• Carlton J. FITZGERALD New England College, USA
  • Simona LAURIAN-FITZGERALD Ph.D.University of Oradea


grit, growth vs. fixed mindsets, cooperative learning


 their ideas make sense, students who are resilient and who work hard tend to do better than students who are not resilient and who give up easily. Both authors tell us that this kind of perseverance seems to be more important than are natural abilities and intelligence. Analysts of brain research (e.g. Caine & Caine, 2011; Sousa, 2011; Johnson, Johnson & Holubec, 2008) now believe that intelligence is not a static commodity. The more we learn, the more we can learn (Sousa, 2011). Those who end up being the best or the smartest are not always those who start out that way (Duckworth, 2013). Johnson and Johnson (2013) tell us that students who work together in positive and promotive ways persevere longer, work harder, and learn more in general than do students who work alone or who compete against their peers. Dweck (2006) believes that students can be taught the skills to persevere, to believe that their efforts and attitudes make a difference. Hattie (2009) has described teacher initiatives that make a difference for students. In this essay we will discuss ways that teachers can and do make a positive difference for their students.


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