Quotes About Development

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

For them it's not about immediate perfection. It's about learning something over time: confronting a challenge and making progress.

Instead, they are constantly trying to improve. They surround themselves with the most able people they can find, they look squarely at their own mistakes and deficiencies, and they ask frankly what skills they and the company will need in the future.

When Do You Feel Smart: When You're Flawless or When You're Learning?

Your horse is only as fast as your brain. Every time you learn something, your horse will move ahead.

The students with growth mindset completely took charge of their learning and motivation.

The growth mindset allows people to value what they're doing regardless of the outcome.

Just because some people can do something with little or no training, it doesn't mean that others can't do it (and sometimes do it even better) with training. This is so important, because many, many people with the fixed mindset think that someone's early performance tells you all you need to know about their talent and their future.

there's a lot of intelligence out there being wasted by underestimating students' potential to develop.

person's true potential is unknown (and unknowable); that it's impossible to foresee what can be accomplished with years of passion, toil, and training. Did

I was intensely curious because Cézanne is one of my favorite artists and the man who set the stage for much of modern art. Here's what I found: Some of the paintings were pretty bad. They were overwrought scenes, some violent, with amateurishly painted people. Although there were some paintings that foreshadowed the later Cézanne, many did not. Was the early Cézanne not talented? Or did it just take time for Cézanne to become Cézanne?

Bloom concludes, "After forty years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning.

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.

Finally, it means creating a growth-mindset environment in which people can thrive. This 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 Without a belief in human development, many corporate training programs become exercises of limited value.

Actually, people with the fixed mindset expect ability to show up on its own, before any learning takes place.

Now consider the idea that they just used better strategies, taught themselves more, practiced harder, and worked their way through obstacles. You can do that, too, if you want to.

Some of the world's best athletes didn't start out being that hot. If you have a passion for a sport, put in the effort and see.

Benjamin Barber, an eminent sociologist, once said, "I don't divide the world into the weak and the strong, or the successes and the failures.… I divide the world into the learners and nonlearners." What

There was a saying in the 1960s that went: "Becoming is better than being." The fixed mindset does not allow people the luxury of becoming. They have to already be.

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

There's an assumption," he said, "that schools are for students' learning. Well, why aren't they just as much for teachers' learning?

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

What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait?

test scores and measures of achievement tell you where a student is, but they don't tell you where a student could end up.