Why brains and talent don’t bring success
How they can stand in the way of it
Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them
How teaching a simple idea about the brain raises grades and productivity
What all great CEOs, parents, teachers, athletes know
Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference.
In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.
In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.
Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships. When you read Mindset, you’ll see how.
6 Pillars of Character
Trustworthiness (think true blue)
Respect (think the Golden Rule)
Responsibility (think green for a garden or finances or as in being solid like an Oak Tree)
Fairness (think of dividing an orange into equal sections to share fairly with friends)
Caring (think of a heart)
Citizenship (think regal purple as representing the state)
The purpose of advisory is to provide a caring environment in which a student can feel comfortable learning about him/herself and the people around him/her.
Please feel free to give me feedback for upcoming Advisories!
Executive Functioning Skills
The ability to stop one's own behavior at the appropriate time, including stopping actions and thoughts. The flip side of inhibition is impulsivity; if you have weak ability to stop yourself from acting on your impulses, then you are "impulsive."
The ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation.
The ability to modulate emotional responses by bringing rational thought to bear on feelings.
The ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies.
The capacity to hold information in mind for the purpose of completing a task.
The ability to manage current and future- oriented task demands.
Organization of Materials
The ability to impose order on work, play, and storage spaces.
The ability to monitor one's own performance and to measure it against some standard of what is needed or expected.
*Activities are available under the executive functioning tab if you would like to incorporate some into your advisory period or with a particular student of yours who may be struggling.