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2016-2017 Teaching Reflection Growth Mindset in High School Chorus

The teacher incorporated Carol Dweck's growth mindset theory into their high school chorus teaching. Students completed regular reflection sheets on their rehearsal and personal growth. They set goals for each semester and performances that the teacher referred back to. The teacher also took time in lessons to discuss managing performance anxiety, helping students view concerts as a learning process. After concerts, students reflected on their goals and progress developing performance skills over the year. These reflections and discussions on goal-setting and strategy analysis helped students develop as musicians and individuals.

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198 views2 pages

2016-2017 Teaching Reflection Growth Mindset in High School Chorus

The teacher incorporated Carol Dweck's growth mindset theory into their high school chorus teaching. Students completed regular reflection sheets on their rehearsal and personal growth. They set goals for each semester and performances that the teacher referred back to. The teacher also took time in lessons to discuss managing performance anxiety, helping students view concerts as a learning process. After concerts, students reflected on their goals and progress developing performance skills over the year. These reflections and discussions on goal-setting and strategy analysis helped students develop as musicians and individuals.

Uploaded by

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© © All Rights Reserved
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2016-2017 Teaching Reflection: Growth Mindset in High School Chorus

After taking psychology during my second summer in this graduate program, I became

very interested in learning more about Carol Dwecks mindset theory. I was inspired to

continue reading and finding ways to encourage my students to develop growth mindsets. Some

of the ways in which I incorporated this into my teaching were through personal reflections, self-

evaluations, discussions, and goal-setting.

I asked my students to fill out rehearsal reflections and personal growth reflections

several times throughout the school year. I have included some examples of these reflection

sheets in my processfolio because they demonstrate how I tried to focus on the process rather

than the product. I asked my students to create goals for each semester, and I referred back to

these goals throughout the semester. Additionally, they created personal and ensemble goals

for rehearsals and for performances. These reflections allowed my students to analyze helpful

practice strategies, and evaluate their personal learning process.

When preparing for our concerts, I took time out of our small-group lessons to discuss

helpful and healthy tips for dealing with performance anxiety (because several of my freshman

students had expressed nerves and concern about stage-fright). These discussions helped

them understand that performances are never perfect, but that learning to perform is in itself an

ongoing process that we can develop and improve through focused effort and preparation.

These discussions helped my students be more comfortable with the idea of singing on stage,

and helped them create specific goals for their concert preparation and performance

experience. After the concerts, we also referred back to their goals and discussed what

performance tips they were thinking of to help them deal with their nerves. I think that viewing

the concerts as part of their learning process helped them progress in a more natural way, and

helped them learn how to overcome some of their nerves. Many of my students reflected about
their final concert by saying that it felt much more comfortable and that they had made progress

in terms of developing their performing skills throughout the school year.

These reflections and discussions were critical components to their development as

musicians and as individuals because it taught them how to create goals and analyze helpful vs.

harmful learning and performance strategies (Dweck). This process also helped them develop

greater senses of self-knowledge (Maslow).

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