I was taken aback as I listened to the stories of a very capable, young, and bright boy who is only 17 years old. As a teacher, I am constantly communicating with my students. During my recent visit to Bangladesh, I had the opportunity to engage in a number of conversations with some bright young minds who were either school or university students. In one particular instance, the student expressed his dissatisfaction with his tutor's feedback, and he even broke down and sobbed several times when he realised, he was worthless and had no aspirations. His tutor provided him with a lot of negative feedback on a number of occasions. He was even referred to as a "useless boy" who has no chance of passing the exam or accomplishing anything in the future. His classmates used to refer to him as a fatty man or a slow boy, and one of his tutors used to address him in front of the other students as "hey mota pandit" when he was in the classroom. In order to cultivate a positive atmosphere, the educational environment must be conducive to learning. We can all be successful in assisting our students in developing a growth mindset, which will increase their engagement, satisfaction, and overall performance in school. Students' morale can be boosted by receiving positive feedback.
There are no educational institutions in the majority of developed countries where the issue of student well-being does not arise. This includes, among other things, tension, worry, despair, a fear of failing, and perfectionism. What can we do to help kids who find themselves in this situation? Is it possible to solve this problem by adopting a growth mindset? Mindset research studies such ideas to better understand human behaviour and how to impact it. A growth mindset is a concept that maintains that human capacities are not fixed but may be enhanced over time. The value of growth mindset teaching intervention in higher education has been consistently established by solid scientific research as having a favourable influence on students' grades, self-esteem, and resilience. Students that are taught a growth mindset approach to learning have a more positive outlook on learning. The phenomenon can be seen in two ways. To begin, pupils appear to view the world through the prism of their circumstances and societal preconceptions, which shapes how they view their lives and approaches to learning when they believe that intelligence is based on the mind. As a result, the specific causal qualities that influence students' intentions can be linked to success or failure in any achievement situation. Teachers' techniques and instructional approaches, such as how students are rewarded or penalised, as well as their feelings of shame or pride, can be influenced by causal attributions.
The mind can be shaped and evolved, implying that someone can use the mind's power to its full potential. Individuals might thus learn to control their ideas in order to achieve personal and professional goals. As a result, teaching GM focuses on mindset strategy in the same manner that teaching new academic skills does. Because of the consequences of enduring to identify intelligence, biological variables associated to it, and subsequently, to what extent intelligence is adjustable, influencing intelligence is a difficult subject. As a result, the heritage of GM is exceedingly high, but so and its complexity
Many people have gone through their entire lives without ever having to rethink their religious or philosophical views. On the other hand, thoughts come and go like clouds in a clear blue sky, with no effect on the quality of the sky in which they are seen. To put it another way, the human mind is like a clear blue sky that cannot be pierced by any individual notion. In essence, when people examine their own beliefs, pain becomes optional, and the world may be seen for what it truly is, free of clouds of doubt. The growth mindset's nexus is supported solely by this argument. When one has a mindset that is free of illusion, he or she can use that attitude to create and achieve whatever it is that they are passionate about. It does, however, take some time for this realisation to dawn on you. Furthermore, persons that are familiar with the concept of Growth Mindset may have a completely different perspective on it. As a result, there may be a great number of people who endorse the Growth Mindset. While addressing the principles of the mind and putting them into practise is a logical strategy to increase the experience part of the Growth Mindset, it is not always possible.
I've seen students with contradictory attitudes toward their studies. Many of them lack self-esteem and self-care solely because of their belief systems, possibly without realising the serious consequences for their development. Teachers, on the other hand, seem to be more concerned with delivering study material. Nonetheless, by hastening, a critical aspect of the overall education system is being overlooked. It is critical that the educational system aids students in developing a positive mindset and instilling confidence in their abilities.
Self-esteem is a Growth Mindset trait that stems from positive self-beliefs. Furthermore, students with higher levels of self-esteem outperform their peers in school. According to research, a growth mindset can serve as the foundation for a more comprehensive meaning system that, under the right conditions, can help people get closer to their goals. Furthermore, Growth Mindset interventions improved grades, particularly for students with medium to low self-esteem, as well as their enjoyment of their studies. Simultaneously, students who were already performing well in school developed challenge-seeking behaviours that benefited their long-term health and work outcomes. A number of studies show that mindsets influence how students approach learning and that there is a strong relationship between academic achievement and self-esteem. As a result, it is critical to create an inclusive educational environment to foster a growth mindset among students, as the educational environment influences individuals' self-esteem in ways that increase or decrease active participation in their studies.
Providing children with a variety of tasks and practises that encourage learning is one of the most effective methods for developing their Growth mindsets in school. However, many teachers have a mistaken vision of education, which is not uncommon. the ways in which educators' perspectives and capacity to assess inferential ability influence their techniques for students who are considered to have high or poor skills For example, unequal treatment of pupils who are thought to be low achievers might have a negative influence on their academic achievement and self-esteem.
Education is a never-ending process in which educators are constantly learning new things. Teaching approaches that are effective in motivating students and identifying their learning gaps are usually dismissed by teachers who do not conduct adequate self-evaluations of their own methods. Consequently, the classroom information is delivered in a mechanical manner, with no internal engagement or dedication to the students. In contrast, it is also true that students are notoriously resistive to attempts by their educators to change their educational behaviour patterns. Furthermore, because the students are mature adults (in a higher education context), they are more likely to have established ideas and attitudes that may be in conflict with the attempts of educators to improve their learning experience, as previously stated.
Nowadays, in standardised education, the majority of the educator's primary objectives are centred on students' capacity to pass the test rather than their ability to be distinctive. However, it is important to remember that mediocrity may be found everywhere; the economic system, education system, health system, and small enterprises are all being supplanted by larger commercial conglomerates. As a result, we are trapped in a vicious cycle that is detrimental to the well-being of our children. Consequently, the standard academic curriculum is totally adapted to the demands of the world around us; employability rates attest to this, but the curriculum pays little regard to the inner world of the individual who enters education as a result. The educational system also places a strong emphasis on intellectual-based knowledge, with the human memory playing an important role while providing little opportunities for experimental and exploratory learning, limiting both imagination and creativity.
The ramifications of this are extremely severe, not only in the context of Bangladesh but throughout the world. Suicide rates among young adults aged 20 to 35 in European countries hit historic highs, according to the World Health Organization. Many Asian countries are experiencing tendencies that are similar to the United States. According to a report released by the Dhaka Tribune on January 29, 2022, 101 university students in Bangladesh committed suicide during the academic year 2021. Suicide among university students, particularly those enrolled at public universities, is on the rise. According to the survey, there were 79 suicides among students in 2020 and 101 suicides among students in 2021, both of which were attributed to the current epidemic. In such circumstances, it is critical that our educational system fosters a culture of growth mindset development. According to a clinical research study conducted by Jessica Schleider and her team at Harvard University in 2015, which included a thorough evaluation of 17 studies involving over 6,500 students, having a fixed mindset was associated with having higher levels of mental health problems in teenagers, according to the findings. It was discovered that students with a fixed mindset were 58% more likely than those with a growth mindset to experience more severe anxiety, despair, or hostility symptoms.
As a result, it is vital that we pay particular attention to the policies that govern our educational institutions. It is the task of educational institutions to go beyond mediocrity when it comes to planning, implementing, and maintaining teaching-learning experiences. This is what it means to shift from an industrial education principle to an inclusive education principle, and thus to revolutionise the entire education system, particularly higher education, from the ground up, given the immense psychological and structural complexity of the subject matter and the large number of students involved. So that humans can achieve their full potential, it is vital to approach the Growth Perspective in higher education with a flexible mindset, as opposed to one that is established in place from the beginning.