by Becky Ryan Failure isn’t holding you back: fear of failure is. We’re conditioned to fear failure, as if lack of failure guarantees success. The reality is that lack of failure equals lack of risk-taking, which is required for meaningful success.
"My wrist one-liner is a good mantra for our schools: Give the effort. Perhaps we should have it inscribed on student desks or chiseled into classroom walls. Why? Because more than anything else, effort influences learning, and authentic learning involves effort. (In fact, students who rarely struggle are probably learning little!)
Several studies suggest a strong correlation between effort (or perseverance or grit or willpower) and achievement — not just academic success but improved life quality beyond graduation day. If this aspect of “character” is so vital, how can we give it more intentional emphasis in education?..."
"In one world, effort is a bad thing. It, like failure, means you're not smart or talented. If you were, you wouldn't need effort. In the other world, effort is what makes you smart or talented.” –Carol Dweck
Carol Dweck researches “growth mindset” — the idea that we can grow our brain's capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.
Two authors use the latest research in psychology and neuroscience to try and convince teens, with lots of pop culture references and humor thrown in, that understanding how their brain learns can help them “totally rule the world.”...
"Psychologist Carol Dweck of Stanford University delivers the 2013 Walter N. Ridley Lecture at the University of Virginia’s Curry School of Education. She titles her talk, “Mindsets: Helping Students Fulfill Their Potential.” She compares students with a “fixed mindset” and those with a “growth mindset,” illustrating how each type of mindset affects learning."
"This view of high-quality teaching requires evaluators to look beyond classroom performance to see the manifestations of effort focused around these five qualities. Like gravitational or electromagnetic fields, these states of mind cannot be observed directly; they are known from their effects. The ball falls from our hand; we label gravity as a cause. Likewise, we label invisible causes in classrooms. We celebrate teacher efficacy when the teacher inspires her students to grow and learn as a result of their hard work together. The invisible force is a growth mind-set. We contrast this with another less effective teacher who complains that the students are not well prepared because the teacher the year before did not prepare them. Although she may not say it directly to the students, it is highly likely the students will sense the frustration. This fixed mind-set blames external forces and limits the teacher's efficacy and ability to interact in proactive ways with children. (Dweck, 2006)."
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