Have you ever heard a member of your team say, "That's how we've always done it," or "It's not part of my role." Yeah, of course you have.

Or one of the kids say, "I've finished my writing and I can't improve it." Yep, that's another tick.

This isn't just negative thinking. Some people in your school are choosing to adopt a 'fixed' mindset and stay within their comfort zone, which isn't helpful if you want everyone to thrive and achieve well.

For example, many children, teenagers (and adults) believe people are born with a good memory or intelligence. They assume they’ll be good at maths or English because their parents were. But the flip side of this mindset dictates that if your parents weren’t academic, you’re stuffed. You may as well pack up your pencil case now and start selling your scented gel pens around the back of the bikesheds. Which isn't a good look, especially if you're the teacher!

Such beliefs have a huge impact on how people teach, learn and achieve. Those who adopt a fixed mindset believe their own and others' abilities and intelligence are static and outside their control. However, intelligence and ability are not set. Folks who understand this gain confidence and are more aspirational. 

They’ve got a growth mindset, which is one of our favourite things… after scented gel pens and the odd Curly Wurly, of course.

Simply understanding more about the brain and how it works gives us the ability to recognise and want to develop our own and others' potential. Not only that, we can understand the importance of persisting when taking on challenges and apply this to all areas of our lives.

 Here’s what you can expect 

• Understanding the difference between a fixed lizard and a growth muscle mindset
• Recognising your own fixed thinking and the impact that has on personal performance, your team and the kids
• Knowing how you can kindly challenge yourself and others to 'be-more-growth'
• Developing teaching and learning techniques such as memory games and using storytelling - to overcome fixed thinking

What you’ll get by the end

• Staff who understand that they can improve teaching and learning and raise academic standards, by adopting a growth mindset
• A growth mindset culture, as people are more willing to challenge any fixed behaviours and language
• People who say, "It's not currently part of my role, but I'd like to give it a go." What's not to like about that?