One of the eternal questions about change that always surfaces is: Which comes first, shifting mindset or taking action? My colleague, Meg Parry, shows how mindset and practice, no matter which comes "first," influence each other:
Imagine you have a small intuition that something could be different in your classroom or school, prompting you to make a minor change in practice. When this change succeeds, it confirms your intuition, encouraging you to try another small change. As this cycle continues, you gradually shift your mindset about what is possible for learners. You created a virtuous cycle of change, evolving into an upward spiral that catalyzes deeper and broader change in you and your learners.
We often wonder how to improve our practices, interactions, and communities. That is evidence of our mindsets about learners and their capabilities. When we let fear or doubt get in the way and ignore our ideas instead of testing them out, our learners (and us) miss out on what is possible. This week, I want to highlight an example of an educator who wondered how she might inspire curiosity rather than simply filling her students with knowledge.
With Gratitude,