Over the last several weeks there has been a whole host of challenges that students have brought with them into school, encountered at school or had to face as a constructed, deliberate part of their learning. All of these challenges end up in a result that can be either perceived as negative or positive, depending on what the goal or desired outcome might have been. This is the ebb and flow of life. But viewing challenges or problems in this way is problematic. This zero sum game takes on a life of it’s own, particularly when it seems as if things aren’t going well for a student, group of kids, teacher, activity or otherwise, over a prolonged period. If these experiences pile up, they can become a difficult burden to shake. These burdens can contribute to negativity, withdrawal and breakdowns for kids and adults alike and there is a very real danger, in a school, of a negativity loop that can undermine dialogue, collaboration, creativity and commitment to problem solving.

Collectively we have been fostering growth mindset with our students this year. The language of growth mindset is becoming commonplace and the culture in all classrooms is developing. A group of parents are engaged in a growth mindset book club and creating possibilities for themselves to engage with their children’s learning. Students are shifting their language and action of effort, of learning from mistakes, of perseverance and of seeking the next step, of BELIEF IN THEIR ABILITY TO LEARN. The shift is becoming visible in that more students (and adults) are doing things they find new, difficult or unfamiliar and reflecting together on their efforts.  I believe though, that in order to truly foster growth mindset and avoid the doldrums of negativity and fixed thinking, there is more to it than simply pushing students to try something different when they fail or encouraging their perseverance through difficulty. An article in KQED News Growth Mindset: Clearing up Some Common Confusions adds some clarity about what it takes to create the conditions for growth mindset to flourish.

I think movement toward a growth mindset culture will truly gain traction when there exists a doctrine of possibility. What I mean by this, and this idea is only a piece of the puzzle, is that when we encounter adversity in our work and learning, that we consciously think about what the possibilities are that arise from current results/experiences.  This idea is about seeking the good, or the better, the new, the different, the unimagined, the impossible that is possibility. In so doing, we create the conditions of the positive. Yes things ebb and flow but it is our approach, our outlook, our words and actions that indicate we are searching for the positive, for the opportunity and for the possibilities. I think looking for and focusing on the possibilities that are created from any given situation/interaction helps us, our students, and our organizations thrive.

I am reminded everyday about the importance and power of circulating in a school and checking in with teachers, students and parents. A simple trip into the library just after dismissal can lead to a planning session with teacher and LAT for an anxious, struggling student. It is a lofty goal to try and connect with each teacher and each student in a building each day but it is one that is worth pursuing each and everyday. By getting out into the hallways and classrooms at every possible moment you can gain understanding of the intricacies of how relationships are developing and what learning is happening. Those impromptu conversations and interactions can lend a great deal of insight into how you might support a colleague or student.

Not only, do these opportunities arise for improving understanding of what’s going on, but they are very often chances to build collaboration, support program implementation, share a resource, reflect, connect and ultimately strengthen practice. Being available in this way can facilitate anything from helping a classroom teacher find the resource they need to brainstorming universal design strategies for inclusion in a particular classroom or subject area.

Being visible and accessible is crucial to building trust, dialogue and positive collaborative cultures.