tag:blogger.com,1999:blog-15932919.post8068020405354375217..comments2024-03-26T07:07:14.304-07:00Comments on Teacher Tom: The Gift Of MotivationTeacher Tomhttp://www.blogger.com/profile/14606781724784785338noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-15932919.post-51562210420207143422016-08-18T13:51:40.700-07:002016-08-18T13:51:40.700-07:00I'm not sure I agree with Dweck's ideas ab...I'm not sure I agree with Dweck's ideas about the "growth mindset." People tend to do better at learning things when the stakes are low--i.e., when their personal worth and reputation don't hinge on the outcome of whatever they're trying. The stakes are going to be lower for kids who equate outcome with input than for the ones who see it as a personal reflection on their worth, so it makes sense that the "effort-oriented" ones will perform better simply because they'll be less stressed out. But the reality is that outcome is a measure of LOTS of different things--partly input and effort, partly individual ability (innate and learned), partly external circumstances (controllable and uncontrollable), partly stress level and psychological preparedness, etc. So actually, both the "growth mindset" and the "fixed mindset" are factually wrong. (Or factually right but incomplete, depending on whether they're categorical or come in degrees.)<br /><br />That said, you're probably right that praising effort is more important than praising other stuff the kids can't control. But I don't think mastery is the only thing that builds self-esteem: recognition definitely helps, and in its absence it's often quite easy to mistrust yourself and get discouraged. In my first job, I performed extremely well, easily mastering everything that was expected of me, but was constantly criticized and micromanaged and praised only in terms like "I don't know how someone as smart as you can fail to understand my directions." I did *not* emerge from that experience more confident than before, to put the case mildly. I think it's important that our evaluations reflect what's actually happening--that they be statements of fact, like you say elsewhere when discussing giving up "command language."Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-15932919.post-65640118897465546182012-05-06T22:37:37.208-07:002012-05-06T22:37:37.208-07:00I am a psychologist and I have done some assessmen...I am a psychologist and I have done some assessment work with developmentally delayed pre-schoolers. I would have to agree with your friend - the testing doesn't negatively impact the kids in and of itself, it's definitely what the adults do with the results and the labels that do the harm. <br /><br />Your post caused me to reflect on my own childhood as a bright kid who did well at school (but not much else). I do fear failure now and I don't like to try new things unless I am sure I can do "well". My parents always overtly focused on effort and 'as long as you try your best' but under that, I knew they expected straight As. I was motivated to make them proud, not always by what I was learning along the way. Thank you for the reminder to be careful of the feedback and the underlying messages (coming from my own attitudes) that I give to my son.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-15932919.post-56612078286798525752012-05-04T13:30:11.063-07:002012-05-04T13:30:11.063-07:00Thank you for reposting this from last year. I am ...Thank you for reposting this from last year. I am a middle school teacher and many of my students become so discouraged when they are unable to easily accomplish a task. It takes a lot of goading for my students to realize that it takes time (and brainpower!) to work things out and be successful. Many want instant gratification or quit on things way too quickly.<br /><br />Thanks for sharing, Teacher Tom! I appreciate your dedication and thoughtfulness for our children.<br /><br /><a href="http://mrschock.blogspot.com/" rel="nofollow">Mandy @ The Chockboard</a>Mandyhttps://www.blogger.com/profile/12036205610335540782noreply@blogger.comtag:blogger.com,1999:blog-15932919.post-14626617447164200512012-05-04T12:33:01.558-07:002012-05-04T12:33:01.558-07:00How can it be that you so totally and eloquently e...How can it be that you so totally and eloquently express my philosophy of early childhood education? Could you please go to Capitol Hill and help them understand the RIGHT thing to do? Keep writing and "feeding" me. :-)Barbaranoreply@blogger.comtag:blogger.com,1999:blog-15932919.post-80664739354804640172012-05-04T06:40:28.539-07:002012-05-04T06:40:28.539-07:00I am a lifelong student of the early childhood fie...I am a lifelong student of the early childhood field and recommend avoiding all standardized tests if possible. But when my daughter was 4 and was exhibiting some concerning developmental issues I sought to have her evaluated through the early intervention system. One part of this evaluation was an IQ test. This test was very revealing, she scored high on everything but she had one peculiar anomaly the testers pointed out. Her ability to solve novel problems was off the chart and the testers commented they had never run across this situation before. She ended up being "diagnosed" with an anxiety disorder. This explained a lot. Having the IQ test results helped me understand why she was experiencing such high anxiety as a 4 year old. Her high ability of novel problem solving makes her over-think everything. She is now 10 and deals with life much better, but her special gift of novel problem solving still surfaces from time to time. I believe as she gets older she will gravitate towards philosophy, ethics, medicine or engineering. Time will tell. As far as the IQ test goes, I threw away the results and don't remember her official score- those mean nothing to me. But I am forever grateful for the very useful information I gleamed through this test. I understand and can support my daughter much better because of it.Kristina Hansenhttps://www.blogger.com/profile/06823505678051885079noreply@blogger.comtag:blogger.com,1999:blog-15932919.post-14287373249154403352012-05-04T05:54:52.643-07:002012-05-04T05:54:52.643-07:00I've been working with Galinsky's book, Mi...I've been working with Galinsky's book, Mind in the Making.She uses Dweck's study as support for much of what she's saying. There's a dvd that goes along with the book, and on it there's a clip of Dweck's study. It's very impressive, seeing the children's theory of mindset in action, resulting from the words spoken to them as they complete a complex task. We adults just don't see how what seems to be the most subtle action on our part has such major impact on the developing child and so we tend to focus on having large sweeping impact.Kyle Millerhttp://www.campusfunandlearn.orgnoreply@blogger.com