⁉️ Who should we separate "behavior" from "identity" when blaming?

Is it necessary to separate behavior from identity?

When blaming anyone

According to the news, doctors were berated, mentally and physically injured.

Sadly, things like this don't just happen to the house doctor.

But this happened to doctors using capital

To the younger, medical students.

Tears that it didn't come out to see

But in my heart it's all sour

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If you were a working human,

The chances are very high to ever be

"doer" or "doer"

Therefore want to invite to open up to understand

To lead to a resolution that has

These deep, chronic roots

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[1]

No pain. No gain.

Love cows to tie. Love cubs to hit.

It's a long-cultivated thing.

The whole thing, it probably started at

The most familiar place.

Is the doctor's Brown band.

A group of people wearing white shirts standing around each other in a circle, stacked like a planet.

In the middle, there is a star standing.

There's a word called "alley."

Is to keep being chased away.

Until people can't answer

The more they ask, the clearer it becomes how little I actually know.

Doctor, it's one of the most Dunning-Kruger effects.

Feel yourself "don't know enough" all the time.

But the problem is...

"Not knowing enough" is linked to the word "not good enough."

Not enough. It means...

Not diligent.

Not intentionally.

No responsibility.

I don't know enough, so I can't be labeled a good doctor.

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[2]

No pain. No gain.

Love cows to tie. Love cubs to hit.

Despite having been used for a long time,

But should I continue to use...

If you've ever seen Riley in Inside Out,

Remember, Riley's identity wasn't just Riley?

But there are five islands, even though she's 12 years old.

1. Family

2. Hockey

3. Friendship

4. Honesty

5. Stubborn

And one person who graduated

And resumed school

Have a life. Have love. Have a family.

Beyond work.

To be compared

Like a man with no value, no ability.

Just sounding like this doesn't make sense, does it?

But this kind of thing really happened.

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[3]

So how do we solve this?

To be honest, there are two forces.

Sender and recipient

(I don't want to use the word "offender" because I don't want anyone to play the victim)

[3.1]

For sender

This is a teaching method that uses no pain, no gain.

(But also a real gain)

1) Challenge-based learning

(Challenge without scaring)

Not reducing the difficulty, but changing the "mood" that comes with the difficulty.

- Difficult problems.

- High standards.

- but not using rape, comparison or shame as a tool.

2) Growth mindset-based feedback

Instead of teaching "don't know, that means don't try."

"Fault is experience, not failure."

How to give feedback

- Point a point that hasn't been reached yet + Tell me how to move on.

- Separate "people" from "works."

3) Scaffolding (scaffolding in class)

Humans are not good at being let hurt.

But good because there are people supporting on days that are not strong enough

And known to back off the day he stood on his own.

- Divide the difficulty in stages.

- Gradually withdraw, help as learners begin to do so.

4) Deliberate practice + rest

Progress is not the only "practice" episode.

But at a quality break,

"No pain, no gain." Often forget the word rest.

But real learning requires

- Spot training

- Stay to consolidate memory.

(Change short-term → long-term memory)

5) Psychological safety

Create an atmosphere that allows learners to "dare to ask, dare to try, dare to miss."

If the atmosphere is

- Afraid of being cursed.

- Scared, stupid. The brain chooses "survive," not "learn."

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[3.2]

Recipient side

How not to hurt yourself mentally when not doing

1) Separate "temporary ability" from "self-worth."

Do not = information that has not been reached

It's not evidence that you're not good.

A sentence that should be used instead of in the head.

"Can't do it now," not "I can't."

2) Change the question in your head from "Why am I stupid" to "Where are you?"

The brain learns from questions, not from insults.

"Where doesn't understand?"

"Explain to the child where I got stuck."

3) Use language on yourself that does not cause the brain to enter threat mode.

The brain does not distinguish who curses.

If you curse yourself, the brain is a threat.

Avoid the word

❌ bad.

❌ stupid.

❌'t take anywhere.

Use the word

✅ not fluent

✅ have to practice more.

✅ the data is not complete.

4) Separate "training" from "evaluation."

Training Day. The exam day.

If every study is a measure of value

The brain will not dare to try.

Clear frame

- Today is training day → Wrong.

- Which day is the measurement day? → Get ready.

5) Compare only with "myself before."

Comparison with others

Often excerpts motivation.

The question that should be asked is

- Do I understand more today than yesterday?

- Am I less wrong or faster?

And plus the last one.

"Good learning must be confusing."

If not confused at all

It often means it hasn't touched the edges of growth.

Perplexity.

Puzzlement = sign that you are in the learning zone.

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[4]

Leave it last. 📍

Separation of "behavior" from "identity"

Doesn't bring the standard down.

But it's the basic condition.

That makes humans learn without breaking down.

🦋

We don't need to get hurt to be good.

But we need to be safe enough.

To admit that.

Today... we don't know all that.

🍀

Everyone is a student of the world, at any time, whenever.

If you think it's useful, share it. 💚

# Toxic society # deepvoicedoctor # Doctor Nan, doctor, dark voice # lemon 8 diary