The Myth Of Im Bad At Math

Dweck’s ‘The Growth Mindset’ postulates that if a student’s intelligence is something that can be improved thru hard work and being challenged, he (she) will only get smarter. And too, she proposes adopting new strategies to learning if effort and challenges fail to work. In Wes Moore’s book The Other Wes Moore, Wes Moore (the Rhodes

In his essay Hidden Intellectualism, Gerald Graff emphasizes the idea that to be an intellectual one does not have to excel in school. Graff argues that a person’s intelligence should not be measured by solely what they learned and how they progressed through school, rather, intelligence should be measured by more secular standards. Throughout the essay, Graff provides many examples on how this biased view of intellectualism affected him and others in his childhood and how he suggests that school curriculum be changed to better reflect the different types of intellectualism.

People believe that in order to be Smart, you have to become Smart, in other hands the brain works like a machine, the more you teach it, the more it learns. Usually students with a Growth Mindset are most likely to Succeed in Society. The changes that should be changed in Schools is that Students should be Congratulated on how hard they’ve worked on an Assignment etc.,“Wow… that’s a really good score, must of Worked hard” (25). The Researcher has Experimented the students with Test to see how they do and how they react to it. College students may pick up this Article to Study for Child Behavior, Counselors may also read this Article to get an ideal on how and why students Fail or Succeed. Schools should complement on how they're doing their work for it can motivate them, “We found that intelligence praise encouraged a fixed mindset more often than did pats on the back for effort” (25). Comparing the Two Articles “Marita’s Bargain” shows how they got their Intelligence unlike this article which states why students Fail or Succeed. After all, the students should be Praised for their efforts and not their

“In fall 2016, some 20.5 million students are expected to attend American colleges and universities, constituting an increase of about 5.2 million since fall 2000” (National Center for Education Statistics). That number seems to be rising each and ever year, and it almost seems as students feel like they have to go to college directly after high school. Maybe it is because they feel that they have to fit in, even if college is not for them. Although some students attend college for academics, sports, and other reasons, some students attend college for no apparent reason; with that in mind, students should take into consideration the time and money that is put into going to college.

Many college professors find it very important to have parents, students and current instructors aware of the expectations for the upcoming student. By informing students,

As a senior in high school, questions regarding college and my plans for the years following graduation are asked to me on a day-to-day basis. College is definitely the most important thing I am focused on this year, and although a college degree is highly valued in the job field today, many argue that not everyone should attend college due to the fact that it brings a new level of responsibility that many cannot handle, many careers now do not require a four-year degree, and because students no longer have the desire to learn.

College is a place of learning. College is a place of experimenting. College is a place of finding yourself. However, with the current state of the way college courses are set up, all students are finding is that they are underprepared for the expectations that their professors and campus upholds. This seems like a ridiculous idea considering a student will have endured approximately thirteen years of public or private education before entering any sort of higher education. However, with a lack of high school counselors (whose main focus is to prepare students for college) and an overinflated idea of what college is really like in a student’s head, among other things, being prepared for what college is truly like may not necessarily be the case

Much of it is how one interprets the meaning of intelligence and how to use it to its fullness. The chapter titled, " The Trouble with Geniuses, Part 2" shows that analytical intelligence doesn't give one a better chance at being successful if he or she can't express it to the world. Instead, the chapter focused on practical intelligence or "knowing how to do something without necessarily knowing why you know it or being able to explain it" (Gladwell 101). The ability to communicate with people and adapt to the problem regardless of situations is much better than having a high IQ score. It is essential to be able to navigate through life obstacle and only those who willing to express themselves to the world can change the

To enjoy academic success, you must consistently exhibit qualities such as perseverance, diligence, and tenacity; both in and outside of the classroom. When you are inside of a classroom, it is of utmost importance to grant your teacher your full attention. Even the most brilliant of minds find difficulty in achieving success if they do not adhere themselves to actively attempting to learn material that is covered in their classes. Contrary to popular belief, being a ‘genius’ is not required to have good grades. Anyone of average intelligence can achieve classroom success through perseverance and work ethic, although there is truth in the assumption that obtaining stellar grades may be more effortless for those with higher levels of intelligence.

This can be seen in the significant rise in the number of people attending college. Fall-term enrollment rose from 7.4 million in 1970 to 12.7 million in 1999 and has been steadily increasing since (Wonacott 3). Today, many students, that might have otherwise never enrolled, are pressured into attending college by parents and other role models. Even the American government is pursuing the idea of everyone having a degree. “...federal policy, backed by billions of taxpayer dollars in loans and grants, has aggressively encouraged more and more students to try to obtain a college education.”(Murray 2). Secondary schools are pushing harder for their graduates to move on to higher education as well. According to Charles Murray, “ A survey of high school students found that more than 90% of them were encouraged by their high-school counselors to go to college” (Murray 1). This shows that more people are subscribing to the idea that everyone should go to college, and for good reason. According to the Bureau of Labor Statistics, 19 of the 20 highest paying jobs require a bachelor’s degree or higher (Occupational). If someone wants to have a high-paying, professional career they must attend

Then after the sets of problems they conducted another study to assess each kids mindset, they asked the children to agree or disagree with certain mindset related statements such as “Your intelligence is something basic about you that you can't really change” and they discovered that the children who were praised for their intelligence agreed with this statement more often than those praised for their effort. In another study researchers asked students to give their definition of intelligence, the students praised for their intelligence gave more definitions related to having a fixed mental capacity while the students praised for their efforts gave definitions related to knowledge, and being able to improve from effort and education. They came to the conclusion that praising students for their intelligence tends to send students into the fixed mindset, while praising students for their efforts put them in the growth mindset. So after their conclusion the researchers and educators offered both groups of students a chance to work on an assignment that would either challenge their skill

“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

Dweck’s work shows that students with a “growth mind-set” — those who believe that intelligence is not fixed but is expandable through effort and practice — are more likely to keep trying when faced with a challenge, and ultimately more likely to succeed, than those who are convinced that intelligence is something you’re born

In lesson three, I read a biography on Carol Dweck. A important quote in the biography was “When we started teaching this idea about the mind being malleable, he looked up with tears in his eyes, and he said, 'You mean, I don't have to be dumb?” This is important because it shows that what Carol and her researchers were doing was helping students increase there IQ.

In college, there is a definite difference in expectation, and this is a major challenge. In high school, students are cradled by the teachers and administration. If a person is to fail an assignment, the students have as many chances possible to pass. In addition, if a student fails an exam, this will not mean that the student fails the course. Therefore, this causes major problems going to college. In college, most courses require that the student passes the exam with a certain grade determined by the school. In addition, for most courses in college, it is expected that the student gets a 55 or 60 percent in the course, depending on the course. Furthermore, in college, students are expected to learn quicker. What is meant by this is, that in high school, students are taught at a slower rate. Therefore, it is definite that in high school, having less expectation reflects in college, by causing more of a challenge for the student to adjust.