Student Success Motivational Quotes

The Paradoxical Commandments People are illogical, unreasonable, and self-centered. Love them anyway. If you do good, people will accuse you of selfish ulterior motives. Do good anyway. If you are successful, you will win false friends and true enemies. Succeed anyway. The good you do today will be forgotten tomorrow. Do good anyway. Honesty and frankness make you vulnerable. Be honest and frank anyway. The biggest men and women with the biggest ideas can be shot down by the smallest men and women with the smallest minds. Think big anyway. People favor underdogs but follow only top dogs. Fight for a few underdogs anyway. What you spend years building may be destroyed overnight. Build anyway. People really need help but may attack you if you do help them. Help people anyway. Give the world the best you have and you'll get kicked in the teeth. Give the world the best you have anyway.

Rejection is an opportunity for your selection.

You need mountains, long staircases don't make good hikers.

Travelling shouldn't be just a tour, it should be a tale.

Travelling the road will tell you more about the road than the google will tell you about the road.

Adversity quickens the mind, awakens the spirit and strength the soul.

With great enthusiasm and determination you will master the art in your field.

Be a true traveller, don't be a temporary tourist.

It is possible for you to realise your dream as a scientist, you must be a passionate learner and curious enough to seek this wonderful career path.

The obstacles were intended to be a distraction from the goal. You must keep a persistence focus to realise the goal.

Life is a teacher. We are the student.

Pain teaches you more than pleasure. Failure teaches you more than success. Poverty teaches you more than prosperity. Adversity teaches you more than comfort.

If an eagle is teaching you to fly, ignore the advice of turkeys.

You are learning to be an expert.

The vocational approach at NOCCA (New Orleans Center for the Creative Arts) helps build grit in students. It teaches them how to be single-minded in pursuit of a goal, to sacrifice for the sake of a passion. The teachers demand hard work from their kids because they know, from personal experience, that creative success requires nothing less.

Failure leads to a decrease in motivation only when it is accepted as failure. Failure leads students to improve when they see it is a stepping stone on the road to success.

An ambitious amateur will rise above a complacent master.

Don't downgrade your dreams to upgrade your relationships.

A bird is born knowing how to fly, but has to learn to conquer the skies.

The best way to overcome your weaknesses is to turn them into strengths.

Roses do not bloom the same time as daisies.

So often we quit on the first failure. We must persistent long enough to achieve success.

The greatest gift for yourself is to study to the highest degree.

Trekking means a travelling experience with a thrilling excitement.

Tell me, who in this life, were never guided in course of their realization of their goal?

This shift in culture has changed us. In the first place, it has made us a bit more materialistic. College students now say they put more value on money and career success. Every year, researchers from UCLA survey a nationwide sample of college freshmen to gauge their values and what they want out of life. In 1966, 80 percent of freshmen said that they were strongly motivated to develop a meaningful philosophy of life. Today, less than half of them say that. In 1966, 42 percent said that becoming rich was an important life goal. By 1990, 74 percent agreed with that statement. Financial security, once seen as a middling value, is now tied as students’ top goal. In 1966, in other words, students felt it was important to at least present themselves as philosophical and meaning-driven people. By 1990, they no longer felt the need to present themselves that way. They felt it perfectly acceptable to say they were primarily interested in money.20 We live in a more individualistic society. If

I'm gonna take all my sadness, frustration, anger and energy and channel it into becoming the best possible student. I am going to become a learning machine... Go ahead, go to all your parties. Go ahead and go home to your families and friends every weekend. You are probably smarter than me. But it doesn't matter. While you are goofing around, I'm gonna be studying, and I'm gonna catch you.

For those teachers I have mentioned, and also for me, teaching is much more than a job. It is a responsibility to those under my supervision—a responsibility to teach them. And how can I tell if I’ve taught them, if I’ve been successful? Right. Only if they’ve learned. Therefore, I have learned to focus on studying people, especially young people. I study the way they react, the way they are motivated, the way they are frustrated, and the way they work. This will help me discover the way they learn and when I discover that, I’m half way there. The methods I learned, both for the classroom and for the court, were created from and for my students.” - John Wooden

Far too many of the existing programs for gifted children cater only to high achievers who fit the conventional model of education. Those with high potential who cannot redesign themselves to walk the fine line of the traditional educational system’s requirements are at a loss. As one might imagine, an ill-conceived education can easily destroy self-esteem and motivation in any student, gifted or otherwise, though the gifted person most often blames him- or herself to a greater degree for a perceived failure to measure up. In every case of lack of attention and resources, the budding Everyday Genius is left holding the bag, a bag full of holes that drains away the likelihood of self-fulfillment and success.

Most people have heard of Mahatma Gandhi, the man who led India to independence from British rule. His life has been memorialized in books and film, and he is regarded as one of the great men in history. But did you know Gandhi did not start out as a great hero? He was born into a middle-class family. He had low self-esteem, and that made him reluctant to interact with others. He wasn’t a very good student, either, and he struggled just to finish high school. His first attempt at higher education ended in five months. His parents decided to send him to England to finish his education, hoping the new environment would motivate him. Gandhi became a lawyer. The problem when he returned to India was that he didn’t know much about Indian law and had trouble finding clients. So he migrated to South Africa and got a job as a clerk. Gandhi’s life changed one day while riding on a train in South Africa in the first-class section. Because of his dark skin, he was forced to move to a freight car. He refused, and they kicked him off the train. It was then he realized he was afraid of challenging authority, but that he suddenly wanted to help others overcome discrimination if he could. He created a new vision for himself that had value and purpose. He saw value in helping people free themselves from discrimination and injustice. He discovered purpose in life where none had existed previously, and that sense of purpose pulled him forward and motivated him to do what best-selling author and motivational speaker Andy Andrews calls “persist without exception.” His purpose and value turned him into the winner he was born to be,

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

Along with saying no, the easiest thing you can do to become more influential is just ask. Ask more often, ask more directly, and ask for more. People who ask for what they want get better grades, more raises and promotions, and bigger job opportunities and even more orgasm. This might seem obvious but apparently it isn't. Most people do not realize how often they are not asking until they start asking more often. Whenever our MBA course ends and students share the biggest thing they have learned - after we have done so much together - the most common answer is “just ask”. The full realization comes from practice. What if you’re not sure how to ask? Just ask the other person. Seriously. One of the simplest and most surprising influence hacks is that if you ask people how to influence them, they will often tell you. Most of us are reluctant to ask because we fundamentally misunderstand the psychology of asking and we underestimate our likelihood of success. In one series of experiments, employees were more likely to turn in mediocre work than to ask for deadline extension, fearing their supervisor, would think them incompetent if they asked for extra time. But they had it backward: Managers saw extension requests as a good sign of capability and motivation. Pg 64, 65

Grades can also be profoundly unfair, especially for students who are unable to keep up, because the level of the exams usually increases from week to week. Let’s take the analogy of video games. When you discover a new game, you initially have no idea how to progress effectively. Above all, you don’t want to be constantly reminded of how bad you are! That’s why video game designers start with extremely easy levels, where you are almost sure to win. Very gradually, the difficulty increases and, with it, the risk of failure and frustration—but programmers know how to mitigate this by mixing the easy with the difficult, and by leaving you free to retry the same level as many times as you need. You see your score steadily increase . . . and finally, the joyous day comes when you successfully pass the final level, where you were stuck for so long. Now compare this with the report cards of “bad” students: they start the year off with a bad grade, and instead of motivating them by letting them take the same test again until they pass, the teacher gives them a new exercise every week, almost always beyond their abilities. Week after week, their “score” hovers around zero. In the video game market, such a design would be a complete disaster. All too often, schools use grades as punishments.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.

Students of the theory of ethics call only those acts "good" which are the expression of good impulses and refuse to acknowledge others as such. But society is on the whole guided by practical aims and does not bother about this distinction; it is satisfied if a man adapts his conduct and his actions to the precepts of civilization and asks little about his motives. We have heard that the outer compulsion which education and environment exercise upon a man brings about a further transformation of his impulse life for the good, the change from egotism to altruism. But this is not the necessary or regular effect of the outer compulsion. Education and environment have not only love premiums to offer but work with profit premiums of another sort, namely rewards and punishments. They can therefore bring it about that a person subject to their influence decides in favor of good conduct in the civilized sense without any ennobling of impulse or change from egotistic into altruistic inclinations. On the whole the consequence remains the same; only special circumstances will reveal whether the one person is always good because his impulses compel him to be so while another person is good only in so far as this civilized behavior is of advantage to his selfish purposes. But our superficial knowledge of the individual gives us no means of distinguishing the two cases, and we shall certainly be misled by our optimism into greatly over-estimating the number of people who have been transformed by civilization. Civilized society, which demands good conduct and does not bother about the impulse on which it is based, has thus won over a great many people to civilized obedience who do not thereby follow their own natures. Encouraged by this success, society has permitted itself to be misled into putting the ethical demands as high as possible, thereby forcing its members to move still further from their emotional dispositions. A continual emotional suppression is imposed upon them, the strain of which is indicated by the appearance of the most remarkable reactions and compensations. In the field of sexuality, where such suppression is most difficult to carry out, it results in reactions known as neurotic ailments. In other fields the pressure of civilization shows no pathological results but manifests itself in distorted characters and in the constant readiness of the inhibited impulses to enforce their gratification at any fitting opportunity.

Keep These Things in Mind While Enrolling For A Professional Online Course While online courses are gaining in popularity due to the conveniences they offer, you must consider a few things before enrolling in one. Not all programs are suitable for everyone. Not everyone is good at learning online. There are a lot of conditions that must be satisfied to make such learning successful. It is better that you consider everything carefully before starting your e-learning course. 1. How Will The Course Help You? There are many online professional programs available from various universities and educational platforms. You must see which one will be most useful for you. If you are working and you need to acquire a skill to get a promotion, then you must choose such a course. It is not just money that you are spending on these courses. You are also investing a lot of your time and effort to successfully complete your learning. 2. Do You Have The Motivation To Learn By Yourself? Getting motivated to study when you are in a classroom full of students is easy. A professor is teaching and also watching you. But in online certification courses, you have the freedom of studying whenever and wherever you want. Many of the e-learning platforms allow you to complete the program at your pace. This can make you lethargic and distracted. You must ask yourself whether you can remain motivated to complete the course. 3. How Familiar Are You With The Technology? You don’t need to be a computer genius to attend online professional programs. But you must be familiar with basic computer operations, playing videos on both desktops and mobile phones, and using a web browser. The other skill you will require in e-learning is the speed of typing on different devices. When there are live exchanges with the professors, you will need to type the queries very fast if you want to get your answers. 4. How Well Will You Participate In Online Classes? It is very easy to remain silent in virtual classes. There is no one staring at you and pushing you to ask questions or give answers. But if you don’t interact, you will not be making full use of online certification courses. Participation is very important in such classrooms. You must also take part in the group discussions that will bring out new ideas and opinions. E-learning is not for those who need physical presence. 5. Who Are The Others On The Programme? Knowing the other participants in online professional programs is very important, especially if you are already working and looking to acquire more skills. There must be people in the virtual classroom whose contributions will be useful for you. If the course has only freshers from college, then it may not give you any value addition. As a working person, you must look at networking opportunities that will help you with career opportunities. To Sum Up….. For working people, virtual classes are the best way to acquire more skills without taking a break from employment. These courses offer you the flexibility that you can never get in campus education. But you must make yourself suitable for e-learning to benefit from it.

It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. Academics were incentivized...by knowing that other scholars could - and would - point out evidence of bias or motivating reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were.

How to use the law of attraction for successful life of Jack Canfield The Law of Attraction says that you will attract into your life whatever you focus on. Whatever you give your energy and attention to will come back to you. So, if you stay focused on the good and positive things in your life, you will automatically attract more good and positive things into your life. Let Jack Canfield guide us If you are going to be successful in creating the life of your dreams, you have first have to believe what you want is possible and you are capable of making it happen. — Jack Canfield(Law of Attraction statements) How to do your dreams? 1. Whatever you focus on, think about, read about, and talk about intensely, you’re going to attract more of into your life. — Jack Canfield(Law of Attraction statements) 2. If you are clear about your goals and take several steps in the right direction everyday, eventually you will succeed. So decide what it is you want, write it down, review it constantly, and each day do something that moves you toward those goals. — Jack Canfield Write your goals down in detail and read your list of goals every day. Some goals may entail a list of shorter goals. Losing a lot of weight, for example, should include mini-goals, such as 10-pound milestones. This will keep your subconscious mind focused on what you want step by step. — Jack Canfield(Law of Attraction statements) 4. If we are not a little bit uncomfortable every day, we’re not growing. All the good stuff is outside our comfort zone. — Jack Canfield(Law of Attraction statements) How to believe? 2. Whatever your dream is, look yourself in the mirror and declare that you are indeed going to achieve it – no matter what the price. — Jack Canfield(Law of Attraction statements) How to think? Psychologists tell us we think 50,000 thoughts a day…between 1,000 and 5,000 thoughts in a single hour. Many of those thoughts are about ourselves and about our performance, about our lovability, our capability and our significance. So the key is to control those thoughts, making certain they’re always positive. — Jack Canfield(Law of Attraction statements) How to choose? 1. I choose to believe things are possible, even when I don't know how they will happen. — Jack Canfield(Law of Attraction statements) 1. All your dreams await just on the other side of your fears. — Jack Canfield(Law of Attraction statements)

Fear gets feverish, attain such height. Haters go blind, burn so bright. Courage isn't absence of fear, courage is to overcome fear. Birds get jealous, fly to such heights.

Worse, tests emphasize exactly the wrong skills. They emphasize the memorization of massive amounts of facts that neurologically have a half-life of about 12 hours. They focus on short-term rewards through cramming to compensate for a failure in long-term development of value. It is no wonder we have financial meltdowns caused by successful students. We have to swallow a hard pill. The issue is not how do we make tests better? Or how can we have more or different types of tests? Or how do we arrange for more parts of a school program (such as a teacher’s worth) to be based on tests? The reality is, tests don’t work except as a blunt control-and-motivation mechanism for the classroom, the academic equivalent of MSG or sugar in processed food. In place of schools as testing centers, we have to begin imagining and setting up learning environments that involve no tests at all, that rely on real assessment and the creation of genuine value instead.

In 1966, nearly 90 percent said they were strongly motivated to develop a meaningful philosophy of life, the most popular of all life goals. In 2000, only 42 percent said that. Instead, the most important life goal was being well-off financially. In 2015, 82 percent of students said financial success was what school was primarily for.

The pieces of the classroom management puzzle fall into three broad areas: • Instruction – maximizing the rate of learning while making independent learners out of helpless hand-raisers • Discipline – getting students to quit goofing off and get busy • Motivation – giving students a reason to work hard while being conscientious

AIEC was established in 2008 by Mr. Amin Dadu with a motive to provide top quality reliable services to aspiring students for higher studies worldwide and has successfully unleashed thousands of dreams with people who wish to study abroad.

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

RECOMMENDED READING Brooks, David. The Road to Character. New York: Random House, 2015. Brown, Peter C., Henry L. Roediger III, and Mark A. McDaniel. Make It Stick: The Science of Successful Learning. Cambridge, MA: Belknap Press, 2014. Damon, William. The Path to Purpose: How Young People Find Their Calling in Life. New York: Free Press, 2009. Deci, Edward L. with Richard Flaste. Why We Do What We Do: Understanding Self-Motivation. New York: Penguin Group, 1995. Duhigg, Charles. The Power of Habit: Why We Do What We Do in Life and Business. New York: Random House, 2012. Dweck, Carol. Mindset: The New Psychology of Success. New York: Random House, 2006. Emmons, Robert A. Thanks!: How the New Science of Gratitude Can Make You Happier. New York: Houghton Mifflin Harcourt, 2007. Ericsson, Anders and Robert Pool. Peak: Secrets from the New Science of Expertise. New York: Houghton Mifflin Harcourt, 2016. Heckman, James J., John Eric Humphries, and Tim Kautz (eds.). The Myth of Achievement Tests: The GED and the Role of Character in American Life. Chicago: University of Chicago Press, 2014. Kaufman, Scott Barry and Carolyn Gregoire. Wired to Create: Unraveling the Mysteries of the Creative Mind. New York: Perigee, 2015. Lewis, Sarah. The Rise: Creativity, the Gift of Failure, and the Search for Mastery. New York: Simon and Schuster, 2014. Matthews, Michael D. Head Strong: How Psychology is Revolutionizing War. New York: Oxford University Press, 2013. McMahon, Darrin M. Divine Fury: A History of Genius. New York: Basic Books, 2013. Mischel, Walter. The Marshmallow Test: Mastering Self-Control. New York: Little, Brown, 2014. Oettingen, Gabriele. Rethinking Positive Thinking: Inside the New Science of Motivation. New York: Penguin Group, 2014. Pink, Daniel H. Drive: The Surprising Truth About What Motivates Us. New York: Riverhead Books, 2009. Renninger, K. Ann and Suzanne E. Hidi. The Power of Interest for Motivation and Engagement. New York: Routledge, 2015. Seligman, Martin E. P. Learned Optimism: How To Change Your Mind and Your Life. New York: Alfred A. Knopf, 1991. Steinberg, Laurence. Age of Opportunity: Lessons from the New Science of Adolescence. New York: Houghton Mifflin Harcourt, 2014. Tetlock, Philip E. and Dan Gardner. Superforecasting: The Art and Science of Prediction. New York: Crown, 2015. Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. New York: Houghton Mifflin Harcourt, 2012. Willingham, Daniel T. Why Don’t Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. San Francisco: Jossey-Bass, 2009.

Approaching difficult situations with an open mind and embracing challenges as opportunities for growth shapes one's purpose through learning and development.

By emphasizing effort over intelligence, a growth mindset propels individuals to explore, pursue their desires, and ultimately find their purpose, acknowledging their infinite potential.

A growth mindset reframes challenges and setbacks as opportunities for growth and learning, steering individuals towards the discovery of their life's purpose.

The belief in limitless possibilities directs individuals to prioritize self-fulfilment over seeking approval from others.

Success in personal and professional realms is closely tied to how one treats others.

The Self-Determination Theory emphasizes autonomy, competence, and relatedness as key factors in nurturing intrinsic motivation, while the Expectancy-Value Theory links students' expectations for success with the perceived value of tasks, influencing their motivation levels.

Assigning research projects promotes independent inquiry and critical thinking skills, allowing students to explore topics of interest in depth and communicate their findings effectively, preparing them for success in academia and beyond.

Facilitating global collaboration initiatives exposes students to diverse perspectives and cultures, fostering empathy, cross-cultural understanding, and collaborative problem-solving skills essential for success in a globalized world.

Analysing success stories and case studies equips students with critical thinking skills and inspires them to think creatively and strategically when faced with challenges in their own lives and careers.

Motivation serves as the driving force behind actions, abilities, and achievements, propelling individuals toward their goals. Clear understanding of your reasons energizes and empowers you, fostering a composed and calculated approach.

As you embark on the journey to cultivate a growth mindset, the first step is gaining clarity through understanding your motivation. Knowing what motivates you is crucial in developing a growth mindset.

By articulating your motivations, you lay the foundation to fuel your actions, abilities, and achievements toward the realization of your dreams.

When cultivating a growth mindset, clarity is essential. And it begins with knowing and understanding your motivations.

When individuals perform below their usual capabilities, a growth mindset can provide a pathway for improvement.

Motivation is a force that drives our actions, abilities, and achievements and propels us forward.

Take a new book, jot down your motivations. Our motivations fuel our actions, abilities, and achievements provide energy and empowerment, fostering a composed and calculated approach to reaching our goals.

A growth mindset offers a constructive approach when individuals find themselves performing below their usual capabilities.

By fostering a growth mindset, individuals can stay motivated and committed to addressing the root cause of their underachievement—be it emotions, motivations, or knowledge—and taking purposeful action for improvement.

Underperformance can be attributed to three key factors: emotions, motivations, or lack of knowledge in a specific area

A growth mindset instills the motivation and determination needed to address the root cause subpar performance —whether it's emotions, motivations, or knowledge—and take purposeful action for improvement.

Embracing a growth mindset ensures sustained motivation and a focused commitment to addressing the underlying issue, whether it be emotions, motivations, or knowledge, and proactively taking steps towards improvement.

A growth mindset offers a new perspective on self, fostering a positive and productive outlook on one's potential and influencing behaviour towards others.

Prioritizing effort over intelligence, a growth mindset propels individuals to explore, pursue their desires, and ultimately find their purpose, acknowledging infinite potential.

A growth mindset introduces a fresh perspective on self, cultivating a positive and productive view of personal potential that extends to interactions with others.

With the belief that there are no limits to what one can achieve, individuals with a growth mindset prioritize self-fulfilment over the approval of others.

With a growth mindset, respect for others emanates from self-respect.

Personal and professional success is influenced by how one interacts with others.

Success and failure are not hereditary, but they can be influenced by the skills, talents, abilities, behaviours, motivations, associations, and mindset of parents, friends, and family.

A growth mindset provides a new lens through which individuals view themselves, fostering a positive and productive outlook on personal potential and influencing their interactions with others.

To foster mastery and understanding of a concept, employ the Feynman technique. This involves simplifying and explaining complex topics using simple language, either in writing or by teaching others.

While success and failure are not hereditary, they can be influenced by the attributes of our parents, friends, and family.

To break free from wrong associations, identify the specific attributes needed for success, such as skills, talents, abilities, motivations, associations, and mindset, and actively choose a different path. A growth mindset can be very instrumental in making this choice.

If those around you lack success, they may have the wrong attributes that lead to success, which can be passed on you through association. However, you have the power to reject this influence.

Once you have a clear idea of who you want to become, commit to the process of reinventing yourself. It won't be easy, but with determination and a growth mindset, you can overcome obstacles and create a better version of yourself

If you've learned the wrong things by association or developed skills, talents, abilities, behaviours, motivations, and a mindset that no longer serves you, it may be time to reinvent yourself and transform into a completely different person.

A growth mindset is essential for maintaining motivation to learn and develop new skills, unlike a fixed mindset where one may assume they already know everything.

A growth mindset keeps you motivated to learn and develop new skills, in contrast to a fixed mindset where you may assume you already know everything.

By being selective about the people we invest our time and energy in, we can cultivate more profound, meaningful relationships with those who share our values, priorities, and interests and bring out the best in us.

You should make friends with growth-minded people to use the growth mindset for personal and professional success.

If we make friends solely based on people's looks and other unimportant criteria, it can be detrimental to our personal and professional well-being and happiness in the long run.

By actively proving to yourself and others that you believe you are capable of becoming better than you currently are, you would unlock your potential over time, and this possibility can motivate you to do more.

There are no shortcuts to any place worth going.

To lead yourself, use your head; to lead others, use your heart. Always touch a person’s heart before you ask him for a hand.

You will never change your life until you change something you do daily. The secret of your success is found in your daily routine.

Don’t be afraid to give up the good and go for the great.

Driven by the motivation to learn, some underachieving students not only exert themselves in various ways but also see failure as a stepping stone to success. Their results become a tangible manifestation of their efforts, further fuelling their motivation. Passionate about their interests, they exhibit independence, a superiority complex, and maintain an optimistic outlook.

A student's motivation is a powerful force that impacts his actions, abilities, and achievements. It creates willpower and induces specific behaviours. For a teacher, knowing how a student's motivation affects his behaviour and reasoning is vital for fostering positive development and academic success.

Organization is key to applying rapid learning strategies effectively. Students need to be highly organized to stay engaged and motivated to maximize the benefits of rapid learning.

Creating a positive and inclusive learning environment is a priority in rapid learning classes. Teachers strive to make learners feel supported, respected, and motivated. The emphasis is on fostering active engagement, keeping encouraging students motivated, and promoting collaborative learning experiences.

Effective teaching in the core phase requires a shift – students take the lead, actively engaging with the learning process. The teacher becomes a guide, fostering autonomy and motivating students to achieve their educational goals.

It is ironic how universities make their students slog for years for a degree, but often award honorary doctorates to those who succeed by doing the exact opposite of what the education system teaches

Because here’s the deal, being average my entire life meant I was not a gifted athlete, not a great student, not recognized as anything special and definitely not the most successful...and that bothered me. I hated it.

is driven more by fear of not being a success than by a concrete desire to do anything in particular.” The postcollege choices of Ivy League students, he explained, “are motivated by two main decision rules: (1) close down as few options as possible; and (2) only do things that increase the possibility of future overachievement.” Recruiters for investment banks and consulting firms understand this psychology, and they exploit it perfectly: the jobs are competitive and high status, but the process of applying and being accepted is regimented and predictable. The recruiters also make the argument to college seniors that if they join Goldman Sachs or McKinsey and Company or any similar firm, they’re not really choosing anything—they’re just going to spend a couple of years making money and, perhaps, recruiters suggest, doing some good in the world, and then at some point in the future they’ll make the real decision about what they want to do and who they want to be. “For people who don’t know how to get a job in the open economy,” Kwak wrote, “and who have ended each phase of their lives by taking the test to do the most prestigious thing possible in the next phase, all of this comes naturally.