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Mindset Assignment 1

David Suarez-Rios reflects on the concepts of fixed and growth mindsets from Carol Dweck's book, emphasizing the importance of embracing challenges and learning from mistakes. He shares his personal journey of adopting a growth mindset as a musician and teacher, highlighting the shift in perspective towards viewing failures as opportunities for improvement. Suarez-Rios aims to create a supportive classroom environment that encourages students to recognize their potential for growth in music and beyond.

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24 views2 pages

Mindset Assignment 1

David Suarez-Rios reflects on the concepts of fixed and growth mindsets from Carol Dweck's book, emphasizing the importance of embracing challenges and learning from mistakes. He shares his personal journey of adopting a growth mindset as a musician and teacher, highlighting the shift in perspective towards viewing failures as opportunities for improvement. Suarez-Rios aims to create a supportive classroom environment that encourages students to recognize their potential for growth in music and beyond.

Uploaded by

Anonymous tAS3TIS
Copyright
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We take content rights seriously. If you suspect this is your content, claim it here.
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David Suarez-Rios

EPI 0001-1 Classroom Management

May 27, 2025

Mindsets Assignment 1
In Mindset: The New Psychology of Success, Carol Dweck introduces two
foundational ways of thinking: the fixed mindset and the growth mindset. A fixed
mindset is the belief that intelligence, talent, and abilities are innate and
unchangeable. Students with this mindset often avoid challenges, fear failure, and
see effort as a sign of weakness. On the other hand, a growth mindset embraces the
idea that abilities can be developed through hard work, persistence, and learning
from mistakes. Students who think this way are more likely to take on difficult tasks,
learn from feedback, and stay motivated even when things get tough.

I would say I’m actively growing in my own journey with the growth mindset. As a
musician, I’ve always understood the importance of practice, persistence, and
learning from mistakes—those ideas are embedded in how we grow as performers.
But as a teacher, I’ve had to re-learn and expand that mindset in new ways. Early on, I
sometimes felt pressure to have everything figured out, or to be the “expert” in the
room. Over time, I’ve come to embrace the idea that I am also a learner—right
alongside my students.

In the classroom, I’m working every day to apply the growth mindset, not just in how I
teach students, but in how I handle challenges, feedback, and change. For example,
when something doesn’t go well in a lesson, I don’t see it as failure anymore—I see it
as valuable information. I ask myself, “What can I try differently next time?” instead of
thinking, “That didn’t work, maybe I’m not cut out for this.” That shift has made me a
more reflective and responsive teacher.

At the same time, I know I still have areas to improve. I’m working on being more
patient with my own learning process and celebrating small wins instead of only
focusing on outcomes. I’m also becoming more intentional about modeling growth
mindset language with my students—especially when something is difficult for me,
too. I want them to see that even adults are still learning, still growing, and still getting
better.

Overall, I’m proud of how far I’ve come—and excited about how much more I can
grow.

I apply the growth mindset by creating a safe, supportive space where mistakes are
viewed as learning opportunities. Whether a student misses a note or struggles with
rhythm, I respond with encouragement and strategies for improvement, not criticism.
I also model growth mindset language in my own behavior—especially when learning
new teaching strategies or instruments. By doing this, I hope to show students that
growth is a lifelong process, and that their potential in music—and in life—isn’t fixed,
but ever-expanding

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