Reflecting on the Impact of Growth Mindset Teaching on Reducing Disruptive Behaviors in a 5th Grade Classroom
In a dynamic fifth-grade classroom, managing student behavior and keeping them engaged is crucial for creating a productive learning environment. Traditional disciplinary approaches often overlook the root causes of disruptive behaviors and boredom, potentially hindering individual student prog...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
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Grand Canyon University
2025-06-01
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| Series: | Journal of Scholarly Engagement |
| Online Access: | https://sites.gcu.edu/jse/files/2025/06/25REA0018-JSE-June-30_Skots.pdf |
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| Summary: | In a dynamic fifth-grade classroom, managing student behavior and keeping them engaged is crucial for creating a productive learning environment. Traditional disciplinary approaches often overlook the root causes of disruptive behaviors and boredom, potentially hindering individual student progress and causing disruptions throughout the entire classroom. Utilizing Dewey's (1933, 1989) concept of reflection and Greenberger’s (2020) Guide for Reflective Practice (GRP), this reflective narrative explores integrating growth mindset principles into classroom behavior management strategies to foster a more inclusive and inspiring educational environment. By moving away from fixed mindset perspectives, which see abilities as innate and unchangeable, educators can encourage students to embrace challenges, persevere in the face of setbacks, and ultimately improve both behavior and academic achievement. In this reflective narrative, the author highlights the potential of growth mindset interventions to transform classroom dynamics, offering practical insights and strategies for educators who aim to enhance student engagement and cultivate a continuous learning and resilience culture.
Key Words: Reflective Practice, Growth Mindset, Classroom Management Plan |
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| ISSN: | 2690-7283 2690-7291 |