Week 1 Reflective Journal Assignment: Developing a Growth Mindset

This assignment is a reflective journal designed to explore the concept of a growth mindset. The student reflects on their mindset assessment results, expressing surprise at aligning with a growth mindset and providing examples of how they apply it. The student selects and explains the use of t...Read More

Week 1
Reflective Journal: Mindset
For this reflection, you are encouraged to step outside of your comfort zone, dig deep, and be
honest with yourself. Keep in mind that there are no right or wrong answers. Therefore, you will
not be graded on specific content in your journal. You will be assessed on the depth of your
reflection, so take this opportunity to inspire personal thought and ideas.Note: This journal
templatehas two parts that you need to complete.
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Part 1
Directions: Respond thoroughly and honestly to each prompt.
1.Describe how you felt when you read through your results of the Mindset Assessment. Were
you surprised? Did you agree? Why or why not? Provide examples to support your response.
I am surprised after, mindset assessment as I had a growth mindset. I never had negative mindset
and I believe that I can improve my intelligence. I always tried to think positive in a negative
situation. I have always been a hard worker and focused on increasing my knowledge. Hence, I
agree with this mindset assessment completely. For example, when I engage some and provide
them feedback, I ask them to accept constructive criticism. This helps in finding our gaps and
helps to improve intelligence and other personal abilities.
2. Choose three strategies from the “25 Ways to Develop a Growth Mindset” article and explain
how you will use each strategy in your academic, personal, or professional life to help you
develop a growth mindset.
Acknowledging and embracing my imperfections
I must acknowledge and accept imperfection in me as this approach may help me to overcome
my weaknesses. For developing a growth mindset, one needs to transform my weaknesses into
my strength by ensuring constant practice and hard work (Hochanadel & Finamore, 2015).

Considering challenges as opportunities
Challenges are opportunities for self-improvement and strategic decision making may help me to
cope-up with challenges (Opencolleges.edu.au, 2015). Through mitigating challenges I can learn
constantly, which can help to enrich knowledge.
Redefining the term ‘Genius’
I must define the term genius for developing growth mindset. I must rely on my hard working
more than focusing on the only talent.
3. Explain what you learned about how a growth mindset can help you learn.
Growth mindset helps to consider setbacks as a motivation (Dweck, 2015). In a fixed mindset,
setbacks terrify a person regarding losing and bad performance. On the other hand, people with
growth midst know and failure is not the only indicator of their performance and it can be
improved through learning. Moreover, Claro, Paunesku & Dweck (2016) argued that people with
growth mindset know that responsibility of learning and growth completely depends upon
oneself. Hence, I would be responsible for setting the systems for continuous learning. This
mindset helps to take charge, which facilitates learning and continuous personal and professional
development.
(Scroll down for Part 2.)

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Part 2
Directions:Did you know that what you say to yourself or others can boost your productivity,
confidence, and relieve stress? When you replace negative phrases with more positive ones, you
can change your outlook and your outcomes.
Below are some common negative statements that students tell themselves. Restate them using a
growth mindset perspective. The first two are done for you as an example.
Original Statement Statement Reframed
This stuff is too hard. I’m not going to pass the
test.
EXAMPLE:The test is hard, but if I get help and
study, I can pass the test.
I am no good at math. EXAMPLE:I struggle with math because I don’t
work very hard at it. When I work hard and solve
the problem I grow my brain capacity.
I got a terrible grade. My teacher must hate me. My grades are not good, but I can get good grades
by studying hard.
This assignment is impossible. This assignment is looking tough, but if I research
on the topic and provide my best effort, it is
possible to complete this assignment.
This is a waste of my time. It has nothing to do
with my major.
It is not related to my majors. However, it is
enriching my knowledge and this knowledge can
be used in future.
I don’t get it. I give up. I am facing difficulty to get it. I should not lose
hope and keep trying to get it.
I’m worried I might make a mistake. I might make mistakes, but mistakes make a man
perfect. So, I need to give it a try.
I’m too embarrassed to post my response. I must post my response without facing
embarrassment to know whether my response is

correct or not.
I don’t think I’m advanced enough. I’m not
prepared.
Not being advanced enough cannot block my way
as I can achieve success by preparing myself.
I don’t know if this is for me. I’m too old. Age is not a barrier and I can still go for it.
I’ve never been a good student. I was not a good student, but it does not mean
that I cannot be a good student in future.
This task looks too hard. Why bother trying? Though this task is hard, I must try.
Take it one step further. (Optional) You’re encouraged to start a log of your own reframed
statements.When you catch yourself exhibiting a fixed mindset or engaging in negative self-talk,
take a moment to rephrase your thinking with a positive statement. Use this chart below to get
started.
Original Statement Statement Reframed
Chemistry is a difficult subject and I cannot
pass in Chemistry
Chemistry is hard; it is possible to learn it through
constant practice.
I cannot take part in class discussion as I am
afraid of being humiliated
No one can humiliate me if I explain my point
with logic in class discussion.
I cannot tell my poor grades to my parents as
they will scold me
My parents will encourage me for further
improvement in study after knowing the reason
behind my poor grades.

Reference list
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty
on academic achievement. Proceedings of the National Academy of Sciences, 113(31),
8664-8668. [Online] Retrieved on 16th June 2019, from
https://www.pnas.org/content/113/31/8664
Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.
Retrieved from:
https://www.learningnetwork.ac.nz/shared/professionalReading/JAMANDNOV6.pdf
Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit
helps students persist in the face of adversity. Journal of International Education
Research, 11(1), 47-50. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1051129.pdf
Opencolleges.edu.au (2015), 25 Ways to Develop a Growth Mindset, Retrieved on 16th June
2019, from https://www.opencolleges.edu.au/informed/features/develop-a-growth-
mindset/