As a child, I was often praised as "smart" or "talented." Teachers called me a genius in math, friends thought I was naturally gifted. But the truth was different.

Every morning before school, my father made me solve two pages of math problems. I struggled, erased holes in the paper, felt frustrated. Later in class, those same problems felt easier—not because I was special, but because I had already practiced, failed, and learned.

That experience shaped my view of talent. As I grew older, I noticed patterns everywhere. Artistic kids had parents who drew with them. Musical prodigies lived in homes filled with instruments. What we call "talent" was really deliberate development and consistent nurturing.