Learning to MindShift

How Small Changes in Thinking Create Big Impact in Education

In a recent MindShifting course session, educators shared remarkable insights about how subtle shifts in language and mindset can defuse tense situations and unlock student potential. The power of simple MIndShifting phrases like “Perhaps I can” transforms classrooms and educational spaces across grade levels.

Take the case of a kindergarten teacher who witnessed a classic limbic response – when one student hit another over criticism of a drawing. Instead of purely disciplinary action, the teacher guided both students through a thoughtful resolution, helping them practice positive communication while acknowledging that we can still be friends even when others don’t always like our something we did. This exemplifies how educators can help young students move from reactive behaviors to thoughtful responses.

The “Perhaps I can” approach is proving particularly powerful for addressing student anxiety and resistance. Rather than meeting an “I can’t” with a forceful “Yes you can” – which often increases internal conflict – teachers are finding that the gentler “perhaps” opens doors to possibility thinking. As one middle school Spanish teacher noted, “‘Perhaps’ is a nonjudgmental and low pressure option… ‘I can’t’ is such a strong position that taking the opposite might make someone just dig in to that belief.”

Educators are also discovering practical strategies for managing overwhelming tasks. One teacher shared their method of listing tasks but highlighting only two priorities per day, making progress manageable and celebrating additional accomplishments as “bonus” achievements. This approach helps both teachers and students break down seemingly insurmountable challenges into achievable steps.

The impact extends beyond academic settings. A parent described using these techniques to mediate between college-aged siblings, helping them understand different processing styles and stress responses. Paraeducators report success using mindful breathing exercises to help escalated students return to baseline, while special education teachers are finding new ways to support students through their anxiety and “freeze” responses.

Perhaps most encouraging is how educators are applying these principles to their own growth. One paraeducator who was procrastinating on graduate school applications used the “Perhaps I can” technique to break down the process, completing multiple components in just one week. Others report reduced stress levels and increased productivity when approaching complex tasks.

The ripple effects of these mindset shifts are clear – from kindergarteners learning to handle conflict, to high school students tackling college applications, to teachers managing their own professional challenges. By understanding limbic responses and employing simple but powerful phrases like “Perhaps I can,” educators are creating more supportive, growth-oriented learning environments where both students and teachers can thrive.

As one district administrator reflected, “Even just bringing up the ‘perhaps I can’ without any further follow through is useful.” Sometimes the smallest shifts in language and thinking can open the biggest doors to growth and learning.

Educators said they are increasingly embracing MindShifting techniques due to their transformative impact on both teaching and learning environments. The power of simple mindset adjustments, particularly phrases like “Perhaps I can,” has shown remarkable results across different grade levels and educational contexts.

Key reasons for this growing adoption include:

Improved Conflict Resolution
- Teachers can better guide students through tense situations
- Helps transform reactive behaviors into thoughtful responses
- Creates more constructive dialogue between students

Enhanced Student Support
- Effectively addresses student anxiety and resistance
- Provides gentler alternatives to forceful approaches
- Opens doors to possibility thinking rather than reinforcing limitations

Practical Task Management
- Helps break down overwhelming tasks into manageable steps
- Enables better prioritization of daily objectives
- Encourages celebration of incremental progress

Broader Application Beyond Academics
- Assists in mediating interpersonal conflicts
- Supports special education needs
- Helps with stress management and emotional regulation

Professional Development Benefits
- Enables educators to tackle their own challenges more effectively
- Reduces teacher stress levels
- Increases overall productivity and job satisfaction

The success of MindShifting techniques lies in their simplicity and versatility, creating supportive learning environments where both educators and students can thrive through small but significant changes in thinking and communication approaches.

Interested in bringing MIndShifting to your organization, finding courses, or learning about MindShifting books and publications? Find out more about MindShifting at MindShifting with Mitch.

3 responses to “Learning to MindShift”

Marie Bjerede

04/18/2025

I am interested in the tension between being on the journey to improve one’s own reactions to difficult situations and being responsible for a community such as a classroom. For me the holy grail comes from designing environments that increase the likelihood of students entering a flow state while learning. I think the mindset shift that is required of educators to create such classrooms is very much the one they need in their own personal growth.

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1. MITCHELL WEISBURGH
  
  04/18/2025
  
  I have a friend Nitzan Herman also on Substack and wrote about Jigs vs Nudges. A Nudge being something you do to move yourself to a better state and a Jig when you can systemetize it so it becomes part of the system. A nudge can graduate to a jig. I think we do nudges as experiments and jigs are when we design enviornments that inrease the lielihood of students entering a flow state. I don’t know if this link will work for you: https://being-in.space/p/jigs
  
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  1. Marie Bjerede
    
    04/18/2025
    
    I believe in practices and “simple rules.” If the simple rules are orthogonal and complete, there is the opportunity for emergence.
    
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