Language reflects and shapes our thoughts.

It gives us a means to articulate how we think and feel at the same time as it allows us to understand those thoughts and feelings.

Yet, we can also be trapped by language, with the words we speak reinforcing a perception that might run counter to what we really want – or to the nature of things as they really are.

In the classroom, the language we present to learners is a model.

It has authority and weight – from the role we play as teacher and from our standing as an adult and an expert.

We must also remember that learners are continually developing their language skills as they progress through school, from the very beginning to the very end.

This development encompasses what they read and hear as well as what they say, write, and think.

When it comes to growth mindsets, language is where we must begin.

The words we use in the classroom need to accord with the characteristics we are seeking to cultivate.

It is no use telling learners they shouldn’t fear making mistakes in the same breath as you criticise them for getting things wrong.

Nor is it any use assuring learners that everyone’s intelligence, talent, and ability are open to change if you then remind them that you, just like them, do not have the maths gene, and so they shouldn’t worry about not being able to do maths.

This last example illustrates how fixed mindset language can slip out even when our intentions are good.

A statement like this is predicated on a desire to empathise with the learner in question.

But this attempted empathy only serves to reinforce the idea that mathematical ability is innate.

That you either have it or you don’t.

So, we have two aims.

First, to help learners change the language they use to talk about learning, thinking, themselves, and their own abilities.

Second, to keep an eye on our own language, and to make sure it aligns with what we are trying to do when we promote growth mindsets in the classroom.

Giving Learners Growth Mindset Language

Here are some words associated with growth mindsets:

• Effort
• Challenge
• Perseverance
• Thinking
• Learning
• Feedback
• Decisions
• Challenge
• Mistakes
• Good Mistakes
• Failure
• Useful Failure
• Trial and Error
• Trial and Improvement
• Thinking about Thinking
• Metacognition
• Reflection
• Persistence
• Process
• Grit
• Determination
• Growth
• Resilience
• Learning Goals
• Change
• Incremental     

This is the starting point for helping learners to talk and think about growth mindsets.

Introducing learners to growth mindset vocabulary means giving them a new set of words to think with.

It also provides them with a means to articulate the experiences they have in the classroom.

Finally, it may be that these words stand as a counterpoint to the language some learners already associate with learning and thinking.

When introducing growth mindset vocabulary to learners, decide in advance which words matter most to you, and to which words you want to give value.

The above list is too long to be used all in one go.

Learners will be overloaded.

Having a selection of words or phrases is a great way to begin.

For example, some teachers I’ve worked with really like the idea of ‘good mistakes’ and ‘trial and improvement’.

For them, these phrases struck a chord.

So, they decided to promote growth mindsets by introducing these concepts to their learners and then returning to them again and again.

Over time, the learners came to use the phrases as well.

They could spot a good mistake, talk about why it was a good mistake, and explain what you could learn from it.

An added benefit of choosing a set of words that work for you is that you will be more likely to keep using them.

Meaning gives us a sense of purpose.

Which keeps motivation high.

If you choose words arbitrarily, or have some foisted on you, then the likelihood of them still being in circulation six months later is much lower.

Finally, don’t be afraid to play around with different ways to introduce your chosen words to learners.

Here are some examples of how to get started:

• Create a wall display based around your words.
• Get learners to create work (posters, guides, leaflets) based on your words.
• Plan and teach a lesson based around your words. For example, a lesson looking at good mistakes through history and the role of trial and improvement in technological change. This is a great way to get learners inspired, engaged, and used to using the new vocabulary.
• Use call and response to get learners used to saying the new words. This works particularly well with younger children and creates a sense of ownership over the words.
• Use the words as part of the feedback and praise your deliver, both written and verbal.
• Start a game of ‘find an example’. Challenge learners to find examples in your lessons that show your words in action. One class might be asked to spot examples of determination. Another class might be asked to look for examples of perseverance.
• Model how to use the words in conversation. This could be with a learner or with another teacher. Give learners role-play scenarios through which they can practice using and thinking about the words. If appropriate, contrast these with opposite examples (determination vs giving up; trial and improvement vs try it once then stop).

Growth Mindset Diamond 9

Here’s an example of a specific activity you can use to help your learners think about, discuss, and evaluate some of the key vocabulary associated with growth and fixed mindsets.

It gives them an opportunity to practice using the words, to manipulate them, and to reflect on how they could influence someone’s thinking.

Display a set of nine words or phrases on the board, connected to growth and fixed mindsets.

For example:

• Effort
• Determination
• Using trial and error
• Getting feedback
• Guessing
• Not giving up
• Taking the easy option
• Copying others
• Thinking about your learning

Alongside this, show learners an empty ‘Diamond 9’.

That is, a set of nine boxes arranged in a diamond shape.

One at the top, followed by two, followed by three, then two and, finally, one at the bottom.

The top box is for the most important word or phrase.

The boxes on the second row are for the next two most important words or phrases, and so on.

Ask learners to work in pairs to place the nine words or phrases into the boxes.

Encourage them to discuss their choices and to make a note of their final decisions, along with their reasons why.

When sufficient time has passed, invite pairs to move into groups of four.

Each pair gets sixty seconds to talk to their new partners about their decisions.

Explain that they should try to convince them why their choices are right.

After this, give groups time to see if they can agree a shared ‘Diamond 9’.

Bring the class back together and lead a discussion in which different groups have a chance to share their thinking.

Probe the comments learners make. Encourage them to go into detail about their choices and to explain in full why they chose what they chose.

Conclude the activity by asking if the class are prepared to come up with a whole class ‘Diamond 9’.

If they are, lead them in this.

If they are not, explain that as an alternative you would like them to agree on the three most important words or phrases, without putting these in a specific order.

What, then, does this activity do?

First, it gives learners a great opportunity to play around with an important set of words and phrases.

This helps them to think carefully about these, and to familiarise themselves with them.

Second, it gives you an opportunity to circulate, to listen to what learners are saying, and to either store this information away for future reference or to use it as the basis of further questioning.

Third, it asks learners to reflect on what they think effective learning involves.

This can provide some revealing insights.

Insights that are often a great starting point for analysing what you need to do next to support all your learners in developing growth mindsets.