Mindset _ The New Psychology of Success - Carol S. Dweck [94]
What are they teaching the students en route? To love learning. To eventually learn and think for themselves. And to work hard on the fundamentals. Esquith’s class often met before school, after school, and on school vacations to master the fundamentals of English and math, especially as the work got harder. His motto: “There are no shortcuts.” Collins echoes that idea as she tells her class, “There is no magic here. Mrs. Collins is no miracle worker. I do not walk on water, I do not part the sea. I just love children and work harder than a lot of people, and so will you.”
DeLay expected a lot from her students, but she, too, guided them there. Most students are intimidated by the idea of talent, and it keeps them in a fixed mindset. But DeLay demystified talent. One student was sure he couldn’t play a piece as fast as Itzhak Perlman. So she didn’t let him see the metronome until he had achieved it. “I know so surely that if he had been handling that metronome, as he approached that number he would have said to himself, I can never do this as fast as Itzhak Perlman, and he would have stopped himself.”
Another student was intimidated by the beautiful sound made by talented violinists. “We were working on my sound, and there was this one note I played, and Miss DeLay stopped me and said, ‘Now that is a beautiful sound.’” She then explained how every note has to have a beautiful beginning, middle, and end, leading into the next note. And he thought, “Wow! If I can do it there, I can do it everywhere.” Suddenly the beautiful sound of Perlman made sense and was not just an overwhelming concept.
When students don’t know how to do something and others do, the gap seems unbridgeable. Some educators try to reassure their students that they’re just fine as they are. Growth-minded teachers tell students the truth and then give them the tools to close the gap. As Marva Collins said to a boy who was clowning around in class, “You are in sixth grade and your reading score is 1.1. I don’t hide your scores in a folder. I tell them to you so you know what you have to do. Now your clowning days are over.” Then they got down to work.
Students Who Don’t Care
What about students who won’t work, who don’t care to learn? Here is a shortened version of an interaction between Collins and Gary, a student who refused to work, ripped up his homework assignments, and would not participate in class. Collins is trying to get him to go to the blackboard to do some problems:
COLLINS: Sweetheart, what are you going to do? Use your life or throw it away?
GARY: I’m not gonna do any damn work.
COLLINS: I am not going to give up on you. I am not going to let you give up on yourself. If you sit there leaning against this wall all day, you are going to end up leaning on something or someone all your life. And all that brilliance bottled up inside you will go to waste.
At that, Gary agreed to go to the board, but then refused to address the work there. After a while Collins said:
“If you do not want to participate, go to the telephone and tell your mother, ‘Mother, in this school we have to learn, and Mrs. Collins says I can’t fool around, so will you please pick me up.’”
Gary started writing. Eventually, Gary became an eager participant and an avid writer. Later that year, the class was discussing Macbeth and how his misguided thinking led him to commit murder. “It’s sort of like Socrates says, isn’t it, Miss Collins?” Gary piped up. “Macbeth should have known that ‘Straight thinking leads to straight living.’” For a class assignment, he wrote, “Somnus, god of sleep, please awaken us. While we sleep, ignorance takes over the world. . . . Take your spell off us. We don’t have long before ignorance makes a coup d’état of the world.”
When teachers are judging them, students will sabotage the teacher by not trying. But when