Since Carol Dweck developed the professional discourses of the “Fixed Mindset” and the “Growth Mindset,” fostering a growth mindset among kids has become a common concern in schools. Yet, teachers are usually unconsciously the most stalwart fixed mindset entities in schools. I understand the struggle, for I have heard a wise saying, “Everyone loves to change, but no one loves to be changed.” So, we encourage our kids to keep improving, growing,  changing, and learning, but we seldom walk the talk. Bernard Shaw is insightful: “Those who cannot change their minds cannot change anything.” In my observation, over-emphasizing rules and regulations creates obstinate thinkers. As safeguards of the school ethos, teachers usually put the regulations as their holy grail. But all we know is that great things can be achieved when we let go of our outdated rules and expectations and welcome outside views. “The Sabbath was made for man, not man for the Sabbath.－Mark 2:27.” Jesus reminds me that being flexible may be a possible mentality for operating a school with a growth mindset. Teaching the kids for the 21st century includes the call for learners to be adaptable and flexible. Should teachers, as ever-growing entities, be willing to adapt our practice to the best interests of our kids and welcome input from different stakeholders?