SCORE AND SOAR:
TACKLE THE HOMEWORK
HOUR WITH A GROWTH
MINDSET
Lauretta Beckett and Rebecca Bloom
OUTCOMES
By the end of the session, we will have:
 explained the difference between growth and fixed
mindsets,
 considered how comments send either “growth” or
“fixed” messages, and
 brainstormed “growth” approaches to difficult
academic situations.
MINDSETS
When do you feel smart?
Growth Mindset
“When it is really
hard, and I try
really hard, and I
can do something I
couldn’t do before.”
“When I work on
something a long
time, and I start to
figure it out.”
Fixed Mindset
“ It’s when I don’t
make any
mistakes.”
“When something
is easy for me but
other people can’t
do it.”
GROWTH MINDSET
Having a positive attitude!
You can get smarter!
FIXED MINDSET
“I will never get there…”
“We are the way we are…”
APPLY: WHEN ARE WE SENDING
“GROWTH” OR “FIXED” MESSAGES?
You are so smart!
What did you struggle with today?
I am going to talk with my teacher to see how I
can study differently.
You are the best singer I have ever heard!
What do you plan to do next?
I am terrible at math.
KEEP MOVING FORWARD
https://www.youtube.com/watch?v=LmW3H-EXYS0
REFLECTION
Students
Parents
 How does your parent
ask you about your
homework? What does
he/she say?
 How do you talk to your
child about homework?
 What do you usually say
or ask?
 What do you say in
response?
 How well is that
working out? What is
your child’s response?
PARENTS:
PRAISING FROM A GROWTH MINDSET
Parents can ask kids about their work in a way that admires
and appreciates their efforts and choices.
Possible things to say…
“ You r eal l y studi ed for
your test and your
i mpr ovement shows i t.
You r ead the mater i al
over sever al ti mes,
outl i ned i t, and you
tested i t on your sel f.
It r eal l y wor ked!”
“ I l i ke the way
you tr i ed al l
ki nds of
str ategi es on
that math
pr obl em unti l
you fi nal l y got
i t. ”
That homewor k
was so l ong and
i nvol ved. I r eal l y
admi r e the way
you concentr ated
and fi ni shed i t. ”
Adapted from Mindset, by Carol Dweck.
WHAT ABOUT WHEN A STUDENT
WORKS HARD BUT
DOES NOT DO WELL?
PARENTS:
W H AT A B O UT W H E N YO U R CH IL D W OR KS H A R D
B U T DO E S NO T DO W E L L?
Possible things to say…
Everyone learns in a
different way. Let’s
keep trying to find
the way that works
for you.”
“I liked the effort
you put in, but let’s
work together some
more and figure out
what you don’t
understand.”
Adapted from Mindset, by Carol Dweck.
Let’s Practice
Scenarios
SITUATION A:
Parent looks on Edline and sees several
“Z’s” and a recent low quiz grade.
With a growth mindset approach…
1. What does the parent say or do?
2. What does the student say or do?
SITUATION B:
Parent sees there is an upcoming quiz written in
the planbook. Parent asks student if they have
studied for the upcoming quiz.
Student says, “I don’t need to study, I know it.”
With a growth mindset approach…
1. What does the parent say or do?
2. What does the student say or do?
SITUATION C:
After struggling with a homework
assignment for an hour, student is
overwhelmed, crying, and yelling.
Student says, “I can’t do this. It’s too
hard. I’m stupid.”
With a growth mindset approach…
1. What does the parent say or do?
2. What does the student say or do?
THANK YOU
for coming to our session and
for your willingnes s to grow.