tag:blogger.com,1999:blog-5779271385256625533.post7301470846403306013..comments2019-08-13T02:30:18.602-07:00Comments on cheesemonkey wonders: If it is in the way, it is the way: the only true path to a growth mindsetcheesemonkeysfhttp://www.blogger.com/profile/09311170815422010013noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-5779271385256625533.post-14595411740604959162015-09-09T11:05:03.456-07:002015-09-09T11:05:03.456-07:00MaryAnn posted about Elizabeth's piece on Dyla...MaryAnn posted about Elizabeth's piece on Dylan Kane's Five Twelve Thirteen blog where he wrote about growth mindset yesterday. I left the following comment (actually, I had already left a long one about my own teaching experiences which the second comment references, so you might want to browse that one first): <br /><br /><br />@MaryAnn Moore: thank you for the link to Elizabeth’s post. Very close to my own heart, beliefs, and classroom (and personal) experiences. She does slip once or twice into a little absolutism herself (when describing the Rogerian approach, she says that this is THE ONLY way that works, when it makes more sense to say that it is A way that has been shown to work). But in general, her post is well-informed by therapeutic and meditative practices that can be effective in helping people change their mindsets.<br /><br />I agree that what she attributes to Boaler and Dweck is unlikely to work for a lot of students and, in fact, to drive them further away from self-reflection and engagement. I’m reminded of the students I had at that alternative school I mentioned previously here when I put the well-known poster of Einstein on my wall. He says, “Do not worry about your difficulties in Mathematics. I can assure you mine are still greater.” I took that to be motivating, saying that even brilliant physicists and mathematicians hit walls and have to struggle to understand the problems they’re working on (interestingly, when I just searched for the exact quotation, I found pages where people come up with many interpretations that differ dramatically from mine and have Einstein saying many things that, from what I’ve read about him, I can’t picture him ever saying.) But my students took it as a put-down: from Einstein, from me, saying, in a nutshell, that they were stupid. I was really shocked by that viewpoint, as I was certain that Einstein wouldn’t ever intend anything of the sort. And I was certain that I didn’t. But thinking about that take in the context of what Elizabeth has written, it’s a perfectly CONSISTENT misinterpretation, and of course what matters is what they perceived, not what I (or Albert) intended.<br /><br />I wonder a couple of things: has anyone tried to communicate Elizabeth’s criticism to Boaler or Dweck. If so, what was the reaction? And in keeping with this notion I’ve had for the last decade or so about math teaching – everything we figure out about student difficulties with mathematical learning and our teaching thereof has a dual in the difficulties teachers have teaching mathematics and efforts on the part of teacher educators and professional developers to reach teachers about that area of struggle – so what is the dual here for those of us who want to help teachers be more adept at helping their students with fixed v. growth mindsets?<br /><br />Michael Goldenberghttps://www.blogger.com/profile/04939966966192318775noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-16019687542293877272015-09-02T21:02:17.258-07:002015-09-02T21:02:17.258-07:00Interactive online math homework help ,Best site ...Interactive online <a href="http://help-homework-math.com" rel="nofollow"> math homework help</a> ,Best site for <a href="http://help-homework-math.com" rel="nofollow"> math homework help</a> solutions<br />helphomeworkmathhttps://www.blogger.com/profile/16811257669836254313noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-9762067981096776882015-08-16T14:40:27.306-07:002015-08-16T14:40:27.306-07:00I tried to use growth mindset as a touchstone in m...I tried to use growth mindset as a touchstone in my 8th grade math classes last year (after reading Dweck's book and feeling excited). I had some success but it didn't feel natural in my classroom most days. You have helped me to understand why. Thanks.Unknownhttps://www.blogger.com/profile/02954313370141806466noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-68780570608087939452015-04-26T06:38:30.219-07:002015-04-26T06:38:30.219-07:00Or... how about having a teaching and learning env...Or... how about having a teaching and learning environment set up so that those defense mechanisms aren't necessary? Yes, I also imagine "Growth mindset exercises" being one more assignment to Respond Appropriately And Try TO Get Points For. <br /> I can work with students on getting a healthier mindset -- but if the content is being thrown at them at warp speed, then their "I just have to memorize 'cause I can't do what they want" is the honest truth that feeds directly into "if I were smarter, I could, but I'm not." SiouxGeonzhttps://www.blogger.com/profile/14852040976080951492noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-28855781356124134152015-04-08T12:04:48.476-07:002015-04-08T12:04:48.476-07:00Some of my students at university had fixed mindse...Some of my students at university had fixed mindset problems that were rooted in deep-seated convictions that would prevent them from “getting” the math. (I have related two incidents in http://www.mathinautumn.blogspot.ca/2015/04/denialism-in-mathematics.html ). I once naively thought that one could fix the problem by “giving alternate proofs”. Regrettably, this would sometimes slide into a debate rather than a conversation. It may have enlightened the rest of the class, but for the student(s) with the problem, it was a form of brow-beating or shaming and it didn’t work. <br /><br />Thanks for an insightful post.<br />Ted Lewishttps://www.blogger.com/profile/14735688173332782804noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-65739480660762270072015-04-04T08:18:43.879-07:002015-04-04T08:18:43.879-07:00Thank you for reading and engaging, MaryAnn. I hop...Thank you for reading and engaging, MaryAnn. I hope we can continue to explore non-coercive pathways toward a growth mindset in the months and years to come.<br /><br />- Elizabeth (@cheesemonkeysf)cheesemonkeysfhttps://www.blogger.com/profile/09311170815422010013noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-81707269485457822015-04-03T21:50:55.689-07:002015-04-03T21:50:55.689-07:00I love this. Our students' fears and masks ser...I love this. Our students' fears and masks serve a very real purpose and unless we can help them find another way to meet those needs, they will not abandon them. I had not thought about 'growth mindset' instruction as a possible shaming mechanism. Thank you so much for sharing and giving me some good things to think about.MaryAnnhttps://www.blogger.com/profile/03786890842875567416noreply@blogger.com