The 4 Mindsets That Teachers and Educators Must Know

Wayne Hammond, Ph.D.

I was far from a stellar student in my younger years.?

In fact, many of my school teachers probably saw me as more of a behavioural issue than anything else. The problem? I was not passionate about school as I didn’t find it meaningful. Moreover, I thought the education system wasn’t connected to how I learned and experienced life.?

But things shifted for me when I decided that I wanted to attend University.?

It was there that I met a Professor who changed the course of my life. Although I did not pass the entrance exam, he spent half a year working with me, helping me to read, write, communicate, and better understand the English language. Then, when I returned to school, I got a 4.0 for the next 14 years of my life.?

What I learned from that experience is that…

Students Need to Feel Valued

That professor saw “the potential” in me when no one else did.

And he took the time to help me realize my own potential regarding education. We all have dreams, goals, and aspirations. And here’s where it gets interesting… We have a much better chance of reaching those ambitions when someone comes along and helps us uncover our greatness.?

But there’s a problem many young people have when faced with challenges…

People have a tendency to look at where others—including themselves—are deficient. As a result, they point out what’s “wrong with them” or “what they need to change” and how, when they make those changes, then they’ll be a “good person.” That method didn’t fit with me and what I have experienced in my clinical practice as a psychologist.?

So I developed a different approach…

I learned that people don’t want to be fixed; they want to be valued.?

Evolving Your Student’s Understanding

You need to accept your students for who they are now, not what you think they should be? - to empathize with your students rather than judge or condemn them.?

This approach opens the door for building the trust and sense of safety required for developing a mutual understanding and an opportunity to explore what’s amazing about them. It’s a facilitation process. It allows us to look at what’s good instead of pinpointing what’s wrong as the starting point for positive change.

And here’s where the magic happens…

Creating a safe space to discover your natural strengths empowers you to step out of your comfort zone. And that produces those special “ah-ha” moments where breakthroughs occur. The result? You help your students experience a continual learning process where they use what they learn today for tomorrow. And what they learn tomorrow, they’ll use for the next day.?

And that’s the continuous journey you’ll take with your students as you help them develop confidence and competence as they align their strengths with their aspirations. To better understand this concept, I've uncovered 4 simple mindsets in my clinical practice.?

The 4 Mindsets That Teachers and Educators Must Know

Before we explore the 4 Flourishing Mindsets, we must understand that they are not anchored. These mindsets have a certain degree of fluidity. For example, a student can be in a thriving mindset but experience hardship (loss of a pet, parents divorcing, etc.) and then move into survival mode. With this being the case, each student requires careful attention.?

You never know what events are taking place in their lives. So, try your best to practice discernment in your role as an educator when it comes to these mindsets.?

1. Surviving Mindset

Students with this mindset show up more reserved and self-contained. Due to their circumstances and experiences, they’re just trying to get through the day. They’re emotionally sensitive; they tend to be reactive and are often in defence mode, pulling into themselves. You can spot a surviving mindset by the following qualities:

• Lack of engagement?
• Little to no motivation
• Detached and unresponsive
• Narrowed perspective

Responding to the surviving mindset requires tact and sensitivity. You must establish a connection with your students to diffuse their resistance. Moreover, this approach calls for clear expectations to be set as well as the use of empathy to meet the students where they are.

2. Protecting Mindset

Students with this mindset have had life experiences that have taught them that pain and hurt are real possibilities. Therefore, these students are not going to just trust anybody. Many educators think students should trust them immediately. However, with these first two mindsets, that’s not where that child comes from. You have to earn their trust through exercising kindness, welcoming and valuing them.?

Some qualities of a protecting mindset include:

• Resigned?
• Risk avoidant?
• Reluctance in accepting new ideas
• Apprehensive and distrustful of authority figures

The proper response to the protecting mindset listening with the intent to understand. You must paint a larger vision for your students, enabling them to recognize the necessity of stepping beyond their comfort zone. Naturally, this will bring concern to your students' attention. As such, you must address those concerns and work with them to create an action plan for growth.?

3. Striving Mindset

These students do well on the surface: They get good marks, behave well, have a positive attitude, etc. But one of their challenges is they don’t know how to step out of their comfort zone. They don’t like trying anything that would set them up to fail because they’re so concerned about how other people will perceive them. Other qualities of a striving mindset include:

• Hesitation in trying new things
• Fear of failure
• Capable and competent
• Helpful and productive?

The goal here is to prepare students for success by creating growth opportunities. You can set this process in motion by affirming the supportive relationship between you, giving constructive feedback, and acknowledging your student’s strengths while gently encouraging them along the way.

4. Thriving Mindset

Here is where we have our “thrivers.” These are the students with the “can-do” mentality. They already know what it means to make mistakes and learn from them. In fact, they’re actually excited to try new things they’ve never done before. These students want to be a part of something bigger than themselves. Some of their qualities may include the following:?

• Confident and self-assured
• Greater sense of self-reliance
• Increased motivation
• Adaptable to challenges?

This is where children begin coming into their own. Your job with this mindset is to support their independence, stimulate more of their creativity, and encourage them to continue learning while also acknowledging their efforts.?

In Closing

When you understand where your student is mentally and psychologically, you can be more effective in your teaching and communication styles. As a result, a sense of synergy will form as you begin to “crack the shell,” allowing the student to come through and flourish. And the best part? We at Certified Flourishing Coach are here to help!

We are a team of expert coaches, facilitators, and counsellors who operate from an evidence-based system to help people flourish in every aspect of life and business. So, if you’re ready to flourish, contact us today to learn more.

About the Author

Dr. Hammond is a founding partner and CSO with Flourishing Life Technologies in Calgary, Alberta and holds an adjunct status with Ambrose University and the School of Medicine at the University of Calgary.?Wayne is a Senior Advisor to the Certified Flourishing Coaching Program?.

Over the past 30 years, Wayne has primarily worked with complex youth and their families and is considered a leading expert on the concept of resilience and positive psychology and its application to positive youth and adult development as well as enhancing strengths capacity building and well-being in the context of academic, organizational and community culture.?He has served in clinical supervisory capacities, worked in a comprehensive residential treatment centre and has provided clinical services in an inpatient/outpatient forensic setting as well as an adolescent comorbidity program based in a hospital setting.??

As part of his professional practice, Wayne?has published several scientific articles and developed an innovative framework for evaluating resilience and human flourishing.?He has also been an active lecturer with regard to understanding the role of human flourishing and well-being and the implications for nurturing positive coping and mental health through a strength-based approach to preparing people and organizations to thrive.?His speciality is neuroscience and the evidence around resiliency.

Dr. Hammond is a Senior Advisor to Certified Flourishing Coaching? and to the Global Coaching Certification Association.?As the Founding Partner and CSO of Flourishing Life, Dr. Hammond is partnering in our efforts to create strengths-based practice and coaching models for various certifications that draw upon the Flourishing Life model of applied practice and the use of the Flourishing Life Questionnaire (FLQ).?Dr. Wayne is excited to?facilitate the Certified Flourishing Coaching? Program in Calgary, Alberta.