The Thinking. It’s important.

Whether we realise it or not, as adults we’ve each constructed a mindset about what type of learner we were at school, and possibly continue to be.

Sometimes we reflect on it when talking with our children about their learning. Possibly something like, “I was never any good at maths, either!” We sometimes think we are supporting our children with these types of comments.

In the school context, the following are common profiles of student mindsets about their learning:

Student 1    
“I’m an A grade student. I will always be an A student without trying. I’ve arrived.”

Student 2    
“I’m a D grade student. I will always be a D student. I’ve failed."

Student 3    
“It’s too hard, they can do it, but I can’t. I’ll never be able to do it. I’m not trying anymore."


Each of these mindsets (above) can be risky for the young learner in the following ways:

Student 1    
The learner can become passive and actually backslide if unchallenged. It is not uncommon among students in the final stretch of primary school as they transition to high school.

Student 2    
Pigeonholed by a letter grade system of reporting, this student resigns him or herself to, “This is as good as it gets for me”. 

Student 3    
The learner does not identify him or herself as improving because always about comparing. A peer is always better.

At Regent College, to support children in loving learning, we strive to:

  • Help students identify personal targets and achieve personal bests.
  • Support students in recognising personal improvement. At Regent we believe that everyone can improve.
  • Establish a community of learners who love to support peers and join in celebrating their successes.