Say it again: yet

By Herman M. Lagon

Teachers know this kind of quiet heartbreak. It shows up in ordinary classrooms. A student stares at a math problem like it betrayed him. Another gives up after one mistake, already convinced science is not for her. In many schools, defeat often arrives before the lesson begins — “Hindi ko kaya,” “Bobo ako sa English.” These are not just struggles. They are verdicts. That is where “yet” matters. It reopens what failure tries to close.

Dr. Carol Dweck, in “Mindset” (2006), explained this simply: We either see ability as fixed or something we can grow. The word “yet” shifts failure into possibility, helping learners see ability as something still developing (Whitman, 2014). It reminds us that being unfinished is not the same as being incapable.

This matters in communities where labels come early. One mistake, and a child carries it for years. But studies show students with a growth mindset tend to learn more over time, as reflected in large-scale studies cited by Arasa (2024). Not magic — just a shift in how struggle is seen.

Still, “yet” is insufficient without instructional support. It requires feedback, structure, and patience. Vallejo (2024) emphasizes that growth mindset is strengthened when effort is reinforced through guided learning and supportive environments.

Teachers see the difference. “You can do it” sounds nice. “Let us fix this together” works better. Progress is quiet — small steps, repeated tries. We often say “kaya mo ‘yan,” but “not yet” feels more honest. It respects the struggle.

And it is not just for students. Adults need it, too. Growth is not just about skills. It is about becoming better, slowly, honestly, and without pretending we are already there.

Fairness calls for a pause. “Yet” should not be used to pressure those already struggling. It rings hollow to tell an overworked student to just “have a growth mindset” while ignoring overcrowded classrooms, weak internet, or even hunger. Mindset matters, but so does context. As Arasa (2024) notes, students from less advantaged backgrounds often score lower in growth mindset — not because they lack effort, but because their conditions make hope harder to hold. That is not a flaw. It is a signal.

“Yet” works because it does not end the sentence. It does not deny the struggle — the failed attempts, the missed goals, the things that did not work out. It just keeps things open. That is why it connects with more than students. It speaks to teachers finding their way back, to parents learning as they go, to people trying to keep up with change.

“Yet” is not about pretending. It is about continuing. It reminds us that today’s limits are not permanent labels. It does not promise success, but it allows for possibility. And sometimes, that quiet space is exactly what people need to move forward.

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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed by or connected with.