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Transitions from middle to high school
Transitions from middle to high school
Middle school transition to high school
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Throughout my life I have always coasted through everything that I have ever done. When it came to school you could describe me as an average student when compared to my friends, I always did the bare minimum that I needed to pass, when it came to outside of school it was the same thing when ever my mom or dad told me to do something I always to put in the least amount of effort to accomplish it and waited to the last minute to start doing it. When I read Carol Dweck’s Mindset I learned about fixed mindset and growth mindset, Dweck explained fixed mindset is when a person sets himself up for failure mentally, they always think they wont amount to anything so they just stop trying; while growth mindset is the exact opposite of a fixed mindset, …show more content…
Sanchez, that is because in middle school the system is completely different compared to elementary school. Transitioning to middle school was a big challenge in of itself, for the first time in my school life I didn 't just have one class to go to and stay there for the whole day instead I had eight classes to go to in a span of eight hours. I had to organize my time in school and outside of school to be able to keep up. The work got harder, the grading policies toughen up, and the teachers didn 't have enough time to help me (Dweck 57). Another thing that made transitioning to middle school difficult was because instead of being in a classroom with one set of students, every class had different students that I didn 't know, all ranging with various intellects. Most of my friends were super clever, when we got our first report card most of them had straight A 's while I had a mix of A 's and B 's and C 's. As soon as I saw their grades I immediately shriveled up, made up excuses to friends about why I didn 't get straight A 's like them. I said things like “the teacher should have bumped me up a few points or the teacher has something against me.” I was able to handle myself adequate enough for a few months but eventually I just got tired of having to give up my time to do my homework and study when I could be playing video games. My fixed mindset led me to make up …show more content…
My sophomore year I was introduced to tennis, I immediately fell in love with it, but the problem was that my grades were too low for my parents. My mom told me that only way I would be able to play tennis was to get my grades up or else I wouldn 't be able to play at all (Martha). I immediately started to study in hopes of being able to get grades back up to be able to play. My grades started to improve but at a cost I didn 't actually learn anything instead I just regurgitated everything that I memorized. The way I studied was completely different way that Dweck describe growth mindset people studied, I sucked all of the information from my books like a vacuum cleaner, I didn 't study to understand the subject instead I studied just to ace the test (61). Even though I was passing my tests and doing all my work like a growth minded person would, I was just doing it for my own desire of playing tennis not because I wanted to get smarter. Due to my mindset being how it was when it came time for me take the SAT 's I ended up getting low scores which stopped me from going to the college that I wanted to go to be able to play
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.
In The article “Brainology” “Carol S Dweck, a professor of psychology at Stanford University, differentiates between having a fixed and growth mindset in addition how these mindsets have a deep effect on a student’s desire to learn. Individuals who have a fixed mindset believe they are smart without putting in effort and are afraid of obstacles, lack motivation, and their focus is to appear smart.. In contrast, students with a growth mindset learn by facing obstacles and are motivated to learn. Dwecks argues that students should develop a growth mindset.
In the Brainology article, professor Carol Dweck put forward two mindsets: fixed mindset and growth mindset. That is an educational project that was instituted by Carol Dweck and made her famous for. That is talking about transforming student’s motivation to learn found out that people have fixed mindset or growth mindset all have profound effects on their motivation, learning and school achievement. From this article, this is particularly designed to help students break all boundaries and limits set by negative learning perspectives, while also instilling self-confidence is fixed, that each person has a certain amount and we call this a fixed mindset. A fixed mindset makes challenges threatening for students, and it makes mistakes and failures
What does it mean to be a fixed mindset versus a growth mindset? In the book Mindset – The New Psychology of Success author Carol Dweck breaks down the meanings of a fixed mindset versus a growth mindset. A fixed mindset is when a person sees their failures as being an unsuccessful person. These fixed mindsets do not aim to challenge themselves due to the possibility of not succeeding or being seen dumb. They are discouraged by failing and hold back in life. Carol Dweck describes this has unhappiness. A growth mindset is a person who welcomes failures and takes these failures as a challenge to grow from their mistakes. They have the drive to push through the impossible, since to them there is no impossible. A Clear representation of growth
As far as I can remember, I was never really any good at school. I couldn’t concentrate on things for no more than 5 minutes at a time, I would either get discouraged or find it too easy and just give up. An author by the name of Carol Dweck wrote an article called “Brainology”. In it, Dweck describes that there are two types of mindsets: fixed and growth. Those who are afraid to fail so they never try anything new are those with a fixed mindset and the growth mindset are those who are not afraid to fail and find a new challenge, an opportunity to learn something new.
I’ve developed a both a growth mindset and a fixed mindset due to the many challenges and obstacles that have been put in my path. So many different experiences that have made my mind gain lots of knowledge and have made me the person that I am today. There are many things that I wish to continue to learn until my brain has enough of it and there are some things that I know that no matter how hard I try, I will end up failing in the end, and that’s where parts of my fixed mindset appear. Some challenges that I have faced in life were hard such as; soccer, driving and my math classes. I have but managed to overcome some of
Hard work beats talent when talent doesn’t work hard. The final point that Angela makes is that growth mindset is a good way for building grit. Angela said that growth mindset is the belief that the ability to learn is not fixed, but can be changed with your effort. In school there are cases where very intellegent kids just don’t have that push or motivation to be successful, but then there are the kids that get a straight A’s even though they aren’t necessarily the smartest kids in the class.
Young students today that are going through the middle school system are between the ages of 10 to 15 years old. They are going through a crucial stage of life in which many alterations occur such as emotional, physical, and mental changes. All of these changes that they must go through are essential to develop into healthy, fully functional, and self-actualized people. As a future educator, I need to see that middle school students are unique; they are too old to be considered children and too young to be considered adolescents. Middle level professionals have certain roles and responsibilities as it relates to the development of young adolescents. We must present ourselves as role models for the students and have the responsibility to make sure that as they progress through middle school they have enriched, meaningful learning experiences through challenging, exploratory, integrative, and relevant curriculum. As a future educator, I need to understand and recognize these changes, strengths, weaknesses, and diversities and be able to plan accordingly and appropriately for them in the classroom. I have developed my own philosophy for teaching at the middle level, based on this evidence and my understanding about the unique characteristics of middle level adolescents that will help mold me into a great middle school educator!
"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
In the article The Mindset of a Champion Carol Dweck explains how important the mindset of an athlete is. Dweck goes into great detail about the differences of a growth and fixed mindset and how it influences athletes and students, Dweck mentions some of the characteristics of someone with a fixed mindset and she does the same with someone with a growth mindset. Someone with a fixed mindset typically sees their abilities as a fixed trait, they also believe that talent is a gift you either have it or you don’t, in the contrary someone with a growth mindset usually believes that people can cultivate their abilities. Dweck also mentions how sometimes a person can hold one mindset about intelligence and another about sports. The central psychological concept of this article is how your mindset affects your motivation to excel in your sport or school work. In the article Dweck discusses a few experimental studies, she was a part of, in the first experiment she indicates her hypothesis: students with a fixed mindset were more likely to cheat or give up. Independent variable: a group of students given a test in a new subject. Dependent Variable: a group of students given a test in a subject they enjoy. they found that those with a fixed mindset were more likely to say that if they did poorly on a test, even if it were in a new course they would most likely study less or even cheat on the next test. This example, provides great proof of Dweck’s definition of a fixed mindset.
Middle childhood, is a very exciting time for young children from the ages of seven to twelve years old. It’s known as the school years and new social and cognitive traits are being learned at home and at school. Sigmund Freud’s psychoanalytic theory found this to be the latentcy period in which no much happens. He described this because children at this age sexual and aggressive urges are repressed ("Stages of Growth Development," 1898-1987). This paper will also discuss the changes from middle childhood to adolescence, the affects of parents and peers and the affects they have on developing children.
When development happens differently for these kids, it can affect their psychological development if they focus too much on how fast, or slow they are developing in comparison to their peers. Some adolescents may let their peers influence their behaviors, creating a problem with how they interact with others, or how they view themselves as a person. The middle school is a place where students are guided through these developmental experiences with the help of their peers, teachers, administrators, parents, and community. “Middle schools provide 10 to 15-year-olds with developmentally appropriate educational experiences that emphasize the education and overall well-being of the learners,” to address their developmental needs as adolescents (Manning, Bucher, p. 9). Middle school teachers are a big part of providing an environment where their students can grow as the diverse learners that they are, but also an environment that caters to the developmental needs of their students.
Imagine getting to wake up later every Monday! Waking up early on Monday's after the weekend is really hard on students, it would be way better Getting up early is hard because most students are normally super tired in the morning and don't want to get up so early. You would not be so crabby every morning now! Since we would have a late start this wouldn't happen anymore. This is something both teachers and students should get to have every Monday. This is why we need to have a late start Monday at Middle School South. There are many things to consider about having a later start. let's start out with benefits, than problems, next is solving problems, and last is other schools.
People with a fixed mindset are usually not motivated to do challenging work, apply very little effort, lose confidence after mistakes, and are intimidated when things get difficult. And I have experienced some of these situations. I get less motivated when I have more work, don’t try my best, and I put myself down after low grades. I lost confidence in myself after every setback, but I should of been looking to learn from them. I should actually look back and see what I could have done differently after a setback instead of degrading my own morale. For example, I could change the way I approach a test if I really messed up on the last one, or I can stay motivated at every task at hand. I would love to have a growth mindset, but I just grew up with a fixed mindset. And it has basically made me lazy and procrastinate. I should get rid of my bad habits and develop a growth