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Observations about the effects of learning styles
Observations about the effects of learning styles
Observations about the effects of learning styles
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Angela Lee Duckworth explains the purpose of using grit for education. Grit is a personality attribute that is obtained by students who express strong interest and hard work toward an objective away from disturbance and refusal. Why do people with plenty of experience mostly become unsuccessful to maintain their capability while other individuals with less experience proceed to accomplish fascinating tasks? Grit is the most beneficial element that we should provide for students because it’s useful for preventing distractions, using a growth mindset, and confronting failures.
Duckworth’s argument on grit is about maintaining potential for students to be successful in school. According to Angela Lee Duckworth in the Grit TED Talk, “Grit is existing
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in life like a marathon, not a rush”(1). Based on her analysis, Duckworth presents how many individuals obtain outstanding things not only by depending on usual capability, but by applying what she considers grit. She also gives out the grit rule to encourage anyone to have a potential of being more gritty, such as having confidence, achievement, accuracy, affection, observance and arrangement. Grit provides a new and inspiring way to reach to peaks much further as what essential ability would conclude. The first benefit of grit for students is the prevention of distractions.
If an individual wants to become successful at anything, he/she must engage to preventing distractions and proceed when exams are scheduled. Students should determine anything that distracts them the most to keep away during study times. Duckworth stated that “Some of her highly intellectual students weren’t performing well enough”(1). Activities that are outside of study times may cause the intelligent students to be left behind, so students should put more effort for success. According to Ethan Ris in The Problem with Teaching Grit to Poor Kids, “Children raised in poverty show plenty of grit daily, and they don’t use it more often in school”(7). Ethan Ris explains about children in poverty will use the most amount of grit possible to fulfill their success in school ahead of time. I agree with Duckworth because students in lower class neighborhoods would struggle with certain distractions through rough environments and debts that left them behind in school. If grit is not used much in school, lower class students will have trouble dealing with social distractions at …show more content…
home. The second benefit of grit for students is using a growth mindset.
Success doesn’t only achieve itself on the students who are favored, praised, or hopeful. The ability is received for students putting enough effort to get experience. According to Duckworth, “The growth mindset is a concept created at Stanford University by Carol Dweck, and it is the idea that the skill to study is not fixed, that it can change with your achievement”(2). Students with a growth mindset are most likely to have a greater experience from making improvements with practice than those with a fixed mindset. According to Anya Kamenetz in the new critique of grit, “Conscientiousness is an attribute that is controlled by some unknown mixture of genetics and environment”(33). Kamenetz views that thoroughness is a fixed mindset for students to determine whether they remained to fail or succeed. I agree with Duckworth because grit can be used as a growth mindset to focus on the progress that students can improve on
exams. The last benefit of grit for students is confronting failures. Students can fail and confront any level of exams. If something is important enough for students, they should determine that they are ready to view some load of failure to resolve it. Without seeing failures, students will not become exposed enough to start correcting their mistakes. Duckworth claimed that “We need to calculate whether we’ve been rewarding, and we have to be eager to fail, to be incorrect, to restart with lessons studied”(2). Students can learn from their mistakes to further improve their experience on test taking strategies. David Denby in The Limits of Grit states that “Failure is absolutely owing to a deficiency of grit”(11). Denby points out that grit does not depend on the amount of failures that students receive to review their mistakes. I still agree with Duckworth because failure does not remain permanent for students using more emphasis on grit to repeat each failed attempts on practice tests for gradually improving results from correcting mistakes. In conclusion, grit is useful for three benefits towards students. Students with grit will never give up studying important topics from distractions, using a growth mindset to achieve goals for proper experience, and use failures as convenience for corrections to develop properly and become well supplied for the upcoming exams. Overall, grit is essential for students to stay motivated in education without giving up difficulties in school and later in life.
In this article Emily Hanford is taking information from Angela Duckworth’s findings on the research of ‘grit’. Hanford quotes Angela Duckworth definition of ‘grit’ as , “‘sticking with things over the very long term until you master them.’” (qtd. in E. Hanford 1). Hanford also quotes Duckworth’s article to then explain that the, “‘ gritty individual approaches achievement as a marathon; his or her advantage is stamina.’” (qtd. in E. Hanford 1). Hanford is thus explaining that grit is like perseverance; that a person who works hard can achieve as much as a person who has intelligence. By explaining to students that achieving in school is not just intelligence but also grit as well, it can make students realize that if they persevere in their studies they can make achievements just as a person with more
statement, “Really? No antipoverty tool- presumably including Medicaid and public housing- is more valuable than an effort to train poor kids to persist at whatever they’re told to do” (par.23). As this is Kohn’s only response to Tough, it requires more than sarcastic questioning to deliver a clear message on his own thoughts. Kohn comes off a bit non-academic. As authors Pedro A. Noguera and Anindya Kundu explain in their article “Why Students Need More Than ‘Grit’”, that this concept of grit is forgetting about other components that can affect academic achievement.
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
In “The Matthew Effect”, Canadian journalist and author Malcolm Gladwell claims that circumstances determine who is and isn’t successful. In “Mind-sets and Equitable Education”, Stanford psychology professor Carol Dweck argues that those with growth mindsets are more eligible to obtain and experience success than those with fixed mindsets. Although these texts may seem to contradict one another, they are actually similar in many ways.Gladwell’s and Dweck’s texts may differ in the sense that one regards to the circumstances leading to success, meanwhile the other claims that believing in oneself can lead to success, but are quite similar due to the fact that circumstances could help motivate and encourage one to accomplish their goals.
In addition, with other obstacles: which we face in our lifetime. These obstacles can be from our family, work, and our family. We have to get rid of these distractions in our life. For example: going to school and then going to work. We all attend school, which we strive for an education. Sometimes we have to work, while we are getting an education. According to Richard Rodriguez, who wrote “The Achievement of Desire” states, “ Not for the working-class child alone is an adjustment to the classroom difficult. Good schooling requires that any student alter early childhood habits” (599). There are people who only focused on school, which they developed good study habits, and other people who do the minimum work for school. We considered good study h...
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.
In dealing with a generation that has become increasingly motivated by instant gratification, grit has been brought to the forefront of desirable character traits. Duckworth mentions, “grit is the single trait in our complex and wavering nature which accounts for success; grit is the strong current of will that flows through genetic inheritance and the existential muddle of temperament, choice, contingency-everything that makes life, life”. As Duckworth previously stated, grit is different for each child and relies on the traits they are given. Your temperament, willingness, and motivation are chosen for you, but can be practiced upon. If the concept of grit was taught in schools, it would show tremendous academic progress and help develop a strong mindset for all students. Students who are dedicated to the long-term goals they have set are great examples of the application grit has in schools today. As Angela Duckworth put it, “Grittier spellers practiced more than less gritty spellers.” She is telling us that students who persevere and thrive can achieve their goals. Even so, the effects of grit have lessened due to the increase of poverty and the decreasing in moral standards because of the negativity in today’s
Dweck also argues that attributing poor performance to lack of ability depresses motivation more than belief that lack of effort is to blame. Another argument is that persistent students look at failures as mistakes that need to be fixed. Dweck gathered his information by studies from different universities and fro 373 students that were monitored for two years into their transition into Junior High school. This article is meant for students that lack intelligence and ability in school to motivate them to give more effort in school. Just like Marita's Bargain both articles promote that education is important. Both articles have ways that students can become successful in school. In conclusion students with lack of motivation need to learn that mon ones is born smart, but they need to work hard to become
Students come across many complications during their school career. Some students are actually smart but just don’t apply themselves, or even have hardships that are going on in their lives. These can be fixed if you can find motivation and confidence. In the story “Zero,” Paul Logan coasts through high school and college. Logan doesn’t know the tools to succeed in school, which causes his grades to fall. In the story “The Jacket,” Gary Soto explains how the way you dress influences how you feel about yourself. Which in this case him getting an ugly jacket; which causes him to be depressed and his grades to fall. Albeit Logan and Soto went through similar hardships, they both succeed with motivation and confidence.
In the reading “Mindset: How you can fulfil your potential” by (Dweck, 2012) Chapter One introduces the reader to the Fixed and Growth mindset, and identifies how basic qualities and intelligence can be improved by effort.
The fact that students from lower income families fail to perform as well in school holds no dispute. Growing up with less money has been proven to create a significant disadvantage. Those struggling to pay their bills often are forced to cut back the money spent on food, leaving kids with only the option of cheaper food with poor nutritional value, or sometimes skipping meals. This inhibits the brain from functioning at its best and can leave students more worried about their growling stomachs than their schoolwork (Ladd, Fiske). Low income students face other distractions from their schoolwork including home struggles like in the movie Freedom Writers. A teacher starts a job...
My Sociology teacher shared with students an empowering quote that said, “We don’t grow when things are easy; we grow when we face challenges.” To me this quote means that challenge is the only way to figure out who we are, what we are capable of overcoming, and how we react to setbacks. In “Brainology: Transforming Students’ Motivation to Learn” Carol S. Dweck says: a growth mindset learns from challenges with effort while fixed mindsets feel threatened by challenge. There are many factors that contribute into the mindset of a student. In “I Just Wanna Be Average” by Mike Rose there were incompetent teachers who expressed how unprepared they were by causing their students distraction issues, wanting to give up or not caring in their classes.
There are many roads to be successful in learning, but they all involve developing mindset. Developing the right mindset is a key success for most learning. Carol S.Dweck, the author of " brainology", indentified two diffent mindsets : fixed mindsets and grow mindsets. These impact student 's learning differently. From my point of view, having a growth mindset is the best for success since this belief assists students learn and develop a good self-motivation in goals, efforts, and setbacks.
Living in poverty exposes children to disadvantages that influence many aspects in their life that are linked to their ability to do well in school. In the United States of America there are an estimated 16.4 million children under the age of 18 living in poverty (U.S. Census Bureau, 2010). “The longer a child lives in poverty, the lower the educational attainment” (Kerbo, 2012). Children who are raised in low-income households are at risk of failing out before graduating high school (Black & Engle, 2008). U.S. children living in poverty face obstacles that interfere with their educational achievement. Recognizing the problems of living in poverty can help people reduce the consequences that prevent children from reaching their educational potential.
It can be argued that the academic performance of children has nothing to do with their socioeconomic status, because there have been many cases of children from very poor families who have excelled greatly in academics (APA, 2017). Furthermore, many predominantly high-end schools have posted poor results when compared to school with poorer backgrounds. This is despite the fact children from lower socioeconomic classes do not have access to the best forms of learning materials. The high performance of children from poor backgrounds is often attributed to the fact that they are not preoccupied with many activities which would otherwise hinder them from concentrating on their studies (Sacerdote, 2002). Therefore, some believe it is false to say that poor performance is associated with children who come from low socioeconomic classes. Rather, they believe academic achievement is genetic (Sacerdote, 2002).