Mindset By Carol S.
Dweck
Notes
Fixed Mindset Growth Mindset
- discouraged by failure - don’t see failure, rather view as an opportunity to learn
- out to prove oneself - process focused (method)
- “will I?” - “The passion for stretching yourself and sticking to it,
- outcome is a direct measure of competence and worth even (or especially) when it’s not going well, is the
- loose interest when not “feeling” (I find this hall-mark of the growth mindset” (pg. 7)
interesting) smart or talented - thrive on challenge
- expect ability to show up on its own - failure does not define you, it is meant to be faced,
- failure becomes an identity (I am a failure rather than I dealt with, and learned from
failed) - pushed by depression (when times get tough they
- when fail, they repair their self-esteem by assigning increase determination)
blame and making excuses - love what they are doing, process more than product
- high levels of depression - starting point for change
- everything is about the outcome - gain confidence despite mistakes made in the process
- stands in the way of development and change - pg. 57 grade raises when transiting to junior high
- loss of confidence in the process - pg. 59 Adolescence view high school as a time to figure
- pg. 57 grades drop when transitioning to junior high out what they like and what they want to study in the
- pg. 58 Adolescence want to take the easiest route in future.
high school so they don’t have to work hard. - Pg. 62 study by finding themes, and correlations
- Pg. 62 study by reading notes and memorizing among material
- Pg. 67 “it makes other people into judges instead of - Pg. 70 “Just because some people can do something
allies.” with little or no training, it doesn’t mean that others
- Pg. 70 “someone’s early performance tells you all you can’t do it (and sometimes even better) with training.”
need to know about their talent and their future.” - Pg. 76 stereotypes don’t disrupt performance.
- Pg. 75-76 “both positive and negative labels can mess - Pg. 80 “the growth mindset people – even those who
with your mind. When you’re given a positive label, are target of negative labels – use and develop their
you’re afraid of losing it, and when you’re hit with a minds fully. Their heads are not filled with limiting
negative label, you’re afraid of deserving it.” thoughts, a fragile sense of belonging, and a belief that
- Pg. 175 “if success means they’re smart, then failure other people can define them.”
means they’re dumb.” - Pg. 194 “The great teachers believe in the growth of
- Pg. 201 “Fixed-minded teachers often think of the intellect and talent, and they are fascinated with
Mindset By Carol S. Dweck
Notes
themselves as finished products. Their role is simply to the process of learning.”
impart their knowledge.” - Pg. 199 “Growth-minded teachers tell students the
truth and then give them the tools to close the gap.”
Pg. 44 “You can look back and say, “I could have been…,” polishing your unused endowments like trophies. Or you can look
back and say, “ I gave my all for the things I valued.” Think about what you want to look back and say. Then choose your
mindset.”
Mindset By Carol S. Dweck
Notes
Pg. 49 “This book shows people they have a choice by spelling out the two mindsets and the worlds they create.”
Pg. 62 “Our Pre-med students would almost anything for a good grade – except take charge of the process to make sure it
happens.”
Pg. 67 “You can’t just sit in a seat and grow smart…I promise, you are going to do, and you are going to produce, I am not going
to let you fail.” – Marva Collins
Pg. 67 “Important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies.”
Pg. 80 “he asked what my plan was for finding a partner. He was aghast when I said I didn’t have a plan. “You wouldn’t expect
your work to get done by itself,” he said. “why is this any different?” It was inconceivable to him that you could have a goal and
not take steps to make it happen.”
Pg. 176 “This was my greatest learning disability – this tendency to see performance as a reflection of character.”
Pg. 183 “Sometimes children will judge and label themselves. Ginott tells of Philip, age fourteen, who was working on a project
with his father and accidentally spilled nails all over the floor. He guiltily looked at his dad and said:
Philip: Gee, I’m so clumsy.
Father: that’s not what we say when nails spill,
Philip: What do you say?
Father: You say, the nails spilled – I’ll pick them up!
Philip: Just like that?
Father: Just like that.
Philip: Thanks, Dad.
Pg. 186 “Don’t judge. Teach. It’s a learning process.”
Pg. 187 “Many parents think that when they judge and punish, they are teaching, as in “I’ll teach you a lesson you’ll never
forget.” What are they teaching? They are teaching their children that if they go against the parents’ rules or values, they’ll be
judged and punished. They’re not teaching their children how to think through issues and come to ethical, mature decisions on
their own.”
Mindset By Carol S. Dweck
Notes
Pg. 187 “Next time you’re in a position to discipline, ask yourself, what is the message I’m sending here: I will judge and punish
you? Or I will help you think and learn?
Pg. 197 In regards to a teacher’s attitude towards students, “It was, “I’m going to teach you,” not, “I’m going to judge your
talent.””
Pg. 201 “A good teacher is one who continues to learn along with the students. And she lets her students know that right up
front.”
Fixed Mindset Growth Mindset
Carved Cultivate
Being Becoming
Non-learner Learner
Proving Improving
Validate Develop
Depression Determination
Product Process
Abilities grow
and bear fruit
