You’ve seen those Growth vs Fixed Mindset posters and bulletin boards that are in many schools…

I’ve been thinking about them in a new way lately.

Last week, my 4th grader told me that as a consequence of some horseplay in the lunchroom, he had his seat temporarily moved.

I spoke with the principal and walked away with the sense that teachers and leaders intentionally approach all kids, even when they mess up, with a growth mindset. As the principal told my son, “I may not always like your choices, but I’ll always like you and be glad you're part of our school.”

How Deep Does Your Growth Mindset Go?

Of course, all educators embody a growth mindset on the surface, and most of us genuinely believe it to our core.

Also true: we all have students who are hard to reach and teach. This can lead us to make exceptions to our growth mindset.

If you’ve ever thought, “There is nothing more I can do for this kid,” then this blog post is for you! (And we have all been there.)

We hear teachers who are at their wit’s end because they have “tried everything” with a student and that kid “just isn’t getting it.”

Both parties are probably doing the absolute best they can with the resources they have.

As a school leader listening to teachers’ challenges, logic might tell us to make more suggestions for strategies the teacher can try. But I want to share another approach… one that might at first seem counterintuitive.

What if instead of making suggestions to the teacher, we pose questions that uncover their beliefs toward the student?

I’m suggesting questions such as

What do you believe this student is capable of, related to your current challenge with them?
What would you have to believe about this student for them to be successful?
Even if the above belief is aspirational (that’s ok!), what actions might you take that align with this belief?

Here’s how that conversation might go:

Teacher: I have tried so many strategies to get Marie to understand fractions. I am out of ideas… and energy.

Leader: I understand. You must be frustrated. Let me ask you a question… Do you think Marie is capable of understanding fractions?

Teacher: Um… I think she can do it. Maybe just not yet. Maybe she’s too distracted, or maybe she’s not mature enough to wrap her head around the concept.

Leader: Ok… do you think your beliefs about Marie’s capabilities could be influencing the outcome? how would your belief have to shift in order for Marie to start understanding fractions?

Teacher: Well, I guess I would have to think she was capable of understanding it.

Leader: Makes sense. And it’s ok if you don’t believe this quite yet. But imagine you did. How would your actions and interactions with Marie change?

Teacher: Hmm. I might persist a little more before trying something different with her. I might show a little less frustration and a little more faith in her. Now that I think about it, she would probably notice the difference. Maybe it would change how hard she’s trying.

Leader: That’s quite a ripple effect! Keep thinking on that… let me know if anything changes. And let me know how I can help.

The Power of Story

We all have beliefs about ourselves and the students we teach. Sometimes we’re solid in those beliefs (“I believe all students can learn!”) and we show up ready to make that belief a reality.

Sometimes, we have beliefs that we know we shouldn’t name, such as believing that certain students can’t or won’t learn… or at least not as long as we are their teacher.

The questions above get at those beliefs in a way that doesn’t feel accusatory or shame-inducing. (Notice the zero-judgment approach of the leader in that conversation.)

Addressing only behaviors without surfacing, evaluating, and shifting underlying beliefs and ways of being will not result in transformation or even sustained change.

How can you as a leader help teachers surface, evaluate, and ultimately shift their own beliefs about students?

Related resources or blog posts to check out:

Asset/Deficit Mindset toward the teachers we support (Get the resource)
Building teacher agency by aligning goals with values (Read the blog post)
Goal Setting questions that draw out beliefs: Centers around the resource Goal-Setting Questions

Teach Learn Thrive is professional development that energizes educators, unites school communities, and inspires more teacher joy!

I’m Sarah Dugan, PD creator, instructional coach, and founder of Teach Learn Thrive.

Throughout my 10 years as a teacher, I adored my students, reveled in the content, and delighted in pushing students beyond their perceived limits. Now, I love helping teachers stay empowered with new skills and tools while reigniting their excitement for the important, necessary work we get to do.