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CHAPTER 6 _ WHAT MESSAGES SH " GROWT consistent message at home had Mindsets in the Classroom eT James, 2008, para. 1). Parents, teachers, ‘coaches, scout leaders, and oher adule role models should never blame genetics for perceived capabilities. child life A secondary outcome of educating parents about malleable intelligence is for themselves. According to Joel F. Wade (2012), author and life coach, Adules with growth oriented mindsets are also ‘more likely to engage in m Management reams with a growth oriented mind- set ourpecform those with a trai-oriented mind= set... Also very interesting to note is that people ‘with a growth oriented mindset have a bem with ee ably inaccurate assessment of their own perfor- ‘mance and ability. (para, 16-18) Information about growth and fixed mindsets, encouraging resilience, basic brain operations, and ways to praise ther children are essential concepts that can be shared with parents. In doing so, children will hear a consistent message from adults in their lives that will significancly contribute to developing and maintaining an “I can do this” attitude. This can be done by posting information on theschoo! website, social network sites, newsletter blurbs, principal coffee hours, and/or a parent information evening, (Sample news- GS letter blurbs in English and Spanish can be found in Appendix B.) -¢ Building Resilience a a look opportunities for helping adjust to eal