of the works referenced by this author are better, and I will explore those.
As a teacher hoping to encourage a growth mindset culture in my classroom, this book was minimally helpful.
I hope some of the works referenced by this author are better, and I will explore those.
June 30, 2017
The Mindset book was a book study for my school. I enjoyed it and thought it had good possibilities for practical applications in both the workplace and schools. This book, in part, made a very good attempt to help to get teachers started using the Mindset strategies in the classroom. Though not all of these were appropriate for my teaching situation, it was a good book to launch Mindset into many of my lessons.
July 6, 2017
The chapters on gifted education and how to foster a growth mindset in the classroom were interesting. The dichotomy of labeling students as "gifted" based on what they have already achieved an honoring hard work and perseverance was interesting. I would recommend this book if you want affirmation about the good things that you do as a teacher, while being offered a new lens to see some of our accepted practices.
August 9, 2018
I am so glad I read this book. I am so inspired to create a growth mindset culture in my classroom this year and feel overly prepared to implement the teaching with my students. The book gives a great background to the why and moves on through the how with fantastic examples and explanations. It is a great book for those just new to the idea who want to get started.
October 3, 2018
If you're looking for help implementing a growth mindset in your classroom, this book has some good, practical ideas. There's nothing earth-shattering here, as many of the ideas are best practices, but thinking about things you may already do within the framework of growth mindset is a helpful exercise.
January 21, 2019
I am a college professor and I still felt I got something out of this book: the thought that we sometimes believe that students have a skill or not, rather than the idea that most people can learn most things as long as honest effort and proper pedagogy is used. I very much enjoyed the author's perspective on educating young minds.
January 4, 2017
Quick read with practical strategies to promote a growth mindset culture in the classroom! The book also had great information about the science behind the malleability of the brain and how to teach that concept to children so they have a growth mindset.
July 17, 2018
She does a great job giving examples of how to help students achieve a growth mindset in the classroom. I also appreciated that she discussed how to help Gifted students and parents as well, as each of these populations needs a different approach.
January 1, 2019
This was a good book with a lot of great ideas. I've been using many of them in my classroom this year. It was an interesting read and wasn't dry like some books in this genre. I'd recommend it to other teachers.
February 16, 2019
Good information about fixed and growth mindset. Not as informative of Dweck’s work but provides teachers that may be new to the concept of growth mindset many opportunities to bring this into the classroom. The supplemental book with all the resources is great!
February 26, 2017
Great book!
This is a great resource for someone starting growth mindset in their classroom.It takes you step by step snd provides a lot of resources.
This is a great resource for someone starting growth mindset in their classroom.It takes you step by step snd provides a lot of resources.
July 9, 2017
Every teacher should read!
I thoroughly enjoyed this book. Very insightful and an easy read. I highly recommend that every teacher should read this book.
I thoroughly enjoyed this book. Very insightful and an easy read. I highly recommend that every teacher should read this book.
August 23, 2017
Great overview of mindset in schools. Emphasizes responsive, differentiated instruction for all students as the basis for creating optimistic, growth-minded learners. Inspiring at the end of summer!
August 29, 2017
A really good read for classroom application of growth mindset. The tasks at the end of the book are especially helpful.
March 26, 2018
Love the growth mindset ideas.
September 26, 2018
Excellent. Practical for educators and parents.
October 5, 2018
I read this as I have been working in schools a lot. It is a lot of common sense, but I liked how it taught from a teacher perspective and included challenges you might have.
November 4, 2018
Definitely some things to implement in my classroom!!!
July 23, 2019
I really liked the Sample PD plan and Parent Newsletter appendix.
November 8, 2019
Underwhelmed. Riding on Dweck’s coattails. Random bragging about unrelated work. Lessons mostly for elementary level.
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