Category: January 2022

Last night, my husband and I were talking about all of the problems in public education. He is a science teacher approaching retirement – he only has 2.5 years left – and he has a lot of opinions. Right now, our biggest concern at this time is the teacher shortage. Due to increased requirements, fear of COVID, and rambunctious student behavior, people are leaving education in droves. And who can blame them? If I have one true career goal or vision, it would be to solve these problems.

Visionary New Schools

Over the course of the next 12 years, I want to be an integral part of a structural overhaul of the education system to one of individualized student learning through a blended model. Innovative, personalized, blended learning could:

• Improve behavior by motivating students with a personalized, self-controlled learning environment.
• Increase the respect, planning time, and pay of teachers by hiring fewer teachers and changing their roles.
• Incorporate paraprofessionals to monitor students during flexible work time as needed.
• Restore the joy and art of teaching by allowing teachers to focus on designing curriculum and assessing student needs in one-to-one or small group settings.

What are we waiting for? What’s the hold-up?

I know what my personal holdup is: FEAR. 

Imagine a wheelbarrow carrying rocks or dirt or whatever back and forth between two places. If that wheelbarrow followed the exact same path for a long period of time, over time a rut would build. As time passed, the rut would get deeper and deeper. Eventually, it would be hard for the wheelbarrow to veer off of the rut. The wheelbarrow would be stuck – it would require hard work to move it out of the rut.

Throughout childhood, our mindsets are developed much the same way. We learn patterns that are hard to unlearn. If those patterns are centered around growth mindset thinking – the belief that you can cultivate intelligence over time – that’s probably okay. Unfortunately, many people developed a “rut” in at least one area of their life that represents fixed mindset thinking – a belief “that your qualities are carved in stone” (Dweck, 2007, pp. 6).

I generally have a growth mindset. For example, When I was in the classroom I loved experimenting with lessons and tactics to motivate students. When they didn’t work, I went back to the drawing board. I also looked at feedback as a chance to grow. However, now that I’m in a leadership position, I feel like I’m back at square one and my mindset sounds very fixed. As I think about implementing my Paperless Office, Paperless District innovation plan, my mind is a flurry of negativity. “What if I can’t do it? No one will listen to me. Why do you think anyone should listen to you? Ridiculous!” So far, I’m keeping the voices at bay. However, I really want to work to change my mindset!

The Fear Zone

The moment I first read about growth and fixed mindset, I thought of a graphic that represented learning as an arrow moving through the comfort zone, fear zone, learning zone, and growth zone. The first time I came across this image was in 2013. At the time, I was in a new teaching position at a school. Because of this, I struggled a lot with student behavior and motivation. However, this image helped me understand that I was in the Fear Zone. I realized that this is why I felt so stuck, like I didn’t know what to do.

It’s very common to feel stuck when we are faced with new situations. “As new challenges arise, our ability to learn and grow is put to the test. We begin to dwell on our fears and seek to get some kind of control” (Maxwell, 2020). The author continues, describing fear as “a wall that blocks us” (Maxwell, 2020). That is exactly how I felt in 2013 at that new school. It’s also how I feel now in my new role AND in grad school. How can I move through this fear to get the results I want in life? 

The only way out is through.

I read so many articles and they all have similar suggestions. They state that the only way past the fear is to work through it. For example, Scott Jeffrey (n.d.) suggests, “Become aware of the fear driving your behavior – welcome it and realize it has no basis in your present reality.” To do this, Jeffrey (n.d.) suggests applying “The 4 Steps:”

• 1) Learn to hear your fixed mindset “voice.”
• 2) Recognize that you have a choice.
• 3) Talk back to it with a growth mindset voice.
• 4) Take the growth mindset action.

Through small repeated actions and consistent practice with The Four Steps, we can change our mindset and spend more time in growth and learning (Jeffrey, n.d.).

As I said in my post Plan of Action: Applying Growth Mindset in GCISD (2022), “I use CBT on a regular basis in my life. I already noticed a fixed mindset thinking around my leadership capabilities and started “talking back” to that voice. It helps that I have supportive teammates who will gladly call me on my thinking. My hope is that applying the concepts from Dr. Dweck’s research to my own life will help me move from the Comfort Zone to the Growth Zone in my thinking, learning, application, and synthesis throughout the Applied Digital Learning Program.”

I can’t wait to see what my future holds.

References

Dweck, C. S. (2007). Mindset: The New Psychology of Success. Ballantine Books.

Jeffrey, S. (n.d.). Change Your Fixed Mindset into a Growth Mindset [Complete Guide]. Scott Jeffrey. Retrieved January 28, 2022, from https://scottjeffrey.com/change-your-fixed-mindset/

Maxwell, T. (2020, April 20). Moving from the Fear Zone to the Growth Zone. Succeed On Purpose. Retrieved January 28, 2022, from https://www.succeedonpurpose.com/post/moving-from-the-fear-zone-to-the-growth-zone

Stateler, K. (2022, January 24). Plan of Action: Applying Growth Mindset in GCISD. Cookies ‘N Cache. https://karinstateler.com/?p=510

Essential Question: Develop a plan that introduces the fundamental ideas introduced by Dr. Dweck as you develop and support a growth mindset in yourself and in others within your organization.

Do you often try new things and push yourself into uncharted territory in your development?

More often than not, I try to push myself into uncharted territory as I continue to grow. In most areas of my life, I seek to grow and develop. However, are times when I get “stuck” in my thinking. For example, my thinking around finances is very fixed and I struggle to learn and grow. I often give into stress. Also, when I’m confronted about certain opinions around politics or my core beliefs, I notice a lot of self-justification and the need to be “right” in arguments. Finally, as I challenge myself to grow as a leader, I feel a great deal of anxiety that I will not be able to do it. I worry that “no one will listen,” or that my ideas aren’t “right” or “important enough.” I recognize that while I exhibit a growth mindset in general, I can definitely improve my fixed mindset in these areas.

Compare and contrast growth and fixed mindset. What are the dangers of a fixed mindset? Why is the growth mindset so important?

As I explained in previous posts, Too Close to Home and Growth Mindset: Useful Tool or Parlor Trick, individuals with a growth mindset view effort over talent and constantly seek development (Jeffrey, n.d.). Individuals with a fixed mindset see their talents as, well, fixed. They seek external validation and often give up in the face of failure (Jeffrey, n.d.). No one falls completely into one category or another. Most people have a growth mindset in some areas and a fixed mindset in others, although some people might have more of a fixed or growth mindset overall (Jeffrey, n.d.).

The fixed mindset is a dangerous trap to fall into. People with a fixed mindset believe in natural-born talent and that some people just can’t do certain things. Because of this, they see growth and effort as a waste of time, which creates no chance to develop potential (Jeffrey, n.d.). This can cause an aborted sense of self-actualization in a person with an overall fixed mindset.

The growth mindset is important because with this mindset, “you can develop any ability through dedication and hard work” (Jeffrey, n.d.). The growth mindset increases your desire to embrace challenges and persevere when you encounter setbacks. Also, the growth mindset is the “essential ingredient on the path to mastery” (Jeffrey, n.d.). According to Carl Jung’s work, self-mastery is the “commitment to never-ending improvement; it’s a process of becoming”  (Jeffrey, n.d.). Self-actualizing individuals experience more peak, life-affirming moments, improved relationships, and greater productivity in their life goals (Jeffrey, n.d.). In other words, approaching life with a growth mindset ensures that you will continue to learn and face the challenges life throws you. It creates a more rich and meaningful life experience.

Most of us hold both a fixed and a growth mindset around certain topics or areas of development. Fortunately, mindsets are just beliefs and you can change your mind. You can choose a path toward self-actualization.

How are mindsets formed?

Praise and labeling from influential adults in our lives develop growth or fixed mindset. Think about this. If a person has a fixed mindset, they desire external validation for their skill and ability. In other words, they probably received a lot of that as a child. If a person has a growth mindset, they must have been praised on what they value – the process they use, the effort they put in, and their personal improvement. 

How does understanding how the brain learns work to lay the foundations to develop a growth mindset? How does practice develop learning? How can it be used to learn to have a growth mindset?

How can we go about changing our minds? A 1998 study determined that adult brains continue to create new cells. As a result, the concept of neuroplasticity exploded along with research into adult learning (Remedium, 2005-2013). While the knowledge that adult brains can continue to learn was revolutionary, what we know about how we learn is similar in adults and children. As you learn a new skill your brain makes connections. Through repeated practice, your brain builds myelin along the axons. The more myelin you build, the faster the signal moves. The more you practice, the stronger your brain gets, and the more automatic the skill or knowledge becomes (Jeffrey, n.d.).

 This process is observable externally with the concept of the Four Stages of Learning. 

Jeffrey also suggests changing our thoughts around practice. The comic below provides the perfect explanation:

If we make a conscious effort to shift our praise from fixed to growth, our mindset is sure to follow.

What resources will you use to promote the growth mindset?

• Four Stages of Learning
• Moving from the Fear Zone to the Growth Zone | Succeed On Purpose
• Maslow’s Motivation Model
• Questions that Activate a Growth Mindset
• The Four Steps
• The Feeling Good Handbook

How will you incorporate the four steps? 

Why 4 Steps:

In The Feeling Good Handbook, Dr. David Burns teaches readers how to use Cognitive Behavioral Therapy, or CBT to retrain their brains (Burns, 1999). He talks about the reaction chain that happens in split seconds and how it leads to unconscious behaviors. He takes the reader step-by-step through this process, helping them identify what they are feeling and the thought that causes that feeling. Then, the reader can look through thought distortions to if any fixed mindset – or distorted – thinking affected their feelings. Finally, he guides users through useful tips on reframing their thinking for a more positive outcome. CBT is a well-known, often used process for overcoming depression and anxiety and improving relationships.

How 4 Steps:

The Four Steps are similar to the process Dr. Burns used to teach people how to reframe their thinking. Using the four steps, someone should be able to:

• take on a new challenge,
• learn from setbacks,
• persist without exception,
• and adjust their actions based on feedback (Jeffrey, n.d.).

That is because they learn to notice their feelings and thinking, and they learn to reframe their thinking to achieve positive outcomes.

What are the four steps:

Scott Jeffrey (n.d.) shares the four steps in Change Your Fixed Mindset into a Growth Mindset.

Step 1: Learn to hear your fixed mindset “voice.”

Step 2: Recognize that you have a choice.

Step 3: Talk back to it with a growth mindset voice.

Step 4: Take the growth mindset action.

Using these steps is similar to using CBT to work through distorted thoughts. The only difference is that the outcomes apply specifically to mindsets around learning.

How will you communicate the message of “yet” to others? When and how often will you promote the growth mindset?

My Brainstorm:

1. Coaching questions to use with individuals and in training sessions.

• What can I learn from this?
• What steps can I take to help me succeed?
• Do I know the outcome or goal I’m after?
• What information can I gather? And from where?
• Where can I get constructive feedback?
• If I had a plan to be successful at [blank], what might it look like?
• When will I follow through on my plan?
• Where will I follow through on my plan?
• How will I follow through on my plan?
• What did I learn today?
• What mistake did I make that taught me something?
• Is my current learning strategy working? If not, how can I change it?
• What did I try hard at today?
• What habits must I develop to continue the gains I’ve achieved?

2. Modeling the behavior myself.
3. Twitter Campaign.
4. Incorporate graphics/information into staff training.
5. In coaching and professional/individual interactions.
6. Preemptively Create a graphic that can be used throughout the district.
7. When? Soon and often – especially when learning new content. A lot of the people I work with will need a lot of support when learning technology.

THINK BIGGER…

Conclusion: How will the growth mindset influence or impact the way you approach your work in this course and the program?

Scott Jeffery says “Mindset places learning in the context of our thoughts and beliefs” (Jeffrey, n.d.). He refers to Jung’s work, stating that we exist with two opposing forces. One of those forces pulls us toward safety and another pulls us toward growth (Jeffrey, n.d.). How can we work in the Growth Zone? By facing our fears. To do this, we must “become aware of the fear driving your behavior, welcome it, and realize it has no basis in your present reality” (Jeffrey, n.d.). In addition, through small repeated actions and consistent practice with The Four Steps, we can change our mindset and spend more time in growth and learning (Jeffrey, n.d.).

I use CBT on a regular basis in my life. I already noticed a fixed mindset thinking around my leadership capabilities and started “talking back” to that voice. It helps that I have supportive teammates who will gladly call me on my thinking. Above all, my hope is that applying the concepts from Dr. Dweck’s research to my own life will help me move from the Comfort Zone throughout the Applied Digital Learning Program and beyond.

References

Andersen, S. (2015, September 5). Sarah’s Scribbles by Sarah Andersen for September 05, 2015. GoComics. Retrieved January 23, 2022, from https://www.gocomics.com/sarahs-scribbles/2015/09/05

Burns, D. D. (1999). The Feeling Good Handbook (Plume). Penguin Publishing Group.

Jarrard, B. (2019, May 14). Four Stages of Learning: Are They Enough to Make Innovation Happen? –. Mindwerx. Retrieved January 23, 2022, from http://mindwerx.com/four-stages-learning-enough-make-innovation-happen/

Jeffrey, S. (n.d.). Change Your Fixed Mindset into a Growth Mindset [Complete Guide]. Scott Jeffrey. Retrieved January 23, 2022, from https://scottjeffrey.com/change-your-fixed-mindset/

Maxwell, T. (2020, April 20). Moving from the Fear Zone to the Growth Zone. Succeed On Purpose. Retrieved January 23, 2022, from https://www.succeedonpurpose.com/post/moving-from-the-fear-zone-to-the-growth-zone

McLeod, S. (2020, December 29). Maslow’s Hierarchy of Needs. Simply Psychology. Retrieved January 23, 2022, from https://www.simplypsychology.org/maslow.html

Remedium. (2005-2013). Neuroplasticity: An Extraordinary Discovery of the Twentieth Century. A to Z of Brain, Mind and Learning. https://www.learninginfo.org/neuroplasticity.htmWarren, P. (2020, August 18). Getting Out of the Comfort Zone and into the Growth Zone. eyeTHRIVE by GPN. Retrieved January 23, 2022, from https://eyethrive.net/getting-out-of-the-comfort-zone-and-into-the-growth-zone/

It’s important to believe you can do something. However, the idea that mindset alone can accomplish goals comes across as a bit tone-deaf and overly simplified. What about things like social circumstances and access to resources? For example, right now there are 2 million people in the United States without access to safe drinking water. Some of them are our students. This is bound to affect their ability to pay attention in school. I realize that Dr. Dweck isn’t saying that mindset is the only factor. But to imply that people are beholden to their mindset under such difficult external circumstances rubs me the wrong way. The fact that no one has been able to reproduce her work and that her website, mindsetonline.com, cannot be reached leaves me with more questions than answers. That being said, I’m going to try to approach these videos with a clean slate.

Growth Mindset

In her TED Talk, Dr. Dweck makes many researched-based claims (2014). One of her most prolific claims encompasses the concept of “yet.” When a person claims “I can’t do that,” the addition of the word “yet,” with feeling and truth demonstrates their ability to learn. This is an example of a growth mindset. When someone has a growth mindset, they bank on their ability to grow continually as a learner rather than intrinsic ability. Someone with a fixed mindset has faith that their genetic and intrinsic abilities are fixed qualities, for better or for worse. For example, whether someone sees themselves as “smart” or “stupid,” if they have a fixed mindset there’s not much that can change their opinion. According to Dweck, adopting a growth mindset enables one’s ability to learn and grow as a human throughout the rest of their life.

Her book, Mindset goes into more detail. In fact, regarding my statement above –  mindset alone can accomplish goals – is heavily rebutted. She states, “People have different resources and opportunities” (Dwick, 2006, pp. 47). She continues to say, “People with fewer resources, in spite of their best efforts, can be derailed so much more easily” (Dweck, 2006, pp. 48). In other words, Dr. Dweck recognizes that other factors beyond mindset have a role to play in student success.

Growth Mindset, Part 2

In his TED Talk, Eduardo Briceño fully supports Dr. Dweck’s research (2012). His team has developed a new website – https://www.mindsetworks.com/ – and continues to espouse her teachings. Eduardo defines the mindsets much like Dr. Dweck. He calls them physiological manifestations and says that:

• A fixed mindset worries how they are judged and sees setbacks as a fact of who they are. This causes people with a fixed mindset to lose interest and withdraw.
• A growth mindset sees setbacks as part of the process. People with growth mindsets are concerned only with their learning.

Eduardo also noted the pronounced effect in minority groups.

Love & Logic

I don’t disagree entirely with Dr. Dweck’s findings. In fact before Dr. Dweck’s 2006 book Mindset, The New Psychology of Success, this concept was addressed in the book Teaching with Love & Logic (Fay & Funk, 1995). Fay and Funk talk about “golden language” and using “I notice” statements as a means to build relationships. For example, instead of saying, “I like your drawing!” and providing positive feedback, a teacher might say, “I notice you like to draw.” This puts emphasis on the student and their intrinsic desire rather than placing the emphasis on the teacher’s opinion of student work. Anecdotally, this worked wonders in my classroom with many a reluctant student.

Maybe it’s Personal

I think I see a lot of myself in the fixed mindset thinking. And it’s not pretty.

I’m from a small town. In that small town, I was labeled, “smart” and “gifted.” Then I grew up. At the university level, I wasn’t just nobody… I was failing. Advanced chemistry ate my lunch! I will never forget walking back from the first failed test, test in hand, openly crying in the elevator. My mindset was fixed – I thought I was gifted or smart and that was enough to get me through! When I switched to an easier chemistry class, I bounced back pretty quickly. Also, my mindset definitely shifted quite a bit as I learned how to learn. 

On a very personal note, I suffer from anxiety and depression. Sometimes, no matter how hard I try, I am incapable of digging myself of the fixed mindset hole, from a physiological standpoint. On the other hand – all the work I did and continue to do to combat mental illness is because of my growth mindset around mental health. In fact, Dr. Dweck’s work supports a connection between a fixed mindset and depression (Dweck 2006). She also compared fixed mindset peers and growth mindset peers with depression and found that growth mindset peers became determined in the face of depressive episodes (Dweck, 2006). Finally, Dr. Dweck taught depressed people a growth mindset and found that “it changed the way they reacted to their depressed mood. The worse they felt, the more motivated they became” (Dweck, 2006, pp. 39).

This particular research helped me understand a lot about who I am – someone with bouts of depression and anxiety who wants more than anything to be a learner.

Whether or not Dr. Dweck’s work is overly simplified, there is some merit. I am really curious about what others’ opinions. Please share your thoughts!

For more on my thoughts about the growth mindset, read my previous post.

References

Briceño, E. (2012, November 19). The Power of belief — mindset and success | Eduardo Briceno | TEDxManhattanBeach. YouTube. Retrieved January 18, 2022, from https://www.youtube.com/watch?v=pN34FNbOKXc&feature=youtu.be

Dweck, C. S. (2007). Mindset: The New Psychology of Success. Ballantine Books.

Dweck, C. S. (2014, October 9). Developing a Growth Mindset with Carol Dweck. YouTube. Retrieved January 18, 2022, from https://www.youtube.com/watch?v=hiiEeMN7vbQ

Fay, J., & Funk, D. (1995). Teaching with Love & Logic: Taking Control of the Classroom. Love and Logic Press.