...I started my education in Erie, Pennslyviana.I attend McDowell High. I would say that we were one of the richer schools were I live. I am going to talk about my first assignment Brainology. I thought it was very interesting and it thought me a lot about how some people have different mindsets. Also it has showed me what mindset I have. Once you find out your mindset I felt like it opened a lot of doors for me. After reading the article it changed the way I thought in and out of the classroom. Now I try to take more time on my class work to understand it and not just stop doing it because I cant understand it. That’s what people call “Fixed Mindset” There are two different kinds of mindsets that you can have one being fixed mindsets. A person with a fixed mindset believes that you have this much intelligence and that’s it. People with this mindset worry about how much of this fixed intelligence they have. Carol has found that students with this mindset often reject learning opportunities. I found myself doing this in the classes that I didn’t understand. But in the long run it didn’t really help me out too much. Students that have a fixed mindsets and they have a setback in school more students would say that they felt dumb, study less the next time, and consider cheating on the next test. I felt that way about a class last year. I felt that the class was too hard for me. I often found myself struggling in that class. But in reality all I needed to do is read the textbook and...
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...The purpose of Carol Dweck’s “Brainology: Transforming Students’ Motivation to Learn” the audience seems to be parents, but primarily educators. According to Dweck’s article, a poll took place in the 1990’s among parents, and it was found that “almost 85 percent endorsed the notion that it was necessary to praise their children’s abilities.” Throughout her research with her graduate students, it was found what the students feel and believe about their brains.The author’s article states that teachers reported that growth mindset students were more engaged with school work after being praised for effort. The article mentions that the “next time you’re tempted to praise your students restrain yourself.” Throughout the article Dweck also presents...
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...Growth vs. Fixed: Which Mindset is Better? In the article Brainology, by Carol Dweck, she explains the key differences between those with a fixed and a growth mindset. Many students with a fixed mindset believe that intelligence is something you are born with, something innate, and intuitive. With this being said, students with a fixed mindset also tend to not have any motivation for learning. In fact, fixed mindset students are more likely to be inflexible when it comes to learning and hard work. On the other hand, students with a growth mindset believe that intelligence is something that is gained through experience and hard work. These students love the challenges that come with learning. Ultimately, fixed mindset students have a tendency...
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...hardships are more inclined to try harder, which promotes competition within the school. Although adversity may be beneficial towards some students, challenges can be detrimental for students who lack confidence. For instance, some students develop a mentality of despair; they believe that if one has to work hard, then the person does not have the natural ability for the assignment. Based on the effects of adversity aforementioned, I believe that students can both benefit from the obstacles faced in school with the proper mentality or the effects could be hindering. Students face adversity every day, regardless of how transparent the obstacle may be; some problems may not be as evident as others. According to Carol S. Dweck, author of Brainology, all students face adversities throughout their high-school career, specifically, the challenge of overcoming a fixed mindset. In this excerpt, “The belief that intelligence is fixed dampened students’ motivation to learn, made them afraid of effort, and made them want to quit after a setback”, Carol portrays the illusion that students have over intuitive intelligence (Dweck 2). Students who share this belief of a...
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...Moore that to an extant makes his statement very true is, he was looking at mirror of himself, a person who is also named Wes Moore with very similar situations, backgrounds, and same problems but different fates, Wes Moore tagline “The chilling truth is that his story could have been mine. The Tragedy is that his story could have been his.” Describing Wes Moore has become so different from the other Wes Moore’s life that he was able to notice that if the situation was switched then so would the outcome. With this being said the quote indirectly implies that both boys grew up extremely similar neighborhood a majority of their lives, had similar families, the exact same problems, and the exact same education, but like in early articles, Brainology and drive, failure, which both had experienced, can be taken in two ways, learn from them and move forward or stay the same and continue making the same mistakes over and over again, and clearly the author Wes moore had a more better attitude and perspective, than the other wes moore did, and that what might have made the difference, but you can also say that the author had caring and supportive family who knew when the line was drawn and tried to save the author, as to being compared to the other wes moore, who mother was loving, the acts of the mothers to attempt to move away from the problems that were harming both Wes Moores showed they were loving caring mother. but both were different, both had different approaches and mindsets,...
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...Growth mindset or fixed mindset, according to Carol S. Dweck studies in her article “Brainology” students either have a growth mindset or fixed mindset(1). I believe that not all students shine in every subject, but they do have subjects that come naturally to them, where they want to do better in. They also know they are going to strive in and their mentality does change to wanting to achieve in that subject. Now with a fixed mindset their mind shuts down and their self-esteem lowers and they are scared to try. So is it possible to have both mindsets? Dweck makes a good point about their only being two mindsets the growth mindset which is a believe that how smart a person can be is realized with learning and the fixed mindset is when the student makes a challenge a threat because they are afraid to fail.(1) She never states that students can have both mindsets where they can be good at one subject and be bad in another. Many students have one subject they enjoy the most and have the growth mindset of wanting to learn more, and they have subjects that doesn't come as naturally like others and have more of a struggle. I believe that every student can have a growth mindset and fixed mindset and it all depends on what subjects they like or dislike....
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...In today’s society, exposure to the world’ elements can be a perilous experience. Radiation exposure from the sun, inadequate vitamin intake, pollution, and a plethora of other chemical substances greet the human body regularly. There has been much scientific attention lately in the area of brainology focusing on the neuroplasticity of the brain. In the area of migraines with aura or not, the data indicates that when a migraine occurs it causes dreadful head and neck pain, and also causes changes in chemicals in the brain, and can increase the chance for strokes. A migraine does not have a all-around cause it varies in the victim of the migraine. Migraines can be caused by changes in the brain stem and its interaction with the trigeminal...
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...challenged during this semester, its been a love/hate relationship between me and English 120. This class has given me greater knowledge when it comes to understanding "why" the author is writing their article, its not just about summarizing what you read, its about fully grasping the complexity of the article. I know that because I have been challenged, and learned to overcome the challenge of writing rhetorical strategies, it is safe to say, that I am read to enter English 124. This paper will illustrate my understanding of English 120 and why I, Michelle Page, feel I am ready to move on to English 124. Let me start with the first paper we wrote in this class, it was an Argument Analysis Essay and I chose to write it on Carol Dweck's, “Brainology Transforming Students' Motivation To Learn,” . When I was writing this paper I thought to myself, man this class is going to be so easy. I read all the "Guidance" papers provided by Professor Ness, but I don't think I fully comprehended the complexity of what a rhetorical strategy truly was. So when I got my paper back I was floored that it was only worthy of a "C". It wasn't until I went to the writers workshop at Grossmont, that I really started to understand that it wasn't about what I thought the essay meant, it was about "why" the author was writing this subject. I think back about this day and I am so proud at how much I have improved in this area, during this semester. I think I have a much better grasp at understanding what the...
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...Kaung Wai Yan Kyaw Prof J Hurley English 151 RW 3/2/15 There are a few factors why cheating scandal started in Park Middle School. No Child Left Behind, Poverty, Superintendent Beverly Hall, Principle Waller and Damany Lewis are the main factors. Education systems, setting high standard for schools that are in an impoverished area, have made teachers as well as principle to use unlawful way to meet the systems target. NO CHILD LEFT BEHIND Law, sets a standard for every school in the states. The Law requires 58% of students passing math and 68% of students passing language art, or Parks would be classified as a “school in need of improvement” for sixth year and the state could shut down the school. According to Rachel Aviv, “the Law requires public-school student to be proficient in math and reading by 2014.” This is giving teachers pressure and making the teachers to use other forms of method such as cheating. On the other hand, if the school were to achieve this target, the teacher and the staff would be rewarded. This relates to quote from the Gold Star Junkies article ”Rewards or Punishments are not only ineffective at motivating people, but are counterproductive and they might lose interest in the activity” This is saying that if Education system trying to pressure and reward the teacher, It would be counterproductive and resulting in teacher cheating. Atlanta’s school superintendent, Beverly Hall, approached her job like a business executive. She pressure the teacher...
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...Not only is she profound in her own education, she raises very good points which have been expressed in her thirty years of research (Mind, n.d.). Her research on Brainology and the different mindsets children have has spread all over the world. A relevant topic pertaining to Dweck’s research is about a school in New York. The students in that Junior High showed varying grades depending on whether they had a fixed or growth mindset. Psychologists designed a program using Dweck’s intelligence theory to improve the student’s grades. The individuals with fixed mindsets showed improvements in grades and studying (Trei, 2007). She said, “What was important was the motivation” (Trei, 2007) and viewpoints like that are necessary for change in the education...
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...fool I was” (128). However, this time around, Jodee decided to change her mind which she did not seek the perceptions of her peers. She decided to do the good thing without seeking an approval from any person. This is a perfect illustration of intrinsic motivation. She decided to change her routine against the social pressure and that would not happen unless she had a strong intrinsic motivation. Having a growth mindset is another concept which improves the ability of people’s learning in order to become successful throughout their lives. However, people adopt an attitude or a mindset toward their abilities which choosing either fixed or growth mindset can change their lives. According to Carol S. Dweck on her article called “Brainology Transforming Students’ Motivation to Learn” is clearly corroborating the idea that “what students believe about their brains —whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement”(Dweck, 1). What she really means by this is that people with growth mindset tend to work harder in order to develop their abilities. Also, he believes they think they can achieve intelligence, resilience, and knowledge by putting their effort on the way to achieving their goals. As a result, the ability of standing up for themselves, confronting problems, and learning from their mistakes comes from a growth mindset. However, people with...
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