Why I Don 't Gain Self Esteem

In Roger Von Oech’s “To Err Is Wrong”, he argues that being wrong is not necessarily a wrong thing and that having errors may lead to success. He explains that many see “success and failure as opposites”(2), however Oech states that “they are actually both products of the same process”(2). As he focuses in success and failure, he supports the idea that if someone makes errors, it gives them the opportunity to explore more ideas and improve their results. Oech also suggests that people are used to the idea that failing is bad and many prefer not to risk making any mistakes or failing and that they just take the easy way out. He also brings up the idea that succeeding and failing are a part of daily life because everyone tries not to make any

Most people face self esteem problems at different levels. At some point in life people face this problem without realizing it. In the essay The Trouble with Self-Esteem written by Lauren Slater starts of by demonstrating a test. Self esteem test that determines whether you have a high self-esteem or low self-esteem. The question to be answered however is; what is the value and meaning of self-esteem? The trouble with self-esteem is that not everyone approaches it properly, taking a test or doing research based of a certain group of people is not the way to do so.

The real question is, does it matter if someone has high or low self esteem? Does high self esteem lead to better relationships, work, and health? Is self esteem a reflection of success in those areas? If so, improving self esteem will be beneficial in life. The general pattern found in studies proved that high self esteem is a predictor of life success.

Judy Willis, an Edutopia blogger , “asserts that appropriately challenging tasks are necessary for cognitive growth; if a task is too easy, ‘ . . . the brain is not alert for feedback and there is no activation of the dopamine reward response system’” (cited in Doubet, 2013, p. 10). The goal when challenging

Carol S. Dweck, a professor of psychology, in her article, “Even Geniuses Work Hard,” focuses on, describing how to develop a “growth mindset” for academic learning. Dweck implies that “students with a growth mindset [view] challenging work as an opportunity to learn and grow” (16). She also reports having that has “seen students with a growth mindset meet difficult problems, ones [in fact] they could not solve yet” (16) with optimism and excitement. According to Dweck, having “meaningful work [can] promote learning in the immediate situation” (18). Students with growth mindsets have “a love of learning, and [are resilient] in the face of obstacles” (18). Dweck makes the point that doing homework is an important way to support learning, it

Some people believe that the reason they struggle is because they were not born smart and that prevents them from being successful. The focus should be on the process of persisting through something despite the challenges, while not giving up, and that is what leads to a successful person. I think that from an early age the people in America see struggle as an indicator that they are just not smart, and they think that people who are smart do not struggle, they just naturally get it. Whereas in Asian cultures they tend to see struggle as an opportunity. Jim Stigler, a graduate student at the University of Michigan, says “in Eastern cultures, it is assumed that struggle is a predictable part of the learning process and everyone is expected to struggle in the process of learning.” Stigler did a study many years ago with first grade students where he gave the students an impossible math problem to work on, to see how long it would take them to give up. The American students gave up within less than one minute of trying the problem. The Japanese students worked for an entire hour on the impossible problem and only stopped because the test session was up. This proves that students in the American classroom have less work ethic and give up easier than the students in the Japanese class. Therefore, I conclude that we, the western culture, need to stop teaching children that struggling and failure are horrible

They avoid challenges, fearful that they won’t look smart.” This evidence shows us once people fail in something they decide to give up, thinking they aren't smart so why should they try. They just have to figure out what they are struggling with and keep trying until they get it so next time they don’t fail. Giving up won’t get you anywhere. We are all humans. Realizing that it's okay to make a mistake is only part of the battle to that ultimate goal. Learning and moving forward comes from doing something wrong and being told how to do it right but that doesn’t give us any right why we should give up. There's times when it's okay to give up but get back up and retry it don’t let that affect you but you can accomplish it!

The message that Carol Dweck conveys is the power of the words ‘Not Yet’. According yo Dweck, the grade ‘not yet’ gave the students the understanding that they were on a learning curve. After learning about this, Carol Dweck conducted some experiments of her own. She went to a school and gave students a test that was meant to be difficult for them. Students that passed has shown to have a growth mindset, and those who failed had a fixed mindset. Those who failed felt as though their intelligence was put to the ultimate test. When asked what they would do during another complex test, most said that they would just give up and cheat. This proves that once students receive a failing grade, they lose the motivation to learn from their mistakes

It has been argued that some people think that making mistakes are a key part in discovering something because of the learning process. When making mistakes, you almost always learn something from them. For example, if someone does not study for a test and they fail it, then they will learn to study next time. In the text it said, “We learn wisdom from failure much more than from success. We often discover what will do by finding out what will not do; and probably he who never made

Dr. Tim Elmore, author of 12 Huge Mistakes Parents Can Avoid states, "While we parents hate seeing our kids fail, I don't think we can truly mature without facing it in life--and the earlier, the better." Everyone fails and the sooner parents stop protecting their children from this reality, the quicker they can move on and mature. This also allows those who deserve to accel to feel like they worked hard for a purpose. Elmer furthers his argument, saying, "Kids who've never tested their abilities grow into emotionally brittle young adults who are more vulnerable to anxiety and depression.” Failure is not always the worst option. It can be used as a coach and shouldn’t always be feared. Failure is a part of life and kids need to learn to accept it. Participation awards are taking away from this life

Paul Tough created a experiment to see how teaching and showing these student different skills can teach them how to deal with hard event that happen.“Those students often misinterpret temporary setbacks as a permanent indication that they can’t succeed or don’t belong at U.T. For those students, the intervention can work as a kind of inoculation. And when, six months or two years later, the germs of self doubt try to infect them, the lingering effect of the intervention allows them to shrug off those doubts exactly the way the advantaged students do”(Tough 10). Tough has helped these student by showing they a new and improved way to deal with problems that are foreign to them. The interventions have help replace negative internal doubtful thought with positive thoughts. This one external factor changed them for the better when it came to their mindset. “Our first instinct, when we read about these experiments, is that what the interventions must be doing is changing students’ minds — replacing one deeply held belief with another. And it is hard to imagine that reading words on a computer screen for 25 minutes could possibly do that. People just aren’t that easy to persuade. But Yeager believes that the interventions are not in fact changing students’ minds — they are simply keeping them from overinterpreting discouraging events that might happen in the future”(Tough 8). The experiment was to improve their thinking and to help them deal with big problems, that are actually very small and fixable. Not to make them into someone different, but to show them a different way. This external factor helped many students to deal with thing that pose threats to them finishing

As a mostly pessimistic person who lacks self confidence, Coach Wooden’s maxim of “do not let what you cannot do interfere with what you can do” (as cited in Nguyen, 2014) inspired me to approach challenging situations with a positive attitude. Even if I think I cannot complete a task as well as I would like I cannot let that stand in the way of making, not just any attempt, but my best effort. Recently, I realized that my “can’t-do” attitude is contagious when my youngest son was disheartened by a homework assignment that seemed too difficult and said that he could not do it before he even tried. His negative attitude made upset me and all it took was for me to ask him a few probing questions about what he had to do so he could get started.

Persistence is an essential trait if success is desired in any learning set up. Students must demonstrate the trait of repeating certain tasks for full comprehension and grasp of concepts. The brain is always wired to forget certain concepts that might have been explained earlier. Persistence makes sure the student never hangs up their boots when they encounter a hard task. Besides grasping forgotten concepts, persistence is also efficient when dealing with practical sessions. The ability of the student to perform one task repetitively is desirable and it increases the chances of the student to permanently and fully grasp the concept (Habley, 2013).

Cognitive and behavioral learning theories tend to dominate modern discussions of learning theories. Employed in both educational and clinical settings, both have important contributions to understanding how and why individuals learn. Is one approach statistically better than the other, or do they each have their own place where one approach may be more effective under specific circumstances? Each theory has supporters who claim the efficacy of their theory is superior. Comparison of the theories is necessary to determine if one is significantly better than the other, or even if one theory may be slightly more effective than the other. Determining if one competing theory

I personally believe that learning things the harder way always has more impact. It no longer is just an incident but becomes a lesson for life, something that you try not to repeat. When we fear of making mistakes, we can often see some amount of hesitation in our work. This prevents us from developing newer and more innovative way of doing any particular job.