Are we raising children who are obsessed with getting 90-100?
Are we raising children who do not know how to dream big?
Is their biggest goal the next exam score of 100?
Do they carry the need for constant approval into their future?
American Psychologist Dr.Carol Dweck describes "mindset development" in order to learn and solve problems. explores the idea that we can expand the capacity of our brain
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The Power of Yet. At a high school in Chicago, he hears that students must pass a certain number of courses to graduate, and that they receive a grade of "Not yet" for the course they fail to pass. She thinks this is great. Because if you stay, you will think, 'I am a hopeless case.' But if ”Not yet.” If you get the grade, you know you're on the learning curve. This gives you a path towards the future. ”Not yet” was a real turning point for him, giving substance to a critical event in the early years of his career. He wants to see how children deal with challenges and problems. For this, she gives slightly more difficult questions to 10-year-old children so that they can solve them.
Some show surprisingly positive reactions.
The kids said things like, "I like a challenge!" or “You know, I hope this is educational.”
They realized that their skills could be improved. The children developed a perspective that he calls a growth mindset.
But other students felt it was dramatic, catastrophic. Their more stereotypical mental outlooks and intelligence were tested and they failed. Instead of savoring the power of “yet,” they clung to the tyranny of the present.
What did they do next? In one study, they said that if they failed a test, they would likely cheat instead of studying harder next time. In another study, after failure, they looked for someone who did worse than them so that they would feel better when they found that person. They avoided difficulties throughout the studies.&nb sp;
Scientists observed the electrical activities in the brains of students when they encountered errors. Students with a stereotyped mentality have almost no activity in their minds. They are avoiding mistakes. They don't connect with it. But on the other side, there are students with a mindset development and the idea that their abilities can be improved. They form very deep bonds. Their brain says, “Not yet.” It burns with the fire of saying. They form very deep bonds. They commit the mistake, learn from it and fix it.
This is very true, because employers come to us and say, we have already raised a generation full of young employees who cannot go a day without a reward. So what can we do?
How can we build the bridge that reaches “yet”?
Here are some of the things we can do: First, we can wisely praise effort without praising intelligence or talent. Praising intelligence has failed. Don't do this anymore. But praise children's development processes, praise their efforts, strategies, focus, determination, praise their development. Praising the process creates more assertive and resilient children.
There are other ways to reward “yet.” He recently teamed up with scientists at the University of Washington who worked on the game to create a new online math game that rewards “yet.” In the game, students were rewarded for their strategies, efforts and progress. A classic math game is now rewarded when the correct answer is given. Only this game process was rewarded. They were seen to show more effort, more strategy, longer effort times, and more perseverance when faced with very difficult questions.
Only the words "yet" and "not yet" were more likely to be taught to children. It was seen that he gave confidence and established a path for their future, which provided greater continuity.
Actually, we can change the mindset of students. In this study, they taught children that every time they forced themselves to step outside their comfort zone to learn something new and difficult, the neurons in their brains formed new and stronger connections, and the children They saw that they were therefore smarter.
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