tag:blogger.com,1999:blog-8070355695530434450.post2193921253876288786..comments2024-03-14T04:16:20.472-07:00Comments on In Socrates' Wake: Task praise revisitedMichael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-8070355695530434450.post-6520037634534106552013-03-11T06:51:08.302-07:002013-03-11T06:51:08.302-07:00I've read Dweck's work and incorporated it...I've read Dweck's work and incorporated it how I talk to students about the content and class work, rather than how I praise student work. From the beginning of my classes, esp. intro, I talk about how reading and doing philosophy gets easier with more practice and while it can be frustrating students shouldn't give up or think "i'm just not good at philosophy." I tell them how I failed the first philosophy assignment I ever had, but I kept working at it. In other words, I try to explicitly inculcate a growth mindset. I use the same techniques when discussing paper assignments. I talk about what the early drafts of my papers look like - not pretty and in upper division courses I'll share the early drafts - and point out that their ideas on a topic are likely to change and deepen with time and effort. I require drafts and allow for rewrites, which is possible because I have relatively small classes. Anonymousnoreply@blogger.com