Exploring the Influence of Teacher Language on Fourth Grade Students’ Mindsets: A Multi-Case Study

Every day in classrooms across the world, teachers' words fill the rooms and the minds of the students they have in their care. Frequent interactions occur between teacher and student on a daily basis. Over the years in my classroom, I have become acutely aware of the impact my words have on my students' beliefs. During a goal-setting conversation toward the beginning of his 4th-grade year, a student of mine, Diego, explained his hopes for the upcoming year. Rather than reaching for a goal in a specific skill, the process of learning, or exploration, he explained that he was primarily interested in being fast at each task he encountered. Diego thought it would be best if he were able to hurry up and learn to be faster in completing his work. As I reflected on this conversation, I realized that Diego was not alone in this goal. In schools today, students' focus is often on immediate gratification and a need to reach a result quickly and easily. Students frequently shy away from challenges and become defeated in the face of adversity. Upon further reflection, I developed an awareness that perhaps the words I used with my students had a direct impact on the development of this immediate gratification ideology that I so often saw. How many times each day did I encourage my students to transition quickly? What words did I use as I rushed my students from one content area to the next or one unit of study to the next? As an educator, I began to wonder how I could better prepare children to approach the increasing rigor in school with perseverance and resiliency. Among the key factors in the success of students in both the school environment and later in life is a mindset focused on growth and the process of learning (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 2006; Grant & Dweck, 2003; Johnston, 2004; Mangels, Butterfield, Lamb, Good, & Dweck, 2006). With this knowledge, certain questions then began to formulate in my mind. How do these particular children develop these beliefs and mindsets? Who or what influences students to place their focus on growth and learning rather than grades and a product? Johnston (2012) notes that the words educators utilize each day reveal to students what we choose to notice as well as what we value. I arrived at the realization that I often sent a clear message to students that I value quickness and completion over learning. It became apparent to me that I needed to become aware of and analyze the language I chose to use in the classroom to ensure it aligned with the beliefs I hoped my students would develop. The type of language I elected to use was of great importance. The purpose of the present study was to explore the impact of intentional teacher language focused on process-oriented questions and feedback on students' mindsets, language, and reaction to challenging situations. The study examined the following questions: How will intentional teacher language influence students' language? How will intentional teacher language influence students' responses to challenging situations? How will intentional teacher language influence students' mindsets? Prior to the study, I held the belief that implementing intentional language focusing on process-oriented questions and feedback would promote in 4th graders the belief and mindset that the process of learning is of more value than solely the product created. I also believed that this shift in beliefs would enhance students' abilities to respond in positive ways to challenging situations. Instead of shutting down, I believed students would begin to develop strategies to persevere through the challenges. Teachers across grade levels can apply what they learn from this study in their classrooms. As a result, many students may benefit from immersion in environments thick with language focused on the process of learning. As students hear this language throughout their day, their mindsets may begin to shift to growth mindsets. …