Fixed Mindset Analysis

in business the leaders with this mindset are most concerned with their “reputation for personal greatness” and often they set the company up to fail (Dweck, 2016).
In the CEO and Leadership role fixed mindset people want to be the one on top, so that when they compare themselves to the others they can feel above the rest. They don’t worry about having a great team as long as they are viewed as great. The fixed mindset CEO doesn’t put much value into mentoring or employee development, where the growth mindset on the other hand has a deep concern with personnel development and motivating and mentoring their team of employees. Throughout this chapter many large nationally known corporations are mentioned and those corporations with fixed mindset

leaders typically did not prosper as well as the growth mindset lead companies. “As growth-minded leaders, they start with a belief in human potential and development – both their own and other people’s” (Dweck, 2016 p. 125). A big emphasis is placed on teamwork, not individual advancement.
Chapter 6 of the book looks at the two mindsets and the impact the mindsets have on relationships.

The book investigates the mindsets in relation to being in love and the relationship ending and one person being hurt. The fixed mindset people felt judged and labeled by the rejection. “It was as though a verdict had been handed down and branded on their foreheads; UNLOVEABLE! And they lashed out” (Dweck, 2016 p. 148). The fixed mindset did not give them a way to heal, so all they could do was hope to wound the person who inflicted the pain on them. All the fixed mindset wanted was revenge. The growth mindset, on the other hand, did not feel permanently branded. The break-up was used as a tool to learn something about themselves and relationships. The growth mindset used the experience to build better relationships in the future and moved on and embraced what lied

ahead.
The focus in chapter 7 shifts to those people who contribute to the creation of the two mindsets in others, even if unwittingly, unknowingly and without intent. Dweck gives special attention to the way teachers actually help foster a fixed mindset even when the intent is simply to give praise. The repetition of common phrases praising a child for good performance can produce results associated to the fixed mindset by creating a theory in the child’s mind that when they don’t get immediate praise this indicates they are not as smart on the particular topic or subject area.
Carol Dweck tested seven experiments with hundreds of children on the topic of giving praise. In the findings it was very clear to see praising children’s intelligence harms their motivation and performance. Children love praise and it gives them a boost, but only for the moment. The experiments found the minute the child hits a snag, confidence goes out the window and their motivation hits rock bottom. The children immediately took on the fixed mindset. “If success means they’re smart, then failure means they’re dumb” (Dweck, 2016 p.178). Based on the research parents think they can hand children permanent confidence by praising their brains and talent. In actuality it doesn’t work, and in fact has the opposite effect. When any task is difficult or hard children begin to doubt themselves. “Parent must teach their children to love challenges, be intrigued by mistakes, enjoy effort, seek new strategies, and keep on learning” (Dweck, 2016 p.180). This type of action will teach a child they don’t have to be slaves of praise. The actions will give the child a lifelong way to build and repair their own confidence.
Carol Dweck also focuses on reassuring children in chapter 7. Dweck states, “Reassuring children about their intelligence or talent backfires. They’ll only be more afraid to show a deficiency” (Dweck, 2016 p. 182). There is a strong message in our society about boosting children’s self-esteem, and a main part of the message is to “protect them from failure”. This theory may help with the immediate problem of a child’s disappointments, it can be harmful in the long run. In essence, parents should tell their child the truth, but also teach their child how to learn from their failures and do what it takes to make the failure a success in the future. Parents can sympathize with their child’s disappointment, but they can’t give phony boost that would only lead to further disappointment. Three particular teachers —Dorothy DeLay, Marva Collins, and Rafe Esquith— are highlighted to drive home the chapter’s underlying advice that students’ mistakes should not be addressed with judgment of failure, but instead should foster an environment in which students see failure as another opportunity to learn something new.
Carol Dweck concludes the book with chapter 8. In this chapter the book becomes a workshop in the steps that can be taken to change a fixed mindset into a growth mindset. The first step in changing mindsets is to educate people about the theory through showing how the mindsets have impacted them personally in their lives. The process then becomes one of cognitive therapy whereby people are stimulated to change negative behavior and habits by becoming more actively aware of the behavior as it is occurring. This self-awareness naturally leads to the realization of the extent to which their behavior produces judgements of themselves which leads to the important step of learning how to transform that judgement of worth into a perspective that views failure as an opportunity to learn and improve.

Relevance/Application to Education
After reading Mindsets by Carol Dweck several topics were addressed that are relevant to education. The mindsets play a powerful role in impacting on all aspects of school culture. Students need a sense of purpose and also to have opportunities to do something for the greater good. The book addresses teacher and student relationships and how the mindset is impacted by those relationships. The book promotes ways to have a positive learning culture and gives the reader knowledge of the two mindsets. A huge part of education revolves around success and failures and this book helps the reader understand the types of praise that damages a child’s mindset. On the flip side the book also enlightens the reader on how to turn success and failures into something positive that will be beneficial and help create a growth mindset in the students. The book gives great insight on growth mindset motivation and what should and should not be given as praise. A clarity in learning how to teach the growth mindset and become a growth mindset are key factors addressed. Carol Dweck depicts how easy it is to push a child into a fixed mindset, just by giving praise. Often well intended praise results in the improper form of praise and helps foster a fixed mindset in children.
Multiple messages throughout the book stood out as reasons why the mindset is relevant in education. Growth mindset knowledge is one of the ingredients for learning success. It appears whole staff professional learning is key to building a growth mindset culture. To teach a growth mindset, teachers must also come from a growth mindset position. Positive relationships between the teacher and the student are essential in developing a growth mindset. Teachers must see all students as learners and believe in them. Teachers must cultivate a safe environment where it is okay for students to make mistakes and this will build their confidence as learners. Teachers must also keep in mind that learning must have relevance, challenge and clarity to engage and motivate students. Before interdisciplinary teaching and learning can really be embraced, teachers must be clear about what learning is important in their learning area.

My Perspective
I truly enjoyed reading Mindsets by Carol Dweck.

I enjoyed the book because there were so many real-life examples on how we easily promote the fixed mindset, when in actuality we are trying to be positive uplifters. I really like that the book is solutions-oriented. The final chapter of the book when Dweck describes the workshop to shift mindsets from fixed to growth made me realize that just reading the book and learning of the two types of mindsets helped me shift my thinking. I personally have a five year old daughter that’s a pleaser and I believe that reading this book is going to help me foster a growth mindset in

her.
My only criticism of the book is that Dweck focuses on how we either have a fixed mindset or a growth mindset, but I do not believe this to be true. I think the majority of people carry both types of mindsets. When reading the book it was easy for me to see that I have approached somethings with a growth mindset, while other things I have approached with a fixed mindset.
The greatest virtue of the book is that you can’t help but question the way you have handled situations in your own life. I was constantly thinking about what ways I could be sending the wrong message to my children. Thanks to Dweck’s skillful coaching throughout the book, the reader is, more than likely, going to approach their personal life with a growth mindset.