What's Behind "I Can't"

Dweck’s Theory of Self

What's behind “I Can't!”

Introduction: For educators there are perhaps no more frustrating words than the phrase, “I can’t”. There is a wide array of possible explanations as to why a student would risk taking such an extreme position. The educator’s burden of responsibility speaks to the need to step back from hasty conclusions, and instead seek to discover what is behind the student’s unwillingness or inability to move forward in the learning process.

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It is in this reflection that the educator should consider the research of Carol Dweck. Her impactful writings explore the topics of mindset and motivation, presenting the concept of the growth mindset. A central contention is that motivation is the product of life events, gender, age, socio-economic realities, and familial paradigms which come together to form the foundation of a personal philosophy of intelligence. This paradigm, defines the world and self, and is foundational to the interpretation of life’s experiences. The impact of such interpretations potentially create in the mind of the individual, a self-image which precludes the potential for intellectual and academic growth beyond self-imposed limitations (Gutshall, 2013; Sevincer, Kluge, & Oettingen, 2014).

Discussion & Application: There are obviously significant pitfalls when engaging in broad brush strokes and generalities, yet to effectively support students requires an understanding of the general nature and implications of the growth and fixed mindsets.

In broad terms the growth mindset embraces the potential of the individual to continually expand knowledge, skills, and intelligence. Learning experiences are embraced as opportunities to explore new, unknown territory. Mistakes and setbacks are not seen as failures, rather as opportunities for gaining new insights. Learning and risk taking are joyous experiences were self-esteem is not threatened by failure/setbacks. Growth minded individuals eagerly embrace the day, and don't shrink from challenge (Gutshall, 2013; Sevincer et al., 2014).

Conversely, the fixed mindset, sees ceilings and limitations. Potential extends only as far as innate abilities will allow and no further. Tests are things to fear and inevitable mistakes are seen as verification of limitations. Self-esteem is so negatively impacted by failure that such risks are avoided whenever possible. Ongoing support takes on elements of encouraging and redefining of setbacks, to damage control to ego and self-esteem (Gutshall, 2013; Sevincer et al., 2014).

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Questions of growth versus fixed mindsets not only relate to the learner, but the teacher as well. Perspectives held by the educator must also be considered. Are learners seen and approached as limited in potential, or are students instead encouraged and challenged, with a perspective speaking to unlimited growth and potential? Educational pedagogy can be significantly compromised when students are defined via deficit thinking (when goals and expectations are modified and compromised based on perceived limitations in learner abilities and potential) (Dweck, 2015; Gutshall, 2013).

Conclusion: The question of how to address “I can’t” statements often extend far beyond the simple mechanics of the lesson. For the mindful, reflective educator such utterances should raise a red flag. A deeper understanding of who the student is as an individual, as well as their perspectives and paradigms are essential. It is entirely possible for teachers to misinterpret the meaning of, or forces driving “I can't” in the classroom. In such instances the potential for either lesson failure or confrontation with the learner is possible. In instances when foundational skills development is compromised, essential concepts are not in place. When confrontations occur, walls are erected, and damage, sometime significant and permanent can be inflicted on the teacher/student relationship. In either instance, the best interests of the student are not served. Educators must, therefore, approach instances of “I can’t” with open and sincere responses of “Why?”

Paul Moore MS, EdS

  

References

Dweck, C. S. (2015). Growth. British Journal of Educational Psychology, 85(2), 242-245.

Gutshall, C. A. (2013). Teachers’ mindsets for students with and without disabilities. Psychology in the Schools, 50(10), 1073-1083.

Sevincer, A., Kluge, L., & Oettingen, G. (2014). Implicit theories and motivational focus: Desired future versus present reality. Motivation and Emotion, 38(1), 36-46.