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My primary goal is to learn 3 more difficult songs on the piano and play them with ease. I then want to show them off to friends and family.

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I value time spent with family and friends. Every day, I have specific times set out for family and friends. With family, I watch a show every night, and friends, I play games with them.

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What is SUCCESS?

How do we define/determine SUCCESS in our music education world?

Moreover, how do we ATTAIN-and-SUSTAIN SUCCESS?

What is the pathway one must traverse to achieve the elusive destination we know as SUCCESS?

To borrow an equation from Angela Duckworth's wonderful book GRIT :

SKILLS + EFFORT = ACHIEVEMENT

As we quickly ascertain, the common denominator is EFFORT.One can be "talented," one can be "skilled," but without the magic elixir of EFFORT, the "achievement," (whatever it may be for each of us) will not be realized.

It would be logical (then) to simply conclude, "If I dedicate myself to a rigorous schedule of EFFORTING, my personal and professional goals will come to fruition."However, we know - all too well - there is far more to it.It is not a quick-easy trip from idea-to-outcome.In fact, rarely does the planned course unfold as it was originally conceived to do; please refer to Illustration #1: ( What I planned.What happened. ...shared by Julia Gamolina)

At this point it is tempting to throw-in-the-towel and turn our backs on the self-assigned goal(s)...even claiming (rationalizing!) the original idea was not worthy and/or certainly not achievable.However what-about-those who always are at-the-pinnacle of their game?How do they get there and stay there?Are they always just the benefactors of good luck?What do they know and do that ensures their ongoing high level achievements?

Might I suggest all outstanding accomplishments are fueled by PERSISTENCE, or - if you will - "Giving up giving up."Are these master teachers TALENTED?Of course they are.Are they SKILLED?Absolutely.Above all, they are PERSISTENT.They don't know any special shortcut, or some secret code; they just stay "on it" and "at it" until they arrive at the road sign that reads:ACCOMPLISHMENT/SUCCESS.

Illustration #2 may explain it best:

On my desk is a framed-quote* from Calvin Coolidge; it serves as a BOLD reminder of the answer to the quartet of inquiries at the beginning of this article.

Nothing in this world can take the place of persistence. Talent will not. Nothing is more common than unsuccessful men with talent. Genius will not. Unrewarded genius is almost a proverb. Education will not. The world is full of educated derelicts. Persistence and determination alone are omnipotent. - Calvin Coolidge

Time-and-time again this wisdom has served as a WAKE-UP call (a slap-in-the-face, if you will!), particularly when I was tempted to retreat-in-defeat.For our programs, for our students, and for ourselves; PERSISTENCE IS THE KEY.

...STRIKE UP THE BAND!...

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PERSISTENCE, PERSISTENCE, and more PERSISTENCE!

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What is SUCCESS? How do we define/determine SUCCESS in our music education world? Moreover, how do we ATTAIN-and-SUSTAIN SUCCESS? What is the pathway one must traverse to achieve the elusive destination we know as SUCCESS?

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I am a very persistent person. I do not let anything get in my way when my mind is set on something. I follow it through to completion.

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A growth mindset isn't just for the business world- applications in the classroom have critical implications for success, too.

Carol Dweck's research, summarized in her book, , shows how growth and fixed mindsets predict learning, especially in the face of challenges.

Here's an overview of the different types of mindsets, and how educators can foster growth mindsets in the classroom and beyond.

Fixed Mindsets

Students with fixed mindsets believe their ability is fixed. They either have the ability to do something or they don't (an "all or nothing" attitude). Being judged as capable defines their identity.

Accordingly, those with a fixed mindset view positive performance feedback as proof of their superiority and an indication that they are "somebody." Negative performance feedback, to which they are hypersensitive, indicates they are "a failure."

To those with fixed mindsets, failure is not an action. "I failed," or "I am a failure," is an identity. So, they quit trying.

Growth Mindsets

On the other hand, students with growth mindsets believe their ability grows over time. Their mistakes are part of learning, and that effort and problem solving are key to improvement.

Those with a growth mindset view positive and negative feedback as instrumental for learning, as indications of where and how to change. They see feedback as desirable, even if not positive.

In this mindset, learning is not about immediate perfection. It's about learning over time, confronting challenges, solving problems and making progress.

Developing Growth Mindsets

Fortunately, research shows that small steps can develop lasting growth mindsets.

For example, Lewis, Williams and Dawson (2020) find that a one-hour growth mindset training intervention given to nursing students at the beginning of the semester showed a significant improvement in their growth mindset levels several months later at the end of the semester.

An additional study published in Nature (Yeager et al., 2019) showed that a short (less than one hour) online growth mindset training improved grades among lower-achieving high-school students. It also showed an increase in overall enrollment to Advanced Math courses. Results from this study were measured one academic year from the growth mindset training intervention.

Moreover, this study confirmed prior studies (e.g., Burnette, O'Boyle, Vanepps, Pollak & Finkel, 2013) that growth mindset training is most beneficial for individuals "confronting challenges."

Finally, a meta-analysis of growth mindset training interventions within educational settings showed intervention length and number of intervention sessions held neither increased nor decreased the long-term (usually measured after a year or semester) impact on academic achievement ( Sisk, Burgoyne, Sun, Butler & Macnamara, 2018).

This same meta-analysis also found that growth mindset training interventions may not lead to significant changes in behavior for typical students and adolescents. However, growth mindset training interventions, regardless of training length and frequency, increased long-term growth mindset and academic achievement for academically high-risk students and economically disadvantaged students.

Watch the "Cultivating Growth Mindset" Webinar

Check out this recording of the Cultivating Growth Mindset in the Classroom & Beyond webinar featuring Cengage authors, Dr. Chuck Williams and Dr. Shad Morris. Dr. Williams is author of MGMT, Management and Effective Management and co-author of BUSN. Dr. Shad Morris is co-author of Managing Human Resources.

More Resources and Information

Duhigg, The Power of Habit: Why We Do What We Do in Life and Business, Charles Duhigg: Random House Trade Paperbacks (January 7, 2014).

Dweck, Mindset: The New Psychology of Success: Ballantine Books; Reprint, Updated edition (December 26, 2007).

B.J. Fogg, Tiny Habits: The Small Changes that Change Everything: Houghton Mifflin Harcourt. (December 31, 2019) Also see www.tinyhabits.com.

Dweck, " The Growth Mindset" - Carol Dweck - Talks at Google - YouTube, July 16, 2015.

Dweck, " Teaching a Growth Mindset" - Carol Dweck - YouTube, November 3, 2015.

Morris, " What is a Growth Mindset?" - YouTube, August 11, 2020.

Farnam Street, " Carol Dweck on Creating a Growth Mindset in the Workplace," Farnam Street, accessed October 16, 2019.

MacKay, " How a Growth Mindset Keeps You Competitive in a Changing World," RescueTime: Blog, August 14, 2018, accessed October 16, 2019.

Thackray, " 10 Hacks to Create a Growth Mindset in the Workplace," Positive Change Guru, September 8, 2018, accessed October 16, 2019.

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Cultivate Growth Mindset in the Classroom & Beyond - The Cengage Blog

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A growth mindset isn't just for the business world- applications in the classroom have critical implications for success, too. Carol Dweck's research, summarized in her book, , shows how growth and fixed mindsets predict learning, especially in the face of challenges.

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I am a growth mindset with a little fixed. I have some ways that I am stuck with until I change it, however, I am mainly a growth mindset. This means that I think I can always improve and I will always improve if I keep trying.

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This quote speaks to me in many ways. the meaning of it, you either do something or you don't do that at all, you wont try it, you will do it. These type of quotes keep me going with most certainty.