The-Power-of-yet-请相信-你可以进步-英文字幕

ThePowerofyetIheardaboutahighschoolinChicagowherestudentshadtopassacertainnumberofcoursestograduate,andiftheydidn’tpassacoursetheygotthegrade“NotYet.”AndIthoughtthatwasfantastic,becauseifyougetafailinggrade,youthink,I’mnothing,I’mnowhere.Butifyougetthegrade“NotYet.”Youunderstandthatyou’reonalearningcurve.Itgivesyouapathintothefuture.“NotYet”alsogavemeinsightintoacriticaleventearlyinmycareer,arealturningpoint.Iwantedtoseehowchildrencopedwithchallengeanddifficulty,soIgave10-year-oldsproblemsthatwereslightlytoohardforthem.Someofthemreactedinashockinglypositiveway.Theysaidthingslike,“Iloveachallenge,”or,“Youknow,Iwashopingthiswouldbeinformative.”Theyunderstoodthattheirabilitiescouldbedeveloped.TheyhadwhatIcallagrowthmindset.Butotherstudentsfeltitwastragic,catastrophic.Fromtheirmorefixedmindsetperspective,theirintelligencehadbeenupforjudgmentandtheyfailed.Insteadofluxuriatinginthepowerofyet,theyweregrippedinthetyrannyofnow.Sowhatdotheydonext?I’lltellyouwhattheydonext.Inonestudy,theytoldustheywouldprobablycheatthenexttimeinsteadofstudyingmoreiftheyfailedatest.Inanotherstudy,afterafailure,theylookedforsomeonewhodidworsethantheydidsotheycouldfeelreallygoodaboutthemselves.Andinstudyafterstudy,theyhaverunfromdifficulty.Scientistsmeasuredtheelectricalactivityfromthebrainasstudentsconfrontedanerror.Ontheleft,youseethefixedmindsetstudents.There’shardlyanyactivity.Theyrunfromtheerror.Theydon’tengagewithit.Butontheright,youhavethestudentswiththegrowthmindset,theideathatabilitiescanbedeveloped.Theyengagedeeply.Theirbrainisonfirewithyet.Theyengagedeeply.Theyprocesstheerror.Theylearnfromitandtheycorrectit.Howareweraisingourchildren?Areweraisingthemfornowinsteadofyet?AreweraisingkidswhoareobsessedwithgettingA’s?Areweraisingkidswhodon’tknowhowtodreambigdreams?TheirbiggestgoalisgettingthenextAorthenexttestscore?Andaretheycarryingthisneedforconstantvalidationwiththemintotheirfuturelives?Maybe,becauseemployersarecomingtomeandsaying,wehavealreadyraisedagenerationofyoungworkerswhocan’tgetthroughthedaywithoutanaward.Sowhatcanwedo?Howcanwebuildthatbridgetoyet?Herearesomethingswecando.Firstofall,wecanpraisewisely,notpraisingintelligenceortalent.Thathasfailed.Don’tdothatanymore.Butpraisingtheprocessthatkidsengagein:theireffort,theirstrategies,theirfocus,theirperseverance,theirimprovement.Thisprocesspraisecreateskidswhoarehardyandresilient.Thereareotherwaystorewardyet.WerecentlyteamedupwithgamescientistsfromtheUniversityofWashingtontocreateanewonlinemathgamethatrewardedyet.Inthisgame,studentswererewardedforeffort,strategyandprogress.Theusualmathgamerewardsyouforgettinganswersrightrightnow,butthisgamerewardedprocess.Andwegotmoreeffort,morestrategies,moreengagementoverlongerperiodsoftime,andmoreperseverancewhentheyhitreally,reallyhardproblems.Justthewords“yet”or“notyet,”we’refinding,givekidsgreaterconfidence,givethemapathintothefuturethatcreatesgreaterpersistence.Andwecanactuallychangestudents’mindsets.Inonestudy,wetaughtthemthateverytimetheypushoutoftheircomfortzonetolearnsomethingnewanddifficult,theneuronsintheirbraincanformnew,strongerconnections,andovertimetheycangetsmarter.Lookwhathappened:inthisstudy,studentswhowerenottaughtthisgrowthmindsetcontinuedtoshowdeclininggradesoverthisdifficultschooltransition,butthosewhotaughtthislessonshowedasharpreboundintheirgrades.Wehaveshownthisnow,thiskindofimprovement,withthousandsandthousandsofkids,especiallystrugglingstudents.Solet’stalkaboutequality.Inourcountry,therearegroupsofstudentswhochronicallyunderperform,forexample,childrenininnercities,orchildrenonNativeAmericanreservations.Andthey’vedonesopoorlyforsolongthatmanypeoplethinkit’sinevitable.Butwheneducatorscreategrowthmindsetclassroomssteepedinyet,equalityhappens.Andherearejustafewexamples.Inoneyear,akindergartenclassinHarlem,NewYorkscoredinthe95thpercentileontheNationalAchievementTest.Manyofthosekidscouldnotholdapencilwhentheyarrivedatschool.Inoneyear,fourthgradestudentsintheSouthBronx,waybehind,becamethenumberonefourthgradeclassinthestateofNewYorkonthestatemathtest.Inayeartoayearandahalf,NativeAmericanstudentsinaschoolonareservationwentfromthebottomoftheirdistricttothetop,andthatdistrictincludedaffluentsectionsofSeattle.SothenativekidsoutdidtheMicrosoftkids.Thishappenedbecausethemeaningofeffortanddifficultyweretransformed.Before,effortanddifficultymadethemfeeldumb,madethemfeellikegivingup,butnow,effortanddifficulty,that’swhentheirneuronsaremakingnewconnections,strongerconnections.That’swhenthey’regettingsmarter.Ireceivedaletterrecentlyfroma13-year-oldboy.Hesaid,“DearProfessorDweck,Iappreciatethatyourwritingisbasedonsolidscientificresearch,andthat’swhyIdecidedtoputitintopractice.Iputmoreeffortintomyschoolwork,intomyrelationshipwithmyfamily,andintomyrelationshipwithkidsatschool,andIexperiencedgreatimprovementinallofthoseareas.InowrealizeI’vewastedmostofmylife.”Let’snotwasteanymorelives,becauseonceweknowthatabilitiescancapableofsuchgrowth,itbecomesabasichumanrightforchildren,allchildren,toliveinplacesthatcreatethatgrowth,toliveinplacesfille