Dweck The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn. We often hear these days that we've produced a generation of young people who can't get through the day without an award.
They expect success because they're special, not because they've worked hard. Have we inadvertently done something to hold back our students?
I think educators commonly hold two beliefs that do just that. Many believe that 1 praising students' intelligence builds their confidence and motivation to learn, and 2 students' inherent intelligence is the major cause of their achievement in school.
Our research has shown that the first belief is false and that the second can be harmful—even for the most competent students. As a psychologist, I have studied student motivation for more than 35 years. My graduate students and I have looked at thousands of children, asking why some enjoy learning, even when it's hard, and why they are resilient in the face of obstacles.
We have learned a great deal. Research shows us how to praise students in ways that yield motivation and resilience. In addition, specific interventions can reverse a student's slide into failure during the vulnerable period of adolescence.
Praise is intricately connected to how students view their intelligence. Some students believe that their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that.
Students with this fixed mind-set become excessively concerned with how smart they are, seeking tasks that will prove their intelligence and avoiding ones that might not Dweck, The desire to learn takes a backseat. Other students believe that their intellectual ability is something they can develop through effort and education.
They don't necessarily believe that anyone can become an Einstein or a Mozart, but they do understand that even Einstein and Mozart had to put in years of effort to become who they were. When students believe that they can develop their intelligence, they focus on doing just that.
Not worrying about how smart they will appear, they take on challenges and stick to them Dweck, More and more research in psychology and neuroscience supports the growth mind-set. He believed that education could transform the basic capacity to learn. Far from intending to measure fixed intelligence, he meant his test to be a tool for identifying students who were not profiting from the public school curriculum so that other courses of study could be devised to foster their intellectual growth.§ Implementation of Texas Essential Knowledge and Skills for Mathematics, High School, Adopted (a) The provisions of §§ of this subchapter shall be .
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Try problem 6 in Chapter 4 of BN. Have a nice spring break! For Friday, 3/4: Reread section in BN.
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