The principles of mindfulness in deep learning require students to\nfocus, recognise their initial abilities, understand objectives,\nevaluate strategies, and engage in self-reflection. Another key\nprinciple is meaningful learning, which is the ability of students to\nconnect material with daily experiences and apply it to new\nsituations.<\/p>\n
An enjoyable learning atmosphere also plays a supporting role through\ninteractive, appreciative, and constructive feedback. These three\nprinciples can only be realised if a teacher\u2019s mindset is open to\nchange, continuous learning, and a refusal to be complacent with\nexisting knowledge. This mindset serves as the foundation for teachers\nto continue growing alongside the students they mentor every day.<\/p>\n
GROWTH MINDSET VERSUS FIXED MINDSET<\/p>\n
A growth mindset is the belief that an individual can continuously\ndevelop their capacity, intelligence, and skills through experience,\neffort, and practice (Kismiantini et al, 202\\01). Teachers with this\nmindset are open to even the smallest changes, remain optimistic, and\nare not ashamed to emulate good practices from their peers. At Sekolah\nSukma Bangsa, the \u2018Forum Guru Belajar Bersama\u2019 (FGBB) or learning\ncommunity was formed as a place to share best practices, such as\nbuilding a healthy classroom atmosphere and maintaining student\nengagement.<\/p>\n
Teachers with a growth mindset view the world through a positive\nlens: \u2018I still need to learn\u2019, \u2018this is difficult, but I will try\nstep-by-step\u2019, \u2018if others can do it, why can\u2019t I try to learn?\u2019, and\nother positive thoughts. Such a way of thinking is contagious. Students\nwho see their teachers daring to try, admitting shortcomings, and not\nfearing mistakes will learn that the learning process is not about who\nis the smartest, but about who is willing to keep trying.<\/p>\n
Pursuing the teaching profession cannot rely solely on educational\nknowledge from decades ago. The greatest challenge in learning today is\nnot inability, but rather laziness in movement and thought. The claim\nthat teachers are the main engine of education is not an unfounded\nbelief. Kismiantube et al (2021) found that students with a stronger\ngrowth mindset tend to show better learning outcomes. This finding\nconfirms that mindset is not merely a psychological term, but is also\nclosely related to learning achievements, acting as a complementary link\nrather than a standalone cause-and-effect relationship.<\/p>\n
On the other hand, there is a fixed mindset. \u2018I have no talent\u2019, \u2018I\nam afraid of making mistakes\u2019, and other pessimistic utterances block\nthe mind from progressing, trapping it within a comfort zone. Yeager et\nal (2019) describe a fixed mindset as the belief that one\u2019s abilities\ncannot be changed, leading them to avoid challenges that might reveal\ntheir weaknesses. In reality, trial and error is necessary so that one\ndoes not become complacent with their achievements.<\/p>\n
Nevertheless, these two mindsets are not rigid or permanent\ncategories. Almost everyone possesses a mixture of both, depending on\nthe field. A teacher might have a growth mindset when building\nrelationships with students, but remain closed off when facing new\ntechnology. Therefore, rather than labelling someone entirely, it is\nmore appropriate to recognise the context in which these tendencies\narise so that the support provided is targeted effectively.<\/p>\n
A HEALTHY LEARNING CLIMATE<\/p>\n
A teacher\u2019s mindset does not stop with the teacher themselves because\nstudents depend on them. The way a teacher views the learning process,\nmistakes, and effort helps shape the children they mentor. A teacher who\ndares to say \u2018I do not know yet\u2019 demonstrates honesty and a willingness\nto relearn. For students, this is a valuable lesson: not knowing is not\na disgrace, but a starting point for understanding something. Students\ngrowing in such a climate will be more courageous in asking questions,\ntrying, and admitting their mistakes.<\/p>\n
A healthy learning climate is built by teachers with a growth\nmindset, who use their own experiences as a source of learning. When a\nmethod is ineffective, they do not immediately blame the students, but\ninstead ask, \u2018what needs to be improved?\u2019 and \u2018what support has not yet\nbeen facilitated?\u2019. Conversely, \u2018I have always taught this way\u2019 is the\nweapon of a teacher with a fixed mindset, who believes their own and\ntheir students\u2019 abilities are static, thus viewing challenges as threats\nrather than opportunities for growth. They feel their method is\nsuccessful, even as educational innovation continues to emerge.<\/p>\n
A teacher who is afraid of making mistakes will create a classroom\nthat is also afraid of mistakes. They find it difficult to accept\ncriticism and are reluctant to reflect, even though through reflection,\nthey can create space for students to ask, try, fail, and try again.\nCultivating a growth mindset does not mean demanding that teachers\nalways be optimistic and certain that a single attempt will succeed.\nWhat is more important is the gradual process: effort, strategy,\npractice, evaluation, and the willingness to accept feedback, then\nreflecting on the next steps when results do not meet expectations.<\/p>\n
Teachers do not walk alone; this is where the strategic role of\nlearning communities comes in. Through the FGBB, shared experiences\nbecome a collective strength rather than an individual possession,\nserving as a way to nurture a growth mindset among teachers. Ultimately,\nit is the students who reap the rewards. A classroom managed by teachers\nwho continue to learn will become a more vibrant space, patient with\nmistakes, and open to diverse ways of learning.<\/p>\n
Every teacher possesses different strengths, and the forum serves as\na safe space for mutual completion. Building an effective learning\ncommunity does not happen spontaneously. Some initial steps include:\nstarting on a small scale with a regular schedule, utilising weekly\nmeetings, rotating session leadership, and connecting every session to\nreal issues in the classroom. A lack of resources is no excuse, as the\nprimary capital is the will to learn, not the facilities.<\/p>\n
Dynamic education requires adaptive teachers. A growth mindset is not\njust a term in educational psychology, but also a way of viewing\u2026<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/growing-together-with-students-1789339868", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }