I don’t exactly know what this question means. But personally, for me, I don’t care how “smart” my kids are. If they are nice, I really want to work with them.
But I don’t think that’s what this question is asking. So here’s a possible response.
I think an ability to work through frustration (have productive frustration) is key to being successful in math classrooms. So many students have learned to throw up their hands in frustration and ask their teacher for help without really trying. The first moment of hesitation, frustration, or doubt leads to them shutting down. (What I have come to call “learned helplessness.”) I don’t support that behavior, and am explicit about it. No whining, no learned helplessness. “So you don’t know what to do. Show me something you do know or understand” (and from there, we have a way to take off).
Building our Classroom 
I don’t exactly know what this question means. But personally, for me, I don’t care how “smart” my kids are. If they are nice, I really want to work with them.
But I don’t think that’s what this question is asking. So here’s a possible response.
I think an ability to work through frustration (have productive frustration) is key to being successful in math classrooms. So many students have learned to throw up their hands in frustration and ask their teacher for help without really trying. The first moment of hesitation, frustration, or doubt leads to them shutting down. (What I have come to call “learned helplessness.”) I don’t support that behavior, and am explicit about it. No whining, no learned helplessness. “So you don’t know what to do. Show me something you do know or understand” (and from there, we have a way to take off).