My fave bits from "How Children Succeed" by Paul Tough
-The reason the teenage
-The growth mindset : Dweck found that students who believed intelligence was malleable did much better than students who believed that intelligence was fixed.
-It seems that what Stefl was trying to convince her students that not just their intelligence and their character but their very destinies were malleable; that their past performance was not an indication of their future results.
-GPA was cumulative all through high school.
-High school grades reveal much more than mastery of content. They reveal qualities of motivation and perserverence - good study habits and time management skills
-The best predictor of college completion was a student's high school GPA.
-standardized test scores were predicted by scores on pure IQ tests and GPA was predicted by tests of self-control.
-grit - self discipline wedded to a dedicated pursuit of a goal.
-Flow - When a person's body or mind is stretched to its limits in a voluntary effort to accomplish something difficult or worthwhile
-The incentive processing system makes you more sensation seeking, more emotionally reactive, more attentive to social information. The second is called a cognitive control system, allowing you to regulate all those urges. The reason the The teenage years have always been such a perilous time, is that the incentive processing system reaches its full power in early adoloescence, while the cognitive control system doesn't finish maturing until you're in your 20s. So far a few tennage years, we are all madly processing incentives without a corresponding control system to keep our behavior in check.
It's uncomfortable to focus so intensely on what you're bad at. The following day she would reconstruct the games on the practice boards, Analyzing exactly where a player had gone wrong, what he could've done differently, what might've happened if you had made the better move, and playing out these counterfactual scenarios for several moves before returning to the moment of error. You go over the mistakes you made, all the mistakes you keep making – are you trying to get to the bottom of why you made them. Spiegel tries to lead her students down a narrow and difficult path, to have them take responsibility for the mistakes and learn from them - NOT obsessing over them or beating themselves up for them. When one keeps making mistakes you have to find a way to separate yourself from your mistakes or your losses. I tried to teach my students that losing is something you do not something you are.
When I asked him what was so fun about a year of complete immersion in the chess, he replied it was mostly the feeling of being intellectually productive so much of the time. I feel like I'm not really challenging myself are pushing myself just kind of wasting my brain. I never feel like that when I'm playing or teaching chess. He devoted almost a year to the study of chess eliminating everything else from his life, no parties ,no Facebook, no ESPN , no unnecessary socializing - just hours and hours of chess.
Metacognition as many psychologist call it. -Takes place in the pre-frontal cortex. slowing down, examining impulses and considering more productive solutions to the problem then yelling or shoving.
Two seconds is not slow enough. Look if you make a mistake that's OK. But you do something without even thinking about it? That's not OK I'm very very upset to see such a careless and thoughtless game
The next stop to a successful outcome is creating a series of implementation intentions – specific plans in the form of if-then statements that link the obstacles with ways to overcome them - such as - "if I get distracted by TV after school then I will wait to watch TV until I finish my homework".
-The reason the teenage
-The growth mindset : Dweck found that students who believed intelligence was malleable did much better than students who believed that intelligence was fixed.
-It seems that what Stefl was trying to convince her students that not just their intelligence and their character but their very destinies were malleable; that their past performance was not an indication of their future results.
-GPA was cumulative all through high school.
-High school grades reveal much more than mastery of content. They reveal qualities of motivation and perserverence - good study habits and time management skills
-The best predictor of college completion was a student's high school GPA.
-standardized test scores were predicted by scores on pure IQ tests and GPA was predicted by tests of self-control.
-grit - self discipline wedded to a dedicated pursuit of a goal.
-Flow - When a person's body or mind is stretched to its limits in a voluntary effort to accomplish something difficult or worthwhile
-The incentive processing system makes you more sensation seeking, more emotionally reactive, more attentive to social information. The second is called a cognitive control system, allowing you to regulate all those urges. The reason the The teenage years have always been such a perilous time, is that the incentive processing system reaches its full power in early adoloescence, while the cognitive control system doesn't finish maturing until you're in your 20s. So far a few tennage years, we are all madly processing incentives without a corresponding control system to keep our behavior in check.
It's uncomfortable to focus so intensely on what you're bad at. The following day she would reconstruct the games on the practice boards, Analyzing exactly where a player had gone wrong, what he could've done differently, what might've happened if you had made the better move, and playing out these counterfactual scenarios for several moves before returning to the moment of error. You go over the mistakes you made, all the mistakes you keep making – are you trying to get to the bottom of why you made them. Spiegel tries to lead her students down a narrow and difficult path, to have them take responsibility for the mistakes and learn from them - NOT obsessing over them or beating themselves up for them. When one keeps making mistakes you have to find a way to separate yourself from your mistakes or your losses. I tried to teach my students that losing is something you do not something you are.
When I asked him what was so fun about a year of complete immersion in the chess, he replied it was mostly the feeling of being intellectually productive so much of the time. I feel like I'm not really challenging myself are pushing myself just kind of wasting my brain. I never feel like that when I'm playing or teaching chess. He devoted almost a year to the study of chess eliminating everything else from his life, no parties ,no Facebook, no ESPN , no unnecessary socializing - just hours and hours of chess.
Metacognition as many psychologist call it. -Takes place in the pre-frontal cortex. slowing down, examining impulses and considering more productive solutions to the problem then yelling or shoving.
Two seconds is not slow enough. Look if you make a mistake that's OK. But you do something without even thinking about it? That's not OK I'm very very upset to see such a careless and thoughtless game
The next stop to a successful outcome is creating a series of implementation intentions – specific plans in the form of if-then statements that link the obstacles with ways to overcome them - such as - "if I get distracted by TV after school then I will wait to watch TV until I finish my homework".
When you're making rules for yourself you're enisting the prefrontal car tax as your partner against the more reflexive appetite driven parts of your brain. By making yourself a rule, you can sidestep the painful internal conflict between your desire fried foods and you're welcome for determination to resist them . Rules provide structure preparing us for encounters with tempting stimuli and redirecting attention elsewhere. Before long the rules become as automatic as the appetites they are deflecting.
What private school offers parents about all else is a high probability of non-failure.
For both rich and poor teenagers, certain family characteristics predicted children's maladjustment, including low levels of maternal attachment, high levels of parental criticism, and minimal after school adult supervision. Amongst the affluent children, the main cause of distress was excessive achievement pressures and isolation from parents both physical and emotional.
What private school offers parents about all else is a high probability of non-failure.
For both rich and poor teenagers, certain family characteristics predicted children's maladjustment, including low levels of maternal attachment, high levels of parental criticism, and minimal after school adult supervision. Amongst the affluent children, the main cause of distress was excessive achievement pressures and isolation from parents both physical and emotional.
