What Does Mindset Carol Dweck Recommend For Praising Kids?

2025-08-27 12:01:03 396
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4 Answers

Oliver
Oliver
2025-08-31 02:28:41
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.
Isaac
Isaac
2025-08-31 23:45:41
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.'
Brady
Brady
2025-09-01 04:01:55
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.
Freya
Freya
2025-09-02 11:56:16
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.
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