Robyn Simpson

Primary Teacher

Dykehead Primary

  • Growth Mindset

What Happens When we use Positive Language in the Classroom?

Rationale

According to Claro, Paunesku and Dweck, (2016), it is clear learners’ academic achievement is influenced by factors such as socioeconomic background but is also equally as influenced by psychological factors, including belief in ability. Dweck (2007) specifically implies that learners’ who believe their intelligence is simply a fixed trait and who therefore possess a fixed mind-set are actually at a significant disadvantage compared to learners’ who believe their abilities can be developed, adopting a growth mind-set. I saught to employ a growth-mindset within my learners’ as this is in line with the four capacities of Curriculum for Excellence which outlines qualities we wish our young people to possess; confident individuals, effective contributors, successful learners and responsible citizens. In order to achieve this, learners’ must first believe in themselves and their own abilities, through enhanced self-esteem and confidence which can evolve from developing a growth mind-set at an early age.

Aims

This enquiry will aim to measure impact, if any, of positive, growth-mind-set language within the primary classroom and the effect this may have on self-esteem and attitudes to learning, specifically in numeracy. Dweck (2017) insists it is imperative that educators provide learners’ with the tools to maintain their learning and focus on the process of achievement rather than outcomes of success and so this enquiry will aim to give children the ability to change their mind-set. This enquiry is in line with the National Improvement Framework which aims to celebrate achievements of young people whilst looking to close the poverty related attainment gap.

Download Practitioner Enquiry