As an IEP interpretation provider, we often think about what we can do or what information we can put out to improve the lives of the people we serve. In today’s blog, we will be going over techniques to create a growth mindset in your child, rather than a fixed one.

Fixed Mindset vs. Growth Mindset

Stanford University professor of psychology, Carol Dweck, has written extensively about mindsets and their effect on learning. Carol’s research is often based on the difference between a “fixed” mindset and a “growth” mindset, with “fixed” meaning that the person thinks that their abilities are static and can’t be changed, and “growth” meaning that the person sees setbacks as a chance to learn and improve from their mistakes.

As an example, consider a person who wants to become an artist. She may draw a picture and see only her flaws in it; and any constructive criticism from others makes her think, “I will never be able to get better, unlike the people who have natural talent.” This person would have a “fixed” mindset.

On the other hand, a person with a “growth” mindset would see the flaws and constructive criticism and think, “There is plenty of room for improvement. It might be difficult, but with enough practice and learning, I can become better.” While she might not become the next Michelangelo, this person might find joy in the challenge of improving herself and become a great artist in her own right.

How to Promote a Growth Mindset

1. Praise Effort and Perseverance

Even if your child doesn’t achieve “success” in project or endeavor, it’s still important to praise their attempts at success. For example, say your child wants to read a book aloud, but they read slowly or mispronounce words. It’s the act of doing something, often repeatedly, that allows many of us to improve and hone our skills. Encouraging your child for their effort and perseverance even through failure is vital.

You might do this by giving their efforts genuine interest—such as listening to their reading aloud, or watching them as they paint or color—and saying things like “I’m proud that you don’t give up,” “You’ve improved a lot,” or pointing out specific successes, even minor, like, “Good job on remembering how to read that word!”

2. Teach Leadership and Cooperation

It’s important to remember that, with humans being social creatures, we often have successes, growth, or otherwise positive impacts on ourselves and others through working as a team. While everyone has a different level of comfort with teamwork, teamwork is often a necessary skill in life. Talk with your child about what it took to work in a group, and what they may have done to help take responsibility for their team.

When encouraging leadership, remember that leadership does not correlate 1:1 with authority or a position of power. Rather than praising your child for giving terse, blunt commands, you should praise kindness, calm explanations, or presenting ideas.

3. Encourage Organization and Thoughtfulness

Organization is key in helping your child maintain good habits and mindsets. When a child has good organizational skills, they can keep better track of homework, chores, and the like, which gives them more room to grow. Thoughtfulness and intention are key to starting and keeping good organizational habits. Encourage your child to keep homework in special folders, put clothes away in the correct drawers, or to practice an instrument or sport at routine times, and praise them when they do.

Remember that each child is different. What works for your oldest child might not work for your youngest child, and some might need special assistance if they have a disability. Regardless, remember that your child is growing and learning every day, and that includes making mistakes or not knowing how to do things. Children need not only encouragement, but models to follow. If you’re not particularly good at organization, perhaps your partner or friend is. There’s no harm in asking for help.

The Classroom

Typically in the United States, many ASL interpreters are known to interpret into sign language for deaf or hard-of-hearing students in the classroom setting, whether it be K-12, colleges, or universities.

Classroom interpreters may also be called “educational interpreters”—these interpreters aren’t just advocates for the students they interpret for, but also role models and supporters. Educational interpreters are part of the educational teams that are responsible for students’/children’s learning goals and outcomes. While the interpreter must maintain confidentiality, of course, confidentiality is not limited to themselves and the classroom teacher. Instead, the interpreter must speak with the student’s educational team about the student’s behavior, answers, development, etc. during classroom and/or school hours.

To properly teach a deaf or hard-of-hearing student, the interpreter and other members of the educational team must decide beforehand on a) what specific type of sign language is necessary to use; b) whether the interpreter should modify vocabulary and/or register (this is especially important if the child has a developmental disability); and c) what each lesson’s outline and expected learning outcome will be.

A Workshop

We’ve recently received a request to provide ASL interpreters for an upcoming workshop designed to promote leadership and effectiveness in the workplace. Workshops can be on any topic–technology, business, medical, community CPR and fire training, etc.

Depending on the length of the workshop and number of attendees, a team of interpreters might be better than a singular interpreter, as interpreting can be tiring with constant hand movement and so require sufficient breaks. If there is a speaker addressing an audience, an interpreter will stand up on stage as well and sign to provide interpretation (usually simultaneous), and can switch out with another interpreter as needed. Providing a team of interpreters can also allow for one or two of them to work with someone who may require extra assistance.

ASL interpreters may be asked to “voice” during the workshop. Voicing is the process of using spoken English in tandem with signing. Deaf or hard-of-hearing people using an interpreter’s services can benefit greatly in their understanding of the interpretation by reading the interpreter’s lips. Those with some level of hearing can also pick up on the morphemes (simply put, small units of spoken sound) coming from the interpreter. Depending on the needs of the situation, the interpreter may be asked not to voice during their work, too.

A Hospital or Forensic Setting

Hospitals are a very common setting for any type of interpretation, and it’s no different for ASL interpretation. Oftentimes, an emergency or a high-priority appointment will pop up. In those cases, time is of the essence to find an interpreter, and it takes a quick, calm, and agile manager or coordinator to find who is available and experienced to interpret.

Recently, we were contacted for a same-day ASL interpretation request concerning medical forensics. We worked fast to send an interpreter who not only could make it in time to the appointment, but also fluent in medical terminology with a proven track record of interpreting for potentially upsetting circumstances.

In our next post we will be highlighting more ASL interpretation scenarios, so please stay tuned.