How Praise Can Harm, and How To Use it Well.

How Praise Can Harm, and How To Use it Well. When, What, and How to Criticize. Why Bright Children (and Talented Athletes) Stop Working and What To Do About It. How To Communicate The Values That Bring Success.

No parent thinks “I wonder what I can do today to undermine my children, subvert their effort, turn them off learning, and limit their achievement.” Of course not. They think “I would do anything, give anything, to make my children successful.” Yet many of the things they do boomerang. Their helpful judgments, their lessons, their motivating techniques often send the wrong message.

In fact, every word and action sends a message. It tells children – or students or athletes – how to think about themselves. It can be a fixed mindset message that says: “You have permanent traits and I’m judging them.” Or it can be a growth mindset message that says: “You are a developing person and I am interested in your development”...

Messages About Success

Listen for the messages in the following examples:

“You learned that so quickly! You’re so smart!”
“Look at that drawing. Martha, is he the next Picasso or what?”
“You’re so brilliant, you got an A without even studying!”

If you’re like most parents, you hear these as supportive, esteem-boosting messages. But listen more closely. See if you can hear another message. It’s The ones that children hear:

“If I don’t learn something quickly, I’m not smart.”
“I shouldn’t try drawing anything hard or they’ll see I’m no Picasso.”
“I’d better quit studying or they won’t think I’m brilliant.”

Messages About Failure

Nine-year-old Elizabeth was on her way to her first gymnastics meet. Lanky, flexible, and energetic, she was just right for gymnastics, and she loved it. Of course, she was a little nervous about competing, but she was good at gymnastics and felt confident of doing well. She had even thought about the perfect place in her room to hang the ribbon she would win.

In the first event, the floor exercises, Elizabeth went first. Although she did a nice job, the scoring changed after the first few girls and she lost. Elizabeth also did well in the other events, but not well enough to win. By the end of the evening, she had received no ribbons and was devastated.

What would you do if you were Elizabeth’s parents?

1. Tell Elizabeth you thought she was the best.
2. Tell her she was robbed of a ribbon that was rightfully hers.
3. Reassure her that gymnastics is not that important
4. Tell her she has the ability and will surely win next time.
5. Tell her she didn’t deserve to win.

There is a strong message in our society about how to boost children’s self-esteem, and a main part of that message is: Protect them from failure! While this may help with the immediate problem of a child’s disappointment, it can be harmful in the long run. Why?

Let’s look at the five possible reactions from a mindset point of view [and listen to the messages:]

The first (you thought she was the best) is basically insincere. She was not the best – you know it, and she does too. This offers her no recipe for how to recover or how to improve.

The second (she was robbed) places blame on others, when in fact the problem was mostly with her performance, not the judges. Do you want her to grow up blaming others for her deficiencies?

The third (reassure her that gymnastics doesn’t really matter) teaches her to devalue something if she doesn’t do well in it right away. Is this really the message you want to send?

The fourth (she has the ability) may be the most dangerous message of all. Does ability automatically take you where you want to go? If Elizabeth didn’t win this meet, why should she win the next one?

The last option (tell her she didn’t deserve to win) seems hardhearted under the circumstances. And of course you wouldn’t say it quite that way. But that’s pretty much what her growth-minded father told her. Chapter 7 tells you what he told her and what happened.

You can use messages to help your children cultivate a growth mindset. 

Read more at:

Mindset Link 

Infographic- Ineffective Teachers’ Devastating Ripple Effect

How can we continue to let this happen to our kids?

Original Infographic Link

Education is Dynamic (at least it should be)

Editorial:
We have the mission, we have the vision, we have the petition, the only thing we are now missing is the approval to actually open.

We have been working on this project for two years now. Along the way, adapting to all of the current changes in Common Core Standards, English Language Development (ELD) standards, Local Control Funding Formulas, accountability requirements, up-to-the-minute technology as well as many other changes occurring currently in education.

Parents in the community are anxious for our school to open its doors.

Unfortunately, regardless of all of the parental support, community support, achievement data showing the great need for another educational option, and a well detailed plan to open and implement a new and innovative way to increase academic achievement for our at-risk community, our petition has failed to receive an approval.

This is a fail for our students...our future community members...our future society.

The team working on this project has over 60 years of cumulative experience working in education with at-risk students. We KNOW what is missing and how to engage at-risk students to enable them to achieve academic success. We know that our model will fill the voids left by the current educational model.

Education should be dynamic. However, this mindset don't necessarily translate well onto a plan or petition because most plans are expected to be written in a very traditional manner mirroring the current educational system. No two students are alike, yet the current system tries to educate them as if they were.

Our school will be able to adapt to the changing needs of the students and address their individual needs because of our school's culture. A culture that includes flexibility in adapting and teaching what the students need, when they need it. In other words, the teachers are adapting to the students, not the other way around. In addition, our small school's size will support a culture of relationship building with our students from kindergarten through sixth grade. This will enable teachers adapt to and support the great emotional needs many of our students must overcome before learning becomes a priority. There's no better way to explain it than to say that the education at our school will be dynamic.

We are willing, able and ready to demonstrate our capacity, and feel terrible that every year that passes, more students will continue to hate going to school, tune out, and then drop out. We have so many bright children who are falling through the cracks because their needs (both academic and emotional) are not being met.

We know we can make a positive difference ...if only our school was given a chance.