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3.85 AVERAGE
3.85 AVERAGE
Great concept and theory, but chapters 1,2 and 8 would have sufficed. The chapters in between are simply redundant.
informative
reflective
medium-paced
Great book! I learned so much about how I think and how I can keeping learning and growing.
inspiring
reflective
fast-paced
I feel like I was a bit late to the "mindset party" but I'm glad that I did finally get around to reading this one. Lots of great reminders within it for me, as a teacher, a parent, and a person, especially as a person who has often had things come to her quite easily. That said, I found the book quite redundant at times - like it was longer than it needed to be. I definitely lost interest when nearing the end... hence it took three renewals at the library and nearly two months to finish.
"This growth mindset is based on the beliefs that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others. Although people may differ in every which way--in their initial talents and aptitudes, interests or temperaments--everyone can change and grow through application and experience." (7)
"Why waste time proving over and over how great you are, when you could be getting better? Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow? And why seek out the tried and true, instead of experiences that will stretch you?" (7)
"If, like those with the growth mindset, you believe you can develop yourself, then you're open to accurate information about your current abilities, even if it's unflattering. What's more, if you're oriented toward learning, as they are you, you need accurate information about your current abilities in order to learn effectively. However, if everything is either good news or bad news about your precious traits--as it with fixed-mindset people--distortion almost inevitably enters the picture." (11)
"From the point of view of the fixed mindset, effort is only for people with deficiencies. And when people already know they're deficient, maybe they have nothing to lose by trying. But if your claim to fame is not having any deficiencies--if you're considered a genius, a talent, or a natural--then you have a lot to lose. Effort can reduce you." (42)
"If the wrong kinds of praise lead kids down the path of entitlement, dependence, and fragility, maybe the right kinds of praise can lead them down the path of hard work and greater hardiness.... What would this feedback look or sound like in the workplace? Instead of just giving employees an award for the smartest idea or praise for a brilliant performance, they would get praise for taking initiative, for seeing a difficult task through, for struggling and learning something new, for being undaunted by a setback, or for being open to and acting on criticism." (137)
"[Creating a growth mindset environment in which people can thrive] involves:
* presenting skills as learnable
* conveying that the organization values learning and perseverance, not just ready-made genius or talent
* giving feedback in a way that promotes learning and future success
* presenting managers as resources for learning" (141)
"Parents think they can hand children permanent confidence--like a gift--by praising their brains and talent. It doesn't work, and in fact has the opposite effect. It makes children doubt themselves as soon as anything is hard or anything goes wrong. If parents want to give their children a gift, the best thing they can do is teach their children to love challenges, be intrigued by mistakes, enjoy effort, seek new strategies, and keep on learning. That way, their children don't have to be slaves of praise. They will have a lifelong way to build and repair their own confidence." (179-180)
"The coaches say that in the old days after a little league game or a kiddie soccer game, parents used to review and analyze the game on the way home and give helpful (process) tips. Now on the ride home, they say, parents heap blame on the coaches and referees for the child's poor performance or the team's loss. They don't want to harm the child's confidence by putting the blame on the child..... But...children need honest and constructive feedback. If children are 'protected' from it, they won't learn well. They will experience advice, coaching, and feedback as negative and undermining. Withholding constructive criticism does not help children's confidence; it harms their future." (185)
"DeLay's husband always teased her about her 'midwestern' belief that anything is possible. 'Here is the empty prairie--let's build a city.' That's exactly why she loved teaching. For her, teaching was about watching something grow before her very eyes. And the challenge was to figure out how to make it happen. If students didn't play in tune, it was because they hadn't learned how.... Delay believed that [talent] was a quality that could be acquired. 'I think it's too easy for a teacher to say, 'Oh this child wasn't born with it, so I won't waste my time.' Too many teachers hide their own lack of ability behind that statement.'" (199)
"How can growth-minded teachers be so selfless, devoting untold hours to the worst students? Are they just saints? Is it reasonable to expect that everyone can become a saint? The answer is that they're not entirely selfless. They love to learn. And teaching is a wonderful way to learn. About people and how they tick. About what you teach. About yourself. And about life.
Fixed-minded teachers often think of themselves as finished products. Their role is simply to impart their knowledge. But doesn't that get boring year after year? Standing before yet another crowd of faces and imparting. now, that's hard." (204)
"Many people believe that growth mindset is only about effort, especially praising effort. I talked early about how praising the process children engage in--their hard work, strategies, focus, perseverance--can foster a growth mindset. In this way, children learn that the process they engage in brings about progress and learning, and that their learning does not just magically flow from some innate ability.
The first important thing to remember here is that the process includes more than just effort. Certainly, we want children to appreciate the fruits of hard work. But we also want them to understand the importance of trying new strategies when the one they're using isn't working. (We don't want them to just try harder with the same ineffective strategy.) And we want them to ask for help or input from others when it's needed. This is the process we want them to appreciate: hard work, trying new strategies, and seeking input from others."(215)
"One final word about putting the onus on the student. It broke my heart to learn that some educators and coaches were blaming kids for having a fixed mindset--scolding or criticizing them for not displaying growth-mindset qualities. Notice that these adults were absolving themselves of the responsibility, not only for teaching a growth mindset but also for the child's learning: 'I can't teach this child. He has a fixed mindset.' Let's be totally clear here. We as educators must take seriously our responsibility to create growth-mindset-friendly environments--where kids feel safe from judgment, where they understand that we believe in their potential to grow, and where they know that we are totally dedicated to collaborating with them on their learning. We are in the business of helping kids thrive, not finding reasons why they can't." (217)
"This growth mindset is based on the beliefs that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others. Although people may differ in every which way--in their initial talents and aptitudes, interests or temperaments--everyone can change and grow through application and experience." (7)
"Why waste time proving over and over how great you are, when you could be getting better? Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow? And why seek out the tried and true, instead of experiences that will stretch you?" (7)
"If, like those with the growth mindset, you believe you can develop yourself, then you're open to accurate information about your current abilities, even if it's unflattering. What's more, if you're oriented toward learning, as they are you, you need accurate information about your current abilities in order to learn effectively. However, if everything is either good news or bad news about your precious traits--as it with fixed-mindset people--distortion almost inevitably enters the picture." (11)
"From the point of view of the fixed mindset, effort is only for people with deficiencies. And when people already know they're deficient, maybe they have nothing to lose by trying. But if your claim to fame is not having any deficiencies--if you're considered a genius, a talent, or a natural--then you have a lot to lose. Effort can reduce you." (42)
"If the wrong kinds of praise lead kids down the path of entitlement, dependence, and fragility, maybe the right kinds of praise can lead them down the path of hard work and greater hardiness.... What would this feedback look or sound like in the workplace? Instead of just giving employees an award for the smartest idea or praise for a brilliant performance, they would get praise for taking initiative, for seeing a difficult task through, for struggling and learning something new, for being undaunted by a setback, or for being open to and acting on criticism." (137)
"[Creating a growth mindset environment in which people can thrive] involves:
* presenting skills as learnable
* conveying that the organization values learning and perseverance, not just ready-made genius or talent
* giving feedback in a way that promotes learning and future success
* presenting managers as resources for learning" (141)
"Parents think they can hand children permanent confidence--like a gift--by praising their brains and talent. It doesn't work, and in fact has the opposite effect. It makes children doubt themselves as soon as anything is hard or anything goes wrong. If parents want to give their children a gift, the best thing they can do is teach their children to love challenges, be intrigued by mistakes, enjoy effort, seek new strategies, and keep on learning. That way, their children don't have to be slaves of praise. They will have a lifelong way to build and repair their own confidence." (179-180)
"The coaches say that in the old days after a little league game or a kiddie soccer game, parents used to review and analyze the game on the way home and give helpful (process) tips. Now on the ride home, they say, parents heap blame on the coaches and referees for the child's poor performance or the team's loss. They don't want to harm the child's confidence by putting the blame on the child..... But...children need honest and constructive feedback. If children are 'protected' from it, they won't learn well. They will experience advice, coaching, and feedback as negative and undermining. Withholding constructive criticism does not help children's confidence; it harms their future." (185)
"DeLay's husband always teased her about her 'midwestern' belief that anything is possible. 'Here is the empty prairie--let's build a city.' That's exactly why she loved teaching. For her, teaching was about watching something grow before her very eyes. And the challenge was to figure out how to make it happen. If students didn't play in tune, it was because they hadn't learned how.... Delay believed that [talent] was a quality that could be acquired. 'I think it's too easy for a teacher to say, 'Oh this child wasn't born with it, so I won't waste my time.' Too many teachers hide their own lack of ability behind that statement.'" (199)
"How can growth-minded teachers be so selfless, devoting untold hours to the worst students? Are they just saints? Is it reasonable to expect that everyone can become a saint? The answer is that they're not entirely selfless. They love to learn. And teaching is a wonderful way to learn. About people and how they tick. About what you teach. About yourself. And about life.
Fixed-minded teachers often think of themselves as finished products. Their role is simply to impart their knowledge. But doesn't that get boring year after year? Standing before yet another crowd of faces and imparting. now, that's hard." (204)
"Many people believe that growth mindset is only about effort, especially praising effort. I talked early about how praising the process children engage in--their hard work, strategies, focus, perseverance--can foster a growth mindset. In this way, children learn that the process they engage in brings about progress and learning, and that their learning does not just magically flow from some innate ability.
The first important thing to remember here is that the process includes more than just effort. Certainly, we want children to appreciate the fruits of hard work. But we also want them to understand the importance of trying new strategies when the one they're using isn't working. (We don't want them to just try harder with the same ineffective strategy.) And we want them to ask for help or input from others when it's needed. This is the process we want them to appreciate: hard work, trying new strategies, and seeking input from others."(215)
"One final word about putting the onus on the student. It broke my heart to learn that some educators and coaches were blaming kids for having a fixed mindset--scolding or criticizing them for not displaying growth-mindset qualities. Notice that these adults were absolving themselves of the responsibility, not only for teaching a growth mindset but also for the child's learning: 'I can't teach this child. He has a fixed mindset.' Let's be totally clear here. We as educators must take seriously our responsibility to create growth-mindset-friendly environments--where kids feel safe from judgment, where they understand that we believe in their potential to grow, and where they know that we are totally dedicated to collaborating with them on their learning. We are in the business of helping kids thrive, not finding reasons why they can't." (217)
Honestly, didn't finish it all, but going to give myself credit for reading 75%. Overall liked the idea, but she goes too far and often makes mindset too simplistic to change. There are so many factors for why people have the various mindsets they have in their developmental ages. Choosing celebrity successes to "prove" your point didn't come across well - felt forced.
informative
inspiring
medium-paced
This book has something for everyone, it made me retrospect how I see and infer things around me, it not rocket science but yeah this book made me aware of certain fixed mindset things that i was doing subconsciously and made me aware of those and tips on how to overcome those
Got through chapter one and quit. I like what’s going on in this book but it’s so repetitive and boring. I don’t need to be convinced of the same thing 59 different ways. A lot of these self help books could be pamphlets I stg.