TRANSFORMING TEACHER MINDSET

Transforming Teacher Mindset to Positively Affect the Challenges of the 21st Century Classroom

Nancy Bennett

Florida Atlantic University

September 5, 2016

In partial fulfillment of the requirements for ADE 6381 – Leadership 1

Dr. John Earnhardt TRANSFORMING TEACHER MINDSET

Abstract

This paper will discuss the impact teacher mindset has on student performance. In particular, ho w can teacher mindset affect achievement in low socioeconomic subgroups that typically score p oorly on standardized exams? This paper will briefly examine the historical context of who toda y’s teachers are, how they teach, and how their student bodies have changed over recent decades.

In addition, the article proposes possible solutions for increasing teacher awareness of growth mi ndset in the classroom

Keywords: mindset, academic achievement, income, inequality TRANSFORMING TEACHER MINDSET

Transforming Teacher Mindset to Positively Affect the Challenges in the 21st Century

Classroom

They don’t care. They aren’t motivated. They’re apathetic. Why?

What do they say? “I’m stupid,” “I’ll never get that,” it’s too hard.”

These are the sounds of failure from our students, a sound that we as teachers should, in t he best of all possible worlds, never hear. Unfortunately, we also hear similar exchanges from ov erwhelmed teachers during professional development. “I don’t know how to do this,” “who has t ime for this” “why do we keep changing our focus” are just a few questions asked often by angry teachers frustrated by a process not fully or efficiently implemented. At times teachers can beco me as mired in the idea that they cannot change as a student. This is something that must change if we are to help students reach their potential. Of particular concern are those students living at o r below the poverty level. Disadvantages experienced by these students are especially devastatin g to their academic education for several reasons including, “reduced access to educational resou rces, higher levels of stress, poorer nutrition, and reduced access to healthcare” (Claro, S., Paune sku, D., & Dweck, C. S., 2016). Students can have what is called a “fixed mindset,” a condition where the student feels that their intelligence is fixed and cannot grow (Dweck, 1999). “I can’t d o this, it’s too hard, I’m stupid” are the rallying cries. Teachers can exacerbate this by agreeing w ith them. “Yes, I know, some students never get math. Just do your best.” The teacher’s complici t agreement may be well-intentioned, but it only gives the student more evidence that he/she can not grow academically. It is at this point that teachers must become aware of what they are doing,

and what they need to do to change how they interact with students. TRANSFORMING TEACHER MINDSET

Setting

How did we get here? Before we can even address the concept of growth and fixed mind sets for teachers and students, we have to know where they have come from, what their environm ent was, and through what cultural framework they view their current world. As teachers, we hav e so many students that we may view them through an urban/suburban dichotomy (Reich, G. A.,

Stemhagen, K., & Siegel-Hawley, G., 2014). According to Reich, “Urban is primarily defined as a space of social decay and pathology. Suburban is defined as a space of normalcy, where middle class nuclear families live well ordered lives” (Reich, G. A., Stemhagen, K., & Siegel-Hawley,

G., 2014). But this definition is an archaic relic of the early 20th century, when after World War

II policy changes allowed those working class whites and “white” ethnic groups to move from th e urban centers to the suburbs. Unfortunately, this left out the racial minorities, who then for dec ades had to fight for basic civil rights. With the second half of the 20th century, however, both m iddle-class whites and blacks fled the cities for the perceived safety and normalcy of the suburbs, leaving the “central cities disproportionately poorer and of color.” (Jargowsky, 1997).

This can leave one with the perception that the cities are dark and dangerous, when this re ally is not the case. Cities are also seen as centers of the arts and culture, and therein lies part of t he dichotomy through which we may see our students and ourselves. Beyond this, however, are o ther ideas and misconceptions that may lead teachers to “frame” students, and themselves, a certa in way (Lakoff, 2004). Frames, in this case, are described by Lakoff as “the mental structures tha t shape the way we see the world” (p1). This allows a listener to unconsciously “interpret the utte rances of the speaker relative to a set of cultural frames” (Lakoff, 2002). This essentially gives a person a kind of shorthand to determine a “much larger set of meanings” (Reich, G. A., Stemhag en, K., & Siegel-Hawley, G., 2014) than is actually defined by whatever phrase is being spoken. TRANSFORMING TEACHER MINDSET

These frames let us immediately identify and categorize and then limit us to those basic ideas ab out the student, possibly limiting them through our own blind following of the frame of reference.

Clearly, these frames of reference can lead us astray. Two misconceptions mentioned in t he paper directly relate to St. Lucie County teachers: that “suburban neighborhoods are homogen eously white and middle class” and “immigrants settle in dense ethnically homogeneous urban n eighborhoods.” (Reich, G. A., Stemhagen, K., & Siegel-Hawley, G., 2014). According to Reich,

“The demographic data have consistently pointed the increasingly ethnic and racial diversity of metropolitan suburbs” (Reich, G. A., Stemhagen, K., & Siegel-Hawley, G., 2014). St. Lucie Cou nty reflects this with 25% of its population as people of color (US Census Bureau, 2013).That 25

% is a mix of African American, Latino and immigrants from many countries, including Cuba, H aiti and even South East Asia! These are the students in our schools that cannot be cornered in a standard framework. The idea of a dichotomy, urban/suburban, no longer works in our more met ropolitan (the combination of urban/suburban) society. Teachers need to reframe their ideas abou t where students came from and what they need. TRANSFORMING TEACHER MINDSET

Solutions

Teaching an old dog new tricks becomes an important cliché when teachers must be trained in new techniques. But this is not as easy as it sounds. Teachers are adults, and as such learn differently from younger students. Knowles’ five assumptions of adult learners include (1) someone who has an independent self-concept and self-directed learning, (2) has a large reservoir of life experience (3) has learning needs closely related to social goals (4) is looking to solve problems with immediate application of new knowledge and (5) is intrinsically motivated rather than extrinsically motivated (Merriam, Sharan B., Caffarella, Rosemary S., Baumgartner,

Lisa M., 2007). Leaders of professional development should be aware of these, as it indicates

“how traditional methods of teaching children or adolescents might not be best suited for a group of teachers” (Beavers, A., 2009). Because teachers are often disappointed in how a professional development (PD) is presented, teachers can often go away with little or nothing of value.

Teachers are characterized as problem-solvers who can adapt and overcome obstacles that get in way of teaching their students. Subsequently, a teacher needs to feel that new knowledge is helping him/her grow, and “needs to feel the excitement of new possibilities” (Beavers, A.,

2009).

This then begs the question of whether a PD should be simple informational or transformative. According to Drago-Severson, “Informational learning… focuses on increasing the amount of knowledge and skills a person possesses. Transformational learning, on the other hand, relates to the development of the cognitive, emotional, interpersonal, and intrapersonal capacities that enable a person to manage the complexities of work and life” (Drago-Severson, pg 11). Even when a PD is geared to a transformational format, teacher mindset can possibly override any positive aspect. Growth mindset is as important to a teacher as it is to a student. If a TRANSFORMING TEACHER MINDSET teacher remains in a fixed mode, any new, useful information could be summarily dismissed because of any of the four threats to learning (Guidera, I.A., 2014). While the threats listed are primarily for use in a classroom setting, they can also be applied to adult leaders teaching teachers. “These four threats are (a) stereotype threats, (b) negative Pygmalion effects

(Rosenthal, R. & Jacobson, L., 1992), (c) negative school culture norms, and (d) fixed mindsets.”

(Drago-Severson, pg 14).

Stereotype threats in a classroom can easily be seen: the low socio-economic child embarrassed about his clothes or an ESOL student’s trouble understanding English. For teachers, it may be a little harder to see. The basic stereotype a teacher may face is being seen as a bad teacher, whether you are or not, and not living up to the principal’s expectations. This can exacerbate any feelings of a fixed mindset and keep a teacher from adopting a transformational mindset.

The second threat, the Pygmalion effect, is reversed for a teacher’s PD. The Pygmalion effect is the concept that teachers who place low expectations on students get low performance.

For a teacher caught up in a PD, the effect is reversed, with the teacher having low expectations of the presenter, causing dissatisfaction and ennui.

The third threat, negative school culture norms, could include negative beliefs about a minority presenter or, perhaps, poor self-image. This leads again to the fourth threat, fixed mindsets. It could be argued that even an experienced teacher could feel that he/she has learned all they could and no more, a fixed - though adequate, intelligence. Adults as well as children need to be disabused of this idea. Even Albert Binet, father of the modern IQ test, believed that a

“person might move along the measure’s scale throughout his or her lifetime due to experience.”

(Guidera, I.A., 2014). There is much evidence to support this claim. TRANSFORMING TEACHER MINDSET

Not so long ago, medical theory held that the brain stopped growing soon after birth. But as far back and the 1960s it was beginning to be suspected that brain did grow new neurons

(neurogenesis) throughout life. This idea was not well received until the mid 1990s, when the technology allowed for better, more detailed data. But more important is the concept of neuroplasticity. Neuroplasticity is the brain’s ability to form new memories and strengthen current ones. This also gives rise to the notion of if you don’t use it you lose it. Neural connections, where neurons make connections to form memories, can weaken if not encouraged.

This malleability is what gives growth mindset its power and efficacy. When we tell students that when we are teaching them, when they are learning, they are making physical, measurable connections in their brains, helping them become smarter. Both students, and adult learners, need to understand this. Growth mindset is a real thing.

Given the complexity and uniqueness of the adult learner, many schools may not have the time or will to increase the level of the strategies they might use during a PD. Yet Beavers suggests that incorporating a few simple strategies within current PD structure could have positive effects on teacher mindset (Beavers, A., 2009). For instance, Beavers’ guidelines include:

 Teacher input on PD topics  Utilizing teacher experiences as learning experiences  Keeping topics practical and immediately useful  Problem-solving dialogue between peers  Supporting various learning styles  “Encouraging teachers to facilitate the learning activities rather than having them organized by administrators”  Creating a system-wide atmosphere that appreciates openness and diversity  Support alternate theories and reflections on all topics TRANSFORMING TEACHER MINDSET

Guidera also has several salient points on the application of growth mindset. In his chart (Table

1, appendix), he gives several immediately usable suggestions for both the classroom, and for a

PD. Guidera also compares Growth Mindset and Fixed mindset points. For example, a growth mindset teacher may help students by saying he likes a challenge, and another fixed mindset teacher may say that a problem was “too hard.” Teachers can use this comparison to better facilitate their classes. He also suggests that while growth mindset interventions help a student’s intelligence, it also helps a person’s attitude about that intelligence. This will be of use for those students who need help understanding and help changing their idea of a fixed mindset.

While these points are valid and should be incorporated into a PD, more needs to be done to help teachers realize their own growth mindset and mastery of their profession. In Exploring

Teacher Effects for Mindset Intervention Outcomes in Seventh-Grade Science Classrooms,

Schmidt, Shumow and Kackar-Cam’s study suggests that the teacher who placed “more emphasis on mastery goals, growth mindset, conceptual development and use of learning strategies” had students with better outcomes than the teacher who did not place that emphasis with her students. This has implications for the adult learner as well. Professional development seem like they come all the time, but really they do not. Students are fortunate to have a teacher that can constantly reinforce growth mindset concepts, whereas that teacher may only have a few

PD opportunities to hear the concept himself. If teacher could be involved with the growth mindset concepts more often, it could have a positive effect on them.

It is difficult at times to get through to all students. Some students have personal or economic issues. Some may have poor self esteem. Some may believe that they will never be able to advance because they have grown up to believe that they are as smart (or dumb) as they will ever be, with no chance of change. Sometimes teachers can feel the same way. To avoid the TRANSFORMING TEACHER MINDSET obstacles of the Pygmalion effect, of stereotyping, of fixed mindsets, both teachers and students need to be aware of cultural frames, and of the misconceptions that can bring. Modern students come from geographical and culturally distinct areas, all coming into one school, and even one classroom. Teachers need to have a way to positively cope with the diversity, and they can find ways through a good professional development. But even teachers are human, and can have the same issues and mindsets as their students. Growth mindset and mastery concept training can be utilized for the teacher to bring about a positive change, both in herself, and for her students. TRANSFORMING TEACHER MINDSET

References

Beavers, A. (2009). Teachers as learners: Implications of adult education for professional development. Journal of College Teaching and Learning, 6(7), 25-30. Retrieved from http://ezproxy.fau.edu/login?url=http://search.proquest.com/docview/218920545? accountid=10902

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences of the United States of America, 113(31), 8664-8668. doi:10.1073/pnas.1608207113

Drago-Severson, E. (2009). Leading adult learning: Supporting adult development in our schools. Thousand Oaks, CA: Corwin.

Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.

Gero, G. P. (2013). What drives teachers to improve? the role of teacher mindset in professional learning (Order No. 3605669). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (1491390171). Retrieved from http://ezproxy.fau.edu/login?url=http://search.proquest.com/docview/1491390171? accountid=10902

Guidera, I. A. (2014). Principals implementing growth mindset norms: Insights on school culture reform (Order No. 3667195). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (1641149530). Retrieved from http://ezproxy.fau.edu/login?url=http://search.proquest.com/docview/1641149530? accountid=10902

Gutshall, C. A. (2013), TEACHERS’ MINDSETS FOR STUDENTS WITH AND WITHOUT DISABILITIES. Psychol. Schs., 50: 1073–1083. doi:10.1002/pits.21725

Jargowsky, P. A. (1997). Poverty and place: Ghettos, barrios, and the American city. New York: Russell Sage Foundation.

Lakoff, G. (2002). Moral politics: How liberals and conservatives think (2nd ed.). Chicago: University of Chicago Press.

Lakoff, G. (2004). Don’t think of an elephant! White River Junction, VT: Chelsea Green Publishing Company.

Mangiante, E. M., & Silva. (2011). Teachers matter: Measures of teacher effectiveness in low- income minority schools. Educational Assessment, Evaluation and Accountability, 23(1), 41-63. doi:http://dx.doi.org/10.1007/s11092-010-9107-x TRANSFORMING TEACHER MINDSET

Merriam, Sharan B., Caffarella, Rosemary S., Baumgartner, Lisa M. (2007). Learning in adulthood; A comprehensive guide. San Francisco. Jossey-Bass.

Mindset may influence poor students' academics. (2016). Education Week, 35(37) Retrieved from http://ezproxy.fau.edu/login?url=http://search.proquest.com/docview/1811309791? accountid=10902

"Population Estimates, July 1, 2015, (V2015)." St. Lucie County Florida QuickFacts from the US Census Bureau. N.p., n.d. Web. 05 Sept. 2016.

Reich, G. A., Stemhagen, K., & Siegel-Hawley, G. (2014, Fall-Winter). Educational research and the metropolitan mindset: re-framing the urban-suburban dichotomy. Journal of Thought, 48(3-4), 57+. Retrieved from http://go.galegroup.com.ezproxy.fau.edu/ps/i.do? id=GALE %7CA417472800&sid=summon&v=2.1&u=gale15691&it=r&p=ITOF&sw=w&asid=ee 5fd9bfdabd41fe59b7b323888fd387

Schmidt, J. A., Shumow, L., & Kackar-Cam, H. (2015). EXPLORING TEACHER EFFECTS FOR MINDSET INTERVENTION OUTCOMES IN SEVENTH-GRADE SCIENCE CLASSES. Middle Grades Research Journal, 10(2), 17-32. Retrieved from http://ezproxy.fau.edu/login?url=http://search.proquest.com/docview/1728219763? accountid=10902

Stenzel, B. K. (2015). Correlation between teacher mindset and perceptions regarding coaching, feedback, and improved instructional practice (Order No. 3738306). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (1750083416). Retrieved from http://ezproxy.fau.edu/login? url=http://search.proquest.com/docview/1750083416?accountid=10902 TRANSFORMING TEACHER MINDSET

Table 1 Growth and Fixed Mindset Norms Framework (Guidera, I. A., 2014).

Growth Mindset Norms Fixed Mindset Norms 1 Teachers provide academic challenges for all. Teachers do not provide academic challenges for all. Students taught to embrace/seek challenges and Students permitted to avoid challenges and give up persist in the face of setbacks easily. 2 Teachers and students state, “Oh! I like a Teachers and/or students state, “This is too hard. I give challenge!” or something similar. up,” or something similar and is unaddressed. 3 Teachers and students see/communicate that effort Teachers and students see/communicate that effort is and practice are the path to mastery. fruitless due to ability and talent being innate. Teachers and students acknowledges getting Teachers and students state, “I’m just not a math smart/intelligent from effort. person,” or something similar. 4 Teachers give incremental clues and cues when Teachers dispense information to students. students are not there yet and during questioning. Teachers give answers when students do not have them. Students in cooperative settings help, but don’t Students in cooperative settings tell answers, allow tell/do for others. copying, or do the work for others. Teachers never do something for a child that the Teachers bail out students who struggle by telling and child can do for themselves in a learning situation. doing the potential learning situation for the student 5 Teacher models and teaches persistence. Teacher models giving up. Teachers use wait time and encourage all to No or not enough thinking and/or doing time given. be patient during thinking opportunities. Teachers go with first student to come up with an Students persist in thinking exercises until answer or allows calling out (not unison calls). complete. Students give up during thinking exercises. Students are allowed to have ample think and do Students ask for help without true effort applied time during activities. repeatedly to an activity. Students seek help only after giving true effort. 6 Teachers and students praise and give feedback on Teachers and students praise and give feedback on effort and strategy. intelligence/smartness, correctness and/or behavioral Teachers give incremental and specific feedback compliance. during lessons and on student products. Teachers give right and wrong feedback mostly. Teachers and students communicate that they learn Teachers and students ignore/avoid giving and from criticism/feedback and are accepting of it. receiving useful criticism and feedback. 7 Teachers models being wrong as being a big Teachers shows a dislike for mistakes. learning opportunity. Teachers promote a feeling of wrong being bad and/or Students are taught to embrace mistakes and the to avoid being wrong in public. learning that comes from them. Students communicate that being wrong is bad Students are made to feel comfortable being wrong (ridicule). in public. Teachers and students hide being wrong (helpless techniques). 8 Teachers and students show when others succeed Teachers and students show when others succeed they they find learning and inspiration in their success. are threatened by their success. 9 Teachers and students see/communicate that Teachers and students see/communicate that assignments and assessments are about learning assignments and assessments are about and personal growth. comparison/ranking and grades 10 Teachers provide performance tasks and Teachers give activities and measures designed to constructed response type activities. compare, rank, and grade students 11 Teachers and students recognize and/or celebrate Teachers and students recognize and celebrate top personal growth. achievers/achievement only. The school has systems to celebrate personal The school primarily has systems to reward top growth at least as much as celebrations of top achievers. achievers *All norms are communicated via messages written on assignments, texts, novels, videos, posters, walls, bulletin boards, announcements, flyers, newsletters, websites, phone calls, staff development materials, etc.