The Influence Of Mindset Criticism

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

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

From my perspective, the mind always seemed like a complicated and intricate puzzle. It was a puzzle that I had no desire to evaluate or even begin to learn more about. It was something that I had just accepted because I believed it was above my understanding and much too complex. However, I never thought to look at just one small piece of the puzzle. If I could just focus on one little section, maybe I could increase my overall knowledge of the mind. By reading the book, Mindset by Carol S. Dweck, I was given the opportunity to be able to specialize on one very crucial part of our mind. A part that deals with how we view ourselves and others, our communication, and the reasoning behind our actions. This is called our mindset. While reading

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

The way we view challenges depends how well we have taken in encouragement or any type of criticism. How well past comments and the way we were raised has helped us developed our mindsets. Fixed mindsets and growth mindsets individuals take challenges differently. Basically, the way both mindsets, fixed and growth work it all depends on how we were raised.

Unfortunately, students often struggle when it comes to school. While some will blame themselves or there professor for there failure, other students will embrace failure and see it as an opportunity to improve. Carol Dweck, a professor at Stanford University encourages that students adapt something called a growth mindset. Dweck defines a growth mindset as "the idea that we can grow our brain 's capacity to learn and to solve problems." In order to learn, the brain undergoes a process called neuroplasticity, where it rewires and molds itself by forming new neurological pathways each time we encounter a new experience. However, fixed mindset students believe that qualities such as intelligence are fixed traits and are inherited through genetics. While growth mindset students embrace making mistakes and look for ways to improve, fixed mindset students run away from making mistakes and care about being judged. Students should adopt a growth mindset because they will embrace their mistakes as part of a learning process, and because growth mindset students achieve more.

Countless opportunities have been seeded, planted and nurtured in hopes of growing and inspiring magnificent outcomes within the lives of Boerne ISD students, teachers, administration, and support staff. Mindset: The New Psychology of Success by Dr. Carol S. Dweck is infused with sound perspective, logic, and valuable examples designed to equip and move readers towards an understanding of the unseen mental limitations of a fixed mindset which results in stagnation and the personal prosperity which comes from a growth mindset which blooms with effort, expansion, and equality.

Clarifying terms and concepts is of utmost importance b/c our discussions about our beliefs are based on a shared understanding of what those terms and concepts mean. Make sure all are on the same page; everyone is clear on the meaning of terms involved so we understand we are talking about the same thing.

When it comes to the topic of having a growth mindset, most of us will readily agree that students who are praised are motivated to learn. Where this agreement usually ends, however, is on the question of how they are praised. Whereas some are convinced that praising students for their intelligence will motivate them to learn, others maintain that encouraging them for their efforts has a better impact on their motivation.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

Motivation is based on the will to continue and achieve some means to an end. Whether it would be to wake up in the morning or to finish a doctorate in medical biology, motivation does exist. It exists for all of us and here is the response I can give for ‘what are my motivations.’

Beilock said, “In other words, a student’s perspective can determine success or failure.” Beilock also said,” How we interpret these reactions predict whether we will choke or thrive.” Right now you're choking on these math classes that can help you thrive. So excuse those bad habits you have. Since your actions are negative, there must be some changes in your confidence and mindset beliefs.

Mindset to me is something that can always be changed depending on your attitude. I do not believe that mindset is something that is fixed, and that you are only as good as your genes allow. I think you can develop new skills or improve any current skills anytime in life as long as you put in the work. In the letter I wrote to a future student I talked about my first real test in college. It was in BIO 105 and I bombed it. When I saw my score the first thing I thought was that I wasn't cut out for college. I was used to not putting much effort in when I was in high school and still doing good. From a little help from my teacher I was able to change my work ethic when it comes to school work. From that point on I've done much better in school

The main idea of the exploration of those types of mindsets lies in the fact that “learning takes time and is a product of effort” (Boaler 145). Dweck proves this by providing the readers with two examples of students' approaches to studying algebra for the first time. A student with fixed mindset would consider the tasks too complicated and would not show any progress in it while the student with growth mindset would perform his or her best in order to gain new knowledge and improve the

Dweck states in her research that everyone has certain beliefs about themselves that “create different psychological worlds that lead to a host of thoughts, feelings, and actions (Dweck, 2006). People establish these beliefs based on experiences and encounters in their life. Failures contribute to these beliefs as do successes. Once these beliefs are engrained in people, they will begin to form perceptions on where they need to be in life and these beliefs can influence their mind set to either a fixed or growth mindset. A person with a fixed mindset believes that his or her qualities related to a certain task are unchangeable, while an individual with a growth mindset believes that his or her qualities related to a certain task can be changed and improved (Dweck, 2006). Studies have shown that mindset can affect a student’s performance in their academic life as well as their social life. Research also indicates that mindset is something that can affect a student’s performance in their academic performance. Research also indicates that mindset is something