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teach students to relish a challenge

keeping a balance between valuing learning and performance.

(a) valuing learning and challenge and (b) valuing grades but seeing them as merely an index of your current performance, not a sign of your intelligence or worth.

Work harder, avail yourself of more learning opportunities, learn how to study better, ask the teacher for more help, and so on.

They are very performance-oriented during a game or match. However, they do not see a negative outcome as reflecting their underlying skills or potential to learn. Moreover, in between games they are very learning-oriented. They review tapes of their past game, trying to learn from their mistakes, they talk to their coaches about how to improve, and they work ceaselessly on new skills.

Teaching students to value hard work, learning, and challenges; teaching them how to cope with disappointing performance by planning for new strategies and more effort; and providing them with the study skills that will put them more in charge of their own learning.

there is no relation between a history of success and seeking or coping with challenges.

praising students' effort had many positive effects.

We should praise the process (the effort, the strategies, the ideas, what went into the work), not the person.

By motivation, I mean not only the desire to achieve but also the love of learning, the love of challenge, and the ability to thrive on obstacles.

It also needs to be nourished. It is affected by a lot of factors such as stress, physical health, and nutrition. In other words, your “spirit can be willing but the flesh is spongy and bruised.”

1.) DEFINING WHAT MOTIVATES YOU

f there is no underlying passion and serious motivation behind a goal, temptations can easily power their way against you.

.) DIVIDING YOUR GOALS INTO SMALLER PIECES

Starting is actually the secret to accomplishing a lot of things. Just by starting, somehow you are compelled to continue on. 

3.) GRADUAL PROGRESSION & ACCUMULATING POSITIVE REINFORCEMENT

4.) YOUR HEALTH MATTERS

5.) WORK ON YOUR EMOTIONAL BLOCKAGES

Find that breakthrough and learn why, at times, you may feel like it doesn’t matter.

6.) ACKNOWLEDGING YOUR LIMITATIONS

7.) MEDITATION

A partner at the firm, Karena Strella, and her team believed the answer was individuals’ potential for improvement. After a two-year project that drew on academic research and interviews, they identified four elements that make up potential: curiosity, insight, engagement, and determination.

Challenge #4: The attribution bias.

t found there was no difference in being lectured at in a classroom versus through a computer screen at home.

They’ve not participated in online forums, shared their own learning journeys though sense making activities such as blogging or working out loud. Many have not used their own enterprise social networks.

In order to understand the impact of social learning, the learning and development professional will need to have gone through the personal learning journey themselves.

They need to be social themselves.

This means that they are already incorporating new skills such as social collaboration, network building,  knowledge sharing, working out loud, content curation and publishing, community building and sense making into their own work.

Myth 4: Social Learning is About Forcing Your People to Use Your New Social Learning Platform

Create activities that encourage adult learners to use sites like LinkedIn and Google Plus as invaluable tools. This can help them to not only build their social network, but collaborate with those who share the same interests.

However, mature learners prefer to engage in eLearning experiences that help them to solve problems they encounter on a regular basis (in the here-and-now, rather than the future).

Motivation is key with adult learners. As such, you will need to motivate them to learn by offering them a reason for every eLearning activity, assessment, or eLearning module they'll need to complete.

In general, there’s a hesitancy to use “black” as a descriptor, which either points to a widespread anxiety about race or a subconscious belief that the descriptor “black” is pejorative. Or, maybe a third option—which is that you can’t say “black” at the beginning without the average white person tuning out immediately. I hope that’s not true; it might be.

they can and do engage in service just about anywhere, not only with a laptop, but with a tablet or smart phone.

The most welcomed change in the last few years is that using the Internet to communicate with, engage, and support volunteers has been adopted in one way or another by a majority of nonprofit organizations in the USA. What hasn’t changed is that there are still thousands of organizations resisting any use of the Internet to support and involve volunteers, with thousands of other organizations involving online volunteers while still not understand that the involvement; I volunteered mostly online for a regional office of the Girl Scouts of the USA in 2010 and 2011, yet I would bet that office would say “no” to the question, “Do you engage in virtual volunteering?”

the elements for success in virtual volunteering are still largely the same as they have been for the last 20 years. What hasn’t changed? The importance of creating volunteering tasks that have real impact, of frequent communications with volunteers, of showing volunteers what impact their contributions have had, and of showing senior management at an organization what impact virtual volunteering is having. I’m relatively sure these recommendations will never change, even as technology does.

Recruit More Volunteers

Give Volunteers the Information and Tools They Need

Monitor Work

Say Thanks Often and Sincerely