How much I know

As we experiment with teaching our kids letters and numbers, I find myself reflecting on my identity as a student growing up. A big part of this identity – as a “good student” – revolved around how much I knew.

It took me years to unlearn that idea and focus instead on how well/quickly I learn.

I’m obviously hopeful we’ll be able to set the example and focus on learning right off the bat for our kids.

But, as I’m learning from these experiments, it is so easy to default to a fixed mindset.

It is much easier to celebrate good answers vs. good questions.