Unlock the power of reframing and understand one of the simplest, yet most potent, tools you can use to develop growth mindset beliefs in your classroom

You may come across learners using language that reflects the beliefs of a fixed mindset.

For example:

I can’t do it
I’ll never be able to do it
This isn’t me
I’m not an ‘art’ person
There’s no way I’ll ever be able to get the hang of this

In each case, the learner’s words imply they have a fixed sum of ability that is unlikely to change.

This entity theory of intelligence manifests itself through how they choose to talk about themselves.

(Entity, as in, intelligence is a fixed entity within is, that doesn’t change.)

When seeking to develop growth mindsets we want to shift learner language away from this.

However, simply telling learners that they should speak differently may not have the desired effect.

In fact, it might serve to harden their stance.

After all, how would you feel if someone, even if well-intentioned, told you what you should and shouldn’t say about yourself?

Denying a learner’s voice is not the best way to get them to change their language.

An alternative method – a subtler method – is reframing.

It works as follows:

Listen to what the learner says.
Consider how you could reframe these words back to them, so they take on a different meaning.
Speak the words to the learner.
If appropriate, draw their attention to the difference between their initial words and your reframed words.

Here are three examples of the technique in practice.

Example 1

Learner: I’ll never be able to do this, so why bother?
Teacher: Not being able to do something is how we all start out. If we work at it together, you’ll start to get the hang of it.

Example 2

Learner: I just can’t do it.
Teacher: Lots of people can’t do it the first time they try. That’s normal. Let’s break it down and focus our efforts on one part of it to begin with.

Example 3

Learner: People don’t change. You’ve got what you’ve got and that’s it.
Teacher: You’ve definitely got what you’ve got, but that’s just your starting point. I’ve seen you change this year, especially when you’ve focussed your effort on achieving a goal.

Notice how, in each case, the teacher is careful not to deny the voice of the learner.

When they reframe, they show the learner a different way of thinking about the matter in hand.

This directs them away from fixed mindset premises, encourages them to be open to the possibility of change, and gives them different words through which to think and speak.

When used regularly, reframing becomes a powerful tool through which to change the language of your classroom.

It does this without stopping learners from speaking or making them feel as if their words are not valued.

Drawing attention to the process of reframing means giving learners an insight into why you are doing what you are doing.

Over time, you can teach them how to use the technique themselves.

This means they can reframe their own language – whether verbalised or thought – away from a fixed mindset perspective.

A nice feature of this is that you are giving learners a self-regulation tool they can take with them and use in all sorts of situations – on the sports pitch, at home, at their next school, at university, and beyond.

Yet…

The most well-known reframing technique connected to growth mindsets is using the word ‘yet’ to alter the meaning of learner statements:

‘I can’t do it’ becomes ‘You can’t do it yet’
‘There’s no way I’ll be able to solve this’ becomes‘You haven’t been able to solve it yet’
‘I’ll never be a decent fielder’ becomes‘You’re not the fielder you want to be yet’

This is a great technique.

Simple, effective, easy to use.

There are a couple of caveats, though.

First, overuse can dull its impact.

If learners hear you reframing their language in this way again and again and again, they may come to see it as meaningless – just another thing that Miss or Sir does.

To avoid this, I would suggest using the technique with restraint.

Definitely use it, because it’s a good technique.

Just try to ration your usage so learners don’t become inured to it.

Second, learners may respond negatively to your reframed statements.

For example, ‘You can’t do it yet’ may elicit statements like:

‘Easy for you to say’
‘No, I just can’t do it’

Responses like this shouldn’t come as a surprise.

Changing how learners think about themselves and their learning is an ongoing process.

Using ‘yet’ to reframe language is one step of the many you will take on your journey to effect change.

Bring prepared for these kind of responses means they don’t take you by surprise.

It also means you can work out how to counter them.

Personally, I find one of the best approaches is to acknowledge what the learner says and to then explain why you reframed their language in the way you did.

This sees you giving the learner a clear rationale for your actions – an explanation of the underlying principles in which you believe and which you would like them to take on board.

This is difficult to argue against.

It also conveys a powerful message.

Namely, that the things you do in the classroom are underpinned by a serious, considered purpose, and that this is predicated on your understanding of what is in learners’ best interests.

As a final point, it is worth noting that learners can also benefit from examples of where your divinations come to pass.

Imagine a maths class.

Learners are studying trigonometry.

A group of learners say they can’t do it and will never be able to do it.

The teacher uses ‘yet’ to rephrase their language.

Some weeks later the whole class have got the hang of trigonometry.

At this point, the teacher takes a few minutes out to remind the class of what was said a few weeks prior.

This isn’t done in the manner of ‘I told you so’.

Rather, it is done in a way that emphasises the role effort, persistence, and the use of feedback play in successful learning.

The point, as far as the teacher is concerned, is to give their learners evidence of how they have changed in the past few weeks, and to tie this change to how you think about yourself as a learner.

Which, of course, is great way to promote growth mindsets and to illustrate the fact that this way of thinking is a fairly good approximation of reality.