When was the first time you heard someone say to you, “Think again”? It seems to me that it was my mother who first used that phrase when I had not met her standards regarding my behavior or responsibilities. For example, perhaps I said to her that my room was clean, she took a look and replied, “Think again, young lady. There is more work to be done.”

As an adult, I certainly have had opportunities to think again about what I thought was “right.” For example, some of you may remember when women educators were not allowed to wear pants to work. Sounds ridiculous? At one time, it was a serious expectation. Yet, somewhere along the line, leaders rethought that requirement and now women can wear pants to work (thank goodness!). It’s funny how things we thought were clearly right or wrong are no longer accurate as we expand our viewpoints of life in different ways. Thus, as we begin this new year, what might be calling to you to “think again”?

Adam Grant, an organizational psychologist, highly recognized instructor at the Warren School, and best-selling author is bringing the phrase ‘think again” back into focus through his new book with the same title. I heard him speak recently and was intrigued enough to purchase his book along with the audio read by Grant with some other surprising guests.

The book is full of interesting and research-backed information to offer new ideas on how to bring meaning, motivation, and enjoyment back into our work, if we feel that it has dwindled away. Grant shows how things we once considered to be true may no longer be as we had thought, thus – think again. So, what does that have to do with the work that you do? Here are three quick points from the book that might cause you to think again:

1. Master the art of rethinking. This means letting go of knowledge and opinions that are no longer serving you well, and consider how you use persuasive language to convince others to think as you think. Grant says, “When we think and talk, we often slip into the mindsets of three different professions: preachers, prosecutors, and politicians. In each of these modes we take on a particular identity and use a distinct set of tools. We go into preacher mode when our sacred beliefs are in jeopardy: we deliver sermons to protect and promote our ideals. We enter prosecutor mode when we recognize flaws in other people’s reasoning: we marshal arguments to prove them wrong and win our case. We shift into politician mode when we’re seeking to win over an audience: we campaign and lobby for the approval of our constituents. The risk is that we become so wrapped up in preaching that we’re right, prosecuting others who are wrong, and politicking for support that we don’t bother to rethink our own views.” This sounds similar to the work we do in our Level II, Powerful Coaching, when we examine our immunity to change, where we may be hanging on to our viewpoints and beliefs in an effort to maintain control.
2. Think like a scientist. Grant says that thinking like a scientist involves more than just reacting with an open mind. It means being actively open-minded. It requires searching for reasons why we might be wrong—not for reasons why we must be right—and revising our views based on what we learn. Scientific thinking favors humility over pride, doubt over certainty, curiosity over closure. Here are some of the most annoying things that people say when they don’t rethink (Grant’s words, not mine):

• That’s not the way we’ve always done it.
• That’s too complicated; let’s not over think it.
• That’s not what my experience has shown.
• That will never work here.

3. Be willing to change your mind. “Define your identity in terms of values, not opinions. It’s easier to avoid getting stuck to your past beliefs if you don’t become attached to them as part of your present self-concept. See yourself as someone who values curiosity, learning, mental flexibility, and searching for individual knowledge. As you form opinions, keep a list of factors that would change your mind.”

So, what does this mean in practical terms? Here are two examples, not actual in every fact, rather based on sample conversations of what educators are dealing with in our current times.

1. Meet Katie, a third-grade teacher in a school that could be close to you. Katie has always loved teaching, and yet over the last two years dealing with COVID has impacted her energy, and her patience, in dealing with the demands of the job and specifically with her grade-level team mates. In fact, she and Ann, a teammate who at one point were close friends, are now so angry with each other that they no longer talk to each other and are unwilling to meet together. Katie went to her principal and said that she could no longer be in the same meetings with Ann. What is the principal to do? How might she convince Ann to think again? One strategy is after listening to Ann, and truly hearing her concerns, to ask Ann to consider what she and her teammate do agree on. It’s like establishing a common ground, with the possibility of realizing they agree on more than they disagree on.
2. Next, meet Joe, an assistant principal at a very busy and large middle school. Joe revealed in a private conversation with his coach that he has never experienced parents being so angry and hard to deal with. He said that he finds himself arguing back in a defensive mode, just tired of the abuse. What would call for Joe to think again about best ways to tend to his own emotions when dealing with angry parents?

The points offered in this article are just touching the surface of ideas presented in Grant’s book. And, yet – what if we were willing to rethink our ideas, think more like a scientist and be open to changing our mind about some of our beliefs?