Or, let me keep at this, and try another strategy.
So, not just telling kids that's what you should do,
but, modelling that that's what we do as learners, all of us.
>> Even if we work really hard, maybe in school as a student or
maybe in school as a teacher, we can sometimes find ourselves slip into
a moment where we feel ourselves in a kind of fixed mindset.
>> Mm-hm.
>> And, I think it's really helpful to.
To recognize that, to understand that's part of our culture, and
then to respond to that appropriately.
Not to beat yourself up about that, but to recognize that for what it is.
>> So, so let's, let's stay there for one second.
So if you were to say, here's how you know, you're sliding into a fixed mindset.
>> Mm-hm. >> What would be the, the tell-tale signs?
Of I know, I'm in a fixed mindset when.
>> I would articulate it in my mind as a thought of something like,
I just can't do this.
And I can't see, I can't see ahead.
And I think, when you have that thought, you want to step back-
>> Mm-hm. >> And you want to approach the problem or
the, the challenge, what you're trying to learn, differently.
You want to, you want to ask yourself should I,
should I study in a different way?
Should I ask a friend who understands this, how they think about the problem?
Should I, should I go to the teacher?
You want to, not take that as an answer.
You don't want to stop.
You don't want to allow that thought, to make you stop.
>> I think another thing is, you don't want feedback.
You don't want people seeing your work.
You want to hide it.
You want to push it away.
You want to do something else.
>> So we talked about the, the, the fixed mind set here's what it sounds like.
Does the growth mind set in your head how, what, what are your thoughts there?
>> You're still struggling.
>> Right.
>> Growth minds it doesn't mean that you've got it right away.
>> Right. >> But you're working hard, and
you're struggling, and it might feel like you're not making that much progress.
But you're, you're, you're treating it as a problem to be solved, and you're going
at it, and you're going at it, and you're going at it in different directions.
>> Yep. >> May I speak from personal experience?
>> Please, even better.
[LAUGH].
>> I knew I was recovering from my fixed mindset,
when I heard a voice in my head say, this is hard.
This is fun.
>> Yeah.
>> And I thought, who said that, because in the past, hard was threatening.
Maybe I wasn't as smart as, I thought I was or wanted to be.
And here I thought, this is fun.
This is an opportunity to figure something out.
>> So if you have a very struggling student.
How should teachers think about adjusting for the, for, for that
particular child's needs, and, similarly if a kid's a super high achiever.
How do they think about the right, you know,
getting them to have challenges that, you know, support the growth mindset effort?
>> This is a core aspect of teaching, I think, right?
And, I mean, the answer is.
You know, there's a simple answer, but it's really, it's hard to do.
Which is, you want to get the right challenges in front of the kids.
So, you want the kids to be working on material that is,
is challenging, that is pushing them.