Deer River High School Survival Guide Essay

Dweck’s ‘The Growth Mindset’ postulates that if a student’s intelligence is something that can be improved thru hard work and being challenged, he (she) will only get smarter. And too, she proposes adopting new strategies to learning if effort and challenges fail to work. In Wes Moore’s book The Other Wes Moore, Wes Moore (the Rhodes

The first step to successfully study for any type of material is to keep the material organized and make sure the information is correct. A good routine would be to check notes periodically

One of these examples was talking about when Duckworth was a teacher before becoming a psychologist. Teaching algebra, she could see how some of her students had high intelligence, but the students that ultimately rose above were those that put in hard work and effort. One student named David did not essentially participate a lot in class, but he aced tests and after class would ask for harder assignments. She saw this happened in the school that she taught in in New York as well. “Apparently, aptitude did not guarantee achievement. Talent for math was different from excelling in math class” (Duckworth 17). In fact, after becoming a psychologist, she came to the conclusion that effort counts twice. While while a talent and putting in effort develops a skill, having a skill and putting in even more effort results in achievement. The perseverance in learning and practicing no matter how adept a person is at a skill sets them up for

Reading the article Lake and von Baeyer (2005) “Tips for Successful Students”, I realize that most characteristics are necessary for one to succeed as a student in any area of life. For example, one must ask questions and take notes in order to interact with the professor and further their knowledge in a particular subject. These two skills coincide together along with the initiative to achieve a certain stardom. One aspect of learning is never lonesome, though it is possible to be additionally gifted in one region over another.

After reading Seal’s article which stated that Americans often thought kids are born smart while Asians more often believed that studying makes a person smarter, I was reminded my own personal beliefs on intelligence and I realized that I have thought people could get smart by exerting effort since I was in the last year of elementary school in Vietnam. Therefore, I empathized with Seal’s attitude that success and achievement are a result of working hard. I could remember that I got this attitude when I was in an important final exam which decided where my middle school was in the next year that depended on my score. In this exam, the math test was an extremely difficult test for every student because it had a strange math problem which my classmates and I had never studied before. At first, I had spent for 2 hour to solve this problem, but I didn’t succeed. So, I wanted to give up. However, I was worry about my score and thought about my mom, who hoped that I could get the high score enough to enter a famous middle school. Since I didn’t want to disappoint my mom’s wish, I tried to solve this math problem again and again and again. Eventually, I was successful to solve

In the essay, “Education”, the author, Ralph Waldo Emerson shares his perspective of what an ideal education would look like. Among other things, Emerson wholeheartedly believes that a student must bloom on their own with little to no interjections from teachers. He urges the audience that in order to have a quintessential educational system in the United States, teachers must follow a laissez-faire policy and “respect the child”. However, throughout the essay, Emerson makes numerous assumptions, one of these being in paragraph 10 when he argues that “every young man [and woman] is born with some determination in his [or her] nature, and is a potential genius.” This statement is undoubtedly true. No matter the person, the characteristic of determination is innate, and it’s possible, but not guaranteed, for anyone to become what society labels as a “genius”.

Teachers and parents have dedicated their time to tell children that they are smart and talented every time they get a good grade. Praising children this type of way has had an impact on their lives. Dweck said “many students believe that intelligence is fixed, that each person has certain amount and that’s that”. Students with fixed mindset only care about how smart they look or how smart they appear. By having this fix mindset, they turn down the ability to learn new things. They believe that if you study hard, you are not smart enough, and that if you were smart things will come to you with no effort. This has made students lose their belief in oneself when they face complicated circumstance. Dweck says that the reason for kids to have a fixed mindset is “intelligence

Many times a student will be generalized into a category of book smart or street smart. A teacher or person of higher authority can overlook a pupil’s potential intellect due to their grades not being the most attractive in a main course subject. Gerald Graff expands to his audience on different areas of the world such as sports intriguing him and bringing out his “book smart” side. In Gerald Graff’s Hidden Intellectualism, Graff argues that all too often students are not given enough variety of topics to demonstrate their potentially brilliant mind. Due to teachers solely focusing on the print of the textbook it has become the norm to brush off students who may not excel in those areas, therefore, not try to explore where their actual skillful side can arise.

With today’s education, teachers are enforcing much academic work on students to, hopefully, increase their intelligence. The goal of this academic work is to give the students that they will need for their life later. All schools have a group of students that have a lot of “street smarts,” but don’t do well in school. There is a common argument of if “street smarts” and academic work should be combined to better teach students. In Gerald Graff’s piece, Hidden Intellectualism, Graff talks about the academics that teachers enforce on students and “street smarts.” Graff claims that “schools and colleges might be at fault for missing the opportunity to tap into such street smarts and channel them into good academic work” (Graff 1).

In an educational world full of standardized testing, rigid curriculums, and, apathetic educators, Gerald Graff and Steven Johnson attempt to redefine what it means to be a true intellectual. Both writers are intent on shining a light on the gray area between the black and white grades of the classroom. Although Graff and Johnson focus on two different aspects of intelligence, both of them are determined to expand the definition of brilliance and ensure its cultivation in modern youth.

During my high school years, I can confidently say I have excelled in my academic endeavours. This success is partially due to my desire to learn. I am always intrigued by the lessons and concepts that are at the core of assigned work. My passion for learning has facilitated my learning process; because I am usually interested in the material that is being taught, my ability to retain and understand information is heightened. My academic success is also due to my drive to do the best I can. Since grade nine, I have demanded excellence from myself in all academic subjects. I strived to perform to the best of my abilities in the first high school years so that I would adopt that habit early and take it with me through the senior high school years. Finally, my academic excellence

Several tests of research were conducted on students of the two different grade levels, elementary and middle school. Two University students, Lisa Blackwell of Columbia University, and Kali H. Trzesniewski from Stanford University conducted research to observe that once the work became difficult, and the grading became a lot harder to please, how their grades were going to be affected. Parents or guardians accustomed their children to compliments on their intellect,

Third, you should form a study group or develop self-study practice sessions. In your practice sessions, you should practice reviewing material that is emphasized for your test. Also, you should practice reviewing material that is presented in numbered lists that often provide the basis for essay and multiple-choice questions. For example, list thirteen vitamins, or list warning signs for heart disease. Moreover, practice answering questions or material with a lot of lecture or text coverage. Answer the questions you wrote in your text, and formulate essay questions and outline answers. While practicing, if you have any questions that you are unable to answer, consult your instructor to get the correct answers to study.

Graff says that putting students in classes in the contemporary system is wasting and limiting students’ potential and creativity (198). Complaining that intellects do not meet the success standard set by schools, Graff proves that schools limit the intellect students can achieve in their academic career (198-199).

Academic success is largely attributed to intellectual ability in everyday life, even though this supports the literature that is intellectual ability does have a large role over academic success it is only one of many factors that can influence academic success, in this study the effect of intellectual ability will be tested against academic success of students to verify and reproduce the results that exist in abundance within multiple studies (Chamorro-Premuzic & Arteche, 2008). Therefore, we will be testing whether the relationship between intellectual ability and academic performance is significant or not. This constructs the first hypothesis for the study: