Cultivate your growth mindset

You know that saying “you can’t teach an old dog new tricks?” That saying has perpetuated a myth that the old dogs’ brain has hardened in ways that make him unable to learn anything new. For many decades the scientific community thought this to be true — of animals and people alike. But, as science has progressed, we’ve found that simply isn’t reality.

Modern neuroscience has proven that our brains are more malleable than we could have ever imagined—well into later stages of life. We can teach an old dog new tricks!

Still, many of us get down when we face the difficulties of learning new skills or mastering old ones. We blame the rapidly evolving technology environment, or job competition, or lagging energy levels for our failings. But we don’t need to. All we need to do is adopt a growth mindset and we can learn and grow as we please.

The Growth Mindset

The idea of a growth mindset came from the famous Stanford researcher, Carol Dweck. Dweck and her team stumbled upon the phenomenon when observing students and their various responses to failure. Why was it, they wondered, that some students could bounce back from a setback like nothing happened, while others sulked and fumed when obstacles fell in their way?

It wasn’t the magnitude of the setback, nor the consequences of the setbacks that determined the student’s responding behaviors—rather, it was their mindsets. Some students had a fixed mindset while others had a growth mindset. The ones with a fixed mindset believed that capabilities are innate and were sure that no matter how hard they tried, they wouldn’t be able to do anything about their failures. The growth mindset kids believed that they could eventually learn to do anything if they put in effort and practice.

How to Get Your Own Growth Mindset

If you don’t already have a growth mindset, there is good news– developing one isn’t too hard! The real struggle comes down to alleviating the shame and embarrassment we feel around failure and set-backs.

1. First, we should acknowledge our set-backs or unfavorable circumstances. We don’t want to call them failures, though. We want to call them learning opportunities. Marvel at the processes more than the results. 

2. Now we want to acknowledge any shame that might accompany those learning opportunities. This is a key step because it alleviates lingering embarrassment.

3. Next, laugh it off! You can either laugh it off by yourself or with others. We recommend finding others who are non-judgmental and supportive who you can laugh with. This helps normalise laughing at your setbacks and helps give you perspective.

4. View your setback as an opportunity. At least, it’s a great story to tell! At most, it’s an opportunity to learn where you can improve.

5. Reflect. If your setback took place in a business setting, make sure to take note of it so you can avoid it in the future!

6. Lastly, and most importantly, stay curious. Never lose your sense of wonder for the world. Never stop wanting to know more…

Whenever you encounter a new challenge, respond to your fixed mindset thoughts with growth mindset and take the growth mindset action!

Source: A Growth Mindset Will Change Your Life – (the1thing.com)

Stay positive and keep smiling

Positive

We’re living through strange and unprecedented times. Many of us are worrying about the impact of the COVID-19 pandemic on our loved ones, our own health, our employment and our finances. And with the lockdown in many parts of the world many of us can’t see family and friends for the foreseeable future. Not surprisingly, we might be feeling a bit blue…

What can we do to cheers up ourselves and others around you?

Here are a few ideas for staying positive during this unsettling time:

  1. Join the Teddy Bear Hunt in your neighbourhood. Prop a teddy bear from a window of your home (or car), visible from the road so little kids (and not-so-little adults)could play teddy bear spotting when they go for walks with their families around the neighbourhood
    🧸
  2. Don’t have a teddy bear at home? Make rainbows or display any other colourful drawings and positive messages on your windows.
    🌈
  3. Tune your singing voice, polish your dancing moves and join the #QuarantineChallenge2K20 with your nearest and dearest.
    💃🏽🎙🎤🕺
  4. Do a workout with your children, pets or flatmates.
    🏋🏻
  5. Stay crafty and creative
    😃😃😃

Fly

Any other ideas?
Add them in comments to this post
and
Stay positive and keep smiling

Credits:

Enjoy the high moments and hang-on during the down times…

ah! ... how incredibly beautiful!
From http://media-cache-ec0.pinimg.com

“The ‘dance of love’ has different themes and moods, just like every relationship has its highs and lows… Enjoy the high moments and hang-on during the down times…”

Olaotan Fawehinmi

The same with the ‘dance of life’:
enjoy the high moments and
hang in there during the down times….


From http://www.slapcaption.com

Have a wonderful weekend

😉

THE END

Raising teenage boys? Stop screaming and start enjoying the ride ;-)


From Susie’s Little Creations

“Whenever I asked boys about planning, their immediate response was to assert that they don’t plan. ‘We don’t plan because plans never work anyway.” “Life’s a roller-coaster, so there’s no point in planning.”

“Girls plan a lot, don’t they?”

“Yeah, but they change their minds, don’t they?”

“Yes, I guess they do.”

“See, waste of time making the decision at the first place!”

“Do you think you’ll ever have a life plan?”

“No”

“So how will your life sort itself out?”

“Oh, that’s easy. I’ll be about 25 and some gorgeous-looking chick will walk past. She’ll have a great plan, so I’ll just hook onto her.”

From http://www.rachelobeauty.com

One question I always asked as we moved towards a discussion about how they managed their academic workloads: if they were given an assignment that was due to be handed in on, say, Tuesday morning, when would they do it?Regardless of academic ability and/or socio-economic status, the answer at this point was invariably “Monday night”, with the occasional “Tuesday morning” thrown in. …

It was a source of great amusement to me when, on some occasions, I pushed a little harder with the students and suggested that if they only did the assignment the night before anyway, regardless of when it was handed out, perhaps the best idea would be to ask their teachers to adopt the practice of giving out assignments overnight, working to the idea that they would have only one night to get it done. It seemed a very logical step to me and one that would mean a significant reduction in levels of stress for those parents who spend their lives trying to compel their sons to start work on the assignment due next week.

Whenever I suggested this idea, however, looks of absolute consternation would cross the faces of the boys. “No, you can’t do that.”

“Why not?”

“Because we need time to think about it!”

From http://lh4.ggpht.com

This unwillingness to plan isn’t all bad news, however. A story told to me by one teacher challenges the view that adolescent males will reach their potential in the classroom only through planning and organised work.

This teacher described the time when he’d explained to a group of senior students that they had only five days left in which to complete their art folios and that if they didn’t manage to do so within that timeframe, they would lose the opportunity to take art the following year…

These were boys who were quite academically capable, but who had shown themselves to be fairly normal adolescent males by working at about 5 per cent of their potential through the year. The teacher had previously taught adolescent girls, who, in his view, tended to work at about 90 per cent of their potential throughout the school year.

Once the teacher had delivered the news of the impending deadline, the boys seemed to accept the challenge and immediately got to work. They literally lived and breathed their art folios for the following five days, spending every hour at the school, taking only occasional breaks to eat and sleep while getting on with the work. In the teacher’s words they went from their previous 5 per cent effort to about 250 per cent. Everything else in their lives fell away and nothing else mattered until their folios were complete. …

From http://www.funnyism.com

The boys also seemed to have been changed for the better and to have become more confident as a result of the experience. They’d been tempered by the challenge and had learned a bit more about who they were and what they were capable of.

So, here’s a thought worthy of consideration at this point: is it possible that this learning might not have occurred and the high standard of work not been reached had they chosen instead to work steadily throughout the year? Is it possible that the inertia frequently displayed by adolescent boys occurs because the challenges being put in front of them aren’t of sufficient depth to merit a real response?… Have we made education a series of relatively small steps because we think that’s what works, when what boys actually want and need are fewer, much bigger steps?”

From ‘He’ll be OK: Growing gorgeous boys into good men
by Celia Lashlie


From http://www.fashionforacure.org

THE END