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Educators are life-long learners. We are always searching for ways to improve ourselves for the betterment of our students. That looks different for every teacher. I like to listen to educational podcasts that are relevant to what I do. I listened to several this past year about the PLC process. I also thoroughly enjoy reading educational books to help with my classroom management. One I read recently is called Whole Brain Teaching for Challenging Kids. I was able to take strategies from this book and implement them in my classroom, where I saw great success!

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I use the Zones of Regulation in my classroom to help my students understand their emotions. When we have a better understanding of our emotions, we can understand how to control them and what they mean.

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This video shows a family who moved from New York to Pennsylvania and how the two young kids felt about the change.

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PBS KIDS Talk About | Handling Changes at School | PBS KIDS

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I attended the PLC at Work conference in 2024 and learned so much about the importance of collaboration for our students' benefit. This conference helped to build my confidence in the PLC conference, but also allowed me to take charge as a leader and work with my team to change old practices.

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Learn everything you need to know about the innovative PLC at Work® process from our world-renowned team of PLC experts.

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This article talks about 8 ways that teachers can continue to grow throughout their professional careers.

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In the dynamic world of education, teachers are responsible for shaping the minds of future generations. However, teaching and learning is ever-evolving, driven by advancements in technology, changes in curriculum standards, and shifts in student needs. This reality makes professional growth not just beneficial, but essential for educators who aim to stay relevant and effective in their teaching practices. This article talks about practical strategies that can help teachers navigate their professional development journey.

The journey of an educator is a continuous quest for knowledge. Lifelong learning stands as a testament to a teacher's commitment to excellence. It involves actively seeking out new information, skills, and experiences that can enrich teaching practices. This might mean enrolling in advanced courses, attending workshops, or simply keeping up to date on the latest educational research. By fostering a mindset of curiosity and openness, teachers can uncover innovative teaching strategies, adapt to changing educational trends, and inspire their students with a love for learning that transcends the classroom.

Participate in Professional Networks

In a profession as dynamic and diverse as teaching, building connections with peers can be incredibly rewarding. Professional networks, whether found through associations, social media, or educational forums, serve as a vital resource for support and inspiration. These communities offer a platform for sharing resources, discussing challenges, and celebrating successes. By engaging with these networks, teachers can discover new perspectives, collaborate on projects, and feel a sense of belonging in the larger educational community.

Taking on leadership roles within educational settings offers teachers a unique avenue for professional growth. Engaging in educational leadership goes beyond administrative tasks; it's about mentoring new teachers, leading professional development workshops, or contributing to curriculum development. These roles provide valuable experience and offer insights into the complexities of educational systems. By navigating these challenges, teachers develop a deeper understanding of how to effect positive change within their schools and communities, thereby amplifying their impact on student learning.

Feedback is a powerful tool for professional development. It provides an outside perspective on one's teaching practices, offering insights that might not be apparent from the inside. Teachers should seek feedback from their peers and mentors as well as from their students. This feedback, coupled with personal reflection, can highlight areas for improvement and guide teachers in refining their approaches to teaching. Reflecting on both successes and challenges fosters a mindset of continuous improvement, ensuring that educators remain responsive to the needs of their students.

Set Personal and Professional Goals

Goal setting is a critical step in the journey toward professional growth. By establishing clear, attainable objectives, teachers can focus their efforts on specific areas of development. These goals should be SMART: Specific, Measurable, Attainable, Relevant, and Time-bound. Whether aiming to integrate more technology into lessons, improve classroom management skills, or pursue further education, setting goals gives teachers a roadmap to follow, making the path to professional growth more structured and achievable.

Utilize Technology for Professional Development

Technology plays a pivotal role in modern education, not just as a teaching tool but also as a means for professional development. Online platforms, webinars, and educational apps offer teachers an abundance of resources for enhancing their skills. From interactive tutorials on classroom management to forums for sharing teaching materials, technology provides endless opportunities for learning and growth. Moreover, by staying updated with technological trends, teachers can integrate these tools into their classrooms, making lessons more engaging and relevant for their students.

Engage in Research and Scholarship

One of the most impactful ways teachers can contribute to their field and foster their professional growth is through engagement in research and scholarship. This involves exploring new educational theories, conducting classroom-based research, or examining the effectiveness of different teaching strategies. By contributing to the body of knowledge in education, teachers enhance their understanding of teaching and learning while also positioning themselves as thought leaders in their specialty. Presenting findings at conferences or publishing articles in educational journals can further elevate a teacher's professional profile, opening doors to new opportunities and collaborations.

Reflective practice is a deliberate process where teachers analyze their teaching methods, classroom management strategies, and student interactions to identify areas for improvement. This introspective approach encourages educators to think critically about their actions and decisions in the classroom. By regularly reflecting on their practice, teachers can make informed changes to their teaching styles, adapting to the diverse needs of their students. Reflective practice leads to personal and professional growth while also enhancing the learning environment, making it more conducive to student success.
Conclusion
The process of professional growth for teachers is a continuous one, marked by an ever-present need for adaptation and improvement. The strategies outlined in this article-from embracing lifelong learning to implementing reflective practice-provide a roadmap for educators dedicated to enhancing their practice and making a meaningful impact on their students.

As educators navigate this path, it's important to remember that professional growth is as much about the journey as it is about the destination. The challenges faced and the lessons learned along the way are invaluable, shaping teachers into resilient, reflective, and skilled educators. By committing to these practices, teachers can ensure that they remain responsive to the changing landscapes of education and the diverse needs of their students.

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8 Ways Teachers Can Foster Professional Growth

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In the dynamic world of education, teachers are responsible for shaping the minds of future generations. However, teaching and learning is ever-evolving, driven by advancements in technology, changes in curriculum [...]

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My principal always comments on my "reflective nature" and compliments the changes that I make in my classroom in order to improve for my students. This is one of the most important characteristics for a teacher. When we are reflective, we are able to constantly grow and change.

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Teachers who take time daily to reflect on what worked in class and what didn't can better assess areas for improvement and begin to make necessary adjustments.

Never before has the profession of teaching been more taxing. During this global pandemic, teachers are asked to come to their job each day ready to work, create engaging lessons, and maintain their own mental health and that of their students. In addition, they're asked to toggle between face-to-face and online learning environments, often at a moment's notice.

In order to thrive in these uncertain times, it's essential for teachers to gain a sense of agency and control. Developing a reflective practice is an important tool for this work. The good news is that at some level, teachers are already thinking about what is working in their classrooms and what is not. Through a more formal approach, they may begin to further hone their practice, collaborate with colleagues, and begin to develop ways to translate practical skills from the traditional classroom to the digital learning space.

Document Your Own Experience

Take time to block out the current uncertainties of the world and reflect on what you have control over: your teaching practice. Keeping a reflective journal is a great way to begin this work. Developing a journaling practice is not a novel idea. However, this activity will help you build resilience, an essential mindset given the current teaching landscape.

Taking a cue from the practice of mindfulness, reflecting on your daily practice allows you to pay attention to the present moment and will help keep feelings of overwhelm at bay. Journaling will also help give you a better understanding of where to focus your efforts for improvement.

In terms of student learning, what really worked during this lesson? What didn't?

What proves that students actually learned?

What teaching skills did I use to promote learning?

Was there a moment in which I really connected with a student?

Starting with one lesson, consider questions such as the following:

Responding to these questions should take no more than 10 minutes or so. When writing, try to write down as many of the details as possible. Reflecting on aspects of the lesson that worked as well as thinking about what did not are equally important.

Additionally, if you are currently teaching face-to-face, reflect on the lesson through a virtual teaching lens. Questions such as "How might I transfer what worked in this lesson to an online experience?" will help you build your online repertoire based on in-person successes. This reflection will also help you think strategically about the shift to remote learning and prepare you in advance of any adjustments.

Create a Guiding Question

How might I create more moments in this lesson to work one-on-one with students?

How might I incorporate more ways to check for understanding?

How might I provide ways for students to support one another?

How might I connect with each student while teaching this lesson online?

It's easy to recognize what didn't work in your lesson. It's much more challenging to then turn these struggles into reflective questions to improve your practice. Creating guiding questions is one way to begin this deeper work. Start by developing your question around one self-observation. For example, perhaps you noticed that you didn't have enough time to check in with each student during the lesson. Examples of guiding questions for this situation may include the following:

It's important to make sure that your question relates back to a specific observation you made about your own experience. Try not to make your guiding questions too broad; they should refer to adjustments to your practice that you can implement immediately. Keep in mind that you will want to create a question that can be assessed through observable results.

Partner With a Colleague

Have you had a similar experience in your classroom?

Do you have any strategies you used that were successful?

Are there strategies that you thought would work but didn't?

How would you address this situation in an online class? Would the solution look different?

Invite a colleague to join you in this process. If this type of interaction is new to you both, take time to get to know one another on a professional level. Compare your teaching styles, including your strengths as well as your areas for growth. This relationship-building process doesn't need to take months to accomplish. The key is engaging in thoughtful, honest, and focused conversations from the get-go. Share your guiding questions. Then, working together, brainstorm solutions. Conversation starters may include questions such as these:

Talking about both successes and failures as they relate to your practices allows for a richer discussion. Depending on your school's status, these discussions can occur either face-to-face or online. Use the time together to share knowledge, create inspiration, and codesign quick solutions to address your guiding question.

Take it a step further by then inviting your colleague to observe your newly edited lesson. Use the guiding question to form the focus of the observational work. Again, these collegial observations can be done in person or online. By working with another teacher in this manner, you are building agency, developing empathy with colleagues, and adding to the collective knowledge of your faculty.

Developing a reflective practice needs to be deliberate. Engaging in these practices will help keep you engaged and present in your work. Balancing a reflective mindset with actionable adjustments to your teaching will help you stay nimble and in control during these uncertain times.

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The Benefits of Developing a Reflective Routine

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Teachers who take time daily to reflect on what worked in class and what didn't can better assess areas for improvement and begin to make necessary adjustments.

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People react to change differently. Some embrace change with curiosity and enthusiasm. They look at change as a way to grow and try something new. Others resist change, often due to fear of the unknown. Teachers may feel overwhelmed with changes if they come without support from administration, and therefore students feel that pressure as well. Emotions can change over time, while the initial shock may lead to panic, frustration, and a feeling of overwhelm, with the right support, it can change to enjoyment, and confidence.

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This article from the Surviving Mom Blog talks about the way people perceive change through a fixed mindset and a growth mindset. The author also provides a list of strategies for nurturing a growth mindset. While we are educators, a lot of times we get to play that role of "parent" as well, and parenting blogs are a great place to get information.

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Our mindset determines how we view the world. It is through this lens that our thoughts, behaviors, careers, ambitions, and relationships with others are shaped. Our mindset will ultimately determine our life choices. Our mindsets are either known as fixed or growth. Fixed mindsets and growth mindsets will be explained in this article, as well as strategies to shift to a growth mindset in both adults and children.

UNDERSTANDING THE DIFFERENCE BETWEEN A Fixed Mindset and Growth Mindset

The concept of fixed mindset and growth mindset was first researched by psychologist Carol Dweck in 2006. She determined that these mindsets are formed very early in life.

Those with fixed mindset believe that intelligence and abilities are static. They feel that effort will not improve their mental skills or any other types of skills. They therefore don't exert extra effort. The focus of those with this mindset is result oriented as opposed to progress oriented. If there is a skill that is lacking, they will avoid that skill and often feel ashamed about it. They try to always appear intelligent because they see failure as a lack of intelligence. They are not receptive to constructive criticism because of a belief that no good can come from it. They are also threatened by others' success.

When you have a fixed mindset, you believe that your traits cannot be modified. Therefore, it is pointless to take any risks or try new things. People with this mindset often find themselves "stuck" because they do not believe they are able to improve their life circumstances. As a result, they do not reach their full potential. They are unwilling to put in the work to improve their quality of life and their relationship with others because they don't see the purpose in doing so.

Those with a growth mindset view the world in a completely different way.

They believe that intelligence is something that can grow with effort, learning, and perseverance. Those with this mindset believe that your traits and behaviors can change. They embrace learning a new skill, trying a new thing, or taking a chance because they believe in personal and professional growth. They focus more on effort as opposed to results because results aren't permanent. They are also more receptive to constructive criticism because it is an opportunity to learn more about themselves and gain additional insight.

People with growth mindset believe their potential is endless because they continue to work on themselves. They will find inspiration and encouragement from the success of others. They will continue to work towards goals, while valuing hard work and progress. People with this mindset are more likely to challenge themselves in every aspect of their lives because they feel that growth is possible.

It is important to note that children with fixed mindsets prefer to do the things they already know how to do. They don't want to put in the effort to learn new things because they feel their challenges indicate a lack of intelligence. They are also more likely to lie about their performance because they measure intelligence in the form of results.

Children with growth mindsets are open to challenges because they see them as opportunities to learn new things and increase their intelligence. They will continue to put in the effort and learn things that are difficult for them. Children with growth mindsets believe success is possible with continued effort. They may be disappointed if they get a bad grade, but they will bounce back and keep working at it.

STRATEGIES TO SHIFT YOUR MINDSET IN ADULTS AND CHILDREN

The above information has demonstrated the advantages of a growth mindset. The good news is that someone with a fixed mindset can change their mindset to a growth mindset. If you or your child have a fixed mindset, use the following strategies:

(1) Be aware of your strengths and weaknesses

It is important to recognize that none of us are great at everything. We are not perfect, and each of us have areas of weakness ( developgoodhabits.com, 2020).

(A) Discuss or list your weaknesses and strengths. Then pick one weakness that you or your child would like to work on. Look at those weaknesses with curiosity as opposed to judgment. For example, if you are always late, figure out what is the cause. Are you not giving yourself enough time to get ready or are you getting distracted and doing something else that prevents you from staying on course? Brainstorm on ways to grow in this area.

(B) Remember that weaknesses are opportunities for improvement. Setting goals should be about embracing growth rather than results. There are times that as hard as we try, we are just not going to be great at something. It is okay and inevitable. Remember that the effort is what matters. Try to learn from your weaknesses as opposed to seeing it as a waste of time. For example, I am not a great drawer. With practice I have gone from awful to mediocre. Despite my best efforts, I am never going to be Thomas Kinkaid. However, I will still draw with my daughter, and I enjoy it tremendously. I have learned that doing things from the heart is what makes my drawing beautiful.

(C) Flaws should be seen as part of what makes us human - just as freckles or a mole are not indications of failure, neither are our flaws. Flaws are not to be seen as ugly or feared.

(2) Remember that our brains have the capacity to learn new things

(A)Tell yourself or your child repeatedly that our brains can get stronger, just like a muscle. Whenever you or your child feels discouraged about something that is difficult, remember that our brains have the capacity to learn, and we can form and strengthen neural connections which make us smarter ( mindsethealth.com, 2020). Learning throughout life allows your brain to form new connections throughout life.

(B) For a child, give the analogy of how our brain is full of lightbulbs and every time we try something new, a new lightbulb gets turned on. The more we work at a particular skill, regardless of outcome, the brighter the lightbulb will shine. This makes your brain stronger. If you don't try new things, the lightbulb for that skill will never turn on ( mother.ly, 2020).

(3) Lean into challenges and risks instead of avoiding them

(A)When you or your child continue to work on a difficult task, acknowledge it. Give yourself a pat on the back for trying something challenging, and tell your child that you notice that they are working hard.

(B) When something challenging presents itself, view it as an opportunity to learn and grow.

(C) It is okay to feel fear about a new situation or challenge, but remember that trying new things and taking risks allows us to learn new things about ourselves.

(D) Teach your child what "grit" means and remember the importance of grit when facing challenges. Growth requires perseverance, resilience, and determination ( positive psychology.com, 2021).

(4) Be mindful of praise

(A) Praise should be given for a specific action, not given as a generalization. For example, praise your child for how clever it was to try different ways to solve a puzzle rather than saying your child is clever.

(B) Whatever the outcome might be, make sure to focus on the effort rather than the outcome. If your child studies really hard for a test, whatever the grade may be, make sure to give praise for the amount of hard work as opposed to the result. Perfection is not the goal. For example, if your child studies really hard, but never does well in chemistry, praise him for how hard he tried. Likewise, if you try a new skill and it doesn't work out the way you wanted it to, focus on how hard you worked at this new skill ( psychologytoday.com, 2020)

(C) Praise yourself and your child for using this new mindset. Remember to cheer yourself and others on when they grow.

(5) When you or your child catch yourself thinking in a fixed mindset, reframe it into a growth mindset

(A) Remember that learning new things and facing challenges won't result in immediate outcomes. It takes time to learn and improve ourselves.

(B) When you feel discouraged or find yourself falling back into your old way of thinking, take the time to acknowledge that this is your fixed mindset. Then challenge that way of thinking using a growth perspective (For example, This is hard, but I am going to give it a try, trying new things helps me grow, practicing helps me get better at something). ( positive psychology.com, 2021).

(C) Replace judgment with compassion and acceptance - instead of seeing your lack of success as a failure, remember that you are learning.

(D) "Yet" is a powerful word, and helps us shift our mindset. If you or your child have not accomplished something, remember to include the word "yet". This allows room for growth. For example, "You haven't figured out how to build the tower yet."

(6) Learning should always be the priority

(A) Figure out what you/your child's learning style is (visual, auditory, kinesthetic, combination) and use that style to learn new things. However, be open to learning in new and different ways, as there isn't a one-size-fits-all method to learning ( developgoodhabits.com, 2020).

(B) View constructive criticism as an opportunity to learn, and be receptive to what others are saying.

(C) Remember that areas that need improvement simply means you are still learning them.

(D) Take time everyday to think over the things you have learned and the opportunities you took or can take in the future.

(E) When others succeed, see their success as an indication of the ability to learn. When others make mistakes, see it as a reminder that we are all imperfect and forever learning. In both instances, reflect on what they did or could have done differently, and use it as motivation for your own learning journey.

(F) View learning as a continuous way of training your brain. When we have nothing to learn, our minds cannot grow.

(G) Each time you or your child accomplishes a goal, seek out a new one. This allows continuous learning.

(H) It takes time to learn, and you and your child must be mindful of that to prevent falling back into a fixed mindset. As a result, give kids space to figure things out for themselves. Part of the learning process is to make mistakes and be unsuccessful. Those with a growth mindset understand that trial and error allows us to learn.

(7) Speed is not important

Remember that it is the journey that matters as opposed to the destination. It is okay if it takes longer to develop a new skill, but the important thing is to try our best as opposed to accomplishing something as quickly as possible ( positive psychology.com, 2021).

(8) Model your own growth mindset in order to help your child work on theirs

It is important that you develop a growth mindset if you don't already have one. This is necessary to set the right example for your children. It is okay if you have setbacks. Use them as opportunities to catch yourself and point out to your child how you reframe your thinking. Using and modeling these strategies helps your child to do the same ( mother.ly, 2020).

A growth mindset isn't born overnight, and it won't happen overnight. However, with time and practice you can change your mindset into one of growth. Learning and growing as a person and in all aspects of your life allows endless opportunities. The sky is the limit for you and for your child when you view life through a growth mindset.

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How to Shift Your Mindset: Fixed Mindset versus Growth Mindset

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Our mindset determines how we view the world. It is through this lens that our thoughts, behaviors, careers, ambitions, and relationships with others are shaped. Our mindset will ultimately determine our life choices. Our mindsets are either known as fixed or growth.

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This lesson from begoodpeople.com is used yearly in our kindergarten classes to teach our students about a growth mindset. The website also includes ideas for intervention groups to help students who are struggling with this.

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Using a Growth Mindset - Lesson Slides (K-3) - Core Edition

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"I can either react to change or I can participate in it"

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"I can either react to change or I can participate in it"

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Change is Inevitable | Tips for Navigating Change  | Steve Harvey Motivation

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The Reynold's Defense Firm does a great job defining the difference between change and growth and helping to identify which one you need.

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Change vs. Growth - and which one you need - Reynold’s Defense Firm

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What are the differences between change vs. growth? Read on to see how these concepts are related and how they differ.

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This video explains Carol Dweck's theory about growth vs. fixed mindset.

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Do You Have A Fixed Mindset? | Growth Vs Fixed Mindset | Carol Dweck

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As a kindergarten teacher, I love to use stories to help teach my students about growth mindset. Rosie Revere Engineer is a great example of a story to teach this challenging topic.

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'Rosie Revere, Engineer' read by Lea Michele

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As I was doing research for this project, I kept coming back to how much of an influence teachers have on our students. We make such a big impact on our students just by the way that we think and act. If a teacher has a fixed mindset that their student "can't" do something, they are likely not going to put as much effort into that student. If that same teacher has a growth mindset and has high expectations for that student, they are more likely to rise to the challenge and prove themselves.

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There are many ways that we can guide our students through change, the biggest one: our mindsets.

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There are many ways that we can guide our students through change, the biggest one: our mindsets.

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This article talks about why it is so hard to change, the steps that it takes to truly change, and ways that you can stay on track to make a change in your life.

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Change? My pastor, Keita Andrews, frequently says, "The only one who wants a change is a baby with a dirty diaper." I know what he is talking about with an infant and 2 year old in the house. I learned this early in life but I didn't understand it until I became a camp counselor. It becomes most apparent to me in physical skills like swimming and skiing. Change is a process to stop a habit and establish a new habit. Habits are like tape, they want to stick around.

The first step in change is deciding to change. Review this post Habit Modification about how to change a habit. Then come back here to find out why we don't succeed with change. With that information, we can take steps to prevent the "quit".

No really, go and look at Habit Modification before you come back here...

Welcome back:

Remember, not deciding to change is deciding to stay the same. That is what inanimate objects do and you're not an inanimate object. You are a human being created in God's image. If you don't know what you want to change. Talk to Him and listen. He's got plans for your life. So lets get into it and discuss the stages of change and then the tips to blow through them.

Stages of Change

This has come across my mind twice in the last few months and that initiated the topic for todays post. Don't worry about how "blah blah blah" these sound because I'll explain and expand on them below.There are 5 stages of change:

1. uninformed optimism

2. informed pessimism

3. valley of despair or crisis of meaning (I like to say the Pit of Despair-like in The Princess Bride)

4. informed optimism

5. change completed

Uninformed Optimism - Alright, you found a change you want to make. You've looked at how it will positively impact your life. You have visualized the change being a part of your life. You are pumped up. Excited to go. Lets get this done.

OK, that takes into account the optimism, now for the "uninformed". What doesn't come immediately to mind when contemplating the outcome of this change, is the work it takes to get it done. Once this realization sets in, you've moved to the next stage.

Informed Pessimism - Ugh, this is hard. There is so much work and commitment. Can't I take a day off?

You've reached the point where you realize this is going to take a bunch of work to complete. You are feeling the pain of the work you have done. You question the value of the change you are working on because you've become informed. As you keep plugging away at the work to change, you'll reach a breaking point and that will move you into stage 3.

The Pit of Despair - I can't do it. I don't have what it takes. I'm all alone. No one has ever done this.

You've been working so hard and using all kinds of negative self talk and emotionally you are at the low point of the change. It looks good to go back to before you even considered the change because it is so much higher than where you're at now. This is the critical point, the breaking or winning point, the bottom. What you decide to do here will determine if you succeed with this change or fail (remember failing is as good as succeeding because they are both learning!).

This is the point near the end but it feels so bad. Its the breaking point because you either decide to push through and "finish" the change or revert back to the way it used to be, to something "comfortable" only because it is familiar-not better. Familiar! Since we come from this low point we feel better going back to the old normal. This is where you decide if you're going to dig 2 more feet to the gold or quit. Pushing past The Pit of Despair will bring you to the next stage.

Informed Optimism - You decided to push through. You decided the change your after is worth the effort. I can do it. It's feeling better already. This feels good.

Now you learned, become informed. You know what it takes to make this change. You can start to see the fruits of your labor. All these factors contribute to a new feeling of optimism, a "can do it" attitude. The final steps are easy. I am in this stage right now with my Miracle Mornings. Today was my 33 Miracle Morning. It is pretty easy to get up at 4:00 a.m. now. Now that I'm informed and optimistic. This stage can last a long time but eventually you won't even have to think about this new behavior.

Change Complete - You no longer call it change, you call it normal and that is the last stage. Or, state might be a better word. Because you have found a new state of being. You look back and DOWN to your starting point and you enjoy the progress you've made. It changes your thinking all the way around because you have new skills of change, a new strength for change a whole new optimism.

Blowing Through Change

A journey through the stages of change might look like this. On a scale of 1 - 10 of our feelings, lets say you start at a 5 just plain normal. Then you find something you want to change, or break out of denial and find something you must change. You have glimpses of how this change can improve your life. You enter uninformed optimism and move up to a 6, 7, or 8. It is time to do your best at finding out everything you can about this change. Find and talk to people who have made this change and hear their stories. Their struggles. Don't ask them how they did it. Ask them how they would do it now if they needed to do it again. Then talk to your mastermind, coach, accountability partner about this change.

Doing all this work immediately, during this "optimism" phase does two things. First, it accelerates you to the next phase. Second, it decreases the depth of your Pit of Despair. Getting the firsthand stories of suffering to make this change, sets the expectation in you mind. Visualize the work, the effort and the life to come. Really set the life to come in your mind. Build up the why you're doing this so strong. Visualize it with all your senses. Turning on this acceleration speeds you to the Pit of Despair but doing it this way creates the momentum to blow right through it.

You are soundly entering the informed pessimism stage but you have created such a why you're doing this vision along with the realization of the work involved that you know you only need to leap the Pit of Despair to arrive. Its not going to be easy, but it will be easier than you've ever experience before because of how you leveraged the initial optimism stage. You are soaring down from your 6, 7, or 8 right past 5.

You are going headlong into the pit of despair. The quality of your support system, your visualization, and your why determines the depth of your Pit of Despair: 4, 3, 2, or 1. Those factors also determine the duration of your Pit. The more you practice these preparation for change steps, the shorter and shallower your Pit of Despair becomes. It is the goalmentum I shared with you back in February working for you.

Continue to grasp your vision, your why, and your support as you enter informed optimism because even at this point there are some tendencies to feel like "I did it" while it is still changing. Human nature is trying to trick you into thinking you have established the new normal when you really haven't yet. This is where the support comes into play. Your support system can see which direction you are moving, if you use them. This will ensure that your informed optimism continues to take you to complete change and to a feeling of 6, 7, 8, 9, or 10 above your starting point.

You will only know you are done when the change is automatic. You will only keep the change if it continues to support your "why". Your mastermind or support system will help you visualize your why and assure your changes are in line and lead you to new changes.

Take the next change you are going to make in your life and take the steps to accelerate and affix the change into perpetuity:

Define your why

Refine your support system and accountability

Know what it takes to make the change

Take action

If you don't have a support system, choose a Life Champion Mastermind or Individual Championship.

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Change - What Does It Look Like? And Why Can't We Do It? - Life Champion

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Change? My pastor, Keita Andrews, frequently says, "The only one who wants a change is a baby with a dirty diaper." I know what he is talking about...

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This video gives us four tips to grow through the most challenging changes.