A Quote by Carol S. Dweck

With a growth mindset, kids don't necessarily think that there's no such thing as talent or that everyone is the same, but they believe everyone can develop their abilities through hard work, strategies, and lots of help and mentoring from others.
Everyone is using the same programs, everyone is looking at the same opening ideas. I wouldn't say everyone is necessarily the same in terms of talent or ability, but when you're able to prepare games that go so deep that you don't have to think, really, it balances out the field.
America can't work for only some people and become a dream for all people. It has to work for everyone. And even though everyone might not end up at the same place, if everyone starts with the same beginning, then that's the dream fulfilled. We all don't have the same abilities, but we should have the same opportunities.
Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area, but there can still be things that trigger you into a fixed mindset trait.
I believe that we all have a responsibility to give back. No one becomes successful without lots of hard work, support from others, and a little luck. Giving back creates a virtuous cycle that makes everyone more successful.
In the contest between talent and hard work as to which is the more important element of success, there's no comparison. A mediocre talent with lots of hard work will go further than a stellar talent who coasts.
Chinese culture is already telling children to work hard. That's not growth mindset because they're working hard for the product, not for the growth or the joy of learning.
I believe that God's dream is that we be successful in our careers, and that we be able to send our kids to college. I don't mean that everyone is going to be rich, and I preach a lot on blooming where you're planted. But I don't have the mindset that money is a bad thing.
Once you realize that everyone is in the same boat, that everyone is just as insecure and childlike as everyone else, that all these jokers in D.C. ruining our world are just greedy kids grabbing for marbles - I think that realization means you're an adult.
We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.
I do not think everyone is created equal. In fact, I know they're not. [The Constitution] means that everyone should have the same laws as everyone else. It doesn't mean that everyone's as smart or as cute or as lucky as everyone else.
There are people at the extremes who aren't able to do anything musically, and then others sort of fall in the middle. And the same thing with math, and the same thing with art. You'll find people who are geniuses, or prodigies at the far end of the bell shaped curve, and I think you will find some of the acquired savants in that category who happened to have been endowed with that kind of talent, which explains why not everyone becomes an acquired savant.
Those who are blessed with the most talent don't necessarily outperform everyone else. It's the people with follow-through who excel.
I am an ordinary man who worked hard to develop the talent I was given. I believed in myself, and I believe in the goodness of others.
People often assume that the same approach will work for everyone, that the same habits will work for everyone, and that everyone has the same aptitude and appetite for forming habits, but from my observation, that's not true.
You just have to find that thing that's special about you that distinguishes you from all the others, and through true talent, hard work, and passion, anything can happen.
Chelsea is a fantastic place for young kids. They develop you, work you hard, and you can see they have top-class talent all around the world.
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