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Encouraged ideas for a growth mindset
Encouraged ideas for a growth mindset
Encouraged ideas for a growth mindset
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When people often think of geniuses, people like Albert Einstein, Charles Darwin, Wolfgang Mozart, and Ludwig van Beethoven are often cited. Yet what in particular makes these people geniuses? Were they born with high intelligence, or were they given better opportunities? The answer is neither. People who are thought of as possessing high intelligence are the result of years of hard work and dedication, not just pure skill. A great deal of effort was put into their work, and because of their effort their work was successful. In Carol Dweck’s article, The Secret to Raising Smart Kids, she argues that focusing on developing a “growth mind-set” helps students become high achievers. By students restructuring their mind-set, they could have the same mind-set and work ethic as a genius such as Einstein. …show more content…
Helpless students believe that intelligence is fixed, and that there is only a certain amount. Dweck categorizes these students as having a “fixed mind-set.” These students are more likely to avoid challenges because if they make more mistakes they think they will look less smart.
On the other hand, there are mastery-oriented children. These children believe that intelligence is flexible, and can be learned through education and hard work, thus having a “growth mind-set.” They enjoy challenges, as they pose an opportunity to learn. Dweck hypothesized that students with a growth mind-set were more likely to have better success in academics, and out compete the fixed-mind set
In Carol Dweck’s article titled, “Brainology” Dweck discusses the different mindsets that students have about intelligence. Some where taught that each person had a set amount of intelligence, while others were trained that intelligence is something they could develop and increase over time. in Dweck’s article she writes, “ It is a belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constrictive, determined reactions to setbacks” (Dweck pg. 2). Dweck is talking about a growth mind-set in which is how students perceive the growth of knowledge and that no one person is born with a certain amount of intelligence, it too can be trained and developed over time. By introducing Dweck’s ideas of a growth mind-set to students, students will enjoy learning and be less devastated by setbacks, because they know they can develop intelligence. Dweck also writes that students with a growth mind-set, “believe that intelligence is something that can be cultivated through effort and education. They
It was not until I read Carol S. Dweck’s “Brainology” that I realized I had a fixed mindset. I care more about getting a 4.0 than actually understanding what I am being taught and I also hate struggling. These habits are part of having a fixed mindset. It was after reading this article that I discovered I could change my mindset and be successful. Having a fixed mindset means that you believe that you and others only have a certain amount of intelligence. A growth mindset on the other hand, is believing that everyone has the ability to reach a higher level of intelligence through effort and hardwork.
“There is no elevator to success, you have to take the stairs,” was said by motivational speaker and American author Zig Ziglar. This relates to Carol S. Dweck’s article “Brainology” and Sherman Alexie’s essay “Superman and Me.” Ziglar, Dweck, and Alexie all feel that it isn’t easy for someone to become successful. It takes hard work, perseverance, and the want to learn and grow. In Dweck’s article, she stated that someone with a growth mindset would become more successful and knowledgeable than someone with a fixed mindset, which was demonstrated by Alexie in his essay, and by a personal experience of my own.
His anecdotes presented in the article are appropriate in terms of his subject and claims. The author responds back to the naysayers by saying that people only look at the test scores earned in school, but not the actual talent. He says, “Our culture- in Cartesian fashion- separates the body from the mind, so that, for example we assume that the use of tool does not involve abstraction. We reinforce this notion by defining intelligence solely on grades in school and number on IQ tests. And we employ social biases pertaining to a person’s place on the occupational ladder” (279). The author says that instead of looking at people’s talent we judge them by their grades in school or their IQ score, and we also employ them based on these numbers. People learn more each time they perform a task. He talks about blue collared individuals developing multi-tasking and creativity skills as they perform the task they are asked to
In the article Mind-Sets and Equitable Education, Carol S. Dweck studies the link between mind-sets and beliefs and the influence it has on student success. This article examines how beliefs about how you learn impact the manner in which you learn. It is stated that growth mind-set as opposed to fixed mind-set promotes student success and achievement. Growth mind-set is the idea that intelligence is not something individuals are born with, but is rather a skill that individuals can develop through hard work and perseverance. Fixed mind-set opposes this idea as it views intelligence as an immutable trait individuals are born with. The article mentions that not only personal mind-set impacts an individual’s success but how they perceive the mind-set
People with growth mind-sets often believe that one can succeed simply by trying and having the motivation to do so. On the other hand, those with fixed mind-sets believe they are either good or bad at something, while attempting something for the first time. If one can easily do math while another can’t, the one who can’t accepts it and doesn’t feel the need to try succeeding further because they’re just not good at it in the first place.
In Carol Dweck’s “Brainology” the article explains how our brain is always being altered by our experiences and knowledge during our lifespan. For this Dweck conducted a research in what students believe about their own brain and their thoughts in their intelligence. They were questioned, if intelligence was something fixed or if it could grow and change; and how this affected their motivation, learning, and academic achievements. The response to it came with different points of views, beliefs, or mindset in which created different behavior and learning tendencies. These two mindsets are call fixed and growth mindsets. In a fixed mindset, the individual believes that intelligence is something already obtain and that is it. They worry if they
A famous quote by Martin Luther King states “The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” The two articles “Hidden Intellectualism” and “Blue Collar Brilliance” both emphasis the author's opinion on the qualifications and measurements of someone's intelligence. “Hidden Intellectualism” focuses on students or younger people who have trouble with academic work because, they are not interested in the topic. Today, in schools students are taught academic skills that are not very interesting, the author mentions this is why children are not motivated in schools. The main viewpoint of this article is that schools need to encourage students
Also, in Carol Dweck’s research article “Brainology”, she states the subtitle “Transforming Students’ Motivation to Learn”. She dishes mindsets and achievement, how do students learn these mindsets, and so on… … Dweck suggests, “Many students believe that intelligence is fixed, that each person has a certain amount, and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed in intelligence they possess”. Many students believe that the challenge encountered in learning is a threat to their growth path. She put forward two different minds of the ideological study contrast, the finds showed that students studied with a growth mindset were more interested in learning and
There are many attitudes that form certain mindsets. Some of these mindsets can change how a person does and perceives things. Some mindsets that can do just that are Dweck’s example of a growth mindset and fixed mindsets. According to Dweck, a fixed mindset is one in where “.. students believe that intelligence is fixed..” and a fixed mindset is the “..believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter. Because people with growth mindsets can through setbacks, and find alternatives to better themselves; They turn to perseverance and hard work to achieve their goals.
Have you ever thought about yourself if you are in the fixed or a growth mindset? A fixed mindset person is someone who overcomes obstacles, works hard, and failure does not stop them. On the other hand a person who is in the fixed mindset is someone who is non challenge, gives up, or thinks that success is abuse. In a book called “Mindset The New Psychology of Success” the author Carol S. Dweck talks about different ways we can convert ourselves from a fixed mindset to a growth mindset and the author also talks about the qualities of the growth and fixed mindsets. In a movie“Freedom Writers” the author Erin Gruwell shows us how she was a growth minded teacher but her students were in the fixed minded group. Throughout the school year the students had a fixed mindset but as time went by the students somehow their mindsets into the growth mindset. Freedom writers illustrates the fixed mindsets of the teacher and students and a growth minded teacher who changed everything.
Firstly, the benefit of a growth mindset is students have smart goals in school. Dweck shows that, " Those with a growth mindset were much more interested in learning than in just looking smart in school " (Dweck 2). Who
The education system has been a controversial issue among educators. Requirements of school do not let students choose what they want to study for their future. It’s a big issue to force students to study specific curriculums, which don’t help them improve, and what they like to create. Educators choose a general system of education for all students based on general knowledge. Intelligent or genius students have to be in that system of education, which doesn’t let them improve their creativity.
Dweck studied for years on failure, and failure is not a popular activity. Of course, Many people whom she studied did not like tasks, did not do well, and some people she had studied done great under a challenge. The data let her to the conclusion that the group of people who did not like tasks had a “fixed mindset”, and the group of people that thrived under challenge had a “ growth mindset”. If you have a fixed mindset or a growth mindset determines whether or not you react to anything that of course tests your intellectual abilities. Being a writer is a job for people with a growth mindset. that does not mean that people with a growth mindset are
A fixed mindset is a person with different mindset that care about other things than school. Sometimes students are fixed mindset tempted to do some learning, but at the end attended to do the same as before. Also worry about how much different they are from other students. Growth mindsets believe that intelligence is a potential that can be realized through learning. Students are ready for the challenges they receive. The confidence of a growing student has its untouchable willing to learn more and