What signals do we send to students about learning, ability, and development through the way we teach and communicate? When do we encourage growth — and when might we (often unintentionally) reinforce a more fixed mindset?
In this workshop, we will reflect on our own mindsets as academic teachers and explore how growth- or fixed-oriented assumptions can show up in feedback, assessment, classroom interaction, and everyday communication. Together, we will discuss how these signals may influence students’ motivation, confidence, and learning. Through shared reflection and discussion, we will identify small but meaningful ways to communicate in support of a growth mindset, helping to create learning environments where students feel encouraged to develop, experiment, and persist.
