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.
ANGELA DUCKWORTHAt various points, in big ways and small, we get knocked down. If we stay down, grit loses. If we get up, grit prevails.
More Angela Duckworth Quotes
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I do think that whatever ambition I may have had natively was amplified by my father’s clear valuing of it. I knew that was what my dad really cared about.
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Some of the things we do are great, but they often have these iterations that are not great. We screw up sometimes. We get rejected.
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It’s also stamina in your direction, stamina in your interests. If you are working on different things but all of them very hard, you’re not really going to get anywhere. You’ll never become an expert.
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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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There are no shortcuts to true excellence.
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I know that instructional time is a zero-sum game, but if we want kids to do well academically, it’s hard to imagine that happening if they don’t have some control over their attention.
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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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People who are really gritty – they’re still interested.
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If you are a young person who is wanting to develop a passion, you cannot expect anyone else to tell you what that passion would be.
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Everybody knows that effort matters. What was revelatory to me was how much it mattered.
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Psychologists call this the maturity principle. My own life experience fits this principle to a T.
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Nobody gets to be good at something without effort, no matter what your aptitude is.
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During all my undergrad years and in high school, I was involved in tutoring and public service. At Harvard, I spent over 35 hours a week doing service. I was a Big Sister, I worked for the homeless, the elderly; it was the epicenter of my focus.
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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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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.
ANGELA DUCKWORTH