“Children must be taught how to think, not what to think.”. Margaret Mead once said this, basically stating that an education should guide a child in what to do when they think, not what they should be thinking. The primary purpose of education is to provide and train students to obtain knowledge and skills that allow them to progress through life as a capable, contributing individual. Many think that education consists of elementary school, middle school, high school, and then finally, you’re completed finished once you graduate college. However, that is not true; we continue to learn for all of our lives and our education should prepare us for that. Ultimately, the purpose of an education is to prepare students effectively for the life they …show more content…
In the article Mindset by Carol Dweck, she writes that “For twenty years, my research has shown that the view you adopt for yourself profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you accomplish the things you value.” This illustrates the point that although everyone begins with different skills and capabilities, how you view yourself and experiences will greatly influence the extent of what you can achieve. In my experience, I had never experimented much with music and drama, but they were required subjects during eighth grade. I went through my fine arts classes with an open mind, welcoming criticism and I was willing to try new things in order to further improve. This allowed me to breeze through drama and music. This helped develop acting and singing for me more easily since I allowed myself to be flexible and …show more content…
Employing a growth mindset will allow students to achieve bigger goals and overcome challenges with greater ease. Regardless of which direction a person chooses to take, they will require common skills such as collaboration, responsibility, honesty, or preparation. The purpose of school is to aid students in developing and improving important aspects of their characters, so that they can become well-rounded, productive individuals. In order to successfully navigate through my academic experience, I hope to keep a growth mindset which will allow me to take on new experiences and overcome obstacles. By keeping my options open and having a willingness to always learn from difficulties and mistakes, there will be more benefits in store for me. Nowadays, a great deal of students view their education as brutal competition where their grades are the only thing that matter. Those who struggle or make mistakes are regarded as unintelligent and as a result, students shun challenging situations to avoid the risk of failing. Keeping this kind of mindset in turn restricts and reduces the creativity and enthusiasm students have for learning. To nurture eager and resilient learners, we should be accepting of failure, and consider the learning and working differences each student
Carol Dweck’s Brainology sets forth the “growth mindset” as the only factor in a student’s success. However, Alfie Kohn’s The Perils of ‘Growth Mindset’ Education: Why We’re Trying to Fix our Kids When We Should Be Fixing the System, proposes another view. Also, Home Life is a third factor that impacts a student’s success. I believe all three of these are integral to a student’s accomplishments.
First, a growth mindset can keep improving due to challenges. For instance, Duckworth presents how a growth mindset can keep improving,“ Dr Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, they’re much more likely to persevere when they fail, because they don’t believe that failure is a permanent condition.” (Duckworth 5:09). This shows, that even a student who has a growth mindset does not succeed, they are inspired to keep improving. In addition, in an article written by Achieve, presents the concept of how an incredible man conserved his growth mindset, “[Milt Campbell] maintained a positive outlook throughout his final days”(“Dream Believer”). This shows that when
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
Why having a growth mindset is good for someone. This helps people thrive on challenges. If people develop a growth mindset it could help them embrace their challenges. Embracing challenges could help people reach higher level of achievement. “Those with a growth mindset, on the other hand, were keenly attentive to information that could help them expand their existing knowledge and skill, regardless of whether they’d gotten the question right
A wise person said, “Success is not final, failure is not fatal: It is the courage to continue that counts.” The book, Mindset written by Carol Dweck, is about the growth mindset and the fixed mindset. Dweck analyzed how these mindsets have an impact on a person’s ability to succeed academically. The book is crucial because it contains many brilliant ideas which, if individuals follow, will lead them to success. In her book, there are three chapters that cover learning, effort, failure, ability, accomplishment, and sports talent. Carol Dweck’s text Mindset addresses the current concern regarding academic success, with which I agree.
People who have a fixed mindset usually want something easy and not challenging; they feel scared to lose while growth mindset people tend to love challenges and making mistakes lives within their body as a trait. The author proves when she said that students with fixed mindset will never showed any interest when they found difficulties in completing those assignment. Only when they did well right away, they will feel the enjoyment. In contrast, the harder it gets, the more urges for the growth mindset to grab the knowledge and feel excited to learn something. Carol Dweck also gives an example in Columbia where she met a lot of intelligent med students who always get A’s in their test. It only took a day to make them a failure, when they said
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
In “The Secret to Raising Smart Kids” the author Carol Dweck says “Our society worships talent” (10). This is followed by the statements of one of the central beliefs of the article that there are two different kinds of learners. These two types are said to be those with a fixed mind-set and those with a growth mind-set. Throughout the article many examples are used by the author of studies and or experiments on student with fixed and growth mind sets.
A growth mindset can encourage individuals to persevere, take on challenges, and become more motivated in the learning process (Briceño, 2015). Furthermore, cultivating a growth mindset is not limited to youth. In the education field, teachers, staff, and administrators are encouraged to see themselves as learners and foster a community that is open to mistakes as a form of learning to promote a growth mindset across all stakeholders in the school community (Heggart, 2015).
The last few days Mrs. Kuhse models a lesson one period and then I teach it the next few. One powerful lesson we taught this week to the seventh grade classes is the power of having a growth mindset. A fixed mindset would be to say something like “I quit”, “I can’t”, or “I won’t”, where a growth mindset says, “I can’t...yet” or “I don’t want to but I will try anyways”. I think that this is so meaningful for the students to learn because it teaches perseverance and
Moreover, a growth mindset encourages directly and indirectly successful outcomes. High school engaged many instances of growth mindsets for me. At the end of my middle school career, I had managed to become a part of an amazing friend group, I had fantastic grades, and I was doing well in all aspects of my teenage life. Yet, a constant dilemma phased through my mind: I would lose all my friends consequent to the high school split. This had the power of striking panic in me, but instead I found myself thrilled for the next year to come so I could make all new friends. From the beginning, I was optimistic and ecstatic about starting off with a clean slate and that guided me into making a whole new friend group. These friends have given me unique
I will be the first to admit that I am—extremely—far from perfection. Throughout my seventeen years of existence, I have faced my fair share of challenging experiences and have handled these experiences with an abundance of different attitudes, or mindsets. Over the years, I have found myself in sticky situations, but have never put much thought into how my overall mindset has helped me get through each circumstance I encounter—until now. Carol Dweck, in her inspirational manuscript Mindset, discusses the disadvantages towards a fixed mindset, and the lasting advantages towards a growth mindset.
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
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
A growth-mindset for any student can be their key to success. Many students feel as if they can’t achieve the goal(s) that they have set for themselves when learning and trying to get passing grades. How can the Anaheim Union High School District (AUHSD) increase their students academic performance? The AUHSD can increase its academic skills by encouraging students to having a growth mindset. Students are pressured to make passing grades and know everything they learn, but how can some students learn when not all students have the same growth-mindset. That’s where parents should come in and encourage their child letting them know that they are intelligent and can do everything that they plan to achieve in life. The key to success for any student