Like many schools, we’ve been embedding growth mindset into our school culture over the last couple of years. Although I find the overarching message an attractive and useful one, I’ve been persuaded by a couple of blogs about how honest we’re being with children when we talk about there being no such thing as talent. In particular, @disidealist makes the difficult case for excluding genes and background factors in the equation:
David Didau (@learningspy) questions whether we practise what we preach; how many school leaders allow their teachers to have a growth mindset?
To balance this, @leadinglearner sets out a sensible approach to embedding GM into the classroom.
All of this was largely academic, for me, until a parents evening that I had last week. The conversation went something like this:
“Robert has made really fantastic progress so far this year, you should be really proud of yourself.”
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