Mindset Incident

Hence, after we look at all these case studies, we could conclude that the students’ academic performance is clearly tied to teacher’s expectation. In other words, the students who were deemed as “better” or “good” ends up achieving better also due to the higher expectation that the teacher was giving to them. These result, especially Rosenthal and Jacobson’s, demonstrated extremely powerful self-fulfilling prophecy on the part of the teacher. This is because when a teacher forms certain expectations towards their students based on whatever characteristics

‘recognition that your performance can be improved is accepting that whatever does (or does not) happen in the classroom is in the hands of the teacher’ (2009, p.104)

To further prove that we should praise children on their hard work rather than just telling them they’re smart, Dwek and her colleagues performed an in-class experiment. The experiment consisted of splitting a group of ninety-one seventh graders. They specifically chose students with low math grades in their sixth-grade year of school. Roughly half solely focused on just study skills and tips while the other learned the same study skills as well as learning about the growth mindset and the connections neurons make as we

Some of the ideals and principles are mindsets that an educator must possess, but many of them are also tangible goals that will help the teacher be the very best and provide the best education they can for each child they encounter. Providing an excellent education for children cannot happen without the parents. Parents need to be aware of the ways that the teacher is educating their child and helping him or her develop the skills that they need to be successful. Furthermore, teachers need to be proactive and continue taking classes to learn more about the different ways that they can improve student learning, motivation, and development. When communication between parents and educators is strong and teachers are continuing to using highly efficient strategies to teach children, the children will overcome their adversities and be productive and successful adults, in the

In order for changes to happen and help this percentage reach the average requirement improvements need to happen here at Anaheim schools. A way to improve students success in Anaheim schools is by teaching students to have a growth mindset. Those students who work with a growth mindset take on challenges and those who don’t give up and don’t do well. In “The Secret To Raising Smart Kids,” by, Dweck, Carol the importance of students education is discussed by the two types of mindsets a student should have. The first type is called a growth mindset and having this mindset allows the student to take risks when a problem gets difficult.

They’re two different beliefs the author focus on, the fixed mindset, and the growth mindset. Fixed mindset students avoid challenges, and ignoring useful feedbacks to improve certain skills. People who are fixed mindset gives up easily or pursue less challenges. While students with a growth mindset accept challenges, learns from criticism, and sees failure as an opportunity to get better. On the two faces of efforts article, it states “students with growth mindset out preforms their classmates with fixed mindsets.” Especially when the article compared two different students confronting algebra for the first time. While the student with a fixed mindset barely pays attention in class, the student with a growth mindset puts the effort to learn the topic.

This technique, used in the countries where high levels of achievement are observed, can be seen to support Dweck’s theory of growth mindset. Dweck (2012) writes about the progression possible for children who have a strong self-belief and excellent work ethic. She believes that they are able to grow their brain’s capacity to learn and solve problems. Mastery in Mathematics aims to build children’s confidence in the subject, by giving them more opportunities to fully understand and practice their learning.

Unfortunately, there are misconceptions in the area of growth mindset and some educators do not fully understand how to foster this mindset (Briceño, 2015). When those new to the framework of growth mindset begin to praise children solely on their hard work, rather than guiding them on a new path or strategy, it often fosters a fixed mindset. It is imperative to understand the technique for fostering a growth mindset in order to avoid oversimplifying praise and mistakes (Briceño,

    Students and parents always blame the teacher for their failure, when students should be taking responsibility for their own education. In the article “Obama needs to speak honestly about education” by Thomas Friedman claims that teachers are held at an impossible standard while students are not even responsible for their own education. Friedman says “Teachers are held to impossible standards, and students are accountable for hardly any part of their own education and are incapable of failing”(7). Everyone learns at a different pace and there are some really horrible teachers but more than half the

I have equally high expectations for all of the students in my charge. If a teaching strategy fails to work for a student in my room, I will find an alternative method. After all, I want each student to succeed, no matter what kind of effort I must put forth” (Brennan).

Romans 8:16 tells us that “The Spirit itself beareth witness with our spirit, that we are the children of God.” This is a doctrine that receives strong emphasis in the LDS church. From the time they enter Primary they sing the hymn “I am a Child of God.” In Young Women’s they recite “We are daughters of our Heavenly Father, who loves us and we love him.” As LDS members, they live their lives knowing that they have a loving Father in Heaven. Though other Christian churches share the belief that God is the Father, their understanding of this fact is different than the LDS view. Other churches interpret the scripture block Romans 8:14-17 to mean that we are adopted children of God, whose adoption is conditional on our good behavior

The second rule is to encourage a growth mind-set by, “telling stories about achievements that result from hard work…descriptions [like that] of great mathematicians who fell in love with math and developed amazing skills engenders a growth mind-set,” (Dweck, 171-175). Encouraging a growth mind-set allows for a child to have more success in their school life as well as in their social life as a result of motivation and the willingness to be challenged and learn.

Carol S. Dweck believes that there is a secret to raising a smart child, having a growth mind-set. Believing this she said not to boost your kids’ confidence or praise them for their good work else it would lower their ability to work harder or get bored of what they are learning because the student thinks they know it all. Though she ran an abundance of trails trying to state whether this was true or not. Dweck labeled two different kind of learners, helpless and mastery. Each person as a different way of learning; helpless believe that they are not in control of their own learning, mastery believe that only you are in control and that you grow in intellectual skills. The mind-set of these learners affect their problem solving abilities,

n Dr. Amentrout’s lecture he discussed the process of scientific discovery, using the Wright Brothers and their journey to the “first flight”. Along, with the Wright Brothers, he used four other aeronautics pioneers. Dr. Amentorut described the process in five simple steps: 1. Go with your passion 2. Be willing 3. Learn what has been done before 4. Let the ideas flow 5. Don’t give up when the unexpected happens.

Students want and need work that enables them to demonstrate and improve their sense of themselves as competent and successful human beings. This is the drive toward mastery. But success, while highly valued in our society, can be more or less motivational. People who are highly creative, for example, actually experience failure far more often than success. Biehler (p. 225) claims that studies show that when CAI used in conjunction with a teacher's lessons, is particularly beneficial for low-achieving and young students.