“Oh wow, what a smart child!” This is a statement that deceivingly seems inconsequential on the surface. However, once one digs below the surface, as Carol S. Dweck did in “Brainology: Transforming Students’ Motivation to Learn,” one can see that having a certain mindset can be a determining factor of whether or not a child will be able to become successful. Dweck believes that a praise (similar to the type mentioned before) cause students to have a certain mindset on the way smartness functions, consequently affecting their work ethic. TO elaborate, she claims they either have one of two mindsets; a growth mindset, which is when a student believes they obtain knowledge by working hard; or a fixed mindset which is when a student believes everyone has a set level of smartness they have to live up to.
The common assumption that America is the leading nation in the world takes a hard hit in Amanda Ripley’s The Smartest Kids in the World, a book that explores the top education systems throughout the world, which are not that of the United States. After reading the book, it comes off with strong viewpoints, and makes you think critically about our education system. It highlights the PISA tests, both praised and criticized for their ability to calculate the knowledge and creativity and individual possesses. The book also features a unique narrative style involving three students from America embarking on journeys as “correspondents” to three of the tops ranking PISA countries.
In Grant Penrod 's essay, Anti-Intellectualism: Why We Hate the Smart Kids, Penrod argues that intellectualism is declining in America, not because of poor education or electronics, but because of the current public perception of intellectuals (Penrod 762). Penrod first supports his argument with the example of an Arizona high school football team who receives praise and attention from their peers for winning the championship, while the debate team, science team, and the decathletes, who achieved the same feat, were barely recognized: The football team from Mountain View High School won the Arizona state championship last year. Again. Unbeknownst to the vast majority of the school 's student body, so did the Science Bowl Team, the Speech and Debate Team, and the Academic Decathlon Team.
There are two basic mindsets that extremely affect students’ learning. Carol Dweck in her article “ Brainology” shows us the harmful effects of having a “fixed mindset” and the benefits of having a “ growth mindset”. She states that the fixed mindset is the most common and the most harmful because it believes trouble is devastating. People in this mindset believe they either are or are not good at something is based on their inherent nature because it is just who they are. They assume success is created from inherent talent and intelligence.
In the reading, “Anti-Intellectualism: Why We Hate the Smart Kids,” Grant Penrod recommends that there should be a different way to socialize amongst other individuals. This entire description explains the personal burdens that the intelligent scholars undergo. The ideas are as follows: author 's guilt celebrates, ideas held as standard when communicating, and on the bandwagon to get smart people worn down by the individuals that are against smart people. The author is afraid that people would not take the time out of their day to read or study for their classes. Claiming that bad influence towards education makes it resistant.
Explain the reasons why children and young people’s development may not follow the expected pattern: The reasons why children and young people’s development may not follow the expected patters is due to them maybe having a disability, emotional influences, physical influences, environmental influences, cultural influences, social influences, learning needs and communication skills. Children with disabilities require a lot more support than those without a disability in order to help them develop their skills and become more independent. Disabilities can affect more than one area of a child’s development depending on what disability they have and what support is available in order to help improve the child’s needs etc. Emotionally children are affected due to them maybe having signs of depression where they are quiet than the rest of the children and they shy away from joining in with different activities and getting involved with other children.
Lambert once posed. After watching a film about the life of a famous composer he asked us, “do you believe intelligence is inherited or earned through hard work?”. My answer to this is although the chance to be born a gifted prodigy is a small chance, everyone has the ability to improve and educate themselves so hard work is key. As a student at Catalina Foothills High School, i’m realistic enough to be aware that even though a course may be rigorous and even a little exhausting, I need to set myself down because hard work correlates to knowledge gained. Overall, this relates to the tenet of service because I am willing to uphold scholarship and maintain a loyal school attitude, while also taking on difficult
Dr. Deborah Stipek,dean of the school of education at Stanford university said that she had visited a school with a drug problem where children were uses stimulants to stay awake and tranquilizers to go down after taking too many stimulants. This supports the sleeping issue that was addressed earlier in the film. Another professional Denise Pope, a Doctorate of Philosophy at Stanford University, stated at a college success conference that “When success is defined by high grades, test scores, and trophies, we know that we end up with unprepared, disengaged, exhausted and ultimately unhealthy kids.” This quote is self explanatory, was she’s trying to say that kids are just focused on “the prize”. You have to be the best in order to succeed which can be
The resilience and perseverance they show when playing video games or looking for the perfect outfit is unavailable to them when it comes to schoolwork. They think that learning should be like
This would work well for her Scientific American magazine readers due to the fact that it is clear she is posing questions in a formal way, but at the same time she is trying to talk to the readers in an informal way to grab their attention. The strongest component of Dweck’s piece is her use of a respected psychologist, Heidi Grant Halvorson, to prove her point. When she describes, “ Along with psychologist Heidi Grant Halvorson, now at Columbia, I found a similar relation between mind-set and achievement in a 2003 study of 128 Columbia freshman premed students who were enrolled in a challenging chemistry course. Although all the students cared about their grades, the ones who earned the best grade were those who placed a high premium on learning rather than showing that they were smart in chemistry. The focus on learning strategies, effort and persistence paid off for these student” (Dweck 3), her readers would respond by feeling as though it is the growth mind-set that leads people to success.
Imagine going to school and really succeeding; you understand everything, you’re getting good grades and all the praise you can dream of from your parents and teachers. But then you move up and things get harder, you don’t understand everything, your grades are dropping and you are scared that you will no longer get that praise. You have two options, you can either take on the challenge and get back to where you used to be, or you can sit down when you feel threated by the hard work. In “Brainology” by author Carol S. Dweck, we are shown research concerning those two options or “mindsets” and how we can change them.
If children had this mindset put in towards their education, it wouldn’t only carry through school work. But in the long run, it aids that person to persist personal goals and it develops great character allowing that person to grow every
One of the primary concepts students learn is how to lead with their minds instead of their hearts. Whether it is a family member or their teachers; somebody is always brainwashing them into believing that intelligence determines success. However, according to Angela Lee Duckworth, that is not necessarily true. Duckworth insisted that knowledge had no correlation with success. After various case studies, she concluded that every successful individual had grit.
Psychologists have noted the significance of motivation in education because of the existing relationship between motivation and new learning skills, strategies and behavior [14]. According to Goral, factors such as the desire to solve problems, or interest in problem-solving skills, motivation and desire to succeed, a desire to please the teacher, etc., are all among the factors affecting problem-solving skills [15]. Adair believes that creative thinking improves in an environment where double motivation, feedback and constructive criticism (Creative Environment), exists [16]. According to Wertheimer, Mayer says: Facing difficulties, some people come up with smart ideas and offer creative solutions. However, it should be noted that it is not enough to solely focus on teaching problem-solving skills.
