The focus in chapter 7 shifts to those people who contribute to the creation of the two mindsets in others, even if unwittingly, unknowingly and without intent. Dweck gives special attention to the way teachers actually help foster a fixed mindset even when the intent is simply to give praise. The repetition of common phrases praising a child for good performance can produce results associated to the fixed mindset by creating a theory in the child’s mind that when they don’t get immediate praise this indicates they are not as smart on the particular topic or subject area. Carol Dweck tested seven experiments with hundreds of children on the topic of giving praise. In the findings it was very clear to see praising children’s intelligence harms …show more content…
The mindsets play a powerful role in impacting on all aspects of school culture. Students need a sense of purpose and also to have opportunities to do something for the greater good. The book addresses teacher and student relationships and how the mindset is impacted by those relationships. The book promotes ways to have a positive learning culture and gives the reader knowledge of the two mindsets. A huge part of education revolves around success and failures and this book helps the reader understand the types of praise that damages a child’s mindset. On the flip side the book also enlightens the reader on how to turn success and failures into something positive that will be beneficial and help create a growth mindset in the students. The book gives great insight on growth mindset motivation and what should and should not be given as praise. A clarity in learning how to teach the growth mindset and become a growth mindset are key factors addressed. Carol Dweck depicts how easy it is to push a child into a fixed mindset, just by giving praise. Often well intended praise results in the improper form of praise and helps foster a fixed mindset in