How Children Succeed

Most people subscribe to the belief that Paul Tough refers to the cognitive hypothesis that suggests that success depends primarily on cognitive skills. They argue that intelligence is measured based on IQ tests which include the ability to recognize letters, words, detect patterns, and calculate. They say that the simplest way to acquire and develop skills is through practicing them continuously. Children should also begin practicing as early as possible to nurture skills. However, in the book titled “How Children Succeed,” Tough introduces the character hypothesis which explains that non–cognitive skills such as self-control, curiosity, self-confidence, conscientiousness, and grit are crucial to achieving success than sheer brainpower or cognitive skills (Tough 49). To justify his argument, he uses research findings from psychologists and neuroscientists. They say that character is developed by encountering with failure and overcoming it. The hidden power of character explains why some children perform well while others fail. However, I say that linking grit and character is pervasive and unfair to kids from poor backgrounds; particularly when the author states that academic proficiency is not a determinant of future success. The big point on Tough’s main arguments is that children succeed with character and not test scores.

Paul Tough, author of How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, takes on a tough topic of figuring out what components enable a child to succeed. Throughout the book he makes several claims that are related to poverty, attachment, and character. We believe all three of these items play a critical role in how children succeed. We will provide evidence to support these claims as well as critique them.

In the Introduction of How Children Succeed, the author Paul Tough presents the notion that future success is dependent on a variety of factors, rather than a common singularity. He encounters this proposition during his time at a pre-kindergarten and kindergarten program called Tools of the Mind. According to Tough, the program asserts on the following, by which he writes, “rubric self-regulation, will do more to lead to positives outcomes for their students … than the traditional menu of pre-academic skills” (Tough xii). In comparison to other programs, Tools of the Mind emphasizes on the development of behavioral or self regulated skill-sets. Puzzled by his findings and deviation from his understanding that success is largely tied to the

In the article “The Secret to Raising Smart Children”, by Carol Dweck there are strong statements about growth and fixed-mindsets. Growth mind-set is important for children with impressionable minds, with the right amount of focus, effort, and praise they can shape their minds for success. Without this they can become lazy and discouraged making them not want to try at all, a fixed-mindset will not let them continue in a progressive manner. Dweck goes on to discuss that talent is worshipped in our society so children often feel that if they do not do exceptionally well they are unintelligent and should not try. Other times students do well in graded school where not much work is required, so when middle school or high school hits they lack the motivation to try harder.

Kewuana used perseverance, passion, and selflessness to achieve success in challenging classes. Firstly, Kewauna used perseverance to stay in college. For example, Paul Tough, author of How Children Succeed: Grit, Curiosity and the Hidden Power of Character shares that Kewauna demonstrates perseverance by going without food for two days, because she ran out of money(Tough). As you can see, by not eating for two days, Kewauna persevered and stayed in college. Secondly, Kewauna used passion to reach her goal. For instance, Tough shares that she works hard to reach her goal and she knows what she wants to do. Thus, Kewauna’s passion drove her to succeed. Thirdly, because she is smart, she gets help when she needs it. To

Paul Tough is a Canadian-American author, broadcaster, and journalist, best known for his research and writing in education, parenting, poverty, and politics. He is a contributing writer to the New York Times Magazine and has written pieces that appeared in the New Yorker, the Atlantic, GQ, and Esquire. He is also the author of Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America (2008), How Children Succeed: Grit, Curiosity, and the Hidden Power of Character (2012), and Helping Children Succeed: What Works and Why (2016). His second book How Children Succeed was translated into 27 languages and spent more than a year on the New York Times best-seller list.

The video "recipe for success: how children learn" discussed difference traits and how these traits are applied to daily life. The video starts off by discussing music and how it can not only help people concentrate, but also help with emotions. The video also stated if children plays instruments, this may increase IQ. A experiment was perform to see if people can tell if the music was going up or down. This experiment was held to see if one is tune to his or her musical ability. Another experiment that was performed was with school children. The children were split into 3 groups: A, B, and C. Scientists wanted to see if the children will continue to do a task after recieving an reward. Group A was asked to draw for 5 minute and was given

The hill that life is, only gets steeper in your teen years. In high school anxiety, depression, stress, and fear kick into high gear. It only gets tougher. As the years pass you keep climbing that hill until you reach the peak. For me, I have yet to reach that peak. In 2015 I started freshman year, good grades flooded my report card making me think that school wasn't really that bad. Sophomore year came too soon and hit me with a wave of assignments that were hard to swim through, Don't get me wrong, I made it through the thick water but with a lesser GPA than the year before. Junior year is now kicking in, “Welcome to the hardest year of your high school lives” was what we were greeted with from the now seniors. Thinking, I tell myself,

All around the world, children and young adults prepare for the upcoming school year. Equipped with school supplies, clothes and shoes, they are ready to enter the school halls-- some determined to succeed and others ready to leave before the year has begun. No matter where the school is located, three types of students will always be present:: the Smarty Pants, the Slacker, and the Pass or Fail.

As my 9th grade year begun, I was beyond thrilled because I was now being known as a freshman of McGehee High School. Besides being away from the teachers and their ridiculous rules in Junior High, I no longer had to worry about being called “the little kids” by the seniors and juniors because we were now all in the same building. What I did have to worry about was getting the amount of credits I needed to pass into the next grade, and to graduate once I made it to the 12th grade. Throughout my entire freshman year, I made sure that I did every assignment and studied for every test because I didn 't want to start on a wrong foot. There would be some days when I didn’t want to do anything, so instead of trying I would get all the answers from my friend. I could see that many days she would get annoyed by me always asking for the answers, so I made a promise to myself that I wouldn’t ask anyone else for an answer that I was capable of

According to Wolff (2012), it helps the child to be successful in his/her life existence by preparing him not just academically, but also socially. Some, believe that crucial skills children need to be successful in school include saying the ABCs, naming colors, identifying shapes, writing their names, doing arts & crafts and counting numbers just like 1, 2, 3…but school is not simply about getting straight s or performing good in class, it is also about learning how to get on with others and knowing how to develop friendships. A child who is happy in school is a child who can focus more on studying and doing well. He/she wants to be there and be a part of things and getting excited to go to school because he/she found new fiends and playmates

Students spend four years of their lives in high school. Four years to achieve as much as possible, four years to get good grades, four years to work your hardest for a college to say yes, four years to make a good impression. Some students, however, prioritize their time differently. they don’t understand or might forget over the years the value of those four years. choose to party and hang out with friends every night. Despite all the temptations, and with the help of my mother, I kept my eyes on the goal and used the time to my advantage.

As a freshman in high school, only fourteen years old, I was as careless and immature as a teenager could get. A school was no more than a place I was forced to be each day. The first two years were filled with this carelessness and immaturity. I now view those first two years as a waste and look down upon them. As I became older and wiser I came to realize the importance of education and how school was a stepping-stone to my future. For the next two years of high school, I vowed to change my outlook on school and life in general. I went from being careless, immature, ignorant of school and learning, and noninteractive with other and the world around me to trying my hardest at everything I did and being interested in learning new things both

High School is one of the last steps before adulthood, and is one of the last “safe places” for young adults to learn the lessons they need to navigate

In High School, students face many problems. Whether they're personal, school, or friend drama, students face a multiple of problems that they each handle differently. In my high school career, there have been a number of obstacles that I learned to overcome. The obstacles that I've gone through, mainly dealt with the health issues I've developed or was born with. Conditions that students deal with can interrupt their thought process during the school day or anyday. Facing a challenge, setback, or a failure, hurts students or people in general, in many different ways.