By Dr. Yuvraj Verma and Rachel Campbell
In the words of psychologist Carol Dweck, who has conducted extensive research on growth mindsets, “Becoming is better than being.” Building off this idea, as sixth grade math and English teachers we’ve learned to approach our mid-year benchmark assessments not as final judgments, but as tools for reflection and growth.
Many of our students entered the school year below grade level, and while achieving grade-level mastery is challenging, a growth mindset allows us to see their potential, celebrate progress, and plan for further successes. This perspective transforms data analysis into an empowering process; data becomes a tool for improvement amongst our students rather than a measure of failure.
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A growth mindset is the belief that abilities grow through effort and persistence. This mindset shapes how we view data. Instead of focusing on what students can’t do, we emphasize what they can achieve. For us, this means turning gaps into opportunities for growth and modeling optimism and resilience for our students. When reviewing data, we don’t dwell on weaknesses. Instead, we set small and achievable goals to help students move forward to build confidence and momentum.
Celebrating progress is vital. Even small wins (i.e. moving from a kindergarten grade-level to a first- or second-grade level, significant growth in one domain, etc.) are causes for recognition. Highlighting these successes motivates students and shows them that effort leads to results!
Involving students in the process is also advantageous. At student-led conferences, our students presented their data via slideshows that they created after they reviewed their growth, identified their strengths, and generated next steps with their teachers. This allowed them to feel and have tremendous ownership over their own learning.
Interdisciplinary collaboration at our weekly Professional Learning Communities (PLCs) has also strengthened this process. To support our students who struggle in English and math, we work together to address overlapping challenges (i.e. teaching math vocabulary, chunking word-problems, etc.) to ensure students build skills in connected and meaningful ways.
We also address the social-emotional side of learning. Many students come to us with fixed mindsets by believing they’re just “bad at math” or “not good readers.” We counter this by celebrating effort, by normalizing struggle, and by creating a safe and supportive environment where mistakes are part of learning.
Progress is often slow, but it’s real. Students may not reach grade-level standards in one year, but gains in confidence, skills, and mindset set the stage for future success, as evidenced by our students’ mid-year benchmark results.
We emphasize the concept of having a growth mindset by recognizing that learning is a continuous journey rather than a fixed destination. Through this lens, every benchmark is not an endpoint but instead a chance to learn, adjust, and move forward. By embracing growth and seeing potential in every student, improvement, resilience, and hope will allow for a brighter future.
Dr. Yuvraj Verma is a TEAMS math teacher at Bessemer City Middle School in Alabama and an Adjunct Professor of Graduate Education at William Howard Taft University in Colorado. He holds a BA in Sociology from Iona University, a MAT in Elementary and Special Education from the Relay Graduate School of Education, and a MBA in Healthcare Administration, EdS in Education Administration, and EdD in Technology and Leadership from William Howard Taft University.
Rachel Campbell is an English Teacher at Bessemer City Middle School in Alabama. She is pursuing a MSEd in Secondary English Language Arts (ELA) Education from Jacksonville State University, and holds a BA in English from the University of Alabama at Birmingham and an AA degree in Pharmacy from Jefferson State Community College.
