Reflection Journal Analysis

In regards to learning, students with the mentality have a theory that everyone was born with a certain IQ; smart folks were naturally born smart, and the imbecile ones were forever imbecile. In fact, students who possess a fixed mindset would falsely believe that they are not smart enough to complete difficult tasks, or to fulfill class's expectation (Dweck 1). This creates anxiety whenever students encounter academic tasks. Eventually, being fearful leads to failure in achieving one's mission. Dweck further asserts “This means that every time something is hard for them and requires effort, it's both a threat and a bind. If they work hard at it that means that they aren't good at it, but if they don't work hard they won't do well.” (Dweck 2). She points out that a fixed-minded person would think that if one is smart enough, then one would not have to go through any hardships, and that seeing a task as being difficult meaning one lacks the capability to achieve it. In broader sense, this trait generates a negative-thinking mentality and hence discourages students to exploit their academic potential. Fixed mindset, therefore, is not a trait that students would want to develop. What Dweck is trying to promote, in the article, is encouraging students to steer their ways of thinking to that of growth mindset

My week was long and a bumpy rollercoaster. I was sick towards the first half of the week which made my days drag. However, I remained energetic for my class because this week was Read Across America week. The school had a Dr. Seuss book theme each day. I dressed up and the kids dressed up. It was so sweet and we delved into Dr. Seuss. We discussed his stories messages, the rhymes, real words vs. made-up words, and connections to our lives. The only downside was that a handful of our students were sick this week. On Wednesday, our class started out at fourteen and by 12:45 we had eight students left. It made classroom management easier, but I missed the smiling faces of the absent students.

Intelligence can be developed through experience and learning. In Carol S. Dweck’s who is in fact a PhD expert in the field of psychology wrote an article, “Transforming Student’s Motivation to Learn,” she states, “Results showed that what students believe about their brains - whether they see their intelligence as something that’s fixed or something that can grow and change – has profound effect on their motivation, learning, and school achievement.” Essentially what this is illustrating is that having a fixed or growth mindset can minimize students from being terrified of failure and in addition faced and embrace their challenges rather than running from them. Students need to understand an intelligent mindset is a paramount pathway in becoming successful, and eventually one needs to not be easily discouraged at the first sight of a challenge, but become motivated and driven by failure, and in turn willing to work harder to accomplish something they want to succeed at. A perfect example of this is through Mike Rose’s school experiences, we can see how he demonstrates the concepts of a growth and fixed mindset.

When I first read the email about the summer reading assignment Mindset, my expectations about what the book would be about completely differed from what it actually was. My thoughts were that it would only pertain to school and how to stay positive while going through college. After just five pages, I realized this books usefulness would stay with me for my entire life. When introduced to the fixed and growth based mindsets, I felt as though the growth based mindset defined my academic career that allowed me to get into college, while the fixed mindset sadly resonates in my social life. Around the end of the first chapter, Dweck brings up four questions that pertain to how easily intelligence can be changed or if it is fixed your entire

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

life” (Dweck 6). Dweck explores the how the fixed mindset can hinder a person’s learning capability, while also exploring how converting to a growth mindset can help an individual’s intellect blossom. Carol Dweck’s backing of both scientific studies and personal experiences genuinely support her main focus

People with the growth mindset care more about learning and are eager to learn. Dweck did a study of brain waves in the lab at Columbia. For example, Dweck explains that “only people with a growth mindset paid close attention to information that could stretch their knowledge” (Dweck18). This shows that individuals with a growth mindset are more passionate and motivated toward learning because they believe learning will make them grow and succeed. Anyone can learn and change how smart they are. Dweck did research for the students who entered the university and weren’t fluent in English. Also, she measured their mindset. Dweck told the students that they have a definite amount of intellect and they can’t do much about it. For instance, “those who learn with a growth mindset agree that: “You can always substantially change how intelligent you are’’ (Dweck 17). This indicates that students with a growth mindset firmly agree that an individual can constantly change how clever said individual is. People with the growth mindset strongly concur that success is about learning and gaining knowledge, so they don’t want to miss an opportunity to eliminate their language barrier. They have confidence that improving will expand their learning capabilities. The growth mindset can motivate you to continue when you have a

“In my research in collaboration with my graduate students, we have shown that what students believe about their brains – whether they see their intelligence as something that’s fixed or something that can grow and change – has profound effects on their motivation, learning, and school achievement” (Dweck 1). According to Carol S. Dweck who is a researcher and the author of the “Brainology Transforming Student’s Motivation to Learn,” each student has a different mindset. It is either fixed mindset or growth mindset. Students with fixed mindsets are the ones who believe that intelligence that intelligence has a limit. These students do not persevere, feel unintelligent, consider cheating, and are afraid of challenges. On the other hand, students

Many studies about the brain prove that people normally are divided in two types of mindset and these can affect the personal life of people in a negative or positive way. The wirier Lisa Trei in her article, “New study yield instructive results on how mindset affects learning” asserts that the people with a fixed mindset always feel fear of making mistakes and for that reason they do not improve and are not able to change. Also Trei states people with a growth mindset don’t have problems making mistakes, and see this as a new learning opportunity. In the article, “You can Growth your Intelligence” by Lisa Blackwell she gets that the brain is able to growth and get stronger with the phrase “the brain is like a muscle”. The growth mindset is defined by effort and challenges, people that want do more in their life’s and the fixed mindset is equal to excuses and conformist, people that don’t take risks and never change because they feel fear of do any mistake.

The article focused on how student’s mindset had a huge role in how they did in their classes and outside in the real world. The two different mindset were, a fixed-mindset and a growth-mindset. A fixed-mindset described kids that believed that one was born gifted, however a growth-mindset was used to describe kids who believed you could grow and expand your knowledge. The author claimed that kids with a growth-mindset become more successful because they learn how to solve their problems. In a study that the author participated in and was run by Lisa Blackwell of Columbia university and Kali H. Trzaskowski of Stanford University, they found that kids with a growth-mindset felt that it was more important to learn than to get a good grade. With

Moreover, Carol S Dweck and her team set out to determine the implications of growth mindset vs fixed mindset individuals. After typifying each student and determining their role in the group, her article “The Secret to Raising Smart Kids” had proposed, “How can the education system implement and teach growth-mindset tactics to teachers, parents and students as a means of increasing student success?” Teaching students that intelligence is malleable is the next step in helping children understand their full potential. To address this point, David Paunesku, Stanford behavioral scientist, created an online method of conducting controlled, randomized experiments. His team enlisted 1,594 students from 13 US high schools, 2% of which were under-performing. The students were divided into two groups, one of which watched a video on

Dear journal, today in class I did a multiple choice on the Ethics of Research. I learnt so much from that activity from protecting participants from harm to inform consent. I have erudite that ethical considerations are a significant feature of research that all teacher researcher should be knowledgeable about. During class, the first thought came to my mind about ethics was rules for distinguishing right or wrong. According to Resnik (2015) he believes that Ethics is a norm that distinguish between what is acceptable and unacceptable behaviour. I think it is imperative for me to adhere to the ethical norms in research in which i will have Informed consent to avoid deception, confidentiality, anonymity, protecting an individual from harm.

This journal reflection will discuss my expectations for the course, interests in learning, and how I plan to use the course to aid in my work in the adult education field.

On Wednesday August 26th, 2015 I began my preceptorship on B6, which is the Neurology floor at Jackson General Hospital. My Preceptor was Colleen Hardee and she was the Unit Director of the floor. I started my day on the floor around 0745 and remained until approximately 1430. When I asked the clinical manager about the mission of the department, she directed me to their website. The statement found there is this: “Comprised mainly of restricted endowments, the Foundation provides endowment management services to other nonprofits as well as manages endowments that provide for many of the healthcare needs of West Tennessee Healthcare and our communities.”

Daniel Goleman, author of Emotional Intelligence, discusses the idea of intelligence being more than a matter of cognitive ability. In part one and two of the book, Goleman discusses how the brain processes emotions. In these chapters the author describes the cortex and the limbic system. Rationality is job of the cortex while the limbic system processes your emotions. He suggests that the emotional intelligence can be a learned skill. In the next chapter Daniel Goleman uses studies to show that many high IQ scoring students have underperformed in their lives while many average people have become huge successes. Goleman stated that if the IQ scoring has little to do with success and that your 80% success is based on your emotional intelligence.