Academic Mindset. This assignment was based on growth and fixed mindsets. I wrote it based a reading Teachers, Parents Often Misuse Growth Mindset Research, Carol Dweck Says by Carol Dwek. In this reading Dweck explains different methods teachers should and shouldn't use when teaching children. Some of these methods result in either a growth mindset which Dweck believes if the best mindset to teach and to have and also a fixed mindset whereas she believes is a terrible thing to have. In my writing I explain why i agree with Dweck and why I think its important to have a growth mindset.
I have recently read Teachers, Parents Often Misuse Growth Mindset Research, Carol Dweck Says by Carol Dwek, and in this article, Dweck speaks about the pros of teaching students or your children to have a growth mindsets VS a fixed mindset. Dweck believes that there are too many students are stuck on the belief that their basic abilities to do things are fixed traits. This however in mine and Dweck's opinion is wrong. "As the growth mindset has become more popular and taken hold, we are beginning to find that there are pitfalls," said Dweck. "Many educators misunderstand or misapply the concepts." By this she means teachers can often use the wrong technique when teaching or even use the wrong terms when giving feedback to students. Dweck speaks on three different topics in this article, "Praising effort alone" is the first issue she discussed. This segment talks about how teachers and parents should praise a child's process and strategies. Dweck suggests to use the phrases "Wow, you really practiced that, and look how you've improved." "See, you studied more and your grade on this test is higher." This will motivate your student or child to do better and feel better. The next topic is "Telling kids to try harder," where Dweck is said to speaks about effort being the only route for a student to make learning improvements. "If a student doesn't have strategies for solving a problem, or the necessarily skills, or the steps for completing an assignment at his fingertips, all the effort in the world might not help" says Dweck. Finally she discusses "Repeating mindset jargon." She says to do right, a lot of teachers have to change how they teach, offering more critical feedback and giving opportunities to revise their work.
Growing up I don't believe I Had a fixed mindset. I've always had a growth mindset which has helped me overcome a lot of challenges I've been faced with. Having a growth mindset has taken me very when it came to achieving goals. I feel as though this mindset is very beneficial to others and myself. I always think out of the box and my goal has always been to learn from my mistakes instead of giving up. When it comes to the research that growth mindsets helps students persist in college I absolutely agree with that. Growth mindsets keep students determined. There are so many pros to having a growth mindset. When you have this type of mindset, you are so much more motivated also your academic performance could be at an all time high. As opposed to having a fixed mindset where you could just give up at any moment and put forth no effort into your improvement. Most of my school career I have been surrounded by teachers who promote fixed mindsets. I have perceived over the years that most educational systems praise students who have these fixed mindsets. They privilege these students for having certain qualities, like their intelligence or talents. Personally I feel like during my high school years my teachers spent their time documenting the students who did well by recording their exceptionally good grades, rather than helping these students develop when they do poorly. If you didn't an A or you didn't understand something that was being taught you were frowned upon. My teachers said things like "try harder" or "keep trying until you get it" instead of trying to figure out what it was I could improve on. This would especially happen during elementary school. I remember that there would be posters on the wall filled with stickers, it was obvious that the student with the most stickers was doing well above all others.
I had a teacher named Ms.Schaffer and she had a student teacher, Ms.Campbell. She was also an eagles cheerleader. When Ms.Campbell would come to class on Monday morning she would say "Boys whoever does the best during the week I will bring you an autographed football" or "Girls whoever does the best out of you all I will bring you your very own eagles pom poms." This is why I feel like I am the way I am today. It never mattered to me if I did or didn't get rewarded for doing well. When I didn't work up to my fathers or my own expectations, we would try to figure out what it was that I wasn't comprehending and what it is that I can do to get better at school works such as tests or even homework. I've always wanted to figure out why I couldn't understand or why I wasn't getting certain grades that I knew I was capable of getting. I have come to realize that every mistake I've made is progress!
Growing up I don't believe I Had a fixed mindset. I've always had a growth mindset which has helped me overcome a lot of challenges I've been faced with. Having a growth mindset has taken me very when it came to achieving goals. I feel as though this mindset is very beneficial to others and myself. I always think out of the box and my goal has always been to learn from my mistakes instead of giving up. When it comes to the research that growth mindsets helps students persist in college I absolutely agree with that. Growth mindsets keep students determined. There are so many pros to having a growth mindset. When you have this type of mindset, you are so much more motivated also your academic performance could be at an all time high. As opposed to having a fixed mindset where you could just give up at any moment and put forth no effort into your improvement. Most of my school career I have been surrounded by teachers who promote fixed mindsets. I have perceived over the years that most educational systems praise students who have these fixed mindsets. They privilege these students for having certain qualities, like their intelligence or talents. Personally I feel like during my high school years my teachers spent their time documenting the students who did well by recording their exceptionally good grades, rather than helping these students develop when they do poorly. If you didn't an A or you didn't understand something that was being taught you were frowned upon. My teachers said things like "try harder" or "keep trying until you get it" instead of trying to figure out what it was I could improve on. This would especially happen during elementary school. I remember that there would be posters on the wall filled with stickers, it was obvious that the student with the most stickers was doing well above all others.
I had a teacher named Ms.Schaffer and she had a student teacher, Ms.Campbell. She was also an eagles cheerleader. When Ms.Campbell would come to class on Monday morning she would say "Boys whoever does the best during the week I will bring you an autographed football" or "Girls whoever does the best out of you all I will bring you your very own eagles pom poms." This is why I feel like I am the way I am today. It never mattered to me if I did or didn't get rewarded for doing well. When I didn't work up to my fathers or my own expectations, we would try to figure out what it was that I wasn't comprehending and what it is that I can do to get better at school works such as tests or even homework. I've always wanted to figure out why I couldn't understand or why I wasn't getting certain grades that I knew I was capable of getting. I have come to realize that every mistake I've made is progress!
Draft #2, Revised. I've fixed all grammatical errors as well as condensing the second paragraph and adding a few things in the last paragraph.
I have recently read Teachers, Parents Often Misuse Growth Mindset Research, Carol Dweck Says by Carol Dwek, and in this article, Dweck speaks about the pros of teaching students or your children to have a growth mindset VS a fixed mindset. Dweck believes that there are too many students are stuck in the belief that their basic abilities to do things are fixed traits. This however in mine and Dweck's opinion is wrong. "As the growth mindset has become more popular and taken hold, we are beginning to find that there are pitfalls," said Dweck. "Many educators misunderstand or misapply the concepts." By this, she means teachers can often use the wrong technique when teaching or even use the wrong terms when giving feedback to students. Dweck speaks on three different topics in this article, "Praising effort alone" is the first issue she discussed. This segment talks about how teachers and parents should praise a child's process and strategies. Dweck suggests using the phrases "Wow, you really practiced that, and look how you've improved." "See, you studied more and your grade on this test is higher." This will motivate your student or child to do better and feel better. The next topic is "Telling kids to try harder," where Dweck is said to speaks about the effort being the only route for a student to make learning improvements. "If a student doesn't have strategies for solving a problem, or the necessary skills, or the steps for completing an assignment at his fingertips, all the effort in the world might not help," says Dweck. Finally, she discusses "Repeating mindset jargon." She says to do right, a lot of teachers have to change how they teach, offering more critical feedback and giving opportunities to revise their work.
When it comes to the research that growth mindsets help students persist in college I absolutely agree with that. Growth mindsets keep students determined. When you have this type of mindset, you are so much more motivated also your academic performance could be at an all-time high. As opposed to having a fixed mindset where you could just give up at any moment and put forth no effort into your improvement. Most of my school career I have been surrounded by teachers who promote fixed mindsets. I have perceived over the years that most educational systems praise students who have these fixed mindsets. They privilege these students for having certain qualities, like their intelligence or talents. Personally, I feel like during my high school years my teachers spent their time documenting the students who did well by recording their exceptionally good grades, rather than helping these students develop when they do poorly. If you didn't an A or you didn't understand something that was being taught you were frowned upon. My teachers said things like "try harder" or "keep trying until you get it" instead of trying to figure out what it was I could improve on. This would especially happen during elementary school. I remember that there would be posters on the wall filled with stickers, it was obvious that the student with the most stickers was doing well above all others.
I had a teacher named Ms.Schaffer and she had a student teacher, Ms.Campbell. She was also an eagles cheerleader. When Ms.Campbell would come to class on Monday morning she would say "Boys whoever does the best during the week I will bring you an autographed football" or "Girls whoever does the best out of you all I will bring you your very own eagle's pom poms." This is why I feel like I am the way I am today. It never mattered to me if I did or didn't get rewarded for doing well. When I didn't work up to my father's or my own expectations, we would try to figure out what it was that I wasn't comprehending and what it is that I can do to get better at school works such as tests or even homework. My father played a big role in my schooling and always made sure I understood the lessons my teachers taught. He was so involved and always said encouraging things to say when I felt lost. My father didn't graduate high school so he always was hard on me about my schooling. He didn't want me to fail and he made sure I didn't by being so involved. He always told the teachers if he felt like there was something I didn't comprehend and he also made sure I got tutoring, He even sat with me throughout the tutoring to be certain that the tutor was teaching it in a way which I could understand. With that being said, I've always wanted to figure out why I couldn't understand or why I wasn't getting certain grades that I knew I was capable of getting. I have come to realize that every mistake I've made is progress and there is always room for improvement.
I have recently read Teachers, Parents Often Misuse Growth Mindset Research, Carol Dweck Says by Carol Dwek, and in this article, Dweck speaks about the pros of teaching students or your children to have a growth mindset VS a fixed mindset. Dweck believes that there are too many students are stuck in the belief that their basic abilities to do things are fixed traits. This however in mine and Dweck's opinion is wrong. "As the growth mindset has become more popular and taken hold, we are beginning to find that there are pitfalls," said Dweck. "Many educators misunderstand or misapply the concepts." By this, she means teachers can often use the wrong technique when teaching or even use the wrong terms when giving feedback to students. Dweck speaks on three different topics in this article, "Praising effort alone" is the first issue she discussed. This segment talks about how teachers and parents should praise a child's process and strategies. Dweck suggests using the phrases "Wow, you really practiced that, and look how you've improved." "See, you studied more and your grade on this test is higher." This will motivate your student or child to do better and feel better. The next topic is "Telling kids to try harder," where Dweck is said to speaks about the effort being the only route for a student to make learning improvements. "If a student doesn't have strategies for solving a problem, or the necessary skills, or the steps for completing an assignment at his fingertips, all the effort in the world might not help," says Dweck. Finally, she discusses "Repeating mindset jargon." She says to do right, a lot of teachers have to change how they teach, offering more critical feedback and giving opportunities to revise their work.
When it comes to the research that growth mindsets help students persist in college I absolutely agree with that. Growth mindsets keep students determined. When you have this type of mindset, you are so much more motivated also your academic performance could be at an all-time high. As opposed to having a fixed mindset where you could just give up at any moment and put forth no effort into your improvement. Most of my school career I have been surrounded by teachers who promote fixed mindsets. I have perceived over the years that most educational systems praise students who have these fixed mindsets. They privilege these students for having certain qualities, like their intelligence or talents. Personally, I feel like during my high school years my teachers spent their time documenting the students who did well by recording their exceptionally good grades, rather than helping these students develop when they do poorly. If you didn't an A or you didn't understand something that was being taught you were frowned upon. My teachers said things like "try harder" or "keep trying until you get it" instead of trying to figure out what it was I could improve on. This would especially happen during elementary school. I remember that there would be posters on the wall filled with stickers, it was obvious that the student with the most stickers was doing well above all others.
I had a teacher named Ms.Schaffer and she had a student teacher, Ms.Campbell. She was also an eagles cheerleader. When Ms.Campbell would come to class on Monday morning she would say "Boys whoever does the best during the week I will bring you an autographed football" or "Girls whoever does the best out of you all I will bring you your very own eagle's pom poms." This is why I feel like I am the way I am today. It never mattered to me if I did or didn't get rewarded for doing well. When I didn't work up to my father's or my own expectations, we would try to figure out what it was that I wasn't comprehending and what it is that I can do to get better at school works such as tests or even homework. My father played a big role in my schooling and always made sure I understood the lessons my teachers taught. He was so involved and always said encouraging things to say when I felt lost. My father didn't graduate high school so he always was hard on me about my schooling. He didn't want me to fail and he made sure I didn't by being so involved. He always told the teachers if he felt like there was something I didn't comprehend and he also made sure I got tutoring, He even sat with me throughout the tutoring to be certain that the tutor was teaching it in a way which I could understand. With that being said, I've always wanted to figure out why I couldn't understand or why I wasn't getting certain grades that I knew I was capable of getting. I have come to realize that every mistake I've made is progress and there is always room for improvement.