Thanks, Hill: link's fixed, but I think you can only see the beginning. Like I said, it’s worth reading and I have a copy if anyone wants to see it.

Here’s a snippet from the article:

In addition to encouraging a growth mind-set through praise for effort, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. Blackwell, Trzesniewski and I recently designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork.

In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts neurons in the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Students who had been disruptive or bored sat still and took note. One particularly unruly boy looked up during the discussion and said, “You mean I don’t have to be dumb?”

As the semester progressed, the math grades of the kids who learned only study skills continued to decline, whereas those of the students given the growth-mind-set training stopped falling and began to bounce back to their former levels. Despite being unaware that there were two types of instruction, teachers reported noticing significant motivational changes in 27 percent of the children in the growth mind-set workshop as compared with only 9 percent of students in the control group. One teacher wrote: “Your workshop has already had an effect. L [our unruly male student], who never puts in any extra effort and often doesn’t turn in homework on time, actually stayed up late to finish an assignment early so I could review it and give him a chance to revise it. He earned a B+. (He had been getting Cs and lower.)”

Other researchers have replicated our results. Psychologists Catherine Good, then at Columbia, and Joshua Aronson and Michael Inzlicht of New York University reported in 2003 that a growth mind-set workshop raised the math and English achievement test scores of seventh graders. In a 2002 study Aronson, Good (then a graduate student at the University of Texas at Austin) and their colleagues found that college students began to enjoy their schoolwork more, value it more highly and get better grades as a result of training that fostered a growth mind-set.

Happy birthday, Burrell and Calli!

Oh crap. I am a bad and random Buffista.

Happy Birthday Burrell! Happy Birthday, Calli!

And Allyson, I’m so sorry to hear about your family’s troubles. Brenda, sorry to hear how stressed you are about your own, too.

That's my oldest kid. He's still completely resistant to anything that doesn't come naturally or easily.

I have one of those, but she's been working on overcoming that habit. Best motivator has been athletic endeavors like jumping rope and riding a bike, because she can see for herself the improvement that comes with practice.

The internet tells me that we're having another rapture on Friday. Or the actual one. So I thought I'd check in and see if anyone has rapture plans or what.

I have dinner plans Friday. Not sure which I'd prefer, to be left behind so I can enjoy my dinner or be raptured away so I can avoid my grading.

I've never praised my kids a lot.

I do make sure they feel very loved. I'm not stingy with love.

But especially when they want some ego-strokes for doing something that I think they're supposed to do, I usually just say, "Good job."

Emmett had a lot of success in baseball. He hit a grand slam in a district championship game, hit a game-winner in a sectional championship and tied for the team lead in RBIs on a state championship team. But, the two things I really praised him for in baseball were (a) dealing with his fear of getting hit by the ball in that same season where he had those successes; (b) his catching in the state championship game which was not about talent but all about hard hard work, blocking dozens of pitches in the dirt with the tying run on base.

The one thing I will praise a lot is kindness and thoughtfulness. Otherwise, "Good job."

When I was an instructional coach we did a ton of stuff around the Dweck research. It's interesting and noteworthy and hard to implement.

I think parents default to the "you're smart!" for a bunch of reasons including it's easy, it's pat, but also it's a piece of "you're a reflection of me." Which leads me to the wonderful and devastating piece in the NYT about the mom with a little one who has Tay-Sachs. If you haven't read it, you should.

I came in to check on msbelle post-world series game. I hope she's okay.

Allyson, I'm sorry about all of the stress and bad-stuff in your family. How is your mom holding up?

Oh Kat, I read that article and it broke my heart. I just...I don’t even know.

I don't either. I certainly am not a member of that spectrum, but she's a mom in my tribe, you know.

I realized this a few weeks ago, that parents of broken kids have a totally different bar. We don't do play dates because it's depressing as hell. We don't worry about whether or not our kid is going to learn enough to go to a great college. We don't even wonder what their kids will be like. Because, that's not what this is about for us. That's not what the future looks like for some of our kids. And there's a lot of those moms and dads out there who live with, "Can we make it today?"

I have been writing a story about a parent who looks at a kid who is broken and sick and damaged and walks away, not because they are heartless, but because they can't afford to love someone who will break their heart, not once or a hundred times, but every day they are alive, because they can't give up that hope.

That op-ed piece is wrenching and beautiful. I wonder what her book must be like.