Learner's Mindset Quotes

Keep calm and keep learning.

Be a life-long learner. Whether you are seeking to achieve peace and harmony, learn a new technology to do your work faster, or design a strategy to blow your competitors out of the water, retraining is a pivotal way to strengthen your knowledge and realize your goals

Benjamin Barber, an eminent sociologist, once said, “I don’t divide the world into the weak and the strong, or the successes and the failures.… I divide the world into the learners and nonlearners.” What

No matter what you teach, your students aren’t likely to remember every lesson, but they will remember how you spoke and acted toward them and how you made them feel. There is no getting around the fact that your actions and words are so important. That’s true for everyone, but if you are in education, it’s something that cannot be understated or forgotten. Your words—whether harsh, inspiring, degrading, or kind—can stick with people for the rest of their lives. Don’t ever forget that.

See yourself as a learner rather than a performer. Performers look to get things right. Learners focus on improving their abilities.

Flipping the classroom is more about a mindset: redirecting attention away from the teacher and putting attention on the learner and the learning.

We must read, mediate and affirm the writings of Holy Scriptures, to partake in the divine nature and overcome the struggles of life.

I admire successful men and women who endured and overcome unusual circumstances to fulfill their dreams.

I don’t divide the world into the weak and the strong, or the successes and the failures….I divide the world into the learners and nonlearners.

Benjamin Barber, an eminent sociologist, once said, “I don’t divide the world into the weak and the strong, or the successes and the failures…. I divide the world into the learners and nonlearners.

Today, the public mindset is beginning to shift away from a medical model of disability towards a recognition that context and self-awareness as a learner both play a huge role in whether any given condition is disabling or not.10

Our job, sometimes, is simply to be the spark, help build confidence, and then get out of the way. If innovation in any school or school division is solely dependent upon one person, it will continue to happen in pockets. In contrast, when we focus on empowering learners to become leaders, they help spread ideas.

God designed the church to be a community of lifelong learners under the earthly guidance of leaders who are teachers at heart. The Christian faith is not a finite course of study for the front-end of adulthood. Our mind-set shouldn’t be to first do our learning and then spend the rest of our lives drawing from that original deposit of knowledge. Rather, ongoing health in the Christian life is inextricably linked to ongoing learning.

I don’t divide the world into the weak and the strong, or the success and the failures. I divide the world into the learners and non-learners. – Benjamin Barber

….I divide the world into the learners and nonlearners.

Evidence-based learning helped my learners shift the focus from “playing school” to “achieving a standard.” However, when I threw out grades completely and purged classwork of numbers to achieve, my students started to learn for the sake of learning. They began to attempt class work with a new mindset—one of collegiality and growth, not compliance and immobility.

Benjamin Barber, an eminent political theorist, once said, “I don’t divide the world into the weak and the strong, or the successes and the failures….I divide the world into the learners and nonlearners.

At other charter networks, the changes made to boost college success might look a little different, but they share one commonality: making students more independent learners and thus more likely to survive on a college campus. At Boston’s Brooke Charter Schools, for example, which just launched its first high school and has yet to send any graduates to college, the mindset begins in the earliest grades. During one visit there, I watched fourth-grade teacher Heidi Deck practice “flipped instruction,” in which students, when presented with a new problem, are first asked to solve it on their own, armed only with the tools of lessons learned from previous problems. “We really push kids to be engaged with the struggle,” said Deck. Next, she invites them to collaborate with one another to solve the problem, followed by more individual attempts to do the same. Always, Deck expects the students to figure out the puzzle. This is exactly the opposite of the most common approach to instruction, in which teachers demonstrate and then have students practice what they just watched. That’s dubbed the “I do —we do —you do” approach. With flipped instruction —and the many other teacher innovations here —“kids have to do the logical work of figuring something out rather than repeating what the teacher does,” said Brooke’s chief academic officer, Kimberly Steadman. The goal: Starting with its Class of 2020, the first graduating class Brooke sends off to college, all its students will be independent learners, able to roll with the surprises that confront all college students, especially first-generation college-goers.

can take a while to change your mindset from someone who is a reader, learner, and researcher, to someone who is a doer. You

Become a lifelong learner. Read books, watch videos, listen to audio, and seek lessons for learning how to live your best life now.

I don’t divide the world into the weak and the strong, or the successes and the failures….I divide the world into the learners and nonlearners

With self-courage, self-confidence and self-will, you will master the act.

the mantra of an innovative educator. I am an educator. I am an innovator. I am an innovative educator and I will continue to ask, “What is best for learners?” With this empathetic approach, I will create and design learning experiences. I believe that my abilities, intelligence, and talents can be developed, leading to the creation of new and better ideas. I recognize that there are obstacles in education, but, as an innovator, I will focus on what is possible today and where I can push to lead towards tomorrow. I will utilize the tools that are available to me today, and I will continue to search for new and better ways to grow, develop, and share my thinking, while creating and connecting my learning. I focus not only on where I can improve, but where I am already strong, and I look to develop those strengths in myself and in others. I build upon what I already know, but I do not limit myself. I’m open to and willing to embrace new learning, while continuously asking questions that help me move forward. I question thinking, challenge ideas, and do not accept, “This is the way we have always done it” as an acceptable answer for our students or myself. I model the learning and leadership I seek in others. I take risks, try new things to develop, and explore new opportunities. I ask others to take risks in their learning, and I openly model that I’m willing to do the same. I believe that isolation is the enemy of innovation, and I will learn from others to create better learning opportunities for others and myself. I connect with others both locally and globally to tap into ideas from all people and spaces. I will use those ideas, along with my professional judgment, to adapt the ideas to meet the needs of the learners in my community. I believe in my voice and experiences, as well as the voice and experiences of others, as they are important for moving education forward. I share because the learning I create and the experiences I have help others. I share to push my own thinking and to make an impact on learners, both young and old, all over the world. I listen and learn from different perspectives because I know we are much better together than we could ever be alone. I can learn from anyone and any situation. I actively reflect on my learning because I know looking back is crucial to moving forward. If we all embrace this mindset, imagine what education could become.

We have made the point that students who practise their English outside class on a regular basis are likely to make more progress than those who don’t. An obvious piece of common sense, maybe, but how do we make this common sense common practice? For us, coaching is a mindset which prioritises three roles: Motivating, Organising and Practising… the Coaching MOP.

The world has changed and our reason and purpose for education must change. This model ensures students will effectively draw from their various disciplines collectively and apply them to whatever challenges the world throws at them. My goal is for them to become conscious life learners. In addition to your parents and teachers, mentors and coaches will be needed to help you reach your full potential. Your ability to identify and develop your competitive edge may prove to be your greatest asset.

Let’s take this line of thinking one step further. Let’s assume you want your child to be a hard worker, but if you’re continuously belittling them for falling short, not working hard enough, or failing to meet your standard of what defines a hard worker, they will likely only become discouraged. Rather, consider speaking to your child as if they are already a hard worker (the way you want them to be), even if they aren’t yet there. Use language such as “you are a 100% effort person,” essentially willing their hardworking-ness into life. Even if your child has not yet achieved this point, you can vocalize the positive version of what’s to come, providing your child with a visual of who they want to become and a path to follow. When this is done, your child will be clear on the goal of who they should be striving to be. In her book Mindset, Dr. Carol Dweck,2 a professor at Stanford University and one of the globally recognized leading researchers in personality, social psychology, and developmental psychology, discusses another crucial element of providing effective feedback. Dr. Dweck discusses how praising a student for getting good grades by attributing this success to their natural abilities is actually detrimental feedback. Similarly, telling a child they did a great job, even if they really didn’t, can set them back, giving them a false sense of confidence. The more effective alternative is to focus on their effort during the project and not the results. If they get a good grade but didn’t work hard for the grade, then the feedback should focus on their effort. The goal is not just good grades. The goal is to instill good habits in learning. So, it’s important that the feedback you provide reflects this goal. A 2020 analysis3 explored the role of feedback in education and found that valuable feedback is critical to a child’s overall success and development. Specifically, feedback was shown to have a higher impact on academic achievement and the development of motor skills.

These systems based primarily on direct instruction promote conformity (Kaufman & Gregoire, 2016), based on the assumption that every learner is cognitively, emotionally, and emotionally identical and/or has identical mindsets.

Benjamin Barber, an eminent political theorist, once said, “I don’t divide the world into the weak and the strong, or the successes and the failures. . . . I divide the world into the learners and nonlearners.

The principles of rapid learning empower learners not only to grasp new information swiftly but also to cultivate a mindset of continual learning, fostering adaptability and resilience in an ever-evolving knowledge landscape.

In contrast, when we focus on empowering learners to become leaders, they help spread ideas.

If you have a growth mind-set, you operate with faith. You believe in something you can’t see. You believe you can actually get better at something, even though that growth is currently visible only in your mind. If you have a fixed mind-set, you aren’t operating with faith. You don’t believe in what you can’t see. You’re a doubter. You’re overconfident and overcommitted to a certain “cognitive commitment,” or way of seeing yourself. Because you don’t believe you can learn something, you actually can’t. You’ve put yourself in a box and you have no vision for the future in that area. However, psychologists and learning theorists have plenty of evidence now showing that you can learn any of the learning styles. But only if you’re a flexible and adaptive learner. This changes everything. It changes the notion of each person having fixed “strengths” and “weaknesses,” and instead paints a far more compelling picture.

We have the keys to open the Heavens door; Bible reading and prayer.