” And as soon as the trainee is labeled as gifted, there is typically an added pressure to be remarkable in every element of life. Fixed mindset can cause that killer of delight– perfectionism.” (page 103).
Self motivation is a learned ability and crucial in developing long-lasting students. As Silver writes, “It is vital for trainees to become intrinsically driven and all set to pursue understanding unconventionally through whatever resources they need to attain their goals.” (page 5).
Evaluated by Kathleen Palmieri.
The added resources in this chapter actually resonated with me, such as the situation “Elizabeths Dilemma,” different tables, and the ongoing discussion of “Fixed Mindset/Growth Mindset.”.
In this chapter I found one of my greatest “yes” moments. As I am an avid reader of anything to do with “growth frame of mind,” I found Chapter 5 extraordinary. The ideas and principles Silver discussed were truly problems and thoughts Ive had in and about my own class.
A buddy site that has video links and an abundance of other materials related to this book and Debbie Silvers thinking.
Each chapter uses reflection questions and a “Try This” section that I found to be a fantastic resource. The glossary in the back of the book offers lots of educational “buzzwords” and their meanings.
Chapter 2 revisits “The Zone of Proximal Development” (ZPD) and how this motivational theory can be used to assist students discover to recuperate from failures and “experience experiences that stretch them beyond their previous limitations.”.
The first chapter provides the driver for the idea of assisting our children become self-motivated.
This book is captivating– it has a lot of parts that resonated with me. As I check out, I discovered myself in that terrific and rare location readers long for– sensation as though I was having a conversation with the author. The ideas and ideas Silver talked about were really problems and ideas Ive had in and about my own class.
ZPD in the class.
Throughout the book are fascinating QR codes, such as the one discovered on page 47 which results in a YouTube video of John Stossel on “Free Range Parenting”– or on page 105 “Rethinking Giftedness” which shares how kids feel about being labeled as “gifted.”.
Kathleen Palmieri is a National Board Certified Teacher and NBCT Professional Learning facilitator. With an enthusiasm for literacy and learning in the classroom, she takes part in different composing workshops, curriculum writing undertakings, and math discussions.
As we check out much deeper into this first chapter, Silver strikes the nail on the head as she explores the common belief that appreciation is required in order to help kids feel great about themselves:.
The last few years in education have actually been challenging for parents, educators and students. Trying our best to navigate through various modes of mentor has left us feeling frustrated, lots of students feeling uninspired with a “learned vulnerability,” and parents desperate to find methods to help their child be successful.
Trainees come to rely on formula and standardization– and when formula and standardization take hold, the energy and intellectual rigor that comes from creation gets lost. (page 51).
Chapter 5 also provides a discussion of “Gifted Kids and Coping With Failure” and “Gifted Kids and Fixed Mindsets.” Silver writes:.
Drop 7 Times, Get Up 8: Raising and Mentor Self-Motivated Learners, K-12By Debbie Silver( Corwin, 2021– Find out more).
In this chapter I found among my most significant “yes” moments. Silver discusses the term “helicopter teachers” which is quite the very same idea as “helicopter moms and dads.” This is where teachers tend to take over the knowing for the trainee, and– in the words of Penny Kittle and Kelly Gallagher–.
Development mindset plus gifted kids.
Silver thinks that with the appropriate feedback, children are “inherently motivated … they can find out all sorts of required abilities and self-reliant learning practices.” (page 15).
Dr. Debbie Silvers second edition of her revolutionary book Fall Down 7 Times, Get Up 8 really speaks to these problems and more with her tell-it-like-it-is method, producing a “handbook for adult supporters who want to assist kids end up being self-motivated, continuous learners instead of dependent short-term thinkers who think the world owes them a free flight.” (Preface).
Silver keeps that ZPD helps push the student just beyond their level of understanding, producing a “positive stress for knowing.” (page 37) Then Chapter 3 dives into what can take place when learners get into that optimum state of knowing.
I am convinced that neither I nor anybody else can motivate a child to be effective long term through shallow praise, external benefits, or a reluctance to give them accurate feedback. Positivity is excellent, however it needs to be grounded in development towards specific goals. (page 7).
Self motivation, not extrinsic appreciation.
In my viewpoint, this book would be a terrific pick for an expert development book group or a literacy committee book chat. A buddy website that has video links and an abundance of other products related to this book and Debbie Silvers thinking.
As I am an avid reader of anything to do with “growth state of mind,” I discovered Chapter 5 remarkable. It goes over Dr. Carol Dwecks theory and how it helps kids “be successful in school.” This chapter also “checks out the distinct nature of children recognized as talented and skilled and how instructors and moms and dads can use growth mindset practices to keep G/T students moving forward.” (page 85).