Contact Detail
Bareilly Road, Budaun, Uttar Pradesh - 243601
Bareilly Road, Budaun, Uttar Pradesh - 243601
I’m simply not a maths person.” “Science has always been challenging for me.” “I was never one of the top students.
Most of us have heard a child say something like this — or said it ourselves at some point. On the surface, it sounds like a plain statement of fact. Underneath, though, it reveals something more important: a belief about whether ability itself can change. And according to researchers, that belief quietly shapes how much — and how well — a student actually learns.
At BRB Model School, Budaun, we hold a simple conviction: every child is capable of growth, and the way we speak about learning plays a real role in how far they're able to go.
The idea was first brought into the mainstream by psychologist Carol Dweck, who identified two broad ways people tend to think about ability.
A fixed mindset treats intelligence and talent as something you're simply born with, fixed from the start. A child who thinks this way tends to avoid challenges, gives up at the first sign of difficulty, and feels threatened rather than inspired when someone else succeeds.
A growth mindset, on the other hand, treats ability as something built over time — through effort, better strategies, and the right support. A child with this outlook sees a hard problem as a chance to improve, reads mistakes as useful information rather than failure, and finds other people's success motivating instead of discouraging.
The real distinction here isn't about optimism or simply "trying harder." It's about whether "I can't do this" is treated as a permanent fact — or just something that's temporarily true, for now.
It builds resilience.
A student with a growth mindset treats a bad test score as a cue to adjust their approach — not as proof that they're simply "not good enough."It makes students willing to attempt harder things. A child afraid of looking foolish tends to stick to what's safe and easy. One who values learning itself is far more willing to take on something difficult — and that's usually where the real progress happens.
It also changes the way children respond to feedback. When children understand that their skills can develop with practice, they are more likely to see feedback as helpful guidance instead of taking it as a judgment of their abilities.
It eases exam pressure. Once a child understands that a test measures where they currently stand — not who they fundamentally are — some of that anxiety fades, and performance often improves as a result.
It builds a lasting love of learning. Marks matter in the short term, but it's curiosity and persistence that actually carry a student through college, a career, and everything beyond school.
The words adults use around children carry more weight than most of us realize.
Praising effort, the strategy used, and visible improvement — rather than innate talent — teaches a child that their progress is actually in their own hands.
Inside the classroom, this plays out in concrete ways too: welcoming questions instead of brushing them aside, leaving room for mistakes without embarrassment, celebrating a student's own improvement rather than comparing them to classmates, and giving feedback that points clearly to the next step forward.
None of this requires special tools or a formal program — everyday conversation makes the biggest difference.
1. Focus conversations on the learning journey. Instead of making marks the centre of the discussion, ask questions such as, “What new thing did you learn today?” or “What was the most difficult part, and how did you overcome it?” This encourages children to think about their effort, progress, and problem-solving rather than focusing only on the final result.
2. Normalize mistakes. Share your own struggles openly, and talk through how you worked past them.
3. Praise the process, not just the outcome. Notice persistence, creative problem-solving, and visible improvement.
4. Add the word "yet." "I can't solve this" becomes "I can't solve this yet" — a small shift with a surprisingly big effect.
5. Avoid permanent labels. Calling a child "shy," "lazy," or "weak at studies" can quietly turn into how they come to see themselves.
6. Give growth the time it needs. Progress is rarely smooth or immediate. Encourage children to keep practicing, learning from setbacks, and making consistent efforts rather than focusing only on quick results.
For us, education goes far beyond completing lessons and preparing for examinations. It is about nurturing children who trust their ability to learn, face challenges, adapt to change, and continue growing. We aim to create a learning environment where curiosity is encouraged, questions are welcomed, effort is appreciated, and every student receives the confidence and support they need to move forward.
