I tend to keep praise specific, honest, and tied to controllable actions. Dweck’s guidance means I highlight effort with strategy: 'You planned your steps and that helped' rather than 'You’re smart.' I make sure to praise improvement and curiosity too, and use 'not yet' to keep failure from feeling final. Short, concrete feedback plus a suggestion for next time works best for me—kids get a roadmap instead of a compliment that disappears. It’s simple, but it changes how they approach challenges.
When I’m helping kids tackle challenging tasks, I follow Dweck’s idea of praising strategies and progress more than fixed traits. Instead of 'You’re brilliant,' I say things like 'I like the method you used' or 'Your revision shows real thought.' That gives them tools, not labels. I also encourage a growth-oriented mindset by normalizing struggle: mistakes are data, not disasters. A practical move I use is to praise specific behaviors: effort with a reason ('You practiced those flashcards daily, so your recall improved'), curiosity ('You asked great questions about why that happened'), or tactical shifts ('Switching strategies there was smart').
A pitfall I’ve learned to avoid is overpraising effort alone—saying 'Good job trying' without mentioning what changed can feel hollow. So I always combine effort, strategy, and outcome into my feedback and suggest a next step, like 'Try spacing your practice next time to see if it helps.'
There’s a tiny shift in wording that Carol Dweck recommends which has felt like a game-changer for me: praise the process, not the person. I try to focus on what kids actually did — the strategy, the effort, the persistence — instead of saying things like 'You’re so smart.' When I say, 'You tried a few different ways until one worked — that was awesome thinking,' the tone becomes about learning rather than proving something permanent.
In practice I give very specific feedback: 'I noticed you checked your work and corrected that part — great attention to detail' or 'You stuck with this tough problem for 20 minutes; that kind of persistence builds skills.' I also use 'not yet' a lot when something doesn’t click: 'You haven’t mastered it yet' opens the door to improvement. I watch out for hollow praise too — effort praised without reflection can feel empty — so I pair it with questions like, 'What did you try differently this time?' That turns praise into a conversation that teaches how to learn.
I’ve always been the kind of person who notices tiny changes in kids when praise comes the Dweck way. One afternoon I switched my phrasing mid-session: instead of telling a kid 'You’re so talented,' I said 'You used a new strategy and it worked — neat!' That kid’s face lit up differently; it was like they were invited into a process, not judged by a label. I like to mix little rituals too: after a project we list three things that were tried, then one idea for next time. It reinforces that growth is ongoing.
I also use concrete examples from games and hobbies: 'You learned that combo by practicing the timing — same idea as practicing scales.' And when things go wrong, I say 'Not yet' with a smile. It keeps the mood hopeful. Beyond words, I model learning by saying aloud when I’m stuck and how I try again, because kids pick up how we handle setbacks just as much as what we say.
2025-09-02 11:56:16
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The Test Score Above My Head
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A month before the SATs, I, Jenny Reid, could see my score.
Literally. It was just floating right above my head. But there was a catch.
Every time I cracked open a prep book, my score would drop by ten points. But if I skipped a day of school? It jumped right back up by ten.
So, I played the system. For a whole month, I barely lifted a finger. And on the day of the test, the number glowing over my head was a solid 1560.
When the scores finally dropped online… I'd scored a 500.
And the 1560? That was my little sister Patricia's score.
My parents lost it. As punishment, they got me a grueling night-shift job at a local electronics factory. That first night, a bunch of guys I'd never seen before cornered me in the parking lot and beat me half to death.
Fading in and out of consciousness, I heard my sister's voice right by my ear.
"You just had to one-up me, didn't you? Thought you were so smart… but you never figured out I was the one controlling that number over your head."
The truth hit me like a physical blow. The score had been her trick all along.
I opened my eyes—and I was back. One month before the SATs. The number above my head read exactly 1300.
"Hey," my sister said, all fake sweetness. "Want to study together tonight? We can go over the practice tests."
I looked at the stack of papers in my own hands. Without a word, I pulled out my lighter and set them on fire right there in the driveway.
"Exams are coming," I said, watching the flames. "I'm not studying."
My score ticked up to 1310. My sister's face was this perfect mask of disappointment, but the second I turned away, I caught the sly smile she couldn't quite hide.
She had no idea… the real performance, the one I'd been rehearsing just for her, was finally about to begin.
My Daughter's Work Won an Award, but the Credit Went to a Classmate
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To encourage overall development, the kindergarten had asked each student to create a hand-drawn poster.
My daughter Holly refused my help and insisted on doing it all on her own.
Little did I know, most of the other children had their parents do the artwork for them.
In comparison, Holly's delicate strokes were quickly dismissed.
Not only was her work discarded into the trash, but her teacher also called her out in the parent group, criticizing her for being careless with the assignment.
As I racked my brain trying to figure out how to help Holly regain her confidence in drawing, I was surprised to see Holly's artwork among the winning entries in the state-level children's art competition.
But the signature wasn't hers—it belonged to another student from her class.
My mom is terrified of being laughed at by others the most.
Whenever the holidays are here, she will keep repeating one sentence to me—"Don't go around embarrassing me."
When my relatives gather around and chat with each other, I accidentally knock a fruit platter over. Mom drags me over and slaps me on the spot.
At the holiday feast, I grab extra pieces of steak for myself. Mom responds by kicking my chair over.
When it's time for the holiday gifts to be distributed, my aunt, Gabriella Hall, has miscalculated the number of children present among the family. So, she has prepared one less gift for the occasion.
Mom doesn't hesitate to kick me out of the apartment, leaving me shivering in the cold corridor in just my indoor clothes.
The icy winds chill me to the bone. I keep slamming my palms on the front door while screaming and crying my apologies at Mom, and yet she remains unmoved and silent.
Instead, she turns to face Aunt Gabriella with an apologetic smile on her face.
"I'm really sorry. I didn't raise my daughter well. It's only fair that you ridicule me."
What Mom doesn't know is that I get triggered whenever I hear the word "ridicule" thanks to her so-called parenting lessons. Whenever I hear that word, I want nothing more than to hurt myself uncontrollably.
So when I hear the word "ridicule" coming out of Mom's mouth through the front door, I turn on my heel quietly and begin making my way toward the bridge next to the neighborhood that's plunged into darkness.
The moment I jump from the bridge, the only thought I have is, "Mom, no one will ridicule you because of me this time."
The day I turned eighteen, my father picked my birthday dinner to drop his bombshell: he'd fallen for someone else, and he wanted a divorce.
Mom was about to flip the table. Then a stream of comments scrolled across my vision.
[Don't make a scene! He's just a cheater. We don't even want him.]
[Your mom's gorgeous. Play the sweet, doting type, win him over, and she'll walk away with most of his fortune. We're talking billions!]
[Take the billions and enjoy the rest of your life. Beats rotting at home as some bitter ex-wife, doesn't it?]
Following the comments, I clapped a hand over Mom's mouth and whispered:
"Mom, stop! Dad's worth billions, we have to watch what we say!"
For the past three months, I've slept only three hours every day just so my team and I can create an app. Thanks to our hard work, the app goes absolutely viral to the point we've garnered over 100 million registered users on the first week of its launch.
At the afterparty, my wife, Stacie Woodward, announces that her godbrother, Tory Frost, who's the PR manager, will be the one receiving the million-dollar bonus. She then tosses me a few 50% discount coupons that can be used in shopping malls as my bonus.
"You're just a code monkey—why do you need that much money anyway? You can have these discount coupons. Use them on anything you want. At least buy some nice clothes for yourself. Don't go around wearing these rags. You'll just end up humiliating me more."
I plead to her in a low tone, "Have you gone crazy, Stacie? My dad needs the money for the best medication in order to save his life! Can you please stop joking around?"
But Stacie clings to Toby's arm, looking high and mighty.
"Your dad's dying, isn't he? He might as well stop wasting the public resources! I can always choose him a better grave and hold a nice funeral for him when his time comes!"
As I look at Stacie's smug face, I just smile at her instead of getting mad at her.
She must have forgotten that the app's core algorithm and the user growth model are built using my private, undisclosed technology stack. That means the copyright is mine and has nothing to do with the company.
I just smile while nodding at Stacie. That night, I activate the technology stack's self-destruct and migration protocols.
I donated 45 million to the city's best kindergarten, but my daughter failed the enrollment interview. She was a polymath.
Furious, I demanded an explanation from admissions. She hurled an assessment file at my face. "Your daughter's brilliant, but you're the exact opposite! You're dead last among the parents!"
She continued, "The others have tech domes! You're nothing but a regular Ivy League graduate! Your degree's worth about as much as toilet paper!"
The other teachers laughed as well. "If we admit her daughter, it's going to look bad on the other kids. She can't take that responsibility."
"Yeah, I can't believe she's demanding an explanation from Ms. Johnson. Her husband is the kindergarten's biggest stakeholder. He can make sure her daughter has nowhere to go."
The admission teacher shoved me away. With disdain in her eyes, she said, "Out of my sight if you know what's good for you. My husband is picking me up in his Rolls-Royce. His car plate alone is worth more than your life! It's lucky 777! Only one in Georgeport!"
Three sevens? That was my husband's car. I laughed mirthlessly and texted my husband. "I had no idea you had another wife behind me."
Hearing people talk about 'Mindset' at a weekend workshop years ago actually shifted how I think about learning, and that’s why I point folks to Carol Dweck’s books first. For a teacher-ish person wanting practical influence, start with 'Mindset' — it’s readable, full of classroom-friendly stories, and gives you the vocabulary (growth vs. fixed) to name what you see. It’s the book that helps you rework praise language, reframe failures as learning data, and build routines that celebrate effort and strategy.
If you want deeper theory or research to back up what you try in class, then look at 'Self-Theories: Their Role in Motivation, Personality, and Development'. It’s denser, but it gives a sturdier foundation when you’re designing lessons or arguing for policy changes. I also use short Dweck interviews and articles to show colleagues how to talk about brain plasticity without slipping into clichés. Practical tips I cribbed straight from her work: praise strategies rather than innate talent, teach the idea of 'yet', normalize struggle, and pair feedback with concrete next steps. Implemented right, those ideas change the tone of a classroom — but they need consistent practice, not a one-off poster on the wall.
There was this one chaotic Monday when a student who’d always given up on math raised his hand and said, 'I’m going to try this again'—and that tiny shift felt like a jackpot. Reading Carol Dweck’s 'Mindset' changed the way I scaffold learning. Instead of praising tidy results, I started praising effort, strategy, and revision. I watched students who’d labeled themselves 'bad at' subjects swap that script for 'not there yet.' It’s not magic, it’s scaffolding: teach students specific strategies for learning, then celebrate the process.
I mix short rituals into class—reflection slips that ask what strategy they used, a two-minute peer-share about a mistake that taught them something, and occasional class stories about famous people who kept failing before succeeding. Those little rituals normalize struggle and turn setbacks into data, not identity. Over a semester I saw motivation move from fear-driven avoidance to curiosity-driven persistence. If you’re trying this at home or in class, start small: change one phrase ('You’re so smart' to 'You worked really hard on that'), and watch how students begin to take smarter risks rather than hide from challenges.
Watching my two-year-old stack and topple blocks has been my crash course in applying Carol Dweck's ideas in tiny, sticky-handed form. I read 'Mindset' and kept thinking, how do you turn a big psychology idea into snack-time moments? For us it became about the language we use: instead of saying 'You're so smart,' I say things like, 'You kept trying until that tower stayed up — that was great persistence!' I also narrate process a lot during play: 'You tried a different block, and that helped.'
I try to model curiosity when I fail too. If a puzzle piece doesn't fit, I say aloud, 'Hmm, that didn't work. Let's try another way,' and let my toddler see me shrug and try again. We set up tiny, winnable challenges — a slightly harder puzzle or a new stacking game — where I can cheer their strategies, not label their ability. Over time the praise shifts from who they are to what they did, and it actually makes tantrums around mistakes quieter.
If you want a simple habit: pick two growth phrases ('You worked hard on that' and 'Not yet') and use them all week. Small, steady language changes feel clumsy at first but they add up, and seeing my kid beam at trying again is its own reward.