Sunday, 4 October 2015

Use what you have. Do what you can.

“I never dreamed about success. I worked for it.”
-Estee Lauder

“Don’t think about making art. Just get it done. Let everyone else decide if it’s good or bad, whether they love it or hate it. While they are deciding, make even more art.”
-Andy Warhol

“I am deliberate and afraid of nothing.”
-Audre Lorde

“I began to realize how important it was to be an enthusiast in life. He taught me that if you are interested in something, no matter what it is, go at it full speed ahead. Embrace it with both arms, hug it, love it, and above all become passionate about it. Lukewarm is no good. Hot is no good either. White hot and passionate is the only thing to be.”
– Roald Dahl, “My Uncle Oswald”

“We have a strategic plan. It’s called doing things.”

“You can’t use up creativity. The more you use, the more you have.”
– Maya Angelou

“Sometimes, you’ve got to work a little, so you can ball a lot.”
-Tom Haverford

“Go to your desire and don’t hang around here.”
-Jack Kerouac, “Big Sur”

“Go confidently in the direction of your dreams! Live the life you’ve imagined!”

“Now tell me, what is it you plan to do with your one wild and precious life?”
-Mary Oliver

“Some people want it to happen, some people wish it would happen, others make it happen.”
-Michael Jordan

“Find out who you are and do it on purpose.”
-Dolly Parton

“To be contented—that’s for the cows.”
-Diana Vreeland

“The man on top of the mountain didn’t fall there.”
-Vince Lombardi

“Remembering that you are going to die is the best way I know to avoid the trap of thinking you have something to lose. You are already naked. There is no reason not to follow your heart.”
-Steve Jobs

“I always did something I was a little not ready to do. I think that’s how you grow. When there’s that moment of, ‘Wow, I’m not really sure I can do this,’ and you push through those moments, that’s when you have a breakthrough.”
-Marissa Mayer

“Make it work.”
-Tim Gunn

Monday, 28 September 2015

Motivation Is The Key to Success

In learning, motivation is the key to success. Students who are not motivated to learn generally do not fare well. But there are various kinds of motivation.
A student can be highly motivated because he is curious or interested in a subject, or he wants to gain the approval of his parents or teachers. If it is the former, he is said to be intrinsically motivated: He acts for the fun of achieving something he really cares for, and not because he is afraid of losing face or being punished.
From birth, humans are generally active, curious and ready to learn and discover. This innate motivation is the key to growth and development, and our self-directed ability to survive. It is this interest in novelty and being creative that leads to success in life.
Motivation can be enhanced or diminished by outside value. One student does his homework because he worries about his parents’ reaction; another wants to do well in school so he can pursue a particular path. Both are eternally motivated, but they are different in critical ways: One does his work out of fear, the other for a goal.
Since most school subjects are not intrinsically interesting, how do we motivate students to value these endeavours?
Positive feedback about competence increases self-directed motivation, whereas negative performance feedback diminishes it. But importantly, good feedback must also be accompanied by a sense of independence in order to result in increased self-directed motivation.
Large-scale studies have shown that tangible rewards and threats diminish self-directed motivation, partly because they are perceived as reducing independence and increasing outside control. Conversely, choice and opportunity enhance motivation by promoting independence.
Classroom studies in schools show that teachers who promote independent thinking catalyse greater curiosity and motivation. Students who are excessively controlled lose creativity and learn less well, especially when learning is complex or requires abstract, creative dispensation. Children of parents who support independent thinking do better in terms of creativity and curiosity.
In the long term, when the reasons for an action are internalised and assimilated by an individual, even extrinsically motivated actions can become intrinsic. A person might get involved with an activity because of, say, a reward. But that exposure might lead the person to develop an interest that by itself provides satisfaction.
Conversely, an individual who liked the value of an activity could lose interest because of a controlling teacher. He could then move back to where the only reason for taking part would be for external reward.