“Grittier students are more likely to earn their diplomas; grittier teachers are more effective in the classroom.”

I define talent as the rate at which you get better at something when you try. To be very talented means you get better faster and more easily than other people or other things that you try.

Grit may carry risk because it’s about putting all your eggs in one basket, to some extent.

The parenting style that is good for grit is also the parenting style good for most other things: Be really, really demanding, and be very, very supportive.

Maybe. But the reality is that our early interests are fragile, vaguely defined, and in need of energetic, years-long cultivation and refinement.

At various points, in big ways and small, we get knocked down. If we stay down, grit loses. If we get up, grit prevails.

You cannot will yourself to be interested in something you’re not interested in. But you can actively discover and deepen your interest.

Why do some people try, try again, and why do some people not? That’s what I’m after.

People’s lives really do turn out differently. And it certainly can’t be explained by how intelligent you remember them being when they were sitting next to you in organic chemistry class.

There’s something about taking the path of least resistance that makes a lot of sense. But at the same time, we have to figure out which things in life are worth struggling through.

Is it ‘a drag’ that passions don’t come to us all at once, as epiphanies, without the need to actively develop them?

I was a good novice teacher, but I did the things that were obvious.

Gritty people train at the edge of their comfort zone. They zero in on one narrow aspect of their performance and set a stretch goal to improve it.

Some people prefer a world where we’re all equally talented in everything. Whether you prefer that world or not, I don’t think that world exists.

I don’t think that every child in America is going to necessarily aspire to, you know, a four-year degree from a liberal arts college or a certain kind of life. I think that people should learn to be excellent in the thing that they choose to do.

I don’t spend a lot of time thinking about my genes because I can’t do anything about them.

Negative feelings are typical of learning, and you shouldn’t feel like you’re stupid when you’re frustrated doing something. You might say to yourself, ‘I can’t do this,’ but you should say, ‘That’s great.’ That means you really have the potential to learn something there.

I had a bad time in school in the first grade. Because I had been a rather lonely child on a farm, but I was free and wild and to be shut up in a classroom – there were 40 children on those days in the classroom, and it was quite a shock.

Writing in African languages became a topic of discussion in conferences, in schools, in classrooms; the issue is always being raised – so it’s no longer “in the closet,” as it were. It’s part of the discussion going on about the future of African literature.

I’m a teacher still, but with a much larger classroom.

The problem with public school is not overcrowding in the classroom. The problem is not teacher unions. The problem is not underfunding or lack of computer equipment. The problem is your damn kids.

Since then, I have spoken at hundreds of schools, classrooms and conferences around the world.

By bringing current events into the classroom, everyday discussion, and social media.

Teaching and writing have tended to proceed on parallel lines, but there have been times when there was indeed carry-over from the classroom to the creative work.

Classrooms and educations need to be places of infectious passion