Growth Mindset Coaching

Tap into your potential. It all starts with shifting your mindset. Once you gain new perspectives on mistakes, challenges, obstacles, and fear, you can begin tackling anything that comes your way. Suddenly, you will begin seeing the success of others as motivation. If they can do it, so can you. 

It is all about HOW we think. 

Let’s “SHIFT” that way of thinking by addressing: underlying fear, view on mistakes, worldview, challenges, difficulties and obstacles, feedback, success of others, accepting and offering help, learned helplessness, and dependent thinking and learning. 

Let’s "ANALYZE" how the brain works: neuroscience, why we are stuck, fear vs reality, self- fulfilling prophecies, strategies, success of others, and motivators. 

Let’s "DEVELOP" your potential, transferable skills and strategies, self-efficacy, executive function skills, planning, goal setting, and seeing things through.

As a university professor and teacher trainer for many years,  I have had the privilege of preparing thousands of teachers and future teachers to use the most innovative teaching methods and techniques. Once in a while, I would be met with the same question: "How do I GET the students to do xxx?" You can have a program or course with the most innovative methods, equipment, books, technology and so on. However, there will still be a certain (sometimes large) group within that program or course that are in "passive" learning mode or worse totally reject an opportunity to learn.

How can you help your participants, workers, or students to help themselves if the leader, organizer, teacher, or caregivers also feel they cannot make a difference? It is very hard to get communities to change their mindset if the members of the organizations / families have not gone through  this process as well.  I recognized that not only were the students stuck but also the administrators, organizers, leaders, teachers, and caregivers. How could we get the participants to change their mindsets if we did not also do so?  

It became very clear that I needed to bring much more of my experience and knowledge as a professor of  learning theory  (educational psychology) into my training. I could see that teachers and students were getting bombarded with all kinds of methods, but really did not know WHY there were using these methods or HOW to use them effectively. They were lacking in information on how people learn. In fact, it is even more important to look at what holds people back from learning and try to tackle that first. 

For many years, much of my work has been dedicated to preparing teachers and future teachers to teach their students content in English (CLIL) through methods such as project-based learning, problem-based learning, flipped classroom, and AFL-assessment for learning. The same issues teachers see in their students, I also saw with teachers and university students: a limited number of people in class who actually participate and take charge of their learning. A vast majority too scared to speak or participate or in "passive mode" WHY? 

Most likely, something happened in past learning experiences that "turned them off" and they had developed poor learning habits, low self-efficacy, dependency, and a form of learned helplessness. Many are also lacking in proper development of executive function skills and are suffering from a FIXED MINDSET. They have rejected the opportunity to take charge of their learning and many times BLAME others,  make EXCUSES, or lack in ACCOUNTABILITY. 

This is when I started adding more learning theory, neuroeducation, executive function skills,  and growth mindset into EVERY course I was teaching. I could see everyone needed it. In fact, my limited time with teachers and my university students was not enough to undo years of destructive thinking and learning patterns.  At least, I was able to give them a taste of another way of thinking and being in a short period of time. This is certainly not to say that everyone was in this pattern. However, the number was large enough within each group that I could see a real need for helping everyone work on these areas of learning. 

It is very difficult to start changing these patterns (although not impossible as we know from neuroscience and conccepts of plasticity) when we get older as the patterns and behaviors have become fairly well cemented into our beings. 

With time and support, we can begin working through these obstacles , face unrealistic fears, and change our perspectives on how we feel we are limited. Most of these limitations are self-imposed. 

There is no quick fix to this. However, it IS possible to overcome many if these limitations and begin to launch yourself forward. All it requires is some dedication, effective effort, and support. This is where I come in. 

Any program, teacher, or individual that deals with teaching and learning can benefit from my unique training / coaching services: on-line, in person, courses, and workshops.