Dr. Jeanne L. Paynter

Our minds tell us “Persistence Stories.”  We tell ourselves, “I’m persistent. I can focus my energy on a task and keep working when it’s difficult.”  Or, perhaps our minds tell us, “I’m not persistent. I’m scattered, hesitant, uncommitted.” Where do these stories come from? Ou...

Dr. Jeanne L. Paynter

As we saw in Tip 1, metacognition is “above and beyond” thinking. We use metacognition when we ponder: “What is the best way to solve this problem? Am I being successful with this strategy, or do I need to make modifications? What goals motivate and engage me? What are my stre...

Dr. Jeanne L. Paynter

“Stop, look, and listen before you cross the street.” This is an early example of how we teach children metacognition: literally, thinking about (our) thinking. Metacognition is that “above and beyond” analytical thinking we use to set goals, plan, select appropriate problem-s...

Dr. Jeanne L. Paynter 

Why do some learners have negative mindsets about their aptitude for persistence? 

Traumatic experiences are likely to result in wrong “cause and effect” stories our mind forms about our persistence, such as: I’m helpless, hesitant, unsure, disconnected, unmotivated, aimless...

Dr. Jeanne L. Paynter

I’ve been reading a new book, Mind Your Mindsets, and discovered something about our marvelous brain: It continually seeks to make meaning from our memories and experiences and form “stories” or narratives that help us function. The stories are mostly helpful, until they’re no...