“[S]tudents who doubt their academic abilities, or question whether students with their particular backgrounds belong at their schools, frequently fall behind or fail at school - regardless of their innate intelligence or the quality of the teaching they receive.” New work from Stanford psychology professor Carol Dweck and her colleagues find that simple messages telling students who doubt themselves that they have the capacity to be great if they work hard and telling students who feel they don’t belong that they are right where they should be has the power to overcome these psychological hurdles. Bottom line. Targeted feedback can help students rise even in the face of adversity.
Should every kid get a trophy?
Nov 02, 2014