Not Yet.

Not yet. When I hear or think of these two words it sends the message that anything is possible with time and effort. I add "yet" when my art students say they can't do something, however I am quick to get discouraged when I myself fail or struggle at accomplishing any task.
I have always been more focused on what grade I receive or how well I do something than what I could learn from my failures or mistakes. As a student, I always strived for "good grades" and felt inadequate or not smart enough when I didn't receive the A. As a teacher, I have had some struggles receiving feedback on areas of my lessons or evaluations that I felt were good enough but was given constructive criticism. Even when registering for this program, I've thought that it would be too difficult for me or that I was too old to go back to school and I told myself I would work hard to get A's in my courses. After watching these videos and reading "The "Mindset" Mindset", I believe I can do hard things and if I don't make all A's I am still learning.

I hadn't thought about my mindset before, but after reviewing the visual aid, I realize I align more with a fixed mindset. I often shy away from challenges and sometimes find it easy to give up, although I don't view effort as meaningless or detrimental. Engaging with Carol Dweck's book and additional course resources, I aim to transition from a fixed mindset to a growth mindset. Enhancing my skills will enable me to foster a growth-oriented atmosphere for my students.To start, I plan to embrace challenges rather than avoid them, recognizing that they are opportunities for growth and learning. Instead of viewing setbacks as a reflection of my abilities, I will see them as valuable feedback that can guide my improvement. By adopting this perspective, I hope to model resilience and perseverance for my students.

Furthermore, I will celebrate effort and progress, both in myself and in my students. Acknowledging the hard work and dedication that goes into learning will help create an environment where effort is seen as the path to mastery. Encouraging a love for learning in my classroom will be paramount, and I will strive to provide support and resources that cater to diverse learning needs.

I understand that this transition will take time and conscious effort. I will regularly reflect on my mindset and seek feedback from colleagues and mentors to ensure I am on the right path. By committing to this journey, I aspire to not only enhance my own teaching practice but also to inspire my students to develop a growth mindset, empowering them to reach their full potential.