In my sophomore year of high school, I had a tough time in my advanced algebra class. I struggled with complex equations and ended up with poor test scores. The classroom environment was high-pressure and not very supportive. Mistakes were met with public shaming rather than constructive feedback. This made me wonder if my classroom culture was helping me develop a growth mindset, a concept explored by Kristina Rizga and Mike Rose. This essay argues that my previous classroom culture did not effectively foster a growth mindset, as defined by Carol Dweck, by examining my personal experiences and the perspectives of Rizga and Rose. My high school classroom was very strict, focusing on discipline and standardized testing. A "mistake" in this …show more content…
He describes how his placement in the vocational track was due to a clerical error and how the lack of support and low expectations led many of his peers to internalize a sense of inferiority. "Students will float to the mark you set," Rose asserts, highlighting the profound impact of teacher expectations on student performance (Rose 262). In my case, the high-pressure environment combined with low emotional support created a similar dynamic, where mistakes were seen as definitive failures rather than steps in the learning …show more content…
Unlike the positive intervention Rose experienced from a dedicated teacher who helped him move out of the vocational track, my realization came from self-reflection and support from my parents. I began to see mistakes as part of the learning process, an idea supported by Kristina Rizga's exploration of good teaching practices. Rizga highlights the importance of personal connections and understanding individual student needs, which are missing in my classroom. She states, "What matters the most is building a personal connection with your students" (Rizga). This personal connection is crucial for fostering a growth mindset, as it helps students feel supported and understood, rather than judged. One particular instance stands out in my memory as a turning point. After another failed algebra test, I decided to seek help outside of school. I found a tutor who not only helped me understand the material, but also encouraged me to view mistakes as learning opportunities. This tutor's approach was very different from my classroom experience. Instead of feeling ashamed of my mistakes, I began to see them as valuable feedback. This shift in perspective was instrumental in helping me develop a growth mindset. My tutor would say, "Each mistake is a step toward understanding," which changed how I approached
Dwecks growth mindset has been effective but there is work to be done. Dweck conducted a study and the results were astonishing. Dweck states, “Although both groups had started seventh grade with equivalent achievement test scores a growth mindset quickly propelled students ahead of their fixed mindset peer gap increased over a two year study” (2). Students who developed a growth mindset developed a long-term learning method this mindset will persist towards their transition to adulthood; they will expand their learning. Students with a growth mindset will be encouraged and persistent in their academic performance and would not be easily discouraged. Dweck states “before teachers were aware of these mindset existed would single out students in the growth mindset group as showing clear changes in their motivation”(5). Students develop a growth mindset, they should
When it comes to education, it is about helping people discover, refine, and develop their gifts, talents, passions and abilities; and then helping them discover how to use those gifts, talents, abilities in ways that benefit others and oneself (Bull, 2015). However, with education, there are many places where this does not happen and learners may fall between the cracks. Schools are heavily measured on testing, student outcomes and student numbers that it has become the main focus to excel the school district—but what about the students? I recall a time where I was sitting in a classroom and the teacher was going over a math lesson. Many students struggled and were having a difficult time following along with the task. The teacher started
In Mike Roses’ “I Just Wanna Be Average” he writes about his long and winding road of education. Starting with the long and winding bus ride he had to take, along with the loads of other kids making their way to school. The beginning of this school year is different for him though, because his placement test scores got confused with another kids who the last name Rose. Landing him in what he refers to as the “bottom level,” also known as the vocational track. Down with the dastardly devils belonging to the vocational track, Rose came in contact with some not to wonderful educators. Vocational classes were made for students to get more attention for their teachers. But as Rose explains, most of the teachers he came in contact with were anything
The students must trust that the teacher has their best interest at heart. This trust will help build a positive relationship between student and teacher. This is important for giving the students a sense of purpose, as they will then be more motivated to succeed. This allows them to be more active in class activities and engage in discussion. Not only is trust important between teacher and student, but also between students. A student should not fear ridicule when providing their opinion or an answer. This is a teacher’s responsibility to establish a sense of community by allowing students to get to know each other and develop positive relationships throughout the entire classroom. Students must be made aware that it’s our differences that make us unique, but it’s our similarities that make us human. The classroom should be a place of acceptance, where every student’s well-being is
Grading expectations at DKJA High School have risen over the past several years. Parents and students alike now expect “A” grades and are sorely disappointed when the student earns below an “A.” A good deal of their displeasure is guileless; many of the students truly believe that if they do all their work, they should get an A. (Much of this mindset was formed in the DKJA middle school.) They are often hurt when they do not score in the highest ranges and have difficulty understanding why. They anger easily and usually involve their parents, who also expect their children to receive “A” grades. Many parents immediately exercise their power through emails, phone calls, and conferences. As a result, many of DKJA’s teachers became “worn
As a teacher, my job is to help prepare students to become strong adults capable of meeting their own basic needs and prepared to participate in, and contribute to, a connected global society. To accomplish this, students need to learn academic content and twenty-first century skills, but just as importantly they need to develop traits and learn behaviors that will enable them to apply their knowledge. By addressing students’ needs while simultaneously developing strengths, teachers can help students develop the courage, confidence, and character necessary to continue to learn, adapt, and grow long after they leave our classrooms.
The novel, Mindset, by Carol Dweck, demonstrates how influential a change in mindset can be. By examining numerous circumstances that lead individuals towards success or failure, Dweck sees the different mindsets from those who encounter success or failure. Her research shows that people with the growth mindset realize that their intelligence can be developed while people with the fixed mindset believe that their intelligence is stagnant. She stresses the importance of having a growth mindset by addressing her argument from different standpoints and comparing it to the fixed mindset.
Thought provoking and startling, the movie “Learning Curve” awakened in us, as viewers, the uncomfortable reality of where our society and the educational system as a whole are clearly at odds. Mr. Walmsley was hired to substitute at an inner city high school where the same problems that we find today in many schools were brought to an unbelievable level of surreal chaos. The same problems that we witness everyday in our schools were present in this movie, but with an intensity and boldness that would shake the foundation of most well-meaning educators. Problems of student apathy, lack of parental involvement and teacher support, as well as financial constraints plagued this inner city school in much the same way that it does our own schools. However, Mr. Walmsley chose to demand respect and prove to the students that not only was he of value and worthy of their respect, but they should place higher value on themselves as well as others. He demonstrated in a succinct way that learning would take place even at the expense of traditional methods of teaching.
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.
"Those with growth mindsets reported that, after a setback in school, they would simply study more or study differently the next time" (Dweck 2) . Students in a growth mindset understand that failures are temporary setbacks. That means they must be an effort in the learning process more vigorously. Dweck shows, " Those with fixed mindsets were more likely to say that they would feel dumb, study less the next time, and seriously consider cheating "(Dweck2). By contrast, students with a fixed mindset believe strongly in innate ability. Those get a failure, they would simply think they are not smart enough ,all their efforts has been wasted. As a result, that creates a desire to give up rather than trying
Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement that we all can recall classes in which we did not try very hard because we didn't like our teachers. Speaking form personal experience as an educator, I realized the importance of the relationship or connection related to teaching. My students responded to instruction and retained knowledge when there was a connection.
Students with less knowledge are given less opportunity. Placement tests and evaluations prove it, and more advanced students are given greater amounts of support and encouragement. These students are usually the ones who are told they can do anything they set their minds to, rather than “maybe that isn’t the best choice for you”. Students who are led to believe they are not as good as their more intelligent peers tend to fall into a rut. The learning path they are sent down is less challenging and less rewarding. Rose describes this path by saying, “… You’re defined by your school as ‘slow’; you’re placed in a curriculum that isn’t designed to liberate you but to occupy you, or, if you’re lucky, train you, though your training is for work the society does not esteem,” (Rose 350). The future of these students is affected by the way they perform early on, and many do not try to do better because they do not think they can. All many of them want to do is pass the tests and be on their way, never even considering college as an option for the future. To Rose, “The reality of higher education wasn’t in my scheme of things,” (356), and for many students in public education, the same goes for
Rimm-Kaufman, Sara. “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning.” American Psychological Association. May 2012. Web.
...students from falling irrevocably behind. Curriculum development can be the key. If educators know how to reach every student, if schools tailor instruction to include these diverse learners, if we master the art of engagement and gradually increasing complexity, providing these students with the education that they deserve will be a possibility. Today’s classroom is not the same as the classroom of the past. New ways to teach are being developed every day as a result of brain-based research. I plan to become a driving force of innovation, helping direct learning in a positive way. I plan to be a voice for positive change in my career. Teaching isn’t just a job. Teaching is a calling. Compelled by more than just a career path or a paycheck, I am thrust forward by the light in the eyes of my students, looking to me for guidance, support, and ultimately, education.
Great teaching requires sacrifice and consistently puts the development of the child first Esquith, after teaching for over 30 years and writing several award winning books, exemplifies this child centered philosophy of teaching. His purpose is to share his dedicated and selfless approach to teaching with teachers, in the hope that they too, will be inspired ‘to teach like their hair is on fire.’ He believes that commitment to each individual student is essential. As a role model, he stresses the importance of being dependable and providing an atmosphere that is safe and that promotes the love of learning. He focusses on values and teaching his students to respect themselves and others, to be kind and to always work hard (Esquith, 2007). With Esquith’s simple motto of, “be nice, work hard and there are no shortcuts, in the classroom” (Esquith,2007), it is easy to see why his students are so happy and successful.