There are going to be peaks and valleys. You don’t want to let kids quit during a valley.
ANGELA DUCKWORTHNegative 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.
More Angela Duckworth Quotes
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What we reliably find is that people’s perseverance scores are actually higher than their passion scores, and I think it really does get to the fact that working hard is hard, but maybe finding your passion is even more difficult.
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One of the challenges of commencement speeches is that you have this older, wiser person who is accomplished talking to young, not-yet-so-wise, not-yet-accomplished adults or, in high school or middle school, even younger.
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You know, the things that I want my own daughters to develop – the idea that we’re going to get there through rewards and punishments seems completely at odds with the idea of character itself.
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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.
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I ended up doubling the math time that a conventional school would have. But I don’t think any of these things were path-breaking or unusual.
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People who are really gritty – they’re still interested.
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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.
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And I’ve discovered a strikingly consistent pattern: grit and age go hand in hand. Sixty-somethings tend to be grittier, on average, than fifty-somethings, who are in turn grittier than forty-somethings, and so on.
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When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching. I went to teach seventh graders math in the New York City public schools.
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I think the questions on the grit scale about not letting setbacks disappoint you, finishing what you begin, doing things with focus, I think that those are things I would aspire to or hope for for all our children.
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Most teachers, when surveyed, say that it is part of their job to help students develop things like grit. This is especially true at the elementary and middle school levels. They feel it’s part of their vocation to teach other things that are not formally academic content.
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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.
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The words that we use I think are symbolic of the values that we hold.
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It is important to realize that the process of ‘fostering’ a passion takes trial and error. It takes experience; you cannot do it all in your head. And it takes a long time.
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Every day, parents and teachers ask me, ‘How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run?’ The honest answer is, I don’t know.
ANGELA DUCKWORTH