How can you help teachers develop a growth mindset in relation to feedback?

A lot depends on how the feedback is shared with the teacher. Most of the times, feedback is presented by highlighting areas where the feedback is poor. First thing is to highlight all the parameters where the teacher has done well. Focus should be on strengthening the strengths! Unfortunately we focus more on showing weak areas and that causes bitterness. Once we start practising the concept of “strengthening the strengths”, a positive environment will set in and teachers will, on their own also wish to do well in their weak areas. It is just about changing the orientation.

Most public school teachers are in their jobs despite the obviously lacking resources allowed them. Their salaries, the resources available in the classrooms and schools and all of the money they come out of their own pockets for in the day to day conduct of educating our youth. Increasing their salaries and benefits will most certainly help, but most of the best teachers we currently have go far out of their way to provide a first rate experience for their pupils. None of which are they compensated for, monetarily that is. Their spirits soar when they reach one more child. And they’ll continue to do so regardless of the support they get from their school districts. These people are the backbone of America!

A mindful approach to receiving feedback is critical. When receiving feedback it's vital to take a step back and accept the feedback as data (not fact) that's being delivered with positive intent. 1. Tell yourself, "I'm receiving feedback right now. I feel a little scared, but that's OK. I will listen to this feedback and consider it before reacting." 2. Assume positive intent. The feedback is being delivered to address a concern. By addressing the concern, things may improve. 3. The feedback deliverer may not have the whole picture. Rather than challenging assertions, do two things: Paraphrase and ask questions. 4. Paraphrasing and asking questions clarify the root of the feedback and you can make mindful decisions on how to proceed.

Helping teachers develop a growth mindset regarding feedback involves fostering an environment where they perceive feedback as an opportunity for improvement rather than criticism, I have done this by: -Demonstrating a growth mindset by openly receiving and acting on feedback myself. I show them that feedback is a tool for personal and professional growth, for everyone including me. -I do my best to provide clear, and constructive feedback, emphasizing areas for improvement while providing specific guidance on how to address those areas. By implementing strategies like those mentioned above, teachers can shift their perspective on feedback seeing it as a valuable tool for growth and improvement rather than as criticism or judgment.

Todo incentivo para ser construtivo deve abordar os aspectos positivos da pessoa que o recebe, mostrando a qualidade que está por trás daquele comportamento observado, e com isso abrir o canal de comunicação para que se possa abordar a oportunidade de melhoria, de forma sensível e expondo os sentimentos das pessoas afetadas, para fechar o feedback com a sinalização de caminhos para a evolução do relacionamento em interação futuras.

In the mindset continuum, if the teacher is in the fixed or mixed mindset spectrum, it will be challenging for the student as the teacher will be inconsistent in her approach to dealing with obstacles and can give up early in a student's learning quest, will see the effort around teaching as a chore that needs to be completed, hide mistakes, ignore feedback and will refuse to offer help in the worst instance. A growth mindset will help the teacher embrace challenges, persist in the face of hardships, gain mastery through efforts, see feedback as the breakfast of champions, and find inspiration from the success of their students.

Very interesting insights. I believe that teachers in the first place should go through an effective training program to further understand and appreciate the importance of adopting growth mindset. Effective teachers who are reflective practitioners add much value and can help students change their mindsets as they give real life examples. This approach should be embedded in the teacher education and become as a core element of the teacher qualification system. I have experienced this in one of my previous employment and it has worked like a magic. Happy to share more details if anyone interested.

If there is a profession that requires the practice of growth mindset in their profession, it is teachers. I am a believer that “what got you here, will not necessarily get you there”. This means that there are a lot of fundamentals that may remain constant over the years but the teaching methods, pedagogy and styles may have changed with generations and passage of time. A teacher with knowledge of computing on a ‘slide rule’ may get frustrated teaching kids who use ‘calculators’. Likewise a teacher who may believe in giving lectures and dictating notes may seem old fashioned as today, students want to pick on the intellectual brain of the professor for their lectures because they can always research on the net for material.

Teachers who see themselves as constantly evolving find more joy in their work, experiencing a greater sense of accomplishment and purpose. Not needing to be 'perfect' also helps mitigate stress and contributes to better mental well-being in a challenging environment. Teachers willing to experiment with new methodologies, technology, etc, create a dynamic and enriching educational setting. Since the teacher's mindset is often the lens through which students view their own abilities, growth-focused teachers are more likely to foster the same outlook in their students. This can lead to higher engagement, better academic performance, and positive classroom culture.

We used open session plan development app where there is provision of recognition appreciation and rewards also form group of like minded teachers... This helps

One way to foster a coachee's growth mindset is to clearly define capability development targets. While performance targets often result in a closed mindset, capability development targets can encourage a growth mindset. Some might assume that performance targets naturally involve capability development since individuals need to enhance their abilities anyway. However, solely concentrating on performance targets may not lead to developmental efforts; for instance, an individual might exert more effort without dedicating time to changing their behaviors. Explicitly establishing and working on capability development targets can be beneficial in cultivating a growth mindset.

Timely, specific and balanced feedback could be ways to get teachers to embrace a growth mindset. Helping them understand by asking them to try fitting into the students shoes of today and then understanding what they expect of teachers could go a long way. Demonstrating the benefits of a growth mindset to teachers by asking them to be as curious as students and challenge the status quo. Look at the same subject they hat have been teaching for years, with a different set of eyes. Helping teachers not to burn out at the fact that they have been teaching the same subject for decades. Instead challenge their pedagogical styles and prove it’s effectiveness. Encourage teachers to learn new delivery methods, adoption of tools and technologies.

Giving feedback on the level of behaviour rather than the level of identity, if it is ‘negative’ feedback and the opposite if it is ‘positive’ feedback. At the same time you should take into account the personality and dynamic of the person you are giving feedback to. Eg. A ‘green’ (desc) beginner could get the following constructive feedback: I love how you are a real caretaker for children and coworkers how could you use this in managing your class?

Help the client remove the stigma surrounding feedback and create a culture where feedback is not a one-off, threatening event but an ongoing dialogue that aids growth. Embed it into the everyday processes so that it becomes an expected and welcomed aspect of teaching. Encourage teachers to think of feedback not as 'criticism' but as 'insights' or 'learning opportunities.' This linguistic shift can influence how they perceive and respond to feedback as well as how they give it. Listen for resistance or hesitation; often, these emotional reactions are rooted in a fixed mindset that views abilities as unchangeable. Addressing these feelings directly can be a crucial step in shifting towards a growth mindset.

Be mindful to teachers who discover they have a fixed mindset. They can experience strong emotions like disappointment in themselves in having let down their students. Since they still have a fixed mindset, they may conclude they have been and may never be the best teacher students deserve. Help them process these insights and emotions before moving on to fostering a growth mindset.

The best way to measure a teacher's improvement is to look at the students' improvements. This could be measured in their test results but equally important (to me at least) in the students' own mindset. If I have a growth mindset, I will transfer this to students by having similar expectations on them, and praise their efforts and improvements rather than their score.

We can develope few delivery quality initiatives where teachers can contribute like digital content development lecture activity recording educational resources and see their contribution apart from students performance

The most direct line of impact is often through the students. Are they more engaged, showing improvement in grades, or demonstrating enhanced critical thinking skills? Is there an increase in the introduction of new teaching methods, curriculum adjustments, and other innovative practices? How is retention and job satisfaction rating? Are teachers more actively participating in professional development opportunities? When you ask teachers to engage in regular self-assessment and reflection, (focusing on their attitudes towards challenges, failures, and successes) do you notice a shift in how they perceive and interpret these experiences over time?

One of the hallmark traits of a growth mindset is resilience, and teachers with this mindset are more adept at handling setbacks and challenges. This resilience makes them more durable in the often emotionally taxing world of education. Education is also an ever-evolving landscape, whether it's new technology, updated curricula, or diverse student needs. A growth mindset equips teachers turn those potential stressors into opportunities for learning and innovation. When teachers adopt a growth mindset, their drive to constantly better themselves spills over into their teaching methods, curriculum, and interaction with students, thereby elevating the educational experience they provide.

A growth mindset derives from an environment that allows contributions from everyone to be considered for implementation to make a recognised challenge more deliverable. Personal recognition will be gained when a group get together to offer choices and the group ends up making the decision to change somethin to see if it works. When it does, it drive the group and the individuals to do more.

Most teachers I've interacted with already possess a growth mindset and are in the profession because they want to learn and help others learn. Over time, lack of recognition, insufficient pay and support, and toxic environments can wear down that initial spark of optimism and lead to cynicism. Being able to rejuvenate that often requires team or group coaching to change the system as a whole, not just one individual.

Portfolios serve as powerful self-assessment tools for teachers and students, offering a transformative platform to document their journey, including successes, challenges, and learning strategies to overcome obstacles. Yet, the magic truly unfolds when students share and discuss their portfolios with their parents. Observing students actively engage with their portfolios, explaining their progress, and reflecting on their experiences are among the most gratifying moments for an educator. It's in these interactions that a robust growth mindset is nurtured and solidified. I still remember a teacher encouraging their colleagues to start their portfolios and saying: "Portfolios are a celebration of successes!"