Last night, Tammie Schrader, Jane Lyons, and I had the privilege of kicking off the first session of our six-part course, “MindShifting: Mastering Your Resourceful Brain,” with a vibrant group of 50 dedicated educators. As we gathered—some familiar faces, some new—we set out to explore how we can help ourselves and our students move beyond limiting beliefs and tap into our full potential. The energy in the (virtual) room was palpable, and the discussions were both candid and inspiring.

Two foundational ideas emerged from this first class, and I’d like to share them here for those who couldn’t attend, as well as for anyone interested in practical strategies for personal and professional growth.

1. The Power of Shifting from “I Can’t” to “Perhaps I Can”

One of the most powerful tools we have for unlocking our resourcefulness is the ability to shift our internal dialogue. Too often, when faced with a challenge—whether it’s a new teaching method, a difficult student, or a personal goal—we hear that little voice in our heads saying, “I can’t do this.” It’s a phrase that shuts doors, closes off possibilities, and keeps us stuck.

During our session, we practiced reframing this mindset. After hearing the “I can’t,” we encouraged each other to try saying to ourselves, “Perhaps I can.” It sounds simple, but it opens our minds to access our own resourcefulness. When we say, “Perhaps I can,” we’re not making a false promise or pretending to have all the answers. Instead, we’re opening a window to possibility. We’re giving ourselves permission to explore, to experiment, and to learn.

I witnessed firsthand how this simple change in language sparked creativity and resilience among the educators in our group. One participant shared her hesitation about learning to dance as an adult. When prompted with “Perhaps I can,” her mind immediately began to generate ideas: “Where could I find a class? What if I started with something small?” Suddenly, what once seemed impossible became a series of manageable steps.

This is more than just positive thinking. It’s about recognizing that our brains are wired to protect us from failure and discomfort, but that we can consciously choose to override that wiring. By shifting our self-talk, we unlock new pathways for growth—not just for ourselves, but for our students as well. Imagine the impact if every student in our classrooms learned to say, “Perhaps I can,” instead of “I can’t.” The possibilities are endless. And this was just one of the techniques we covered.

2. Understanding the Brain’s Decision-Making Systems

To make this shift sustainable, it helps to understand what’s happening in our brains when we face challenges. In this first session, we explored a simplified model of the brain, focusing on three key systems: the emotional, the heuristic (our mental shortcuts), and the analytical.

Most of our decisions—especially in moments of stress or uncertainty—are made quickly and subconsciously by the emotional and heuristic systems. These parts of the brain are fast, efficient, and deeply rooted in our evolutionary history. They help us avoid danger and make snap judgments, but they’re not always accurate or helpful in complex, modern situations.

The analytical part of our brain, by contrast, is slower and more deliberate. It’s responsible for weighing evidence, considering alternatives, and making reasoned choices. The catch? By the time our analytical brain gets involved, our emotional and heuristic systems have often already made up their minds. The analytical brain’s job, more often than not, is to justify the decision that’s already been made.

This understanding is crucial for educators. When a student (or a teacher! or parent!) says, “I can’t,” it’s often the emotional or heuristic brain speaking. That part of the brain is trying to keep us safe by avoiding risk or discomfort. But if we can pause, recognize what’s happening, and engage our higher order brain—even for a moment—we create space for new possibilities.

During the session, we discussed practical ways to do this. Mindfulness exercises, for example, can help us slow down and notice our thoughts before they become actions. Asking ourselves open-ended questions—“What else could I try?” or “What might I be missing?”—invites the resourceful brain to participate in the decision-making process. Over time, these practices help us build new neural pathways, making it easier to respond resourcefully rather than reactively.

Moving Forward

As we continue this journey together in “MindShifting: Mastering Your Resourceful Brain,” I’m excited to see how these ideas take root and flourish. The willingness of our group to be vulnerable, to experiment, and to support one another is already making a difference.

If you’re reading this and weren’t able to join the first session, I encourage you to try these two practices in your own life and classroom. Notice when you or your students say, “I can’t,” and gently invite a shift to “Perhaps I can.” Pay attention to the ways your brain makes decisions, and look for opportunities to engage your analytical mind.

And if you want to learn additional MindShifting tricks to be more resourceful, they are all in my first book, MindShifting: Stop Your Brain from Sabotaging Your Success

Remember: Resourcefulness isn’t a fixed trait—it’s a skill we can all develop, one thought and one action at a time.

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About MindShifting with Mitch Weisburgh

MindShifting is transforming how individuals, teams, and organizations unlock their full potential—whether in the classroom, the boardroom, or personal growth journeys. Developed by educator, author, and thought leader Mitch Weisburgh, MindShifting combines the latest insights from psychology, neuroscience, and practical experience to help people overcome barriers, shift mindsets, and achieve lasting results.

Through his writing, keynote talks, and engaging workshops, Mitch empowers educators, corporate teams, and life coaches to embrace new ways of thinking and problem-solving. His unique MindShifting framework provides practical tools for building resilience, resourcefulness, and collaborative skills that drive real-world change.

To continue your exploration of MindShifting, visit www.mindshiftingwithmitch.com.