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Using Mindfulness and Growth Mindset through Transition

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George Ramsay

on 26 November 2013

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Transcript of Using Mindfulness and Growth Mindset through Transition

Mindfulness and Growth Mindset
During Transition

Kevin Rangel George Ramsay

-12 years old
-5th grade
Scenario One:
Classroom or Bathroom?
-22 years old
-16th grade
Scenario Two:
The Block
Scenario Three:
Is he 'smart' enough?
McDougle Middle School
Growth Mindset
The Research

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)
The Research

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)
The Research
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
Teachers are:
-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
Helps us
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)
Thank you!
Bishop, Scott R., Mark Lau, Nicole D, and Zindel V. Segal. “Mindfulness: A Proposed Operational Definition.” In Clinical Psychology: Science & Practice, 230–241, 2004.

Blackwell, Lisa S, Kali H Trzesniewski, and Carol Sorich Dweck. “Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: a Longitudinal Study and an Intervention.” Child Development 78, no. 1 (February 2007): 246–263. doi:10.1111/j.1467-8624.2007.00995.x.

Dweck, Carol S. “Boosting Achievement with Messages That Motivate.” Education Canada 47, no. 2 (January 2007): 6–10.

Hassed, C. “The Health Benefits of Meditations and Being Mindful.” CRICOS Provider. Accessed November 26, 2013. www.monash.edu/health-wellbeing.

McKenzie, Stephen. Mindfulness at Work: How to Avoid Stress, Achieve More and Enjoy Life! Exisle Publishing, 2013.

Metz, Stacie M., Jennifer L. Frank, Diane Reibel, Todd Cantrell, Richard Sanders, and Patricia C. Broderick. “The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation.” Research in Human Development 10, no. 3 (July 2013): 252–272. doi:10.1080/15427609.2013.818488.

Midgley, C. (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from http://lccn.loc.gov/2001045107.

Midgley, C., Anderman, E. M., & Hicks, L. (1995). Difference between elementary and middle school teachers and students: A goal theory approach. The Journal of Early Adolescence, 15(1), 90–113. doi:10.1177/0272431695015001006.

Midgley, C., & Edelin, K. C. (1998). Middle school reform and early adolescent well-being: The good news and the bad. Educational Psychologist, 33(4), 195–206. doi:10.1207/s15326985ep3304_4.

Midgley, C., & Feldlaufer, H. (1987). Students’ and teachers’ decision-making fit before and after the transition to junior high school. The Journal of Early Adolescence, 7(2), 225–241. doi:10.1177/0272431687072009.

Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educa- tional Psychology, 81(2), 247–258. doi:10.1037/0022-0663.81.2. 247.
Ryan, Allison M, Sungok Serena Shim, and Kara A Makara. “Changes in Academic Adjustment and Relational Self-worth Across the Transition to Middle School.” Journal of Youth and Adolescence 42, no. 9 (September 2013): 1372–1384. doi:10.1007/s10964-013-9984-7.

Singh, Nirbhay N., Giulio E. Lancioni, Alan S. W. Winton, Bryan T. Karazsia, and Judy Singh.
“Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students.” Research in Human Development 10, no. 3 (2013): 211–233. doi:10.1080/15427609.2013.818484.

Harter, S., Waters, P., & Whitesell, N. R. (1998). Relational self- worth: Differences in perceived worth as a person across interpersonal contexts among adolescents. Child Development, 69(3), 756–766. doi:10.2307/1132202.

Works Cited
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