Erasmus+ in Budapest: Any linguistic slip is not a source of shame, but a valuable lesson, says Ondrej Koščík

Our teacher Ondrej Koščík went to Budapest in August to attend a course on growth mindset within the Erasmus+ program. What were his insights and lessons? Read his article below.

The concept of a growth mindset

My Erasmus+ week in Budapest was not just about getting to know the city, although the host organization greatly assisted with that. Primarily, it was about an intensive deepening of the knowledge regarding the power of our inner beliefs in learning and shaping our lives. Many principles that I already apply in the classroom, I was able to solidify and practically grasp thanks to the course.

The core of the entire course was the concept of a Growth Mindset. This is the conviction that our intelligence and abilities are not fixed but can be actively developed through dedication, perseverance, and hard work. We were reminded of the need to view challenges not as threats, but as opportunities for growth, and mistakes not as failures, but as a natural part of the learning process—the path to mastery.

Shared core values build trust

This idea strongly resonated with me once again, especially during my own effort to learn Hungarian. Any linguistic slip is no longer a source of shame for me but a valuable lesson, which my students will now appreciate. I realized it is crucial to constantly adapt and be able to switch between a scarcity/fixed mindset and an abundance/growth mindset.

The course helped me implement the work with values more systematically. I found that shared core values build trust and connection among team members (whether in the classroom or in personal life), enabling us to creatively solve complex problems together that an individual could not manage alone.It is also key to always check for previous knowledge, desired knowledge, and any concerns that students might have.

How to translate theoretical knowledge into practice

The Budapest course detailed how our assumptions and expectations about ourselves determine our life outcomes and stressed the importance of habits.

Specific techniques focused on how to translate this theoretical knowledge into practice:

● Feedback should focus on effort, strategies, and progress, not on fixed traits or final outcomes.
● Understanding brain neuroplasticity and the function of dopamine rewards to reinforce learning.
● Setting challenges that stretch beyond the comfort zone (but are realistically achievable).

Conclusion

Therefore, from Budapest, I take away not just experiences, but practical tools and a renewed commitment to creating an environment where effort is valued as much as the result—both in my classroom and personal life.

Edited by: Kamila Jančíková / Photos: Ondrej Koščík