Contrary to popular belief, high achievement isn’t merely a product of talent and ability.In fact, our internal beliefs about our own abilities, skills, and potential actually fuel behavioral patterns and predict success. Leading Stanford psychologist Carol Dweck argues that the pivotal quality sepa
1. Think about setting achievable micro-goals to encourage students’ consistent, incremental progress.
2. When students succeed, praise their efforts and strategies as opposed to their intelligence.
3. Help students focus on and value the process of learning.
4. Design classroom activities that involve cooperative–rather than competitive or individualistic–work.