The Yet Mindset
The stage was set by my growth mindset plan below... but see how it really takes a village for the rehearsals and performance to take shape and come alive...
Mindset... where is your mind set? What set are you going to establish, what stage are you going to perform on?
So why is growth mindset so important?
Growth mindset is so important because it is what advances civilization and society as a whole while also enriching individual lives. Countless examples of people we have studied and revered in school typically do not have a genius, innate ability to do whatever it is we admire them for. They have a background that supports the time commitment it takes to reach peak levels of ability. When compared to others who invest less than a fraction of a percent of the amount of time in that skill, naturally it looks as though they have an insane talent that we, average laymen, will never be able to achieve. Typically, we don’t achieve those same standards because we would have to commit to excessive amounts of time we just don’t have due to the day-to-day hustle.
Here’s the thing though, we don’t need to become geniuses, we just need to become a little more genius than we were yesterday. James Clear, author of Atomic Habits, really gets to the root of small actions and improvements add up over time. “In my experience, the only way I know to change the type of person that you believe that you are — to build a new and better identity for yourself — is to do so with small, repeated actions" (Clear, 2013).
In a small frame of reference, 1% improvement does not look like much, but in the grand scheme, it adds up. Here are some small changes we can make personally that add up:
Financially
Physically
Emotionally
So what does this look like in a classroom for students? For the teacher? For the parents and guardians? For the administrators? For the community?
Financially
- Saving change in a jar
- Shopping at resale/thrift stores
- Using coupons
Physically
- Swapping a healthy side for a not-so-healthy side
- Walking for 10 more minutes a day
- Drinking one more cup of water instead of soda
Emotionally
- Taking a deep breath and counting to five
- Celebrating small joys and victories
- Giving or receiving a hug
So what does this look like in a classroom for students? For the teacher? For the parents and guardians? For the administrators? For the community?
It really is about making a plan to intentionally and strategically shift from a fixed mindset to a growth mindset. In order to do this, we need to be clear on what the mindsets are, what they look like, act like, sound like, before we can know how to identify when we get in a fixed mindset and how to transition to growth.
For the past 13 years, Trevor Ragan with The Learning Lab has been collaborating with researchers, companies, organization and creating content designed to teach others about learning and mindset.
For the past 13 years, Trevor Ragan with The Learning Lab has been collaborating with researchers, companies, organization and creating content designed to teach others about learning and mindset.
“If you deliberately plan to be less than you are capable of being, then I warn you that you’ll be deeply unhappy for the rest of your life. You will be evading your own capacities, your own possibilities.”
Abraham Maslow, The Farther Reaches of Human Nature
Individuals with a fixed mindset seek to validate themselves. Individuals with a growth mindset focus on developing themselves. The same could be said about organizations and schools. Look to see how these groups are trying to prove themselves. Do they turn the mirror outwards, deflecting flaws and concerns back out into the world and only taking in praise and labels, or do they turn the mirror inwards, reflecting on how their words and actions are creating deep, meaningful growth over time through hard work and effort?
Another facet to this plan is understanding the stages of learning. Scott Jeffrey describes them as the following stages (Jeffrey, 2014):
- Stage 1: Unconscious incompetence – we don’t know what we don’t know yet because we’ve never tried.
- Stage 2: Conscious incompetence – we now know what we don’t know yet because we’ve tried, and boy is it uncomfortable.
- Stage 3: Conscious competence – we are starting to know what we didn’t know yet, observing and measuring our progress from inability to capability.
- Stage 4: Unconscious competence – we know what we know so well, it becomes almost second-nature.
In order to get through these stages, we need to develop a plan to overcome the obstacles and setbacks when stepping out of our comfort zone. Carol Dweck has identified four steps to changing your mindset, and I will explore each.
Step 1: Learn to hear your fixed mindset “voice”.
Here’s the key to this, you have to learn to hear it and really acknowledge and recognize this voice. It is triggered for different reasons and in different ways for everyone, but a lot of times it may sound like this:
Hear how negative all of that sounds? These words become the roadblocks rather than the task or skill itself. We create these barriers as protection, but protection from what? Being uncomfortable, taking risks, revealing that we are in fact flawed humans. Who isn’t though?
Here’s the key to this, you have to learn to hear it and really acknowledge and recognize this voice. It is triggered for different reasons and in different ways for everyone, but a lot of times it may sound like this:
- I am too stupid to do this skill.
- I will never understand this new technology.
- This is not how we’ve done this before.
- Why waste your time when you are never going to accomplish that? This is not worth my time or energy.
Hear how negative all of that sounds? These words become the roadblocks rather than the task or skill itself. We create these barriers as protection, but protection from what? Being uncomfortable, taking risks, revealing that we are in fact flawed humans. Who isn’t though?
Step 2: Recognize that you have a choice.
This is a big one. For me, this has been the biggest difference in managing my anxiety. I tend to be a catastrophizer, someone who takes a scenario or situation and thinks of the most absurd way it can go wrong. A lot of times, this happens with my health anxiety…. WebMD doesn’t help. A pain in my side, well my appendix must have burst, and I am going to die. I have a slight headache, here comes the brain aneurysm and it’s only a matter of time. As morbid as this sounds, after reading plenty of self-help articles and Reddit threads, a common theme in working through the anxiety is addressing it head-on. When I feel a pain in my calf muscle and self-destruct via Google search, I respond with “yes, it is possible I have deep vein thrombosis, so what? Could I have that and die? Yes, yes I could. Is it likely? Has this happened to me before? No and no. Is it possible, yes. Is it probable, no. And if it does happen, well congratulations, you are that 0.01% statistics people will be talking bout the in the news, but because it 99.99% won’t happen, you will carry on.”
Having a choice is vital. We do not have control over much that happens in our lives, but we do have control over how we respond. We have almost full control over our brains and our thoughts. When those thoughts become intrusive, we need to systemically response. At times, it seems disingenuous, like we are being fake versions of ourselves, but really we are attempted to transform ourselves into the people we desire to be. There is nothing wrong with faking it until you make it.
This is a big one. For me, this has been the biggest difference in managing my anxiety. I tend to be a catastrophizer, someone who takes a scenario or situation and thinks of the most absurd way it can go wrong. A lot of times, this happens with my health anxiety…. WebMD doesn’t help. A pain in my side, well my appendix must have burst, and I am going to die. I have a slight headache, here comes the brain aneurysm and it’s only a matter of time. As morbid as this sounds, after reading plenty of self-help articles and Reddit threads, a common theme in working through the anxiety is addressing it head-on. When I feel a pain in my calf muscle and self-destruct via Google search, I respond with “yes, it is possible I have deep vein thrombosis, so what? Could I have that and die? Yes, yes I could. Is it likely? Has this happened to me before? No and no. Is it possible, yes. Is it probable, no. And if it does happen, well congratulations, you are that 0.01% statistics people will be talking bout the in the news, but because it 99.99% won’t happen, you will carry on.”
Having a choice is vital. We do not have control over much that happens in our lives, but we do have control over how we respond. We have almost full control over our brains and our thoughts. When those thoughts become intrusive, we need to systemically response. At times, it seems disingenuous, like we are being fake versions of ourselves, but really we are attempted to transform ourselves into the people we desire to be. There is nothing wrong with faking it until you make it.
Step 3: Talk back to the fixed mindset "voice" with a growth mindset voice.
The health anxiety talk is an example of talking back with a growth mindset voice in a way. When we hear our fixed mindset voice, we should start finding ways to address it with growth mindset. What we should also consider is having a growth mindset about fixed mindset and addressing it is itself growth mindset!
The health anxiety talk is an example of talking back with a growth mindset voice in a way. When we hear our fixed mindset voice, we should start finding ways to address it with growth mindset. What we should also consider is having a growth mindset about fixed mindset and addressing it is itself growth mindset!
- I am too stupid to do this skill.
- Response: I was not born with this skill but nobody was. I can learn through hard work, effort, and feedback.
- I will never understand this new technology.
- Response: Technology is always changing and I can learn how to adapt to new technologies as they are created. If doctors can do this, so can I!
- This is not how we’ve done this before.
- Response: Changes today do not invalidate yesterday. We are trying to enhance our lives for the better, so this new way might be it!
- Why waste your time when you are never going to accomplish that? This is not worth my time or energy.
- Response: I am worth the time and energy to at least try, I will not know if I cannot accomplish something if I don’t try.
Step 4: Take the growth mindset action.
Don't just talk the talk, walk the walk. The action is following through with what the growth mindset voice says and also creating boundaries for the fixed mindset voice to be more contained.
Would I have such high health anxiety at times if I Googled or checked my symptoms in WebMD every time I felt a tingle or sensation? Probably not. What have I started to do? Stopped searching for the worst-case scenario! When I feel myself reverting back to the fixed mindset, I have to actively talk myself down and also move any electronic device away from me to remove the temptation.
Don't just talk the talk, walk the walk. The action is following through with what the growth mindset voice says and also creating boundaries for the fixed mindset voice to be more contained.
Would I have such high health anxiety at times if I Googled or checked my symptoms in WebMD every time I felt a tingle or sensation? Probably not. What have I started to do? Stopped searching for the worst-case scenario! When I feel myself reverting back to the fixed mindset, I have to actively talk myself down and also move any electronic device away from me to remove the temptation.
- I am too stupid to do this skill.
- Response: I was not born with this skill but nobody was. I can learn through hard work, effort, and feedback.
- ACTIONS:
- Create calendar reminders to check in on progress.
- Commit to small amounts of time each day or week to practice the skill.
- Seek feedback from others on progress.
- Create accountability groups.
- I will never understand this new technology.
- Response: Technology is always changing and I can learn how to adapt to new technologies as they are created. If doctors can do this, so can I!
- ACTIONS:
- Work with others who are more versed in the technology to see how they use it.
- Explore the technology in a safe low-risk space.
- Identify the most important skills needed to use the technology at a minimum and build up from there.
- Work with others who are more versed in the technology to see how they use it.
- This is not how we’ve done this before.
- Response: Changes today do not invalidate yesterday. We are trying to enhance our lives for the better, so this new way might be it!
- ACTIONS:
- Reflect on what was done in the past and how it connects to today.
- Adapt components of comfort in new, uncomfortable ways.
- Seek accountability partners to try new things.
- Reflect on what was done in the past and how it connects to today.
- Why waste your time when you are never going to accomplish that? This is not worth my time or energy.
- Response: I am worth the time and energy to at least try, I will not know if I cannot accomplish something if I don’t try.
- ACTIONS:
- Set small incremental goals or tasks to accomplish, adapt those goals as you learn more.
- Provide time to recharge your energy and take breaks.
- Set small incremental goals or tasks to accomplish, adapt those goals as you learn more.
Incorporating these four steps requires intentionality. To communicate my desire to shift from a fixed mindset to a growth mindset involves simply presenting my plan to others and asking for accountability support. This does not necessarily require them to join in on the plan, but they become a vital component to my success, and I imagine as they see my vulnerability and growth, they will start to follow suite, consciously or unconsciously. This is true for students, colleagues, and the community. When others identify someone else being comfortable in the discomfort, they feel safer to also engage in his seemingly unnatural behavior.
Part of the promotion of the plan comes with daily, intentional habits and constant reflection. Inviting others to incorporate the habits, like a morning devotional or a deep breath and reframing questioning, is a start.
Part of the promotion of the plan comes with daily, intentional habits and constant reflection. Inviting others to incorporate the habits, like a morning devotional or a deep breath and reframing questioning, is a start.
Scott Jeffrey also listed some reframing questions to ask when trying to shift from a fixed to a growth mindset (Jeffrey, 2016).
The plan’s promotion also requires deliberately articulating my reflections and how I plan on changing and adjusting for the future will happen as necessary. Scott Jeffrey also identified some ways to reflect.
- What can I learn from this?
- What actions can I take to support my success?
- How can I turn these actions into habits?
- What outcome or goal am I truly attempting to accomplish?
- Is there anything else I need to know about?
- Can I find more information from something or someone?
- How can I get and receive constructive feedback?
- How do I define success in this circumstance?
- What does success look like?
- How did this mistake or misstep teach me something new I hadn’t considered yet?
- Is what I am doing working effectively and if not, how can I adjust to see if there’s improvement?
- How much hard work and effort am I truly putting in?
The plan’s promotion also requires deliberately articulating my reflections and how I plan on changing and adjusting for the future will happen as necessary. Scott Jeffrey also identified some ways to reflect.
- Was my fixed mindset triggered by something?
- How can I address this trigger in the future?
- Is my fixed mindset voice trying to self-sabotage?
- What makes this voice false?
- What am I so afraid of?
- Is this really a fight, flight, or freeze moment or am I just uncomfortable?
- What choice can I make right now towards a growth mindset?
- How have I limited myself with a fixed mindset?
- What are some things I could gain with a growth mindset?
- How have I shown resilience and flexibility in this situation?
In my innovation plan, Teaching 21st Century Skills in a Blended Learning Environment through the lens of mathematics, having a growth mindset is the component that will make or break the success. Because mathematical logic has not changed much and as a mathematics teacher, I have decades of experience doing math, so I have found what I consider the most efficient ways to solve math problems. Students have not had that experience yet though, and I should not deny them the opportunity to explore the creativity that is in math. There will be times when I feel overwhelmed because the lessons will not follow what a “traditional classroom” looks like and even the classroom I grew up in. The overwhelming feeling of making students “guinea pigs”, to try new things, feels like I am risking everything. What if it doesn’t work the way I wanted? What if they fall behind? What if, what if, what if.
What if this new approach fosters deep, meaningful learning for students who have previously disengaged with math? What if this new approach draws authentic connections to the real-world, not textbook word problems? What if this new approach shows math is more than a series of routine, robotic steps, but really about identifying, articulating, and using patterns to describe the world around us?
The overall goal I have in implementing my growth mindset plan is providing intentional structures for myself and peers to analyze past experiences in a fixed mindset and discover together how the four steps could have been followed in order to shift from the fixed to the growth mindset. My desire is to incorporate this in our team planning meetings during data analysis. Rather than brushing over any perceived failures or mistakes, we will reflect inward to determine what could have been addressed and how to use that experience to move forward. From there, integrating these same procedures into lessons for students to follow will come next. After experiencing the reflective process ourselves, we can share our experience with students and be empathetic to the growing pains that comes with transitioning from a fixed to a growth mindset.
What if having a growth mindset is essential? I am not sure yet what the future holds, but with my mind set on the Yet Mindset, I have the hope and means that this plan sets the stage, the strategy that advances the choice, ownership, and voice students have during authentic learning opportunities in a significant learning environment for their future.
What if this new approach fosters deep, meaningful learning for students who have previously disengaged with math? What if this new approach draws authentic connections to the real-world, not textbook word problems? What if this new approach shows math is more than a series of routine, robotic steps, but really about identifying, articulating, and using patterns to describe the world around us?
The overall goal I have in implementing my growth mindset plan is providing intentional structures for myself and peers to analyze past experiences in a fixed mindset and discover together how the four steps could have been followed in order to shift from the fixed to the growth mindset. My desire is to incorporate this in our team planning meetings during data analysis. Rather than brushing over any perceived failures or mistakes, we will reflect inward to determine what could have been addressed and how to use that experience to move forward. From there, integrating these same procedures into lessons for students to follow will come next. After experiencing the reflective process ourselves, we can share our experience with students and be empathetic to the growing pains that comes with transitioning from a fixed to a growth mindset.
What if having a growth mindset is essential? I am not sure yet what the future holds, but with my mind set on the Yet Mindset, I have the hope and means that this plan sets the stage, the strategy that advances the choice, ownership, and voice students have during authentic learning opportunities in a significant learning environment for their future.
References
About. (n.d.). The Learner Lab. https://thelearnerlab.com/about-the-learner-lab/
Clear, J. (2013, June 24). Fixed Mindset vs Growth Mindset: How Your Beliefs Change Your Behavior. James Clear. https://jamesclear.com/fixed-mindset-vs-growth-mindset
Clear, J. (2014, January 6). Marginal gains: This coach improved every tiny thing by 1 percent. James Clear. https://jamesclear.com/marginal-gains
Clear, J. (2015). How to Master the Art of Continuous Improvement. James Clear. https://jamesclear.com/continuous-improvement
Clear, J. (2018). Atomic Habits. Penguin Publishing Group.
Dweck, C. S. (2006). Mindset: the New Psychology of Success. Random House.
Jeffrey, S. (2014, April 9). The Four Stages of Learning Anything for Your Personal Development. Scott Jeffrey. https://scottjeffrey.com/four-stages-of-learning/
Jeffrey, S. (2016, December 26). Change Your Fixed Mindset into a Growth Mindset [Complete Guide]. Scott Jeffrey. https://scottjeffrey.com/change-your-fixed-mindset/
Maslow, A. H. (1993). The farther reaches of human nature. Penguin Compass.
Ragan, T. (n.d.). Trevor Ragan. The Learner Lab. https://thelearnerlab.com/trevor-ragan/
Ragan, T. (2016). Growth Mindset Introduction: What it is, How it Works, and Why it Matters. In YouTube. https://www.youtube.com/watch?v=75GFzikmRY0
Trevor Ragan - YouTube. (n.d.). https://www.youtube.com/@TrevorRagan/featured
Clear, J. (2013, June 24). Fixed Mindset vs Growth Mindset: How Your Beliefs Change Your Behavior. James Clear. https://jamesclear.com/fixed-mindset-vs-growth-mindset
Clear, J. (2014, January 6). Marginal gains: This coach improved every tiny thing by 1 percent. James Clear. https://jamesclear.com/marginal-gains
Clear, J. (2015). How to Master the Art of Continuous Improvement. James Clear. https://jamesclear.com/continuous-improvement
Clear, J. (2018). Atomic Habits. Penguin Publishing Group.
Dweck, C. S. (2006). Mindset: the New Psychology of Success. Random House.
Jeffrey, S. (2014, April 9). The Four Stages of Learning Anything for Your Personal Development. Scott Jeffrey. https://scottjeffrey.com/four-stages-of-learning/
Jeffrey, S. (2016, December 26). Change Your Fixed Mindset into a Growth Mindset [Complete Guide]. Scott Jeffrey. https://scottjeffrey.com/change-your-fixed-mindset/
Maslow, A. H. (1993). The farther reaches of human nature. Penguin Compass.
Ragan, T. (n.d.). Trevor Ragan. The Learner Lab. https://thelearnerlab.com/trevor-ragan/
Ragan, T. (2016). Growth Mindset Introduction: What it is, How it Works, and Why it Matters. In YouTube. https://www.youtube.com/watch?v=75GFzikmRY0
Trevor Ragan - YouTube. (n.d.). https://www.youtube.com/@TrevorRagan/featured