In Class: Introducing Grit and Growth Mindsets

Last week, I introduced my students to the idea of a ‘growth mindset’ and ‘grit’ today. It was interesting.
I began by writing the two words on the board and asking the students to think, pair, share about what those phrases could possibly mean. It took a bit of unpacking, and quite a lot of persuading to get some discussion out of them (they are a VERY quiet class). I can see that’s something we’ll need to work on this year. But we started to unpack what the terms actually meant. The students seemed to get growth mindset a bit more readily at first, but grit quickly caught up.

The initial brainstorm

We talked together about how it can be hard to have ‘grit’ or a ‘growth mindset’ all of the time, and how we often find this easiest when we a re pursuing our passions. On big sheets of paper I had written 3 questions:
What are you passionate about?
What ‘lights your fire’?
What do you care deeply about?
Students then had 5 minutes to answer each question by writing their answers around the question on each piece of paper. It was lovely to see the things that are important and get to know them a bit better. Of course there were lots of expected answers – sport, family, animals, food, but there were a few unexpected ones too – wifi being top among those! I shared my answers with the students, explaining that reciprocating is really important to me (education, design and the people in my life, respectively if you were wondering). I then talked about 6 things I had written on the board under two headings, 3 Things I believe and 3 Things I Know.
3 Things I Believe:
  • Failing is good. Failing forwards is even better.
  • Everyone can succeed.
  • Life is as good as you make it.
3 Things I Know:
  • You all have huge potential.
  • I will work my butt of this year to make learning work for you.
  • Fun is essential.
I’m not sure how much the students have taken it on board yet, I suspect they won’t really until they see it in action, but for now I’m just going to keep saying it and doing it until it does sink in.


We finished off by creating either a brainstorm, a collage, illustrations or a list showing what we understood by those two terms. The searching and finding of images and discussing with their friends really helped to solidify their growing understanding, and, given how reluctant they are to talk at the moment, was also a great way for me to check their understanding too.
Half a week later, it’s been interesting to see them start to take these concepts on board, while I haven’t heard the terms come up in class, I have definitely seen them in action. Can’t wait to get more in depth with these concepts over the coming weeks!