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Here’s how teachers can develop a Growth Mindset!

The Overnight Shift to Virtual Schooling

Why is a Growth Mindset in teachers important? Teachers are suddenly finding themselves in a position where they have to take on a role for which they were least prepared. Pre-COVID-19, it was unthinkable that the brick and mortar learning environment will shift to virtual schooling overnight.

No one knew the new classrooms would change to Zoom rooms and MS Teams, or that interactive whiteboards will be moved online, and maintaining silence in the classes will switch to a mute-unmute exercise.

The role of educators is only next to the medical fraternity and the people in different positions to help patients. Around 63 million teachers in 165 countries are on the lead to ensure that learning continues for over 1.5 billion students, in a lockdown due to COVID-19.

Teachers are keeping children positively engaged and emotionally supported. Their interventions are also helping the families overcome mental fatigue and despair.

This unprecedented situation has turned the world around for teachers compelling them to learn new skills, post haste. Teachers with a Growth Mindset will find it easier to sail through these tough times.

Why Develop a Growth Mindset?

Change is an integral part of life, and yet so many of us fear it. We tell ourselves that we’re doing well, that we’ve ‘always done it like this‘, and that things are good enough. This is a typical response for those deeply entrenched in their comfort zones.

This stems from the belief that skill and competencies are fundamentally attached to a person’s inherent attitude. Contrary to this, one should reflect on the ever-evolving realities, and their capabilities necessary to meet new challenges. This motivates one to embrace learning and upgrading one’s’ skills.

It is time to commit to action, to choose options, and demonstrating a will to act. Those reaching this stage are the champions of a Growth Mindset.

 Teachers with a  growth mindset tend to believe that knowledge and skills can be learnt, at least to a considerable degree of proficiency. They maintain that success depends mainly on one’s willingness to learn, practice and pursuance of their goals. They strive to learn new things and develop new capabilities to ensure they keep growing as educators.  

Look at any sports person, and you will see how they keep learning, practicing and working to improve their skills. Why should we stop?

Where Do You Stand as a Teacher?

See the infographic below and see where do you stand as a teacher in the current challenging situation.

The 3 ovals depicts the parameters of the Comfort, Learning and Growth zones.

So where do you stand? Are you happy about where you are? We may be fine the way we are, but what about our students?

When we ignore innovation, they lose out. On the other hand, when we take risks and try new things, we model a GROWTH MINDSET for them and help them become lifelong learners. This kind of thinking or this sort of mindset can make a huge difference in their performance both inside and outside the classroom.

Whether you are in a  comfort or a learning zone, try these to try these tips on your journey to develop a GROWTH Mindset.

Here are some things you can do to grow professionally as a teacher-

  1. Have clear goals and strategies to achieve them
  2. Try innovative ideas and think out of the box
  3. Share your best practices online to inspire others
  4. Be open to receive feedback for constructive improvement
  5. Make time to continue your professional development

Growth is uncomfortable and scary. It is tempting to sit in our comfort zones, close our eyes, and pretend that everything is fine. But teachers can’t afford complacency.

Make the shift! Be an example for your students.

How are you dealing with the current shift to digital classroom? We have created a dedicated page with updates to help you  in planning your digital lessons. Check it out here 

Here are some articles that will help you plan your digital learning –

Tips to Help You Master Remote Teaching

A checklist for choosing effective collaboration tools

Using a video conference platform for teaching online

English activities around the home

Get access to Cambridge Digital Resources, free worksheets and tips to support teachers here


Share your ideas and thoughts in the comments section. Want to share your tips with us, register and share your article.

Encouraging Educator

Written by Dimple Puri

Ms. Dimple Puri is the Head of School at Darbari Lal Foundation World School. A progressive leader, she has had varied experience of over 20 years in the field of education. She is a post graduate in Botany and B.Ed from Guru Nanak Dev University, Amritsar (Punjab). She started her career as a Science teacher and has taught Biology to the senior classes. She had an opportunity to serve as a Headmistress at Ahlcon International School before joining DLF World School and has led a team with an expertise in varied fields of curriculum planning, inclusivity, pedagogy and innovation, value based education, resource management, capacity building of teachers, research based classroom practices, engaging classroom program, SDG based activities and creating flexible learning spaces in the classroom context. She is a British Council School Ambassador and is actively involved with the assignments like assessment and briefings sessions. She has authored several educational articles in prestigious journals. She has also been conferred twice with Life Empowerment Award in the category of Teacher Leader ship in Life skills and Value Education and Inclusive Education for children with special needs by Expressions India in collaboration with CBSE. She has also received the Rex Karamveer award for contribution in the field of social inclusion.. She has also represented on various International and National platforms like PASCH Principals Meet 2017 held in Bangkok. She envisions to create Darbari Lal Foundation World School as a thinking school with a learning centered environment in which students and educators are actively involved as curators and co-constructors of knowledge.

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