A large part of Dweck's research on mindsets has been done in the field of education, and how these mindsets affect a student's performance in the classroom. In order for students to effectively adopt a growth mindset, a classroom culture needs to be established that nurtures this type of thinking. One of the ways educators can do this is by creating a growth-mindset culture in their classroom that provides the right kind of praise and encouragement. According to Dweck (2010), "praising students for the process they have engaged in—the effort they applied, the strategies they used, the choices they made, the persistence they displayed, and so on—yields more long-term benefits than telling them they are 'smart' when they succeed". As such, it is important for educators to carefully craft and design meaningful learning activities for their students to engage in the classroom. According to Dweck 2010, "the teacher should portray challenges as fun and exciting, while portraying easy tasks as boring and less useful for the brain". Students who are engaged in more challenging learning activities, have more opportunities to make mistakes and struggle, allowing the teacher to interject with some new strategies to try while praising students for the work they have done so far.