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“There are many myths about ability and achievement, especially about the lone, brilliant person suddenly producing amazing things.”

My thoughts on this were that each student have differnt needs and abilities and it’s our job to help them figure it out and encourage them to keep going and to do their best.

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“This low effort syndrome is often seen as a way that adolescence assert their independence from adults but it is also a way that students with a fixed mindset protect themselves”

This stop out to me because this mindset could be holding students back from trying because they feel it’s safer.

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“But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and I’m their classrooms a weird thing happened. It didn’t matter whether students started the year in the high or low ability group. Both groups ended the year way up high.”

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Now back to the first question. Is everyone capable of great things with the right mindset? Could you march into the worst high school in your state and teach the students college calculus? If you could, then one thing would be clear: with the right mindset and the right teaching, people are capable of a lot more than we think.”

This quote highlights the power of mindset and great teaching, suggesting that with the right support, people can achieve far more than we often expect. While it’s an inspiring idea, it oversimplifies complex challenges like poverty, trauma, and unequal access to resources. Not everyone starts from the same place, and real growth takes time, patience, and strong foundational learning. Still, the quote serves as a powerful reminder to believe in people’s potential and to create environments that help them succeed.

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“This chapter is about real ingredients in achievement. It’s about why some people achieve less than expected and why some people achieve more.”

This quote stood out to me because it takes into account several factors that lead to success or the moment of discovery. It has to do with how some people are more willing to put effort and taking charge of the learning process. It is not simply about being smarter than others, rather the level of effort they put in and how comfortable they are with struggling.

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“In the fixed mindset, imperfections are shameful- especially if you’re talented- so they lied them away”

I chose this quote because I remember in elementary school struggling in some subjects, usually math. However I was always nervous to ask for help because my friends weren’t struggling and I thought I would like dumb if I admitted I didn’t understand something. I felt like because I did do so well in other areas, I should be able to understand everything perfectly. Now I see that was a fixed mindset way of thinking and I was limiting myself.

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In my family, to be good is to fail. To be very good is to fail...The only thing not a failure is to be great.

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"The fixed mindset limits achievement "

This quote means a lot because a person sets limitations in their own mind when they are closed minded.

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“This means there’s a lot of intelligence out there being wasted by underestimating students’ potential to develop.”

This quote is an important reminder for me as teacher that every student has potential and abilities. I do believe that every student is capable of learning and growth and this quote really captures that message. Focusing on students abilities instead of where they struggle or have difficulties helps us recognize students individual intelligences.

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“It no wonder that many adolescents mobilize their resources, not for learning, but to protect their egos.”

When I was younger I never wanted to raise my hand to answer questions in front of the class because I was afraid of looking or sounding “dumb.”

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“Our students with fixed mindset who were facing the hard transition saw it as a threat”

The impact of having negative mindset can determine the influence it has on education, learning experiences, and how we view tasks. A student with this mindset can have difficulty trying to take on tasks or new experiences.

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“Just because some people can do something with little or no training, it doesn’t mean that others can’t do it (and sometimes do it even better) with training.”

This implies that even if someone appears to be naturally skilled at something, it doesn't mean that others can't learn and practice to become equally or even more skilled. Anyone can get better with practice and effort; talent isn't fixed.

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"The growth mindset gives people... a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning."

This quote signifies for me as a teacher that ability isn't something permanent or a given, but rather, something that can be cultivated with effort, strategy, and support. It serves as a reminder for me that my role includes not only transmitting knowledge but also helping students internalize that they can improve and do achieve success through effort and thoughtful approaches. It also underscores the need to garner a positive attitude towards supporting students to confidently embrace challenges, learn from mistakes, and consistently strive for improvement. In the context of my teaching, this is my philosophy: I embrace challenges and, as a teacher, I respond to setbacks rather than seeing them as definitive failures. I view them as chances to enhance learning and build resilience. I also respond to challenges by praising strategy instead of talent which fosters confidence, motivation, and growth.

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"Because They think in terms of learning, people with the growth mindset are clued in to all the different ways to create learning."

It reminds me that real learning isn't about having all the answers, it's about being open to the process. When students have a growth mindset, they're willing to try new strategies, ask questions, and keep going even when things are hard. As a teacher, I want to create a classroom where curiosity is valued and mistakes are seen as part of the learning journey. I also want to model this mindset myself by being open about how I learn, try new teaching methods and show that learning never stops.

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"As we feared, the ability praise pushed students right into the fixed mindset... In contrast, when students were praised for effort, 90 percent of them wanted the challenging new task that they could learn from."

This shows that praising students for being “smart” can make them avoid challenges, while praising their effort encourages them to take on challenges and keep learning. It’s a powerful reminder to focus on effort in teaching.