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When you post -please also add your group number at the top of the post.  Thank you 

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When you post -please also add your group number at the top of the post.  Thank you 

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Key points summarised
Preface:
Q1 - Very cultural dependent. Some parents tended to focus on what we already were good at; our natural talents. Some focused on pushing and pushing with tutoring etc, but then were faced with surprise when grades weren't kept up without the extra input. Can also dependent on sibling place! (more pressure on eldest).

Chapter 1:

Chapter 2:
Does an IB education bypass the idea of natural bias? Continuous working hard, but promotes individual/critical thinking. Different opinions in group on whether individuals are limited or CAN achieve anything. What IS potential? Everyone has potential to reach their own personal next goal. But what next goals do we value and see as "successes"? Different people consider different goals to be either failings or achievements.

Chapter 3:
Can be cultural dependent too, what morals and values you were brought up on. Talent comes naturally whereas by "striving" you developed a skill. To get somewhere now, talent doesn't get you there alone; the world is so busy you need to strive to get noticed too. People constantly compare themselves to others in today's world.

Main takeaways: is any of this truly important? Is valuing constant effort over everything else worthy? To be well rounded individuals it's a balance. People all around the world have such different perspectives, values, morals and opinions that the topic of effort and achievements is subjective.
Enjoyed meeting each other!

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Growth mindset.
Build grit in Kids. We as a teacher need to be gritty.
Challenge zones? Failure is not a permanent condition

None in our group had specific psychological damage from childhood. Interesting perspective from an only child family compared to a big family regarding expectations. Big pressure to be successful in everything you do as an only child.

We agree partly that successful people are lucky and talented. Less effort to achieve a goal. Although a successful person should enjoy also the process more than the goal (Gritty). The power of persuasion also influences your life and your performance.

Grit is a mix of passion and perseverance. Her theory does not take into account some factors like socioeconomics, abuse, special needs, disabilities...She does not take into account differentiation.

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- Privilege
- What do we value as educators?
- Definition of success? (educational or otherwise)
- Balance of mental health / fulfilment
- Marginal gains are beneficial, but when is achieving a goal enough? What is the *why*?

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Clarity on what is Grit?

Chapter 1
Privilege
Gifted and talented - is it natural born talent?
Give space to follow your passion - within our CCA programme. Students choose from their own personal interest.

Bypasses a lot of socio-economic background

Not about the outcome but the progress...reliance on data

Chapter 2
"At what point does achievement trump potential"
What is achievement who defines that?
achievement comes with potential - they come hand in hand?
Talent is potential
Everyone has the potential

Great to meet everyone

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-       passion is hard to measure

-       what success mean to you: it doesn’t necessarily mean working hard every day of your life, it can mean to be happy wherever you are

-       book doesn’t take into account important factors like personal background, income which play a huge part in everyone’s life

-       privilege is a big part of achievements

-       Talent is used in misleading way

Key take away:

All teachers have a grit

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Book : no one in our group would have read it if it was not because of the school

First part of the book, mainly focused in US.

Q1:

Personal experience has been shared

Chapter 1

Q2:

Talent is nothing without being pushed. The grit makes the difference.

if you do not give up you will be successful.

Q3: depends on numbers/scale

Worth pursuing

Grit (our definition): don’t give up/ mental toughness

US: more positive connotation

Uk: more negative Gritty (in series for example)

Do you think people with talent are likely to be less gritty?

Grit is a talent

Chapter 2:

32: Scott: Am I a learning disable kid without a future.

The author does address this.

Q4: Natural bias

Natural talent/ strivers

Ex: in a school talent show, natural talent and strivers are chosen

Natural bias: In Basketball, if you are from the Netherlands you have to prove more than if you are from Servia/US

Q5: p33

Achievement doesn’t trump potential. It builds on it.

Everyone has potential. Don’t we strive to help every child reach theirs? But we cannot turn their potential into achievement that they must want to do themselves

Chapter 3

Q6:

First: strivers but in the areas/fields we feel comfortable it become more natural ability.

Q7:

Common sense. Nothing in life come without an effort.

Q8

Good to see it from different perspective and not only from an educational point of view.

Question: Do you believe that effort is more important than talent to achieve success?

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Are we classing success as being a CEO and having lots of money? Is that the ultimate goal?

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Are we classing success as being a CEO and having lots of money? Is that the ultimate goal?

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We talked about how we all define achievement, and if Duckworths work in this specific area can be applicable to education.

We agree that natural ability is important, but at some point you need effort as well!

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1.     Comparison of school systems in different countries - examinations, make-up of classes [mixed abilities, different sets] (UK, Finland)

2.     It depends…

Luck can be an element in terms of physical attributes, right time/place, the socio-economic standing of parents - can they afford to give their children the opportunities to find their passion and develop talents?

It depends on how you define/measure success. There are people who become successful in short period, e.g.:

-       Rowing in England, pulling kids out of school based on their BMI and within two years are rowing for England in the Olympics.

-       Emma Watson pulled out of school and set on a path to success.

3.     We discussed how to think critically about information even when it is based on science/data because everything is tailored/manipulated to fit a narrative.

Key take-away:

People shouldn’t only be judged on their academic ability.

Scary to think that doors can be closed to children at a very young age due to assessments of their academic ability.

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Chapter 1: Showing Up

Is 'talent' a component of Grit?
What language do we use when discussing talent? Schools are changing the way they use language.
We discussed the extent to which our childhood experiences may have affected us.
What is success? We explored different definitions.
Parental support - what does this look like?

Lucky

Talented

Passionate

Directed

Examples of when we have seen this.

Critical Review
Is 3% statistically significant in this context?
Extenuating circumstances and the sample size should be considered.
What is the reach of this research and the implications.

Chapter 2: Distracted by Talent

Chapter 3: Effort Counts Twice

Main Takeaway

Positive, supportive and kind - can have a positive influence.

What impact can we have as educators?

Better than an achievement that makes us arrogant is to make a mistake that makes us humble.

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We started the discussion with sharing something we had started and then given up.  Reasons included: having other priorities, incentives, external factors (e.g., moving) or putting thins on hold.

> Shared different personal experiences
> Overall considered that small gains are worth pursuing, however we considered figures to be misleading. Other factors have stronger weighing, e.g. socioeconomic status
> Higher education opportunities also vary greatly across world, e.g., private vs public universities nuances in different countries, support provided by government in certain countries
> Chapter 2: not very exciting
> Efforts can count twice. Try and tested method – consistency in putting effort  and getting right direction/tools are key!

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Non-Friday Group 1 (Anna, Nicole, Maria, Ida, Teodora)

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Non-Friday Group 1 (Anna, Nicole, Maria, Ida, Teodora)

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Chapter 1
Question 1
- Exceptions from parents- to be successful, do well at school. Supportive but achievements weren't celebrated.
- Own school experience inspired desire to be a teacher.
What you are told as a child can have a significant impact what you continue to believe about yourself and your ability.

Question 2
- When you're passionate about something, it's easier to keep going.
- Opportunities and luck can give you a starting part. But it doesn't determine how successful you are.

Question 3
- Small gains - we felt as a group that small gains are worth pursuing.

Chapter 2

Question 4
- We all agreed that there is a natural bias.
- We see bias all the time, people assume things all the time.
- Important to be aware that it is there, aware of our own bias and how this might effect our decisions and opinions.

Question 5
- Achievement is often needed to show what we can do, what we have worked for, work hard at.
-Discipline can trump intelligence.

Chapter 3

Question 6
- We felt as a group we were strivers but not talentless! We all have talents! It's what we do with it.
- Passion is very important! To really stick with something, we have to set our mind on it.

Question 7
- Running a marathon - not a natural talent but put the effort in and then developed skills and managed to complete 42km = achievement.
-Also through our work, learning continually, attending course, developing ourselves.

Key Take Away.
- Talent is an important factor in life, we should recognise it and do something with it.
- Talent is not everything, combination of many factors
- We should demonstrate more "how to win" to our children, what it takes to achieve, that we all have talents and help them find them, the impact passion and hard work can have.

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The Grit Test:
We took the grit test with differing results. We think it is quite unreliable for the following reasons. Firstly, 10 questions is too few to assess an element of someones personality. Furthermore, some of the questions were repetitive and unclear. Finally, self evaluation is very unreliable - it can vary person to person or even depending on mood day-to-day.

Hierarchy of Goals:
Could be a useful tool if not too time consuming but on the other hand could potentially be overwhelming - it turns one goal into 7+

Liberation or Restriction?:
We believe any goal (holiday, wedding, baby, academic etc.) requires sacrifices and is therefore restrictive. We would love to hear some examples of liberating goal setting as we couldn't think of any!

Age & Culture:
Yes we think age and culture affects grit. There were differing opinions amongst the group.

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Using the scale to measure 'Grit'
Discussion on what scale each of us are: Felt as though the 'Grit' test was like a test you would do in a 'teenage' girls magazine!
How were these statements decided upon?

A goal can be something other than academic and should be broken down into micro chunks- Book is tailored towards a corporate/academic world.

You may have a goal but there are often many constricting things that come in the way. Celebrating small victories

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Regarding the test, the questions are very basic, in what context?
Difficult to evaluate someone's perseverance and passion with this kind of question.

What is the difference between a goal and a responsibility? You can lose track of the goals with that many goals going on at the same time.

Which ones are our long term goals? Do we have one? Interesting discussion and tips about our long term goals.

Both, It is good to have achievements but restrictive at the same time when more things come along. How can we manage our time to accomplish all the goals?

The goals don't need to be work-related.

Culture, Yes because subcultures push the idea of grit.
Age should also affect grit, children are not the same perseverant when they are 5 than 10 years old.

Connection: Student agency-grit?

Work more on short term goals, while self-managing our time.

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1. Did you do the test? What results did you get, and do you think it was bias because you have been reading the book?

Should  I have been disappointed with my result? In our team, we had 3.5, 3.8, 3.9, and 3.3. It automatically assumes your personality. Is there some response bias, we want to look better than we actually are, so we get a higher score, because being gritty is perceived to be more hardworking. If the goal is to know lots of things about a diverse range of things, then this can be defined as gritty. If you are very knowledgeable about one thing, this can be defined as being gritty. So gritty is super subjective. Vladmir Putin is very gritty, so is that necessarily a good thing? The Dutch translation of grit - is it positive or negative?

2. The goal is to be better or the best.
“Not all who wonder are lost”.

If we were all a little less gritty, and give back to the world, the world could be a better place. Should we all be present and not always focussing on a goal? Could we change ‘goal’ into ‘value’ to promote self-development?

Perseverance vs. being adaptable can contribute to personal growth. Age can also contribute to having different goals. If you don’t know where you are going, any road will take you there”. Liberating or restrictive?

3. Do you think age or culture affect grit?

Nature or Nurture? Personality is shaped but your age and culture, and times have changed – in 2022,  youngsters don’t need to be more grittier, but elders are more grittier.

If you are older, you don’t need to be more grittier because you have had all your life to get to your goal. Or, when you don’t have much time left, do you create more goals to make sure that you can achieve them with a shorter time frame? Is grit a spectrum or a continuum?

4.Ed Sheeran?

Yes. Passion & hobby. But what drives Ed Sheeran? Is it his musical ability, or is it money? Is his goal becoming the best artist, or becoming famous?

The take away from today: Not all goals in life require grit, do you have to be ambitious to have grit? Grit can be toxic depending on the goal that you have in mind, so it is important to set realistic goals.

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Group 2

Interesting quote: Enthusiasm is common, endurance is rare (p58).

Regular obligations and responsibilities can pull you away from your bigger goals.

Having only a single goal can be either restrictive or liberating - We believe a big single goal only works when combined with smaller sub-goals.

Key take away:
Your passion goals can evolve over time and so does your grit level.

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Test
Felt that it is dependent on a certain area, over-arching focus e.g. work, life, family would result in different grit scores.

Actions for not have to relate to ultimate goal.  For example I may do things purely for enjoyment.

I do not label goals for myself. Goals could be separated into professional, personal, family.

At work we use a lot of our creativity, energy an it is difficult to keep up at home and maintain a balance.

Is having a focus on an ultimate goal liberating or limiting?
Moving towards an ultimate aim is good as long as it is abstract such as self-improvement rather than economic or societal pressures like starting a family, buying a house, getting a degree.

TED Talks recommendation why your 20s are not your 30s.

Age or culture, does it relate?
The longer we live, the more we learn, the more obstacles we face and the more we can reflect.

Grit is not concrete and can move. One has to adapt and change their behaviour with changes in circustances.

Key takeaways
Ultimate goals should be attainable and more abstract, sitting outside the perspective of others people as well as economic or societal pressures.

Should we teach and scaffold goals to students in PYP to help teach students and to help them reflect in an increasingly conceptual based world.

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Chapter 4

Grit Test

Hard to know whether the questions just referred to working life or personal life as well. Answers could vary between the two.

Cultural background may affect how you answer questions on the scale e.g. some cultures are more humble or more confident when reflecting on their personal achievements versus others.

What was the scale/demographic of the “large sample of American adults”. What relevance does this indicator have to non-Americans?

Hierarchy

Is there a benefit of having just one “ultimate goal”

Idea of breaking a goal down into smaller steps/goals is useful but this is not necessarily an original idea.

What do you go when you have achieved an ultimate goal? How open/closed should they be?

May help focus on your priorities but may lead to you missing or being open minded to other opportunities if you are fixated on just one goal. Again personal vs. work life balance - overall well being as success.

Chapter 5

Is it assumed that we are all starting from a level playing field?

How are things like intersectionality, discrimination and systemic prejudice taken into account with the Grit Scale and Test. It should not be necessary for people to have to work harder to have overcome these systems and discrimination, but it is often the case. Equality vs. Equity (e.g. is the Grit Scale fair until barriers are removed). Someone who has had to overcome many additional barriers may score very highly on the grit scale but how is it reflected that they would have worked significantly harder than someone without barriers who scored equally highly.

This also affects what goals you would set as your “ultimate goal” for some people this would need to be more immediate/survival based out of necessity. What is the influence of privilege/socio-economic background  on the types of goals people may set.

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Chapter 4:
1.  After discussing results we had a mix of results but learned that all teachers have grit. We also discussed how are scores have changed over the course of the week.

2. Limiting goals down to one main goal is a bit limiting and can change on a daily basis.

3.  In order to achieve one goal you have to spend time on it. With multiple goals you have less time as a resource to spend on your main one.  We had a mix of big goals and little goals both professionally and personally.

4.  We talked about how as teachers it is ultimately impossible to just focus on one goal. Juggling multiple goals is essential to our jobs.  As a whole just focusing on one goal is a bit restricting.

Chapter 5

1. Age makes you more responsible and you are able to be more explicit and purposeful in your acts. We also does not take into account traumatic events that may change your life and make you less gritty.  Data can be manipulated and anything that is a self assessment is bias.

2. Ed Sheeran has grit because he started out without much skill but practiced and got better. Some people are born with more talent then others though. We also discussed that becoming famous is not always about ability because many singers are pitchy.

3. We have problems with some of the data in the book because of lack of evidence. With no information about the demographics we do not know how reliable it is.

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Chapter 4 – How Gritty Are You?

We discussed about the result of the test. How relevant it is?

1.     People adapt to how their life unfolds. They pick up another challenges and overcome other kinds of barriers then before.

The test is more focused on the professional life.

2.     Regarding the hierarchy of goals – it makes sense but in the book it is explained very simple; in real life things are more complicated. People’s values and goals are changing.

After reaching a goal, human beings try to challenge themselves with something else.

Some of us find setting goals quite difficult. Some of the goals are detrimental to values we hold and have a negative impact on them. Because of this, some of us we do not pursue the goals to the extent of reaching them with great success.

3.     It is a good idea to be reflective and ask ourselves time to time if our goals are aligned. It helps us to redirect our efforts on pursuing the goal that it is more important to us.

4.     It depends on the goal.

Life does not go according to the plan.

What is the purpose of this book?

Is it telling people how to get more gritty?

Chapter 5 -  Grit Grows

1.     Grit can change over the time, it might grow with age.

For teenagers it is hard to understand what impact resilience, pursuing their goals it can have on their lives. Over the time, by their own experience they learn how important it is to find their own interests, to practice a lot and looking forward to achieve their goals.

Culturally, it depends. Some countries have that status orientation. The book does not consider people who come from societies where they have to work so hard just providing for their families and have no time for interests. But those people might be very gritty, overcoming all kinds of obstacles in their everyday life.

2.     The video it is an evidence that he has practiced and he had interests in what he does.

3.     It was mentioned a book “Utopia for realists” - a book that could encourage people to follow their interests without worrying of not having enough money to live from.

Next time Fatima will be the facilitator and Chisaki is going to take notes.

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Non-Friday Group 1 (Nicole, Maria, Ida and Theodora)

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Non-Friday Group 1 (Nicole, Maria, Ida and Theodora)

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The Grip test:
3 averege scores and 1 very high score in the group.
We do not think it is Biased, because our grittyness changes through the years.

Hierarchy Goals:
Some people need more goals than other people. People are different. Babysteps help, you can have multiple goals instead of  only one goal. Also celebrate the goals that you met.

We do not feel like the cartoon on page 68. Are goals are alligned.

Restrictive or Liberating:
It depends what happens, how you react. There is no right or wrong. Low level goals are liberating to have structure.

Q3: Both: Nature and Nurture!
Q4: Yes.

Take away from today:
Everything is personal, liberating, restrictive, higher or lower goal. And age has also to do a lot with setting goals

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Non-Friday group 2 (Clarice, Wieke and Seraina)

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Non-Friday group 2 (Clarice, Wieke and Seraina)

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Chapter 4
1. We've compared test results and also had a look at the results from Kelby's survey with MY students. We asked ourselves whether we would answer differently not having read the book. We discussed whether having read about all those difference examples and further explanations of specific aspects of grit made us even more suitable to answer in a way that best represents our situation. If the outcome of a survey will, however, be influenced by whether or not a sub-group of participants has read a specific source, how reliable can conclusions be?
2. We can definitely relate to how making a hierarchy of goals can give you structure and helps aligning them in a share direction. We were also discussing how formulating a top-level goal can be challenging.
3. Luckily, we all think our goals are aligned in a reasonable manner as of now. But could relate to this illustration in one or another.
4. Ultimate goals can feel very daunting and might even change in a way that is productive and helpful. But without a bigger goal in mind, one might lack direction and it that might influence our ability to formulate mid- and low-level goals in turn.

Chapter 5
1. We've found it very interesting to discuss this figure. On one hand we can imagine that each generation grew up in a different culture, or Zeitgeist, and had different expectations of life, as well as society had different expectations on them. But on the other hand we can relate to the influence of life experience on a skill like perseverance. We've also discussed how the graph shows three distinct groups where grit seems to increase at different speeds. Are 45-64 year olds more stagnant in further developing their grit? Could this sudden increase in development for 64 year olds and above be related to retirement? :)
2. "You know what? After that I practiced. At least I think I did." This made us think and ponder about why he phrased it like this. He doesn't seemed to relate his journey of improving his skills with a lot of hard work, necessarily. Which could point to the fact that he is so passionate that practice doesn't feel like work.
3. We're expanding our horizons with these discussions and I love connecting with my group members of common views or experiences. I think we've made a few valuable connections to our personal situations and possibly changed our mind-set ever so slightly in an interesting new direction.

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We all took the grit test.
Is it biased ?
Is this Grit test based on personal and professional or just professional life?
Your personal circumstances can affect your personal goals and puts you away from your responsibility.

We all think we all had and have goals and tried to achieve them or at least tried our best to reach them.
Having a goal keeps us focused and liberated.

Yes, we think Cultural affect grit. A person's experience (nature and nurture) plays a big role in his/her grittiness.

Key take away: No matter what, keep trying . No matter how long it takes, keep taking smaller steps but never stop. perseverance is the key!

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Chapter 6: Interest

- Teaching can feel like both a vocation and a job. You bring a lot of your personality to the role.
- There needs to be some passion to have a happy and successful career. Everyday is not always going to be a good day but to continue with the job there needs to be something about it that brings satisfaction.

Chapter 7: Practice

- Yes we agree with this quote
- Having a strategy not just doing it mindlessly, there is an aim or goal to achieve
- Critical feedback at first is difficult but after reflection can see the benefit and growth from the process.

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Some of the interests we have/had were interesting! (Pilot license, boat license - anon)

Is teaching a vocation –

It’s important to be good at teaching (being talented at something isn’t enough). There has to be a part of it.

‘Just because you love something doesn’t mean you’ll be great at it’

I loved working with kids, I knew I wanted to be a teacher. Tried teaching other subjects.

Practice.

We agree with the quote. We can be overthinkers by nature so it’s easy to look back negatively. Looking forward and growth come with practice.

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We agree that you have to foster your passion.
We believe that teachers are leaving because of the lack of respect and low pay, lack of professional trust. Teaching staff often faces challenges with time micromanagement.
Teaching job is a worthy career because of you take care of the future generation and the base is to find a way to connect with every child.

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Small Wins:
- Every day is different & this keeps motivation levels high & continues to confirm that this is the right career choice regardless of the challenges.
- A small win can be finding yourself in the wrong role and this then inspires you into trying something else. Valuable lessons can be learned from being in the wrong place (provided we make changes that get us to the right place)
- Growing confidence when something you haven't done before goes well.

Triggering Interest:
- building and sustaining relationships (long-term impact)
- Take on additional roles/responsibilities
- Work towards goals, set new goals.
- Learning from others, building a portfolio of skills (best practice)
- Changing age groups/ curriculums / topic focus
- Taking courses (CPD or personal interest)

Cultivating Novelty:
- Building relationships
- Professional discourse

We agree that if the discovery of something ignites interest then development and deepening are logical next steps.

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We looked at how we came out on the Grit test and if we came out as a 'gritty' person if we had lots of different interests and if they found their lives purpose. Having lots of interest develops lots of different skills and can set you on the right path for your passion.

Does your passion need to relate to your job? People do their job for different reasons- doesn't necessarily relate to your passion. The more you learn and then the more passionate you become.

Teaching as a vocation- generally agree. Have to be interested in education and have passion for the job as you are moving with the times, curriculum development, life circumstances etc and have to be interested in this to develop yourself further and to 'move with the times'.

Creating small term wins in your early career- setting goals around things you were interested in; lesson observations and feedback being given;

Triggering interest within your job- CPD, discussions with collagues, peer observations

Cultivate novelty in our jobs- collaborating with others as it allows you to gain new perspectives; learning new skills outside of the school environment that can contribute; listening to the children and their suggestions/topics and what they want to discuss.

Formula makes sense- passion is built through discovery, development and deepening. Discussed concept of time in a career- do you still have the passion after teaching for 20 years?

General formula- doesn't take in any additional needs, it is a 'typical' child. Being able to connect with the formula depends on your upbringing.

Can you be passionate and complacent?

Striving for the better isn't always healthy..

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Project based learning in IB aligns with the notion the book supports - interest being something that can be developed - discovery based learning and experimentation.

We feel teaching is definitely a vocation. Passion and joy of teaching often lost due to work load or time being consumed with administrative tasks that don't go towards the teaching of young people and what makes our jobs feel worthwhile - trying to attain objectives that don't seem to have long term value

Deliberate practice involves an end goal. Other kinds of practice can just include engaging with something that you enjoy and would like to slowly improve or just do for the sake of doing

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Main advice from chapter 6:

It’s ok to try to find your passion and you can change passions on the way. Some of us explored some interests, but making a living was a big influence. However, we do love what we do, but wouldn’t call it a “passion”.

Teaching is not the kind of thing you can do if you don’t have a want for it. However, some people are in it for the stability, the fixed holidays, the hours, family, etc.

We find this question is not about not liking teaching, but what teachers have to deal with on a day-to-day basis (especially in the UK, where you are accountable when something goes wrong). The education system wears people down. It has nothing to do with being a teacher.

For some of us, it’s the gratification of imparting knowledge and seeing your students grow and make progress. For others, it’s a means to an end; teaching (especially internationally) gives you the opportunity to experience different places, cultures and interact with people from all over the world. A lot of us also come from a family of teachers and feel there might be a connection to how we got in it.

Passion is necessary to have a happy career. We don’t feel we need it to be successful. We are happy in our jobs and we like it, we get a satisfaction from it, but not necessarily passionate.

"It's a persistent desire to do better...”

For some of us, that constant desire can lead to unhappiness because you are never satisfied with what you have accomplished, but you always want more. It has a negative connotation. It can also lead to selfishness, like Jeff Bezos, where his persistent desire has led to people being exploited and mistreated by what he has created. Is this really the inspiring model we want to have?)

You can create a flow through deliberate practice. They are not incompatible.

As teachers, we think we are good at giving critical feedback in a caring and constructive way. When it comes to receiving it, it depends on how it is given and what the intention is.

When making mistakes, we often feel stupid and embarrassed. Eventually, we recover and persist. Fail sounds worse than mistake (would we use that language with our students?), but succeeding means recovering from failure and trying again “Fail again, fail better!”

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You don't necessarily have to have this passion from the outset: Most gritty people spent a long time trying out different interests, and generally there wasn't one moment when they found their life's purpose.

1.     How does this resonate with you?

Passion to work younger people comes from inside.

Excitement only comes from what we try.

Career choice does not necessarily come from their genuine passion, but it can end up being a good choice for them.

2.     What interests have you tried?

We (in this group) tried some different careers and found that teaching was a good fit. A choice can be also made based on an uncontrollable thing and we could eventually find something interesting from that.

3.     Teaching is said to be a vocation – do you feel this way about your job?

To be successful as a teacher, it shouldn’t be just a ‘job’. It should go beyond teaching your subject and should provide emotional support and responsible for whole life of children.

It’s also important that teachers are not too responsible for everything.

4.     In the UK 1/3 of teachers leave within the first 5 years . Why do you think this?

Some people become teachers only for holidays and things like that, but those people leave soon.

5.     What made you feel your job was a worthy career to pursue?

Children coming in with smiles, but this doesn’t necessarily happen everywhere. It depends on how well the school is working.

6.     Do you think passion is necessary to have a happy or successful career?

Teachers usually like to talk about their job: that’s because it’s their ‘vocation’ and they are so passionate. Passion makes you feel fulfilled with your career.

•       What do you make of the formula that passion is built through discovery, development, and then deepening?

We shared our past experiences (from other schools and other industries). Most of us were feeling that they were in the Deepening phase. Once in a new position, you can get novelties from a new perspective.

"It's a persistent desire to do better...it's the opposite of being complacent. It's a positive state of mind, not a negative one. It's not looking backward with dissatisfaction. It's looking forward and wanting to grow." Journalist Hester Lacey ---Do you agree with this quote and why?

Yes. We tell our students that practice makes perfect, and it’s totally ok to make a mistake. The concept of deliberate practice applies to sports. You make a tiny little change to make things better and keep trying.

Reflecting on your own experiences, and the importance of deliberate practice are there examples of interests you have failed in by not practicing deliberately?

Learning languages, sports,

What do you deliberately practice for?

How good are you at giving and accepting critical feedback?

It depends. If you know how a critical feedback help you, you are open to it.

At school we do not critical feedback very often to keep children motivated.

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Non-Friday Group 1 (Anna, Maria, Teodora, Ida) 

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Chapters 6 & 7

Sometimes we feel we are still looking for our passion.
Sometimes age effects how you feel about your passions and they can change over time.
It's a journey, many things can influence it. It can take a while to find your passion. You can have many passions.
Vocation  -  it's more than just a job and it is difficult not to but your heart into it.
Is passion necessary to happy/successful? As teachers we need it to support our (sometimes) survival in our job. Teaching can be a difficult profession at times and your passion can be effected at times. You don't have to be passionate but can still be successful.

How to stay interested?
Retraining, make changes, year group move, specialism, move location, change role in school.

Passion isn't a fixed thing, you aren't always passionate about your job at all times, can go through a cycle, might need to make changes, reflect.

Might start with an interest and build to a passion.

We've all tried new interests that haven't stuck - piano playing, Dutch etc....

Deliberate practice and flow are compatible and go hand in hand.

Critical feedback
Some of us like feedback but it is a difficult thing to give and receive. There needs to level of trust for it to be a more beneficial experience. Better open communication. We need to forester an environment that can make this a more collaborative, supportive process.

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Non-Friday group (Clarice, Seraina, Wieke) 

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Why teachers leave?
Low paid, long working hours, high workload, difficult students, big classes, poor working conditions in general. Difference between theory and reality. More people are leaving (like retirement) and young people not getting into education.

Passion is not necessary for being happy in your job. There is also something in between. Being happy, but your biggest passion come from somewhere else. We should not look in the extremes (love or hate).

Quote: Hester Lacey: We do agree because deliberate practice can help to become better and to stay motivated. If there is no progress you can loose motivation.

Deliberate practice and flow are two different things.

Struggling with accepting / giving negative / positive feedback.

Modelling failing for students is one thing, but applying it in your daily life is another.

In a professional setting some find it more difficult to fail and others in a personal setting.

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While discussing chapter 6's question about teachers leaving the profession, we came across this interesting article:
https://www.oecd-ilibrary.org/sites/bcc79d57-en/index.html?itemId=/content/component/bcc79d57-en

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- We are unsure if everyone can treat their job like a calling. It depends on your reasons for pursuing a job e.g. true passion, financial reason, societal expectation, family influence etc. However, we do feel it is possible for some people.
- Social forces that prevent: status, income, opportunities available, culture, religion.
- Social forces that encourage: opportunities, wealth, expectations, connections, support from the community.
- As teachers, we all felt as thought we have a strong growth mindset. We feel like is an important quality in being a successful educator.
- We believe we should encourage hope and a 'growth mindset' but this all depends entirely on people's personal circumstances and the availability of opportunities for that person.
- It is detrimental when looking at certain contexts, such as those points out in the article about black students. We feel the article highlights situations where it is detrimental.

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Ch.8

Q.1. - every job is not a calling, sometimes you just need to take a job for the money, whatever is available.

Q.2. - sometimes the people around us influence our future plans/careers.

Ch.9

-In our group we all have a growth mindset

-We believe that Dweck and Duckworth's works go hand in hand.

-Both are need, always look forward but take time to relish you're achievements.

-It can be detrimental, if it's something when your young that you are pushed into you can live to resent it.

-We don't think that only black people are at risk, it applies to many other socio-economic backgrounds and cultures.

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Chapter 7:
-Deliberate practise is connected with passion
- (teaching) practise different question, how could we phrase them differently
- everyday looks different when you teach: you practise everyday; how can you improve, did it work, how can we do it differently; everyday looks different

Chapter 8:
- your carrier does not need to be your 'calling' - it is important to feel fulfilled in your job; you can always change your carrier
- you can have a calling from beginning: knowing right away what job you want to have in the future
- do we need to have a calling?

Chapter 9:
- you can always learn more and gain more knowledge
- you can improve the more you practise something
- we can all have a growth mindset
- what is a value of teaching growth mindset? changing the way you look at things, for example: saying "I can't do it" you can change it to "you can't do it yet"
- help students understand that you learn from mistakes
- see how you have improved

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Chapter 8:
- Social forces do prevent and encourage you to treat your job as a calling: if you need to pay the mortgage but your passion/calling is music but you cannot make money from it you may just have a 'job' to pay the bills. Is it realistic to call it a calling? If it is a calling are you putting yourself in a 'box' and then not able to change career.

Chapter 9:
There are different types of intelligence - you may not be socially intelligent but very academically intelligent.
Interest plays a part - if you are interested you will want to grow. Gritty people will take action and control to make it better. If you have no reason to be hopefully then you are not going to have the drive to keep going.

Duckworth focused on the goal and then working backwards whereas Dweck focuses more working towards achieving something that is not yet defined. Duckworth approach is more of a top-down approach.

Deliberate practise resolves the problem.
If you are right all the time you are never going to grow. Growth doesn't necessarily feel comfortable!

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Chapter 8

Upbringing and role models like one’s parents can be some of the social forces that can influence the person’s choices/outlook on their professional life.

Financial means/qualification can determine what route is available.

Stigma, statues, opportunities, location can be barriers to a desired path.

Chapter 9

1. disagree – Neuroplasticity

2. disagree – intelligence

3. agree

4. agree

Video recommendations: https://www.youtube.com/watch?v=l7fyqpHKARg

https://www.youtube.com/watch?v=2DmUJcRrX48

Societal change can be installed collectively.

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It is possible to view a job as a ‘calling’ although we feel that ‘a calling’ is more linked to religion (ie monks and nuns) and it is difficult to apply it when other other needs to be fulfilled first.

We discussed how we view teaching as a career and the role that we are in now as the job. When describing jobs as ‘a calling’ we don’t agree with the phrase ‘the most important thing in your life’ as then it doesn’t promote a balance between work and life.

We can't see how gritty people are connected to the world around them since the centre of all their actions is to succeed their goals and this is self-centered again.

There are many factors that can stand as a barrier to people in seeing their job as a calling. One of these forces can be financial stability.  What if someone’s purpose is to provide the basic needs (1st level of Maslow Pyramid) does it mean that they are not gritty enough?

As teachers we believe that having growth mindset is very important and most teachers have it. We also discussed how even when you have growth mindset there are people that have to work harder than others.

Dweck and Duckworth both talk about the importance of effort and how investing time is essential to higher achievement.

We should encourage hope and a growth mindset to people since we are focusing in how to become better and achieve the things that we want by being reflective. The magic word of YET!

It can be detrimental, and it can also apply to more groups that can be at risk.

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Chapter 8
-The notion of "Calling" is debatable.  Should we be suggesting that not finding a calling is a negative thing?  Not being able to match calling with employment is likely more common than actually having them coincide.   Many may see there employment as a way to support their "Calling" outside of work.

Chapter 9
- General agreement that the pitch for the importance of "hope" does miss consideration for factors not accounted for in the GRIT formula.  The effects of racism, generational poverty and other social class challenges cannot be simply wiped away with a growth mindset.
-The work and writing of Dweck is quite valuable to the world of education, however it requires a more nuanced and complex application. Managing INTERST PRACTICE and PURPOSE is a unique and personal thing. With students, differentiation is needed to effectively engage a growth mindset. With adults as well. A coach that shouts and yells is not universally effective. Although it is widely believed that Scottish motivational speakers are the best.

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We felt the socio-economic situation can make someone feel like a bricklayer and that they have no option to build the house of God. But also that you can still be gritty without being in a position to build the house of God.
We discussed how the stage of life you are in has a big impact on your purpose. As we get older there is more reflection and a desire to leave a legacy. This could be financially based or value based.
We discussed what keeps us going:
Family
Talking to others
Facing up to the problem and dealing with it
Recognising it is something we have overcome in the past
We discussed that if you have been shown how to overcome trauma, it is easier to show grit.

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Non-Friday Group (Anna, Maria, Ida, Nicole, Teodora) 

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Chapter 8
- "He who can't serve, serve no purpose" - a calling has to serve some purpose.
- It's how you see your job - (the bricklayer) not how others see. It's what you do, how you see it, the effort you put in.

- Recruitment - people want to do something that is giving back and this drives them to change their job.

Role models - these can have a positive impact and change something from just a job to a calling.

Chapter 9

- Grit and growth mindset - perhaps go hand in hand. Connection - being open to how can we get there if we aren't there already.

- Trying the same learning strategy over and over and not getting a result - need to look at it differently (growth mindset). It can be obsessive if you keep trying and trying and get stuck. Dwerk is saying you need to look at things differently and be aware that you can look at things differently.

- All student have different ways of learning. If we have shown them different ways of doing things and they are still finding if difficult we should ask as teachers - what is the barrier to learning?

- We should help children to understand that failure is part of learning.

- Growth mindset - detrimental? It needs to co-inside with reflection and sometimes time to try things and not give up on an approach to quickly.

- GRIT is more than about academic success but it can be about being gritty in life, perhaps even to the extent of survival.

- Growth mindset can teach that there are other ways, other choices, options, trying something new or different.

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Chapter 8

Job a calling – Social forces are at play. Depends on background, upbringing, education, economic factors, private life, friends etc. People have different personal motivations. Some people have more privilege and can accommodate a ‘calling’. Depends on your job – teaching definitely!

Chapter 9

We have a growth mindset and agreed you can change your intelligence.

Is ‘Grit’ anti-black = an interesting discussion on ‘red line’ districts and the new nominee for the US Supreme Court and how her gender and race mean she is judged differently depending on her answers and reactions to questions. Is having ‘grit’ a privilege? External forces can work against this and give you a disadvantage.

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Nice that Duckworth says that it's not just parents who parent. We can even relate this process to our treatment of ourselves.
If everybody emulated Desmond Tutu, what an amazing place the world would be! We are also inspired by past teachers and current mentors. Some of us saw very hard working people in our communities and families who passed on important values that we also want to pass on.
As teachers in the organisation, we all model this behaviour - particularly through service. How do we ensure that we do this as an integral part of our work and not just as a "bolt-on" because it is required?
Will extrinsic rewards help to recognise great service in our school?
Our group wondered if we might like to use a CPD day to do something to contribute to the community as staff?
We returned to the question, "What is success?" Looking at this question helps to understand what we want to emulate and to ask students to emulate.
For us, the hard thing rule would inevitable end up with spending more time on doing more in Dutch. We also explored triathlons and marathons.
Some thoughts about CCAs - the age range of 11-14 is particularly vulnerable socially because students no longer have "play dates" arranged for them and are not quite old enough to be out on their own so there can be a tendency to just stay in. A CCA at this age can provide a safe space to meet friends and not face the risk of being rejected socially.
We described some rewarding experiences as part of clubs, even a Spanish Drama group in Tokyo and a swimming team, football teams, athletics and meditation.

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page 200 'Never hug and kiss them, never let them sit in your lap.....' We believe that this theory is outdated, you can discipline your children whilst showing love and affection.

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Chapter 10:
We think a good balance is important but adding deliberate problems seems unnecessary. You should teach children to handle problems as they come naturally.  Kids now face entirely new and different challenges such as social media. The problems kids face will be different then parents but no matter what will still have challenges.

For some in group it was less about a who we wanted to emulate and more about people we did not want to grow up to be like. We also thinking having multiple role models is better then one person to emulate. None of us have ever thought about wanting to be like someone but we probably took on traits we admired about others without even realizing we are.

Through the IB curriculum we try to instill qualities that shape the children into global citizen as be we can. Make sure this school is a safe space for them no matter what their identities are.

Chapter 11:
We discussed things that we are doing that are hard. Examples: Learning languages, sports, instruments, staying healthy.

Extra curricular activities are great for training your brain to work in new and unique ways that are not often practiced at school. They are also more tailored to your interest.

We find it to be a positive to have activities outside of just work. Having something to look forward to things makes life more exciting.

We think CCA's would be better run by outside organization by experts in that activity so that they can be lead by someone who is truly passionate and insight that passion in the students.

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- Disagree with falsifying hardship growing up to inspire grit. There are more nurturing and authentic ways to do this.
- If you consider a lot of 'successful people' they have often not made it where they are due to grit.  A lot of privileged youth do not need grit to succeed, they're already set for life.

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Chapter 10. From our own experience, we think that parents usually teach their children their habits but they always want them to be better than them. We always felt supported by our parents but pushed to achieve better goals than theirs.
The culture also has a point in this situation.

Chapter 11. It is important not to give up when something get hard. That is something we teach to our students. Are we teaching them to be gritty?

We discussed some things that are hard for us like learning dutch, running activities outside the school, or keeping in touch with our relatives when being abroad. We all find it very positive in our lives to have that outside of work goals.

The question we asked ourselves: What kind of CCA is taking place in our school? Are CCAs related to our passion?
We discussed that if you have skills applicable to the CCA you're teaching, the children are noticing it more than if you offer a club you're not interested in or challenging for you.

Which certain clubs should be running the whole year instead of one term?

If a club is carrying on for the following term, Should the children from that club have priority to sign in the following term?

How many children in our school choose their club?
We have the feeling that parents need to be trained about what a CCA program is and what its benefit of it for their children!

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Chapter 10
Parenting for Grit
Good parenting is not conditional. It can be both loving as well as supportive.

h/w "last chance U" "cheer" netflix series, Coaches and team pushes students to achieve. Students drop out etc. Interesting examples of grit and perseverance against severe poverty and sometimes it's not enough. Racism/class. Examples of kids who have natural talent but dont have the consistency towards one goal where some kids who keep trying can build themselves up.

You need a good role model

Chapter 11
Extra-curricular
Is it the choice of the child? Are you teaching
Amity's CCA's should not be treated as babysitting. Aligning the times of MY and PY so the CCA's would be more efficient.
Should be based on their interest, students could generate the list and clubs?

Success by what measure?
In extra-curricular test did she ask if the students had the option to go to one? Could they afford to go? Within that 1200 is there an evaluation of socio- economic background

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Chapter 10
- Obviously depends on the type of "challenges" you faced - you wouldn't pass on a generation of trauma deliberately.
The world is a different place with each different generation; challenges that our parents may have faced may not be relevant or applicable in the world today.

- There needs to be a balance; has life become too easy for young people? Are we over-protective?

- We have taken on some values from our parents; what they thought was important (eg. being financially independent) has stuck with us.

- We decide what values we want to emulate; empathy, a better understanding of child development.

- We have a responsibility to be as positively impactful as possible. We empower each INDIVIDUAL to thrive!

- We should be ROLE MODELS for children, including more diversity.

Chapter 11
- Learning languages is both challenging and fun; "it keeps my brain going", "it adds a value to my life, a purpose"

- What hard things would you pick? Learn a new language, take up a new sport, build IKEA furniture, learning blacksmith skills.

- Hard Thing rule is a reasonable thing to abide by, and good for pushing everyone in the family!

- Our CCA's are often seen more as extra childminding/downtime/rest time for the children rather than "A Hard Thing". Some teachers value this for the children; they need to rest after a long day. Does that give off a good impression about what we offer in terms of extra-curricular? Would making CCA's "A Hard Thing" be inclusive?

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Chapter 10
-To learn to respect the value of things we have/ are able to join, we need to guide children/students and encourage them to develop their grittiness. There are occasions we (adults or children) need to do, join or participate, even if we don't want to, in these situations grit plays a big role.  What is the responsibility of adults in this matter? Both aspects of wise parenting, support and demand, are often needed.
-Children are not only emulating their parents, but also the targets, expectations or values parents(consciously
unconsciously) have  for them.
Chapter 11
Research regarding extra-curricular activities.
- Taster-sessions for CCA's
- Swopping CCA's for something very different for a week(for example)
-Fewer cca's, but more collaboration between year groups, teacher etc, to be able to offer more challenging and engaging activities.

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We talked about gritty parents. And the discussion evolved into talking about guiding young students at Amity, specifically with gender identify and the difficulties they experiencing in this generation.

We also spoke about transferring grit from parent to child and if and how that was possible.

We discussed picking a sport CCA that is continued throughout the year. For students to follow through, build skills in the activity and potentially compete with other schools. This can bring unity and school spirit.

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Non Friday Group (Anna, Maria, Ida, Nicole, Teodora) WEEK 5 & 6!

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Non Friday Group (Anna, Maria, Ida, Nicole, Teodora) WEEK 5 & 6!

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Chapter 10 & 11

Parenting
- Children need challenges but those challenges are/might be different to those we faced when we were younger. We should guide them on how to face challenges.

Emulation
Who have you emulated;
Teachers we have had
People I we have worked for in different fields
Friends
Parents (they can have a significant impact)

What do we hope to model:
- Follow your dreams, you can achieve the things you want if you work hard
- Resilience
- Problem solving
- Learning not to give up
- Growth mindset
- Kindness
- Not giving up

'Bringing Forth' the next generation
- We feel our children in school are very mindful of things and we have a great staff that care and we really focus on the children. We have the framework with the Learner Profile to support our children in developing in to well rounded individuals. We show that we care but have high expectations.

Chapter 11

The Hard Rule
- Doing things we find hard and challenging often have the a wonderful sense of achievement come with it. It can then inspire you to do others things and try other things we might think are hard.

Things we have done
Marathon training
Ballroom Dancing

Extra Curricular
- We found the research interesting
- The act of doing something hard but enjoy brings Grit.
- CCAs  - we should make sure that they stick at it

Our Group's Culture
- respectful, open, trust, sharing, everyone felt comfortable enough to share.
- Toxic - often we need to make a change, it can really effect you and you need to remove ourselves.

Tough Feedback
- We have experienced direct feedback and sometimes you need it.
- Sometimes we have to give ourselves tough feedback.

Conclusion
- We feel the book group has been a really nice opportunity to talk and spend time with colleagues we wouldn't normally get to see. We all enjoyed the conversations and getting to hear each other's perspectives.

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Non-Friday Group (Anna, Maria, Ida, Nicole, Teodora)

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Non-Friday Group (Anna, Maria, Ida, Nicole, Teodora)

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See Week 5 :)

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Culture of group 1: We have been positive but we are critical and analytical of the text. We found it a great experience to get to know staff from both sides of the building and building new relationships.

The individuals in this group created the culture.

We have all in at least one circumstance been in a toxic environment. We usually realize it is toxic by the level of stress in the groups.  If people are always being negative and bringing your mood down. When you change and are no longer acting yourself by theirs influences.

Chapter 13:

We do not disagree with grit but we do believe it is a nuanced conversation. You can't just ignore those hard realties. Grit is important but it is not the only thing.

Last Paragraph: It does not change our perception of the dad. It is about intention of his phrase and how young Angela interpreted it. Sometimes however saying the wrong thing pushes people in the right direction.

Biggest Insights: We believe that grit is important especially something to be reflective within yourself about. We all believe that we have had a lot of experiences in our life that made us gritty. We believe that not being as gritty can be a sign of how privileged someone is and that people aren't born with grit but build it as a result of circumstances throughout life.

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There was no pressure to say anything in particular, and our group is open to different ideas. We created a good environment to say something you know other people may not agree with, and also somewhere where you can change your opinion on something rather than 'digging down' into an opinion. We were able to find things we liked and did not like in the book, and the questions as a good platform for conversation.

It has been an excellent opportunity to get to know other people we wouldn't have spoken to otherwise. Listening to other peoples life experiences in relation to this book and also how understanding our groups different types of 'grittiness' has helped us understand broaden our horizons.

We talked about our experiences of working in places that have a 'toxic culture', and agreed that a common theme seemed to be that the 'toxic people' we met had created a culture where change was seen as a bad thing, because its better to stick to what people know best.

We discussed tough feedback, and the different between good and bad tough feedback. We agreed that some of us have received tough feedback that has been difficult to use for self-improvement, (be better at your job!), rather than something that will be hard to take but useful in the future.

The final question: Grit is great, but it is only one ingredient for what we need to be successful in what we are passionate about doing.

We really love the idea of the hierarchy of goals, something that can help to achieve a goal that you are really passionate about. Unfortunately the way our our society and culture works means that there are huge obstacles (for example gender and race) that means that it would be harder for some people more than others to use this book to be successful. We have really enjoyed our book club, and have learnt so much about each other, and we agreed that was one of the best things about the experience :)

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We all have toxic environments from work places to relationships, and how this has affected us now. Sometimes talking about this can be triggering.
We reflected on how 'gritty' we were to stick out these situations until they came to a natural end (The Hard thing Rule).

Our biggest insight (and culture of the group): Our group used the questions as a platform to learn more about each other. We feel that these conversations would have happened whether they had taken place in a book club, or a mindfulness club, etc. but that Grit did touch on topics that wouldn't have come up.
We value the idea of bringing people together and having professional discussions. We think more consideration should be given to non-native speakers.

Perception of dad: He didn't explain himself very well and child Angela clearly took insult from it. Though that probably contributed to her need to be gritty.

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Chapter 12- Culture of Grit

Our book club has a open and accepting culture. This was created by our ability to communicate and listen to each other, while getting to know each other.

Difficult to get out of a 'toxic' group. Do you run away? Are you able to see other options while in this group? All have been in a 'toxic' situation at some point in our life.

Feedback-

Need for providing constructive feedback to allow the person to grow, not 'nit picking' on little things for the sake of it.

Tough feedback can be hard to take but should be given constructively to allow the person to grow.

If you have received negative feedback in the attrition model, you know how horrible it is so know not to give people feedback in that way.

Chapter 13- Conclusion

Ending- We are all genius's in our own way. Discussed experiences of the term 'genius'- what it means to us, what it means working in a school. There should not be a set standard of what a genius is.

Biggest insight- It sounds nice in theory but it does not take into account the various systemic factors that influence our capacity to be Gritty. (learning difficulties, poverty, family status etc)

We have enjoyed spending the time together as a group and finding out about colleagues we wouldn't normally speak to.

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Within our group there are some things we feel passionate about that are not a focus in the book (which we feel should be), such as socio economic status. We, as a group, place importance on inclusivity

Toxic cultures can be found in many places including at work or in the home. Staying with people who are toxic, is that demonstrating grit or empathy? Sometimes toxic environments lead us to forget what we really believe is important

Some members feel that 'Grit' in this format has been oversimplified (black and white) and too far stretching, when the theme in reality is far more complex. Discipline and passion are important, but this book overly encompassing

One of the biggest insights is that our profession perhaps gives us a different definition of success - measuring growth as opposed to "achievement"

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We agree that the culture of our group has been very open and all parties have been willing to share personal experiences from their past. We felt that we could have been a more diverse group in terms of how we represent the different parts of the school and would be interested to have a bigger group with more mixed colleagues. We also felt that the timing (last thing on a Friday) is tricky.

We varied in our opinions re: the value of the book itself and debated the reasons why this might be. We did however feel that some of the questions in the powerpoint were interesting and insightful.

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+ Group culture: Critical, open-minded, food sharing, sharing responsibilities, creation of safe space to share experiences, ideas etc.
Culture was created by the opportunity to meet and get to know colleagues in a different setting. The diversity of the members of the group also contributed.
+ Toxic culture: lack of positive energy and outcome of working in the culture make us realize its toxicity. Overly competitive. Very heavy top down hierarchy. Threatening environment.
+ Attrition: Manager using fear and bullying tactics to run the organisation. Management taking credit for work not done by them and denying responsibility for failures.
+ Conclusion: We find the idea of Grit too materialistic, American-dreamish and potentially narrow-minded. Grit is only a part of success. And how does one measure 'success'? The idea of Grit works well for people with lots of opportunities etc. unfortunately we do not live in societies that provide equality of opportunity.
Change in activity can mean you are working to your goal. Determination, not giving up, trying... are important and positive by they are not the only thing that matters.

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-       Our group has been very open from the start, welcoming, a safe-space, friendly, calm, accepting, and interesting. This was achieved by reflecting on individual experiences from our childhood and culture (storytelling), listening.

-       By sharing your experience with other people (removed from the group/culture) it’s easier to identify that the culture is toxic.

-       We have experienced both models, the attrition model can have a lasting negative effect or be a driving force (unfiltered feedback). The developmental model can support improvement through a more conscious, knowledgeable approach.

-       We embrace grit, but it is important to recognize privilege. Luck is a big element. Money and time also play a role.

-       All the examples in the book were extreme success stories – not always relatable.

-       Passion/grit can sometimes require privileged in light of structural problems, racism, inequality and poverty. E.g. Where you were born, who your parents are etc
- Developing passion in your professional and personal life is important.

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We described the culture of our group as 'diverse gezelligheid' - friendly, good natured, risk takers, resourceful, out-of-the-box thinkers, caring and with positive and engaged attitude, open-mindedness.

Our personalities and different backgrounds have led to the positive culture within our group as well as our strong curiosity.

We've all experienced being in a toxic culture.

Majority of us have received constructive feedback and have learned something from it. In general, toughest feedback: whenever there has been lots of efforts and preparations gone into it and the person giving feedback gets provides this only on the final outcome.

Our final thoughts: Thank you for bringing us all together as a group!

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Chapter 12. A culture of grit

Q1. We agree with the idea of that the culture in which we live, shapes us. It takes long to recognize por own culture and then change it.

Q2. We had some questions about the creation of this group, like What was the intention or purpose of having the bookgroup?

We had some negative reactions at the beginning, but it has been nice to get to know us, to spend time and share our own stories and experiences. The mean idea of this group is to connect people and build bridges between us.

What about our school culture? Our students persevere and work very hard to achieve their goals, even when they get frustrated because they can’t do it yet, they show grit.

Q3&4. People showed up open-minded and positive since the first meeting. We have been good listeners to each other, we were interested in our different cultures and backgrounds. It felt a safe space, we felt comfortable and being respect from others. We had space for everyone to talk.

Q5. We need to be aware when we are in a negative environment, because it is not good for us. We could complaint if it is for taking action and making changes. We could have some coaching to help us deal with a toxic culture, talk to somebody about it and let them support you.

Q6. Development model vs attrition model. We could come with solutions instead of leaving it as a solution. We have talked about the Japanese culture, which is a very intense working culture.

Q7. It has hard when we see tough feedback, but sometimes it is good to hear it because it will let us work harder on it. But we also need positive feedbacks. The feedback doesn’t need to correlate of the way how we feel. Providing feedback to someone it means that you care about that person. We can recognise success but also failure, and that will let people success and get better. Some tough feedbacks could hurt.

Chapter 13. Conclusion

Some of our thoughts:

We changed our first idea that we got of the book (you need to be grittier).

How can you take control of the situations?

It changed the idea of natural talent.

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Recommended by Murat

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Now in paperback, this is an account of the history of humankind, from intelligent apes to rulers of the world. There were 6 species of human 100,000 years ago, but now there is only us, homo sapiens. How did our species succeed in the battle for dominance, how did we create cities and kingdoms, ...