Carol Dweck's Mindset

A growth mindset is usually set in middle school but you can change many fixed mindsets by telling them otherwise. The way the author describes what causes a fixed mindset is pretty interesting because I was like this and my grades decreased but now I'm realizing this more. Teachers need to stop praising students “We found that intelligence praise encourages a fixed mindset more often than did pats on the back for effort. Those congratulated for their intelligence, for an example, shield away from a challenging assignment- they wanted an easy one instead”(25) which means teachers need to stop giving students treat because it causes them to do worse in school by making them have a fixed mindset. This would help Anaheim students drastically because that's what many of the students coming from middle school come in with the growth mindset but then get crushed with how hard the work is and then they give

I hope to build a relationship with every student I teach and let them know that their individual talents and personalities are appreciated. I believe that every student can learn when they are accepted for whom and where they are in their educational journey. Every student has potential to learn and should not be discouraged by personal setbacks. I hope to inspire Dweck’s philosophy of a growth mindset in my students where they believe that they can learn through dedication and hard work. Effective learning requires collaboration between teacher, students, and parents grounded in mutual trust and respect. Therefore I believe that the teacher should also have a “growth mindset” and take feedback from students, peers, and parents in order become a better

In today's education, educators encourage students to endorse a growth mindset for their learning. A growth mindset is when someone believes that their intelligence can be developed through hard work and dedication. A fixed mindset is when students believe that they can not develop intelligence rather they are smart or not. In the United States education system, the US is struggling to keep pace with other countries student academic achievements. In the article,”Leveraging Mindsets to Promote Academic Achievement: Policy recommendations”, the authors state, “ Academic mindsets are powerful when implemented correctly: they can left grades and motivation, particularly among struggling students, and they can reduce racial, gender, and social class achievement gaps.” Growth mindsets are praised in the education communities because it's reflects high results of studies that show that student raise their grades and intelligence through persevering through hard work. Students who adopt a growth mindset, will further develop their intelligence and achieve academic goals

Eduardo Briceno described two types of mindsets that can either enhance or hinder a person’s growth. I believe both terms of fixed and growth mindsets hold much validity in today’s society. We can see how children are affected by parents’ praise or how children perform differently from encouragement in the school. The same is true for someone like myself who’s in her 20’s. My beliefs are more consistent with the growth mindset, because my psychology courses have given me bounds of evidence that your perspective can change how you succeed. I know how important it is to have a positive perspective. One example that comes to mind is Jane Elliot’s “Blue eyes-Brown eyes” exercise. This study displayed how children would do poorly in school if they were told people with a different eye color were better. The children that were told they would do poorly did just that because they internalized the information and got stuck in the perspective that they would always do terribly.

To whomever may be reading this, I have personal story to tell you about my growth mindset. Up until the ending of my sophomore year my mindset wasn't a growth mindset, I happened to be accustomed to a fixed mindset. I used to be afraid of being judged and I hated the word failure, I hid all my flaws from the world and can you believe I actually thought that was okay? I would be going crazy asking myself what's my purpose? Why am I not good at anything? The truth is, I don't have a purpose and I'm not naturally good at anything. But I changed and it wasn't something I learned in an instant, I took some time to understand and reflect that my purpose comes from within. It comes from passion, hard work, practice, and most of all, a long-term of

A person can have both fixed and growth mindsets, and it’s possible for the mindsets to waver (Chapter 8). Very few people, if any, have only one or the other. Most of the time and for most abilities I have a growth mindset. However, many times when I’m faced with overwhelming expectations and what seems to be an unmanageable load of course work, I can tell that my fixed mindset persona (which I have chosen to name Shelby) creeps out and causes panic. Now that I am able to identify this mindset shift, I can take active steps to prevent the escalation of panic and negative

Carol also focused on the growth mindset. She stated that students with the growth mindset believe that their abilities cab be developed through out. Students with growth mindset’s major goal is to learn about the things they haven’t learn. In order to do learn the things they want to know, they are willing to do anything for it. Carol provided some facts and statistics about the rule of the growth mindset. She wrote that the first step is to take on some challenges. Students on the growth mindset do not want to waste their time looking on tasks that offer them nothing else. They forceful want tasks that stretch their abilities and teach them new

Our children are the future of our country. The education they receive is crucial. Our children should always be taught, at home and at school, that they have the potential to succeed and accomplish whatever they dream of. A growth mindset concept will benefit these children early on by coming into the classroom and flooding them with positivity. Phrases like "I can't", will be in the past if this concept can be implemented early on. This concept can transform these students’ mindsets both at home, and at school to teach them to achieve any level they desire.

Growth mindset is an essential practice to teach students because it centers around the process of learning and growth. Upon developing an understanding on this minset, students will come to realize that intellgience is something that can be developed over time. Ultimately, this concept is meant to set students on a path of persitance and high effort. Additionally, this practice encourages students to embrace challenges and to learn from critcism. Overall, a growth mindset will allow students to cultivate an understanding that growth is always possible.

Some of the students like to do challenge work. They understood their ability could be developed because they have the growth mindset. This type mindset students are willing to process the error, learned from the error and corrected the error. For other students, they don’t like to do challenge work. They have the fixed mindset perspective because their intelligent based on the judgments of the others. For fixed mindset students, if they failed the test, they tended to cheat on

Teachers who put encouragement on students may assume they have adopted a growth mindset. But, Dweck said, “growth mindset is about closing the achievement gap, not about making low-achieving kids feel good in the moment but not learn in the long run.” If schools were encouraged to adopt a growth mindset, then they would need to acknowledge that teachers will make mistakes in their teaching. They might try teaching methods that are not as successful as they hoped. Also schools would need to provide teachers with the opportunity to reflect on their teaching in a much more structured way than currently occurs. Often teachers are time-poor, rushing from assessment to planning to extra-curricular event, but part of developing a growth mindset requires

I have been an instructional aide, a parent education facilitator, a support teacher, and a classroom teacher for over 25 years, and I never heard of growth mindset and fixed mindset until taking this class: Personal Ethics and Leadership Capacity of Learning. I just have to blame myself for concentrating so hard to develop myself to become an effective teacher and forgetting to step outside of the classroom to read professional books, such as Mindset (Dweck, 2006) and The 7 Habits of Highly Effective People (Covey, 1989). I am surprised that these two books were written and published over 10 years ago, and I did not know that they existed. Life as an educator could have been better had I read them 10 years ago.

Carol’s research showed that “students’ mindsets- how they perceive their abilities- played a key role in their motivation and achievement.” That is, the students with a growth mindset outperformed those who believed their intelligence was fixed. Success depends a lot on how a person and can adapt to changes and since

A way to improve student success in anaheim schools is to teach students to have a growth mindset. There are two types of students with different ways

When I think about my students and our work toward a growth mindset, the habits of mind and character strengths come to mind. As I work to build students into well-rounded beings, our progress in specific habits of minds are pushing us in the right direction. In the beginning of the year my class struggled with many things but the lack of persistence and self-control were huge concerns. Many students were not motivated to complete work or think deeply about the content. In addition, other students had to be monitored 100 percent of the time and could not make the right choices for themselves. I struggled to figure out how to invest students in their own learning. Autumn is a very bright student and had the highest score on the MAP assessment. Whenever the work got tough she would cry and yell out, she was frustrated. Her original strategy did not work and she did not have the skills or mindset to work through this problem. Costa and Kallick (2009) state that, “People persist because they can draw on multiple ways to solve problems. “ This is so important as there is never only one strategy to solve a problem. It was not only Autumn that had this reaction but over half of my class. I know there was no way we could continue on like this and I reach our loftily goals.