Mindset _ The New Psychology of Success - Carol S. Dweck [105]
Here are some of the seventh graders writing about how this program changed them:
After Brainology, I now have a new look at things. Now, my attitude towards the subjects I have trouble in [is] I try harder to study and master the skills. . . . I have been using my time more wisely, studying everyday and reviewing the notes that I took on that day. I am really glad that I joined this program because it increased my intelligence about the brain.
I did change my mind about how the brain works and i do things differently. i will try harder because i know that the more you try the more your brain works.
ALL i can say is that Brainology changed my grades. Bon Voyage!
The Brainology program kind of made me change the way i work and study and practice for school work now that i know how my brain works and what happens when i learn.
Thank you for making us study more and helping us build up our brain! I actually picture my neurons growing bigger as they make more connections.
Teachers told us how formerly turned-off students were now talking the Brainology talk. For example, they were taught that when they studied well and learned something, they transferred it from temporary storage (working memory) to more permanent storage (long-term memory). Now they were saying to each other: “I’ll have to put that into my long-term memory.” “Sorry, that stuff is not in my long-term memory.” “I guess I was only using my working memory.”
Teachers said that students were also offering to practice, study, take notes, or pay attention more to make sure that neural connections would be made. As one student said:
“Yes the [B]rainology program helped a lot. . . . Every time I thought about not doing work I remembered that my neurons could grow if I did do the work.”
The teachers also changed. Not only did they say great things about how their students benefited, they also said great things about the insights they themselves had gained. In particular, they said Brainology was essential for understanding:
“That all students can learn, even the ones who struggle with math and with self-control.”
“That I have to be more patient because learning takes a great deal of time and practice.”
“How the brain works. . . . Each learner learns differently. Brainology assisted me in teaching for various learning styles.”
Our workshop went to children in twenty schools. Some children admitted to being skeptical at first: “i used to think it was just free time and a good cartoon but i started listening to it and i started doing what they told me to do.” In the end, just about every child reported meaningful benefits.
MORE ABOUT CHANGE
Is change easy or hard? So far it sounds easy. Simply learning about the growth mindset seems to mobilize people for meeting challenges and persevering.
The other day one of my former grad students told me a story. But first some background. In my field, when you submit a research paper for publication, that paper often represents years of work. Some months later you receive your reviews: ten or so pages of criticism—single-spaced. If the editor still thinks the paper has potential, you will be invited to revise it and resubmit it provided you can address every criticism.
My student reminded me of the time she had sent her thesis research to the top journal in our field. When the reviews came back, she was devastated. She had been judged—the work was flawed and, by extension, so was she. Time passed, but