Fixed And Growth Mindset Quotes

In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome . They’re tackling problems, charting new courses, working on important issues. Maybe they haven’t found the cure for cancer, but the search was deeply meaningful.

Many growth-minded people didn’t even plan to go to the top. They got there as a result of doing what they love. It’s ironic: The top is where the fixed-mindset people hunger to be, but it’s where many growth-minded people arrive as a by-product of their enthusiasm for what they do.

People can have two different mindsets, she says. Those with a “fixed mindset” believe that their talents and abilities are carved in stone. Those with a “growth mindset” believe that their talents and abilities can be developed. Fixed mindsets see every encounter as a test of their worthiness. Growth mindsets see the same encounters as opportunities to improve.

When people with the fixed mindset opt for success over growth, what are they really trying to prove? That they’re special. Even superior.

In fact, every word and action can send a message. It tells children—or students, or athletes—how to think about themselves. It can be a fixed-mindset message that says: You have permanent traits and I’m judging them. Or it can be a growth-mindset message that says: You are a developing person and I am interested in your development.

Fixed mindset leaders will quickly contaminate an organisation by killing growth and creativity, as well as promoting incompetence based on their likeness. This cycle will be replicated unless shareholders intervene ruthlessly

When you enter a mindset, you enter a new world. In one world--the world of fixed traits--success is about proving you're smart or talented. Validating yourself. In the other--the world of changing qualities--it's about stretching yourself to learn something new. Developing yourself.

A fixed mindset about ability leads to pessimistic explanations of adversity, and that, in turn, leads to both giving up on challenges and avoiding them in the first place. In contrast, a growth mindset leads to optimistic ways of explaining adversity, and that, in turn, leads to perseverance and seeking out new challenges that will ultimately make you even stronger.

The parent who praises a child’s accomplishment by saying, ‘You studied hard!’ promotes a growth mindset. The parent who says, ‘Look at your A, son! You’re a genius!’ promotes a fixed mindset.

Children—and adults—who have a growth mindset are much more successful than those who have a fixed mindset about themselves and the world.

Om meditation eliminates rigid and fixed views about the world. It creates a spacious, flexible and open views about the world.

We ought to relentlessly ignore excuses, especially those we are told by ourselves.

Enlightenment begins when you change your mindset - from a blaming mindset to blessing mindset, from a negative mindset to positive mindset, from fixed mindset to growth mind set, from linear mindset to exponential mindset.

What allowed me to take that first step, to choose growth and risk rejection? In the fixed mindset, I had needed my blame and bitterness. It made me feel more righteous, powerful, and whole than thinking I was at fault. The growth mindset allowed me to give up the blame and move on. The growth mindset gave me a mother.

Mindfulness gives freedom from negative and fixed mindset to positive and growth mindset.

Fixed mindset worries in the nest and the growth mindset dances on the edge.

fixed mindset makes you concerned with how you’ll be judged; the growth mindset makes you concerned with improving.

If a problem repeats itself in your life – fix it. If you don’t invest time today to buy back time tomorrow the same habit will repeat forever.

Make no mistake, no one has ever become great by mistake.

A child will pick up negative experiences as easily as positive experiences. They can even pick up our feelings and attitudes, for example, when we drop something and get frustrated with ourselves (as opposed to forgiving ourselves) or if we have a fixed mind-set that we are bad at drawing (as opposed to a growth mind-set where we might show that we can always keep improving our skills).

studies show that people are terrible at estimating their abilities. Recently, we set out to see who is most likely to do this. Sure, we found that people greatly misestimated their performance and their ability. But it was those with the fixed mindset who accounted for almost all the inaccuracy. The people with the growth mindset were amazingly accurate. When you think about it, this makes sense. If, like those with the growth mindset, you believe you can develop yourself, then you’re open to accurate information about your current abilities, even if it’s unflattering.

When you have a fixed-mindset, then you see your brain as if it's a machine. When you have a growth-mindset, then you understand your brain as if it's a growing tree.

There's a thin line between post-traumatic stress and post-traumatic growth.

As Morgan McCall, in his book High Flyers, points out, “Unfortunately, people often like the things that work against their growth.… People like to use their strengths … to achieve quick, dramatic results, even if … they aren’t developing the new skills they will need later on. People like to believe they are as good as everyone says … and not take their weaknesses as seriously as they might. People don’t like to hear bad news or get criticism.… There is tremendous risk … in leaving what one does well to attempt to master something new.” And the fixed mindset makes it seem all that much riskier.

Like my sixth-grade teacher, Mrs. Wilson, these teachers preached and practiced the fixed mindset. In their classrooms, the students who started the year in the high-ability group ended the year there, and those who started the year in the low-ability group ended the year there. But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings.

The idea that one evaluation can measure you forever is what creates the urgency for those with the fixed mindset. That’s why they must succeed perfectly and immediately. Who can afford the luxury of trying to grow when everything is on the line right now?

The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies. Whether we’re talking about Darwin or college students, important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning. This is what the growth mindset gives people, and that’s why it helps their abilities grow and bear fruit.

Many growth-minded people didn't even plan to go to the top They got there as a result of doing what they love. It's ironic: The top is where the fixed-mindset people hunger to be, but it's where many growth-minded people arrive as a by-product of their enthusiasm for what they do.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

It can take forever for a willing underachieving to reverse his underachievement and become an achiever. There are about a handful of reasons for this. His empowerment needs for which he needs help with, his basic needs according to his age, his mental language and skills he must master typically slows down the process of reversal.

In fact, every word and action can send a message. It tells children—or students, or athletes—how to think about themselves. It can be a fixed-mindset message that says: You have permanent traits and I’m judging them. Or it can be a growth-mindset message that says: You are a developing person and I am committed to your development.

All underachieving persons need help. All. No underachieving adult or child can reverse his underachievement by himself. With resilience and an inner locus of control, an underachiever can try though, but it wouldn't be as effective as getting help. Without help, an underachieving person would literally get little results compared to the effort put in.

The fixed- and growth-mindset groups started with the same ability, but as time went on the growth-mindset groups clearly outperformed the fixed-mindset ones. And this difference became ever larger the longer the groups worked. Once again, those with the growth mindset profited from their mistakes and feedback far more than the fixed-mindset people. But what was even more interesting was how the groups functioned. The members of the growth-mindset groups were much more likely to state their honest opinions and openly express their disagreements as they communicated about their management decisions. Everyone was part of the learning process. For the fixed-mindset groups—with their concern about who was smart or dumb or their anxiety about disapproval for their ideas—that open, productive discussion did not happen. Instead, it was more like groupthink.

After identifying when you’re having fixed mindset thoughts, Dweck suggests the next steps are to recognize that you have a choice in how you interpret the challenge, setbacks, or criticism; then “talk back” to the fixed voice with a growth mindset voice. Examples she gives are, “If I don’t try, I automatically fail”; “Others who succeeded before me had passion and put forth effort”; and, “If I don’t take responsibility, I can’t fix it.

Is there another way to judge potential? NASA thought so. When they were soliciting applications for astronauts, they rejected people with pure histories of success and instead selected people who had had significant failures and bounced back from them. Jack Welch, the celebrated CEO of General Electric, chose executives on the basis of “runway,” their capacity for growth. And remember Marina Semyonova, the famed ballet teacher, who chose the students who were energized by criticism. They were all rejecting the idea of fixed ability and selecting instead for mindset.

Dweck’s work with children revealed two mindsets in action—a “growth” mindset that generally thinks big and seeks growth and a “fixed” mindset that places artificial limits and avoids failure. Growth-minded students, as she calls them, employ better learning strategies, experience less helplessness, exhibit more positive effort, and achieve more in the classroom than their fixed-minded peers. They are less likely to place limits on their lives and more likely to reach for their potential. Dweck points out that mindsets can and do change. Like any other habit, you set your mind to it until the right mindset becomes routine.

In a longitudinal study of college students, freshmen were evaluated for fixed mindsets or growth mindsets and then followed across their four years of enrollment. When the students with fixed mindsets encountered academic challenges such as daunting projects or low grades, they gave up, while the students with growth mindsets responded by working harder or trying new strategies. Rather than strengthening their skills and toughening their resolve, four years of college left the students with fixed mindsets feeling less confident. The feelings they most associated with school were distress, shame, and upset. Those with growth mindsets performed better in school overall and, at graduation time, they reported feeling confident, determined, enthusiastic, inspired, and strong.

There is no difference in the objective compatibility between those couples who are unhappy and those who are happy.' Hudson found that couple who feel 'content and warmth in their relationship' don't believe having compatible personalities is the issue. On the contrary, they believe it was their attitude that made the relationship work. The strength of the relationship does not depend on how alike they are, more their willingness to adapt and build a bank of warmth and affection that helps buffer the annoyance of their differences. This supports the concept of the development of compatibility, having a growth mindset('I believe I can change') rather than a fixed mindset ('This is how I am'). Having an attitude of growth means going through difficulties and seeing them as an opportunity to know each other better and bolster the relationship through the resolution of the conflict.

If you have a growth mind-set, then you use your failures to improve. If you have a fixed mind-set, you may never fail, but neither do you learn or grow.

Fixed mindset. If I have to work hard, it makes me feel like I’m not smart. Growth mindset. The harder I work, the better I get.

​Whether children develop a fixed or growth mindset depends in part on the type of praise they receive from parents and teachers.

It's all about your mindset. Successful people tend to focus on growth, solving problems, and self-improvement, while unsuccessful people think of their abilities as fixed assets and avoid challenges.

In the growth mindset, there may still be that exciting initial combustion, but people in this minde t don’t expect magic. They believe that a good, lasting relationship comes from effort and from working through inevitable differenc s. But those with the fixed minset don’t buy that. Remember the fixed-mindset idea that if you have ability, you shouldn’t have to work hard? This is the same belief applied to relationships: if you’re compatible, everything should just come naturally. Every single relationship expert disagrees with this.

It may feel as though the fixed mindset gave you your ambition, your edge, your individuality. Maybe you fear you'll become a bland cog in the wheel just like everyone else. Ordinary. But opening yourself up to growth makes you more yourself, not less.

If you think your abilities are fixed you will set for yourself what you call "performance goals" to maintain that self image but if you have a growth mindset, you'll set "learning goals" - goals that will drive you to take risks without worrying so much about how you look

You’ve probably heard the expression, “If it ain’t broke, don’t fix it.” That phrase definitely was not coined by someone dedicated to personal growth. If that has been your mind-set in the past, then I suggest you develop a questioner’s mind-set instead and replace the popular phrase with the following questions: • If it ain’t broke, how can we make it better? • If it ain’t broke, when is it likely to break in the future? • If it ain’t broke, how long will it serve as the world changes? People

People with a fixed mindset fear failure as they believe it makes their innate limitations visible to others, whereas those with a growth mindset are less risk averse by seeing failure as an opportunity to learn and develop new skills.

The Confidence Cycle is also a reminder of how important a growth mindset is. We become good at something, and confident at doing it, by practising it, and not because we were born with a special gift or disposition. Our abilities and skills aren’t fixed – we become experts in, or competent at, the things we practise.

Th growth mindset says all of these things can be developed. All- you, your partner, and the relationship - are capable of growth and change. In the fixed mindset, the ideal is instant, perfect, and perpetual compatibility. Like it was meant to be. Like riding off into the sunset. Like ‘they lived happily ever after.

In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome.

Your "intelligence mindset" comes into play when situations involve mental ability. Your "personality mindset" comes into play in situations that involve your personal qualities -- for example, how dependable, cooperative, caring, or socially skilled you are. The fixed mindset makes you concerned with how you'll be judged; the growth mindset makes you concerned with improving.

Believing that success is about learning, students with the growth mindset seized the chance. But those with the fixed mindset didn't want to expose their deficiencies. Instead, to feel smart in the short run, they were willing to put their college careers at risk. This is how the fixed mindset makes people into nonlearners.

People who believe they can learn, actually can (“growth mindset”). People who don’t believe they can learn, struggle to learn (“fixed mindset”). We used to believe that the brain stopped changing at a certain age, but now we know it never stops changing.

Mindsets are an important part of your personality, but you can change them. Just by knowing about the two mindsets, you can start thinking and reacting in new ways. People tell me they start to catch themselves when they are in the throes of the fixed mindset -- passing up a chance for learning, feeling labeled by a failure, or getting discouraged when something requires a lot of effort. And then they switch themselves into the growth mindset -- making sure they take the challenge, learn from the failure, or continue their effort. When my graduate students and I first discovered the mindsets, they would catch me in the fixed mindset and scold me.

These people may be free of the belief that high effort equals low ability, but they have the other parts of the fixed mindset. They may constantly put their talent on display. They may feel that their talent makes them superior to other people. And they may be intolerant of mistakes, criticism, or setbacks -- something that can hamper their progress. Incidentally, people with a growth mindset might also like a Nobel Prize or a lot of money. But they are not seeking it as a validation of their worth or as something that will make them better than others.

The fixed mindset stands in the way of development and change. The growth mindset is a starting point for change, but people need to decide for themselves where their efforts toward change would be most valuable.

Teach your children to Smile when doing Tasks they consider hard. Many times, children would cry when they are asked to do a task they feel is hard. They would frown, sulk, begin to feign hunger or wee-wee. If you have been wondering what a FIXED MINDSET looks like, That's a FIXED MINDSET. Reversing a fixed mindset is about CHANGING EMOTIONS. It is changing a child's state of mind CONCERNING the SPECIFIC task to be learnt. It is changing his state DURING learning. It is changing the child's Perspective ABOUT LEARNING generally. Teach them to JUST SMILE! or even SING while they learn or practice "HARD" tasks. Keep them SMILING even when the task is so hard they want to CRY. Explain that a PERSON cannot excel at a thing he doesn't like. Explain that in life those who succeed AS A RULE, first had to be HAPPY and GRATEFUL for the opportunity to TRY. TEACH them that sadness and anger at the things they don't know makes what they don't know HARDER.

You are responsible for any underachieving person in your Care Their failure? That's on you. Their success? That's on you. Their day to day life is on you...except if you don't WANT that! Then, It's okay to LET THEM BE. If you choose to do the work however, you are not ALLOWED to blink let alone STOP. You are practically in a RELATIONSHIP with an underachieving child, husband, wife or friend that entails you GETTING USED. And yes you may need some USING yourself. That's where it hurts. Underachieving Persons are everywhere and all over because it takes SUSTAINABLE work to get to them. Your work isn't to do everything and anything for them. Far from it. They are doing poorer than expected ONLY because they CONSCIOUSLY OR UNCONSCIOUSLY choose to. So they would BLEED you dry and tire you out until you can get them to CHOOSE to FLY instead of SINK in their real or imagined PAIN. Your efforts should be to EVOKE emotions that make them make the BEAUTIFUL CHOICE to negate the OLD CHOICE. FOR THIS, all you need is an AGREEMENT. Get them to AGREE in the presence of a witness. Consider the SKILLS they need to LEARN. Provided REQUIRED resources. GIVE them enough time to COME THROUGH. The AGREEMENT is the MOST IMPORTANT. A solid AGREEMENT. If you have the capacity to get them to AGREE you have made more progress than you ever will forcing a change in their attitudes by using CONTROL tactics. It's why sitting them down works. It's why providing guidance works. It's why punishment doesn't...especially if it doesn't elicit a SOLID AGREEMENT. Without an AGREEMENT all your effort may come to waste or still their achievement will be lower than expected. Well, a miracle could happen. Say they make the choice on their own. Or as a result of a divine encounter. And Yes, they aren't foolish. Just people who have sworn to be mediocre...unconsciously or unconsciously!

You see, because parents contribute to their children's underachievement, many teachers “Judge, Lecture and Compete” with them as a way of working on the case. Instead of this, you should Support, mentor and Partner. The idea is to Support not judge. Mentor not Lecture and Partner not Compete. Judging parents wouldn’t get you anywhere especially if those parents are underachievers themselves. Instead look out for ways to support them say by providing the needed information for them to do better. Instead of lecturing them it is better to mentor them –plus you would automatically gain a position as a mentor instead of a critic and they would look up to you as such and lastly, remember, these children are theirs so don’t compete with them on that, instead partner with them concerning these students. In Medical School, there is said to be a protocol taught to nurses and doctors and other relevant hospital personnel to deal with upset persons. It contains 6 steps or ideas , you should look into the protocol and come up with something similar. What better place is there to learn how upset persons who usually are the cause of their problems are than the hospital

Are Class Captains and School Prefects managers or leaders? Schools miss it when they assign a student to discipline other students. Class captains and school prefects are leaders not managers. A Leader is on A MISSION not on A DUTY. And being a leader goes beyond expecting compliance from others, which is what managers do. If your school assigns prefect to enforce compliance in any way you are doing it all wrong. For one, seeking compliance from anyone is complicated and it comes with a position that "demands" respect and thus you are putting such children at a risk of being hated by their peers. Prefect should be examples not authority figures, plus they should be trained to act like leaders should, if you also don't train them, you are doing it too wrong. Here are some of those "things" you should train your prefect: 1. Active listening 2. How to help their peers and other students find meaning in learning 3. How to make others students wellbeing and safety their priority. 4. How to inspire others and lead by example. Charity begins from school too. Your prefects can learn people skills that can guarantee their future right from your school. Your prefects should be assets to your school because of what they can learn to do now to become better in future not because of what they can do for your school now, which obviously is very little.

Many of the issues you have with your some of your students are not a reflection of how qualified you are as a teacher but more about how qualified you are as a leader and manager. Many students hide their pain behind school work. Many Students are too confused to pay attention to what you are teaching. And they are not confused about what you are teaching cos they aren't even listening to you. Their mind is far away. Far away from all of the things you try to make them see. Like someone in a trance. So your problem is not you and your qualifications. The problem is you and your professionalism on the job. A professional teacher knows when students are having real time issues that didn't start from school. He knows when they came to school with them. And when they left it all at home. He knows that even when school is the problem, the problem is usually bigger than school. He knows that until the student gets his acts together, not much progress would happen. In school and in other places. Plus he knows that whatever he does to help the student must be sustainable. Or the student would go right one day And wrong the next. Then may be wrong, wrong, wrong for a while again before going right again. Worse, right may never happen. The will of the child is more important than the school of the child. Even though the choice of school can shape the will. The art of teaching is way beyond the writings on the board and the notes in the bags. It is more about working on the mind and the shaping of destinies.

Two things must be considered JUST BEFORE teaching students who are doing below their potentials - the content to be taught and the students' mindset. And two other things that must be considered LONG BEFORE they are taught are their motivation to learn and level of attainment.

Many underachieving students truly want to bridge the gap between their current achievement and their desired achievement. But desire alone is not enough to do so, their effort at times even may not be enough and hence they tend to shut down too soon, or never at all, trudging along. Like an athlete, many run like their lives depends on it but without an exact idea of what success is and how much it entails to get there. They, unconsciously or even consciously have lost their spice and winning now FEELS harder- a proof that our past choices can either make or mar our future.

We need industrious people in the education sector. The job is beyond the four walls of a classroom. Teaching itself is an empire. In it is the job of a healer, a doctor, a businessman, a researcher, a visionary, an accountant, an auditor, a leader, a manager, a designer...the list is so long, it scares the typical teacher.

The first job or duty of a parent is to provide the emotional needs of a child, the second is to provide the learning needs of the child and the last job is the motivational needs of the child. If as a parent you don't get these three duties right, you wouldn't get every other duty (inbetween) right

All underachievers know they need help. All! But many of them don't want help - they know how much they need it yet they want it not. It's further proves that they are underachievers. Underachievers stay underachievers by choice. If a person or child behaves like an underachiever, he is. If a person or child performs like underachiever would, he is an underachiever. If such a person or child performs below his potentials, no doubt he is an underachiever.

Underachieving students usually have personal issues that are affecting their achievements in school that they use as excuses for giving up on their potential or as justifications for their behaviours.

It usually takes at least one person who knows what to do and how and is willing to go all the way with an underachieving person to reverse their underachievement.

The top is where the fixed-mindset people hunger to be, but it’s where many growth-minded people arrive as a by-product of their enthusiasm for what they do.

12 Focused on undoing the “fixed mindset” that comes from praising kids for being smart and results in kids avoiding harder challenges because they don’t want to receive results contradicting this “smart” label, Dweck teaches that we must instead teach kids that it’s their effort (something they have control over), not some innate level of intelligence (something they have no control over), that leads to ever higher levels of achievement. The mantra with growth mindset is to keep going, keep trying, and learn through effort that you can get where you want to go; in a sense, Dweck is teaching resilience when it comes to learning.

The difference between a fixed and growth mindset, how your mindset impacts your personal growth and success, and why a growth mindset is the one you should adopt. Practical strategies to cultivate a growth mindset, from daily habits to overcoming obstacles.

Stanford psychology professor Dr. Carol Dweck is the internationally recognized pioneer of the concept of “growth mindset” as a way to continually grow, learn, and persevere in our efforts.14 Dweck found that kids who are told they’re “smart” actually underperform in subsequent tasks, by choosing easier tasks to avoid evidence that they are not smart, which Dweck calls having a “fixed mindset.” In contrast, Dweck found, kids who are praised not for their smarts but for their effort—with praise specific to the effort made, and not overblown—develop what Dweck calls a “growth mindset.” They learn that their effort is what led to their success, and if they continue to try, over time they’ll improve and achieve more things. These kids end up taking on tougher things, and feel better about themselves. “Emphasizing effort gives a child a variable that they can control,” Dweck has explained.15 “They come to see themselves as in control of their success. Emphasizing natural intelligence takes it out of the child’s control, and it provides no good recipe for responding to a failure

How you interpret challenges, setbacks, and criticism is your choice. You can interpret them in a fixed mindset as signs that your fixed talents or abilities are lacking. Or you can interpret them in a growth mindset as signs that you need to ramp up your strategies and effort, stretch yourself, and expand your abilities. It’s up to you.” A growth mindset is all about being motivated to persist at figuring things out and it leads to better critical thinking.

Children—and adults—who have a growth mindset are much more successful than those who have a fixed mindset about themselves and the world. But

The fixed mindset makes you concerned with how you’ll be judged; the growth mindset makes you concerned with improving.

Let's face it, wisdom evolves. Like, not everything can be fixed with duct tape, and "good enough" isn't always good enough. Emotions? Not just for the weak; they’re actually pretty powerful. And hey, sometimes it’s okay to ask for directions—no shame in that. So, here's to unlearning the outdated and carving out my own path with a whole lot more wisdom. Sorry, Dad, but some of your lessons are getting a modern upgrade!

roadblocks

we found that people greatly misestimated their performance and their ability. But it was those with the fixed mindset who accounted for almost all the inaccuracy. The people with the growth mindset were amazingly accurate.

This point is also crucial. In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome. They’re tackling problems, charting new courses, working on important issues. Maybe they haven’t found the cure for cancer, but the search was deeply meaningful.

While the people with fixed mindsets let their intelligence and talent define them, the growth mindset oriented people know that with hard work and practice, they can be good at anything.

In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.3

But are challenge and love enough? Not quite. All great teachers teach students how to reach the high standards. Collins and Esquith didn’t hand their students a reading list and wish them bon voyage. Collins’s students read and discussed every line of Macbeth in class. Esquith spent hours planning what chapters they would read in class. “I know which child will handle the challenge of the most difficult paragraphs, and carefully plan a passage for the shy youngster … who will begin his journey as a good reader. Nothing is left to chance.… It takes enormous energy, but to be in a room with young minds who hang on every word of a classic book and beg for more if I stop makes all the planning worthwhile.” What are they teaching the students en route? To love learning. To eventually learn and think for themselves. And to work hard on the fundamentals. Esquith’s class often met before school, after school, and on school vacations to master the fundamentals of English and math, especially as the work got harder. His motto: “There are no shortcuts.” Collins echoes that idea as she tells her class, “There is no magic here. Mrs. Collins is no miracle worker. I do not walk on water, I do not part the sea. I just love children and work harder than a lot of people, and so will you.” DeLay expected a lot from her students, but she, too, guided them there. Most students are intimidated by the idea of talent, and it keeps them in a fixed mindset. But DeLay demystified talent. One student was sure he couldn’t play a piece as fast as Itzhak Perlman. So she didn’t let him see the metronome until he had achieved it. “I know so surely that if he had been handling that metronome, as he approached that number he would have said to himself, I can never do this as fast as Itzhak Perlman, and he would have stopped himself.” Another student was intimidated by the beautiful sound made by talented violinists. “We were working on my sound, and there was this one note I played, and Miss DeLay stopped me and said, ‘Now that is a beautiful sound.’ ” She then explained how every note has to have a beautiful beginning, middle, and end, leading into the next note. And he thought, “Wow! If I can do it there, I can do it everywhere.” Suddenly the beautiful sound of Perlman made sense and was not just an overwhelming concept. When students don’t know how to do something and others do, the gap seems unbridgeable. Some educators try to reassure their students that they’re just fine as they are. Growth-minded teachers tell students the truth and then give them the tools to close the gap. As Marva Collins said to a boy who was clowning around in class, “You are in sixth grade and your reading score is 1.1. I don’t hide your scores in a folder. I tell them to you so you know what you have to do. Now your clowning days are over.” Then they got down to work.

While the people with fixed mindsets let their intelligence and talent define them, the growth mindset oriented people know that with hard work and practice, they can be good at anything. If

Teachers greatly influence how students perceive and approach struggle in the mathematics classroom. Even young students can learn to value struggle as an expected and natural part of learning, as demonstrated by the class motto of one first-grade math class: If you are not struggling, you are not learning. Teachers must accept that struggle is important to students' learning of mathematics, convey this message to students, and provide time for them to try to work through their uncertainties. Unfortunately, this may not be enough, since some students will still simply shut down in the face of frustration, proclaim, 'I don't know,' and give up. Dweck (2006) has shown that students with a fixed mindset--that is, those who believe that intelligence (especially math ability) is an innate trait--are more likely to give up when they encounter difficulties because they believe that learning mathematics should come naturally. By contrast, students with a growth mindset--that is, those who believe that intelligence can be developed through effort--are likely to persevere through a struggle because they see challenging work as an opportunity to learn and grow.

East Asian educational culture and what Dweck calls ‘growth mindset’. Growth mindset describes the beliefs that people have when they think that intellectual abilities can be cultivated and developed through application and instruction, and it can be contrasted with a fixed mindset, which

Dweck proposed that most people had one of two types of mindsets: a fixed mindset or a growth mindset. People with fixed mindsets, Dweck argued, believe that their skills and abilities are set. They see themselves as either being either good at something or not good at something, and therefore tend to focus their efforts on tasks and in careers where they feel they have a natural ability. People with growth mindsets believe that success and achievement are the result of hard work and determination. They see their own (and others’) true potential as something to be defined through effort. As a result, they thrive on challenges and often have a passion for learning. It likely won’t surprise you to learn that I believe in the power of the growth mindset and aspire to always maintain one for myself. When it comes to learning to predict the future, it is important to adopt that same mindset for yourself. The beautiful thing about mindsets is that we all have the ability to change ours—we just need to make the choice to do it.

…You decide that, rather than trying to talk out of the fixed mindset [to your kid], you have to live the growth mindset, you have to live the growth mindset. AT the dinner table each evening, you and your partner structure the discussion around the growth mindset, asking each child (and each other): “What did you learn today?” “What mistake did you make that taught you something?” “What did you try hard at today?” You go around the table with each question, excitedly discussing your own and one another’s effort, strategies, setbacks, and learning.

The strongest principle of personal development is every person’s ability to make conscious decisions how to act and determine what purpose he or she attempts to fulfill. People with a fixed mindset believe that their basic personal qualities such as intelligence, talent, and other skills are traits that are predetermined or fixed and they ignore opportunities for personal development. A person’s growth mindset represents a belief that there are certain basic qualities that a person can cultivate through applied effort, if they exhibit a passion for learning, a resolute willingness to stretch their personality, and through fortitude make personal improvement despite experiencing initial hardships.

It’s ironic: The top is where the fixed-mindset people hunger to be, but it’s where many growth-minded people arrive as a by-product of their enthusiasm for what they do.

In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.3 I am fascinated by this research by Dweck because it

Understand that there is no joy and challenge in living stagnantly. 

Fixed mindset is not amenable to change and growth.dogmatic,opinionated.Solution:Allow God and Gods.Let this mind that was in christ...

A fixed mindset causes people to fear failure; they don’t want to try anything that might damage their current sense of ability and intelligence. Their self-worth and identity are wrapped up in not making a mistake, so they gravitate to fail-safe activities. People with growth mindsets, on the other hand, seek out challenges and activities that expand their abilities. The fixed mindset seeks sameness and validation; the growth mindset seeks learning and adaptation.

What to say instead: “You really worked hard” What should Ethan’s parents have done? Research reveals a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said, “I’m so proud of you. You’re such a bright kid.” That appeals to a fixed, uncontrollable intellectual trait. It’s called “fixed mindset” praise. His parents should have said, “I’m so proud of you. You must have studied a lot.” This appeals to controllable effort. It’s called “growth mindset” praise.

there are countless reasons to adopt and practice a growth mindset instead of a fixed mindset, and such development is not only hugely desirable, it is within our grasp in all areas of our lives.

The human mind is a messy place with few clear distinctions. You probably have a complex mix of both fixed and growth mindsets. I do. Untangling your mindsets can be a challenge. The good news is that you can change the fixed mindsets that you might discover lurking in your own theories about the nature of musical talent.

Each of us has an innate power within to soar above any obtrusive mountains and clouds in our way. Our fear of failing is usually the real limitation of personal growth or success. ACT LIKE YOU ALREADY WON -The mindset of successful people (The mindset theory-Do you have and open or fixed mindset.6/pg59)

In the U.S., many parents believe that praising kids for how smart they are builds their confidence and motivation to learn. American parents tend to freely praise their children and others, believing it helps their confidence and development. But three decades of research done by Stanford psychologist Carol S. Dweck has proven otherwise. Praise is closely connected to how kids view their intelligence. If they are constantly praised for being naturally smart, talented, or gifted (sound familiar?), they develop what is called a “fixed” mind-set (their intelligence is fixed and they have it). In contrast, children who are told that their intelligence can be developed with work and education develop a growth mind-set (they can develop their skills because they are working very hard). Dweck’s findings show that kids who have a fixed mind-set, who have constantly been told they are smart, tend to care first and foremost about how they will be judged: smart or not smart. They become afraid to have to exert too much effort because effort makes them feel dumb. They believe that if you have the ability, you shouldn’t need to put in the effort. And since they have always been told they have the ability, they are afraid that by needing to really try hard to do something they will lose their status as “smart.

Ultimately, changing America for good will start with changing our mindset, the one that arbitrarily—and foolishly, we can now see—picked the age of eighteen for flipping the switch that turns education and growth from a public responsibility into a private one,

The experience led Dweck to develop the idea of two contrasting mindsets that shape our attitudes to our own and others’ abilities. People with a ‘growth mindset’, as she called it, like the positive pupils above, see their intellectual ability as something that can be developed through effort, learning and practice, while people with a ‘fixed mindset’ believe they were born with a certain amount of brains and talent and nothing they can do will change that. Growth mindset people are the more go-getting bunch. Faced with problems, they engage and persevere. Failure isn’t permanent, it’s success not just yet. Using electroencephalograms (EEGs) scientists found more brain activity relating to error adjustments among college students with a growth mindset than among their peers with a fixed mindset.7 Growth-minded people also showed better accuracy after mistakes.