In Carol S. Dweck’s work “The Perils and Promise of Praise,” Dweck addresses the problem of how to keep students motivated and what type of praise can help move them along. She talks about how their are two types of students. First, there are the fixed mind - set students, and they reject and fear challenges because it may make them seem dumb, because how they are viewed by others affects them tremendously. Also they believe intelligence is something you are born with and you can’t change how smart you are. The second kind are called growth mind - set students, and they believe that with effort you can learn and accomplish anything. They don’t fear challenge, instead they embrace it. Making mistakes or asking question that may make them seem
Commending students effort encourages them to challenge themselves. Some may argue that complimenting children for their intelligence has the same
Both were given a workshop with skills on how to study, but one was also given lessons on what a growth mindset was and how to develop one. The group given the lessons on growth mindset was extremely fascinated by the thought that they could control how much knowledge they were capable of learning. Overall, the growth mindset group excelled while the control group continued to not do so well. After receiving these results, Dweck was so inspired that she developed a growth mindset computer program called “Brainology,” that would be available to students all around the world. Dweck concluded that it’s extremely important to teach students that it takes hard work to achieve
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
The author believes that students in the current generation are under more pressure than preceding ones. “William Alexander, director of Penn’s counseling and psychological services stated, ‘A small setback used to mean disappointment…’ Now? ‘For some students, a mistake has incredible meaning.’” The specialists that the author chooses to cite are all credible, which helps to build her view on this subject. The research that Scelfo uses also illustrates the fact that a student’s family plays a big role in their overall mindset. For example, Alice Miller, a famous psychologist, observed that “…some especially intelligent and sensitive children can become so attuned to parents’ expectations that they do whatever it takes to fulfill those expectations- at the expense of their own feelings and needs.” Being able to support her argument with the findings of psychologists and doctors avails Scelfo in swaying the reader’s
My favorite question that Carol Dweck ask in this book is “If you are somebody when you are successful who are you when you are not successful?” Those moments of failures show a person’s true appeal. The growth mindset means that an individual will give more effort in solving problems in life.
This lead into another treatment students can adopt into their learning process is challenging themselves academically. Students need to stop finding the enabling factor, the Polonius. The Polonius is degrading factor making school a “slide through” experience for students, the common spreader of the Ophelia Syndrome. Find the teachers who deny a student the chance to be the Polonius. Locate challenging and powerful teachers who “refuse to make you a baby, and they refuse to do your thinking for you.”(Plummer, 1990, p.440) when students learn to challenge themselves, the evidence of such syndrome begins to ease. Tanner explains being academically demanding with a example of her own, posing how she analyzes all words and passages to truly understand them. “the way they are put together, the possible symbolism, the clever use of literary devices, and new meanings that I may never have noticed or understood before—all become apparent in the process of memorizing.” Is doing this easy? Convenient? No. However, to sincerely receive substantial learning, challenging yourself as a student is not only recommended, but necessary as a authentic student and gain a more heartfelt and individual learning
In the article, Caution–Praise Can Be Dangerous, Dweck’s objective was to explain that praising students has a huge impact on performance and their way of thinking. Dweck studied fifth grade students and the effects of different messages said to them after a task. There were three responses: praise for intelligence, praise for effort, and praised for performance (with no explanation on why the students were successful). She described that having an understanding of how praising works could lead teachers to set their students on the right path. In Carol’s opinion the Self Esteem Movement did not produce beneficial results, but rather limited students’ achievement.
Morgan at PS. 142 about her 3rd grade class on Keller and Bandura in Context, it was learned that her 3rd grade class is at the stage were most of her students are very emotional. She mentioned to me that she has this one boy in her class that is struggling with self-esteem / self-efficacy. The boy who is in her class seems to be struggling with his self because he constantly uses hopeless language about his work. He also gets frustrated and angry when he is not able to complete a task. If the boy is working on a picture or work, he will lash out and say things like “I could never get this right” or things like “why can’t I be like … he is perfect”. What Ms. Morgan tends to do now, that seems to be working is that she makes sure that she praises the boy while he is working on a picture or work. She does this because she wants to help boost his confidence. Then she has another student that is a girl who self seems to be developing in a healthy way because she knows that everyone in the class are equal to her. This girl knows that she may not be the best at everything, however she knows it does not make her less worthy. Ms. Morgan referred to me that with students in her class she must just constantly make all of her students feel wanted and
In one of the studies she gathered up some fifth graders and split them into two groups. Tracy Cutchlow goes into further detail about the experiment: “...Dweck gathered up fifth graders, randomly divided them in two groups, and had them work on problems from an IQ test. She then praised the first group for intelligence...she praised the second group for their effort….kids praised for effort tended to take a challenging task...kids praised for their intelligence requested the easier task, knowing there was a higher chance for success” (3). The kids complimented for intelligence wanted the easier challenge so they would have a higher success rate, thinking they have the natural ability to do well based on what others have been implying. The other kids, however, chose a challenge because they knew that hard work and making mistakes can help your brain learn more. This shows how praise can influence the mindsets which can affect school work and
Have you ever thought about yourself if you are in the fixed or a growth mindset? A fixed mindset person is someone who overcomes obstacles, works hard, and failure does not stop them. On the other hand a person who is in the fixed mindset is someone who is non challenge, gives up, or thinks that success is abuse. In a book called “Mindset The New Psychology of Success” the author Carol S. Dweck talks about different ways we can convert ourselves from a fixed mindset to a growth mindset and the author also talks about the qualities of the growth and fixed mindsets. In a movie“Freedom Writers” the author Erin Gruwell shows us how she was a growth minded teacher but her students were in the fixed minded group. Throughout the school year the students had a fixed mindset but as time went by the students somehow their mindsets into the growth mindset. Freedom writers illustrates the fixed mindsets of the teacher and students and a growth minded teacher who changed everything.
(1). By changing their mindset to a growth mindset can lead them to be successful students demonstrate consistency on their desire to learn. “Children who are praised their effort on the other hand, believe they are capable of taking on new challenges are more motivated, perform better and take failure as a stride”(1). Those who have a growth mindset have a positive mindset and take failure as a new opportunity to improve not only in their academic performance but also in their lives they will see failure as an opportunity for them to do better and change so they can be
Societal pressures are one of the major contributors which cause students to mainly focus on future rewards instead of appreciating the present. Alfie Kohn describes parents as someone “who seems to care less about their children’s well-being than their SAT scores and the thickness
These students come in with a fixed mindset in what it will be a class about just reading and writing on boring topics and that they will neither understand the readings or develop a well-written paper. Yet, there are those that see it as a way of being introduced to new material and hearing the different point of views from peers and instructor. What can harness the development of a growth mindset in a class? Well for starters we can start Dweck recommends taking careful consideration of the words given to the students (p.4). Dweck also says to not to praise their intelligence but the effort of the student. For instance, by replacing the word “fail” to “learn” it can have two different outcomes. It can be used in a term as if falling short on a goal; it is not that they “fail” but they “learn” from what kept them from reaching that goal. It would also be beneficial for students to reflect on the task on hand and verbally express their own
One of the most important concepts to know is the difference between the fixed mindset and the growth mindset. Individuals with a fixed mindset believe that they either are or aren’t good at something. It is the most common and the most harmful, so it’s worth understanding and considering how it can affect anyone. Now, individuals with a growth mindset believe anyone can be good at anything because the abilities are entirely due to their actions. The growth mindset believes that problems or struggles are important information in the learning process. Carol S. Dweck, a researcher who is behind the study of fixed and growth mindset, her work includes skills on how to succeed, achieve, and focus on success. In her article, Brainology, Transforming Students Motivation to Learn, she cannot help but state repeatedly that a growth mindset is more essential and helpful to have then to have a fixed mindset. In her article, she
Kohn (2001) believes praise given should not make an individual feel manipulated, controlled or encouraged to only depend on someone else’s approval. Instead it should contribute to intrinsic motivation. I concur with Kohn’s opinion that praise should contribute to intrinsic motivation because praise should help pupils through the learning process of building their own judgements of their performance. However, I also agree with Young, (2005) who believe praise used to reprimand pupils is an effective method of managing behaviour. (e.g ‘Sam, you’re the last person I would have thought would interrupt me, you normally listen so well).