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Using Mindfulness and Growth Mindset through Transition
Transcript of Using Mindfulness and Growth Mindset through Transition
Kevin Rangel George Ramsay
-12 years old
Classroom or Bathroom?
-22 years old
Is he 'smart' enough?
McDougle Middle School
Children’s beliefs become the mental ‘‘baggage’’ that they bring to the achievement situation. (Blackwell, Dweck 2007)
“a way of paying attention that is intentional, trained in the present moment, and maintained with an attitude of non-judgment” (Kabat-Zinn, as cited in Broderick & Metz, 2009, p. 37)
Students who were praised for their effort entered a growth mindset. They wanted the challenge, they maintained their confidence and enjoyment in the face of difficulty, and they ended up performing far better (Dweck 2007)
“learning to simply rest in a bare awareness of thoughts, feelings, and perceptions as they occur” (Singh 2013)
a focus on the potential of students to develop their intellectual capacity provides a host of motivational benefits (Dweck 2007)
“breathe in, breathe out” became their mantra when being pulled in to respond in a conditioned manner due to either confirmation bias or premature cognitive commitment (Singh 2013)
Where are my friends?
Social networks are disrupted and students need to make new friends in a larger social setting (Ryan 2013)
This teacher hates me, but she loves me
Students feel differently about themselves in different relationships (Harter et al. 1998)
It's like a jail
-more controlling and provide fewer opportunities for choice
(Midgley and Feldlaufer 1987)
-less friendly, caring and supportive
(e.g., Feldlaufer et al. 1988; Midgley et al. 1989)
-emphasize relative ability amongst students more than personal improvement and challenge
(e.g., Midgley et al. 1995). Eccles et al. (1993) and Midgley (2002)
Mindfulness and Growth Mindset
recognize the telltale signs
of a fixed mindset when it arises such as fear, avoidance, mental agitation and inattention
Helps us to
stand back from our thoughts
and see them not as facts but just as thoughts. This gives us more choice about whether to act on them – and so reinforce them – or not to act on them – and so to loosen their grip.
Helps us to
focus our attention
on the activity we’re trying to learn about why unhooking it room the self consciousness about outcome, performance, and failure
By helping to reduce stress, it
liberates the areas of the brain required for learning
, which we spoke about earlier in this chapter.
Allows us to
choose language and response
that encourage a growth mindset (McKenzie 2013)
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