Quotes About Education

As soon as children become able to evaluate themselves, some of them become afraid of challenges. They become afraid of not being smart.

read Drawing on the Right Side of the Brain.

If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don't have to be slaves of praise.

I changed it because of my work. One day my doctoral student, Mary Bandura, and I were trying to understand why some students were so caught up in proving their ability, while others could just let go and learn. Suddenly we realized that there were two meanings to ability, not one: a fixed ability that needs to be proven, and a changeable ability that can be developed through learning.

Since this was a kind of IQ test, you might say that praising ability lowered the students' IQs. And that praising their effort raised them.

few modern philosophers…assert that an individual's intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism….With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment and literally to become more intelligent than we were before.

En lugar de sumergirse en una memorización irreflexiva del material del curso, repasaban cada tema hasta estar seguros de comprenderlo bien. Estudiaban para aprender, no para sacar un sobresaliente en el examen. Y precisamente por eso sacaron mejores notas, no porque fuesen más inteligentes o porque tuviesen una base más sólida en ciencias.

If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, seek new strategies, and keep on learning.

con la mentalidad adecuada y la enseñanza apropiada, la gente es capaz de mucho más de lo que pensamos.

A successful student is one whose primary goal is to expand their knowledge and their ways of thinking and investigating the world. They do not see grades as an end in themselves but as means to continue to grow.

Or: "The ideal student values knowledge for its own sake, as well as for its instrumental uses. He or she hopes to make a contribution to society at large.

Praising children's intelligence harms their motivation and it harms their performance

When you learn new things, these tiny connections in the brain actually multiply and get stronger. The more that you challenge your mind to learn, the more your brain cells grow. Then, things that you once found very hard or even impossible—like speaking a foreign language or doing algebra—seem to become easy. The result is a stronger, smarter brain. We

think intelligence is something you have to work for . . . it isn't just given to you. . . . Most kids, if they're not sure of an answer, will not raise their hand to answer the question. But what I usually do is raise my hand, because if I'm wrong, then my mistake will be corrected. Or I will raise my hand and say, 'How would this be solved?' or 'I don't get this. Can you help me?' Just by doing that I'm increasing my intelligence.

Who cared about or enjoyed learning when our whole being was at stake every time she gave us a test or called on us in class?

I don't divide the world into the weak and the strong, or the success and the failures. I divide the world into the learners and non-learners. – Benjamin Barber

With his growth mindset, he asked, " How can I teach them?" not " Can I teach them?" And " How will they learn best?" not " Can they learn?

his extreme love of learning and challenge.

If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, 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.

If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning.

When students don't know how to do something and others do, the gap seems unbridgeable. Some educators try to reassure their students that they're just fine as they are. Growth-minded teachers tell students the truth and then give them the tools to close the gap.

They knew that human qualities, such as intellectual skills, could be cultivated. And that's what they were doing—getting smarter. Not only weren't they discouraged by failure, they didn't even think they were failing. They thought they were learning.

Instead of plunging into unthinking memorization of the course material, they said: "I looked for themes and underlying principles across lectures," and "I went over mistakes until I was certain I understood them." They were studying to learn, not just to ace the test. And, actually, this was why they got higher grades—not because they were smarter or had a better background in science.

I divide the world into the learners and nonlearners.