I 'm A Good Teacher Essay

Carol S. Dweck's article “Brainology – Transforming Student's Motivation to Learn” offers insights about student's mentality at school and why some students are better off than others. The article claims directly that students generally have two mindsets when it comes to learning; one is “fixed mindset,” a negative trait, and the other is “growth mindset,” a positive trait. Both of these traits contradict each other in terms of meaning. These two mindsets impact students on whether or not they will be successful on their academic road. In “Brainology – Transforming Student's Motivation to Learn,” Dweck explains how these two traits influence the outcome of having one of these two mindsets through

I’m going to tell you how student learn these mindsets. In the 90s parents thought the most important thing that you child should have was self-esteem. But were they messed up is that you cant just hand your kids self-esteem. They took a poll among parents and found that 85% of parents thought that it was necessary to “praise” their children’s abilities to boost confidence. Now were going to talk about growth mindset. These students believe that intelligence is something that can be gained through education and effort. I wish in high school that I would of taken it more serious because now I could have had a growth mindset witch would of helped me out a lot in college. Those students have growth mindsets. They believe that you can gain intelligence through learning. Those with a growth mindset had a very straightforward idea of effort. The idea that the harder you work the greater the outcome is and I think that’s true. When these students had a set back in school they simply just study more or differently next time. That was my biggest set back in high school. Many bright students find grade school fairly easy and get right through it. But later on in life like in college they struggle. They don’t want to put the time into something and feel dumb when they get a bad grade on it. That’s bad because you should never feel dumb about something that you tried your hardest to complete. I hope that this information was helpful

According to Judy Willis, “When you are experiencing highly negative emotions or severe stress, incoming information is routed to a different part of your brain”. When the high-level thinking happens, the information routed is to the reactive lower brain. When that happens, the memory is affected, all active learning stops. A fourth way is recognized and valuing incremental progress boosts a person’s motivation and enables him or her to deal effectively with setbacks. According to Dweck, “people with growth mindsets, believe their abilities can be developed though dedication and hard work- brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have these qualities.” With a growth mindset, people realized by having a failure in the past don’t mean they will in the future.

Growth mindset is the cone to an ice cream. It is the foundation of what I think a successful person is. Without it one couldn’t use the characteristics mentioned above in more ways than one. Someone with a growth mindset believe that their most basic abilities can be developed through dedication and hard work, brains and talent are just the starting point.

In Chapter 9 of Grit, Angela Duckworth argues that a growth mindset, rather than a fixed mindset, leads to more success. She shows that a growth mindset leads to a more optimistic outlook on failures, which further leads to perseverance and the ability to take on new challenges without giving up. Using additional research, I agree with Duckworth’s claim that a growth mindset makes an individual more successful because a growth mindset transforms obstacles into learning opportunities and fosters hope, which are essential skills to overcoming failures and becoming successful.

Basically, individuals with a fixed mindset often feel measured by a failure, sometimes permanently. Unfortunately, failed attempts are viewed as a label rather than an opportunity to plan a new path of succes. On the other hand, an individual with a growth mindset views a failed attempt as an opportunity to take action, to confront obstacles, to keep up with their schoolwork, and/or to better manage and organize their time. Growth mindset individuals believe that qualities can be developed, expanded, and eventually result in a successful outcome. A second lesson learned is the power of labels and the stereotype of ability; this lesson is undoubtedly one of the most enlightening. Dweck discovered in one of her studies that, “... ability praise often pushed students right into a fixed mindset, and they showed all the signs of it too. When we gave them a choice, they rejected a challenging new task that they could learn from. They didn’t want to do anything that could expose their flaws and call into question their talent” (72). One’s mindset determines their reaction to labels and stereotypes. An individual with a fixed mindset will settle for a positive label and chose stagnation and permanent inferiority rather than risk losing the label; whereas,

Dweck believes that someone who possesses a “growth mindset” is almost the polar opposite of someone who has a “fixed mindset.” A person with a growth mindset is able to think positively and see the silver lining of an unfavorable situation. They are able to improve from their mistakes, and always finds a way to become better at different aspects of life. Growth mindsets come with an open mind, making these people extremely versatile in any circumstance. In addition, their mindsets increase in complexity through maturity. They believe that as long as anyone puts in the effort, they have the potential to succeed.

In the article “Carol Dweck Revisits the ‘Growth Mindset’,” Carol Dweck refines her definition of growth mindset, and she explains that since many have confused the concept, it is important to clarify the idea of growth mindset before people claim that they have one. Dweck explains that, although effort is an important factor for having a growth mindset, it is just as, if not more, important to ask others for help, to test out different strategies, and to ask what needs to be done in order to succeed the next time. Instead of claiming to possess a growth mindset just because it sounds better than possessing a fixed mindset, one should accept the mindset that they actually have. This will only help to develop a growth mindset, which is

Students with growth mind-sets like challenges and work hard to get better and improve their skills and knowledge. They also honed in on the skills needed to accept challenges and confront difficulty in order to better solve their problem or problems. If they make a mistake or answer a problem wrong it drives them to want to try harder and figure out and solve the problem they were faced with. This lets them academically surpass their fellow students who have a fixed mind-set because of their hard work and drive to succeed.

In 2006, Carol Dweck published her book, Mindset: The New Psychology of Success. In her book, Dweck (2016) introduced the terms fixed and growth mindset and renewed an educational mindset. A growth mindset is a thought process that can be learned and essentially means that individuals never stop learning and growing. Furthermore, individuals are in charge of their learning. Although this mindset is not limited to the education field, it is highly regarded in education, as this is a field where growth is the key element to learning.

Mindsets, in psychological terms, define a person’s mental “lens” on how they understand their world. These mental perceptions, or biases, refer to the unconscious influence of a person’s belief system and the simple strategies they use, to make sense of the world they live in. Consequently, these biases also lead to distortions in an individual’s perceptions of reality. The creation of these biases leads to mindsets that form quickly, as

It made me understand that I have a fixed mindset. The article “Brainology: Transforming Students ‘Motivation to Learn,’ made me understand that I have a fixed mindset after reading the article by Carol S. Dweck. I have a fixed mindset because I have believed that I’m not good at most things in life. I don’t think that I will ever be great at stuff that I do in life.

A growth mindset will allow you to develop your talents and abilities through knowledge and mentoring, while maintaining a teachable attitude.

In Educating Esme there are moment when we see how she taught positively, but we also see how things had negative consequences or weaknesses. I saw weaknesses in her teaching in the way she is sometimes overly caring with her students. I also saw negative consequences when she went to Mr. Turner about B.B. I also think that there were negative consequences with her conflict resolution meetings. Though there were consequences and weaknesses in her teaching I think there were also positive points. Her teaching also related to Robert Powell’s principle of teaching. Through all the good, negative consequences and weaknesses we can really see that Esme was a great teacher.

Why am I a teacher? When I was a child I always had to pretend play school with my friends and I always had to be the teacher. My mom was a preschool teacher at the local day care center and I grew up seeing her cut bulletin boards and plan lessons. My best friend in middle school 's mom was also a teacher. I never wanted to be anything else and didn 't really have a back up plan if this teaching thing didn 't work out. In this paper I will take you on a journey through my educational years in elementary school and middle school, my time high school, delve into my time in college and then into my career as a teacher.