“In each case, the children who initially received the person-oriented praise, “You are a good drawer,” responded less positively. The slightly different, but more process-oriented “You did a good job drawing” produced more positive responses in the children. The difference… — Peter H. Johnston Copy Share Image
“One of the children excitedly jumped in with, “Yeah, the bad guy broke the window and …” Susie immediately reframed the narrative. “Not a… — Peter H. Johnston Copy Share Image
“Cheryl: When you don’t understand what someone said, remember, it’s your job to ask them to explain.” — Peter H. Johnston Copy Share Image
“For example, Pegeen’s students have constructed time lines of their lives, replete with photos and annotations, and posted them on the wall, inviting conversations… — Peter H. Johnston Copy Share Image
“For example, in Susie’s kindergarten class, children have responsibilities, including being the teacher for certain routines.” — Peter H. Johnston Copy Share Image
“It’s not that I’m so smart, it’s just that I stay with problems longer. —ALBERT EINSTEIN1” — Peter H. Johnston Copy Share Image
“If you’re going to offer critique, focus on the process and possibility.” — Peter H. Johnston Copy Share Image
“However, they must also be able to count on respect and freedom from personal judgment.” — Peter H. Johnston Copy Share Image
“Oh, so if we look at the picture we can tell which word makes sense.” Then, rather than praising them, she offers a comment… — Peter H. Johnston Copy Share Image
“knowledge is constructed, and that people play an active role in its construction.” — Peter H. Johnston Copy Share Image
