Canadian Students Worthy of the Schulich Leader Schorarship

Every student is different, from how they learn to how much effort do they put in when studying. But with the right teacher guiding them to success, nothing is impossible. So, how do we motivate the future generation to succeed in school? The Perils and Promise of Praise, by Carole S. Dweck. The author focus on how to motivate students to succeed in school. From how you talk to them, motivate them to learn and rewarding them.

It is evident that Schulich Leaders are individuals who possess the ability to leave an impressionable impact on their school and beyond. Throughout my educational pathway, I have consistently dedicated my time and effort for the greater good of my fellow students, staff, and community members. I have always been naturally inclined to lead individuals, as it gives me the opportunity to express and develop my capabilities as an exemplary role model. Particularly, I demonstrate these characteristics through a variety of extracurricular activities and clubs, where my tendency to propose, carry out, and offer insight on the issues at hand never goes unnoticed. Due to the fact that I am a diligent and thoughtful individual who never rests until my endeavours materialize lends to the notion that I will undoubtedly make an outstanding Schulich Leader.

As a young boy, I was compelled to defect the country of Cuba along with my family. While the experience was dark and full of difficulty, we had the tremendous privilege of living in this prosperous nation—the United States of America. Being the victim of unfairness, bullying, and inequality since my arrival has strengthened me and taught me that giving up is never an option in sports or academics. I believe I deserve the David Logan Scholarship because I am hard working and committed like the memorable David Logan was, and I would use the award for the sole purpose of enriching my education.

When I was a child, I had a need for perfection in my academic pursuits - I focused on getting every question on my tests right. My father would shake his head disapprovingly at this strategy. He told me, “education is not only what you learn, but also how you will put what you learned into use.” At the time, I couldn’t understand what he meant, but as I grew older, realizing that it’s impossible to memorize every detail I read, I understood the importance of making my knowledge practical.

First and foremost, I willed to be self-disciplined. I found motivation on focusing on the objective and its benefits. I restrained myself from deserting my studies just because I could acquire an ‘A’ easily. I scheduled late-nights with my textbook and laptop to comprehend the material, poring over countless examples and Khan Academy and Youtube videos. I refused to succumb to the temptation of just reading and centered on apprehending the material’s entirety. Though I encountered obstacles, such as tackling unknown

An ambitious quality that parent figures want is for their children to “practice, practice, practice” (Chua 52) no matter how they feel or want to give up. The parents mold virtuous qualities like the willingness to do things “over and over” (Chua 55) into their child so that he or she can become “good” at school. This ambition is expected to be demonstrated within the classroom as well. Authorities like teachers want their students to have the ambition to complete all of the actions that they desire. A teacher wants a student to have ambition where “Any book they told me to read, I read” (Rodriguez 219).

Chapter 2 of our textbook focuses on the development of one’s personal and academic motivation. The activities provided within this section allowed me to gain a better understanding of myself, thus permitting me with the opportunity to establish a stronger vision of my true potential. Before reading this section, I had a tendency to ‘settle,’ not only in the classroom, but in all aspects of my life. I settled for less than what I was capable of achieving. I learned that no one could change this attitude of mine, but me. After following the steps in the textbook, those of which included, developing a new attitude, making excellence a habit, identifying my values, and taking pride in my personal character I came to see that I was able to achieve far more than what I had been settling for. This realization opened doors not only in the academic sector of my life, but in all aspects. Physically, I have been struggling to recover from a knee surgery. Finally overcoming my doubt, I found motivation to put in more effort into my rehabilitation. After a visit with the doctor a couple days ago, it was reported that my recovery was starting to be ahead of schedule. Academically, I have found motivation to work for higher grades. The Goals Sheet that we had created a while ago provided me with an opportunity to map out a plan to do so. By abiding by that plan, I am happy to say that I am currently earning all A’s in my summer

“Achieving a goal is nothing. The getting there is everything” (Jules Michelet ) and it could not be more true. As my high school career slowly comes to an end, I have started to realize that I must take the next big step in my life which is furthering my education and one day having a family of my own. During all my 13 years of school, I have specifically made sure to try my absolute best in school. And yes, even though high school classes are more difficult, that has not stopped me from working hard towards good grades. Science has been one of the most difficult sections of classes I’ve had. I find it intriguing, but it has been a challenge to learn it. Yet, I did not quit, and I managed to achieve decent grades.

Education has always proved to be adequately stimulating for me; even today, I still find myself diving deeper into a topic of interest than ever before. This educational stimuli has become an invigorating experience for me, and because of this, I have pushed myself

As a student, I have always strived to push myself both mentally and physically beyond my personal boundaries. I crave knowledge and I desire to never stop learning. Every day is a new opportunity to observe and reflect on not only the outside world, but also oneself. Through these past four years of high school I have changed both academically, never ceasing to put forth as much effort as possible, as well as socially, becoming more self-aware of my impact on society. High school has taught me multiple testable subjects, such as theorems and algorithms, but the more importantly it has taught me lessons that I will never be tested over, and more than likely the only ones I will continue to use throughout my adult life. One such lesson is to never stop wondering. Always continue to wonder about the world and about yourself, lust to know everything, yet never assume that you know all there is to know about a certain subject;

I admit that in the beginning of my high school years, I did not quite try my hardest in learning. I was a very immature and perplexed brat that did an amount of bad choices in life. As my high school years progressed, I started seeing more and more potential in myself and started to love learning. I started asking my parents and my teachers for help and advices on how I can make myself better and because of that I managed to change my grade point average into 3.0 and higher. I’m glad it occurred to me that learning is the essential way on surviving in real life.

Upon reviewing the “Best Strategies for success in school” I realize that I now apply many ideas I use to ignore to my school approach such as getting to know my instructors, breaking down projects into more manageable tasks to avoid procrastination, and staying healthy. All the strategies listed are important but the three key strategies that will remain with me the longest throughout my academic career will be to getting help with difficult class work early, keeping most

Attaining a greater knowledge and understanding on how to develop strategies for success in many parts of your life are crucial. In doing so, you are broadening your spectrum for greater success as an individual. Becoming aware of the many different practices and theories will allow one to become a more successful being, as they are taking control of what they are doing with their life. Everyone has so much more potential than they believe and it is up to them to discover all that they are capable of. In the different aspects of someone’s life – academic, co-curricular, work or personal – everyone has an opportunity to take full control and become someone that they are proud of.

Improving student performance has long been an issue contemplated and researched by educational professionals and psychologists. Nowadays, an even greater burden has been placed on the shoulders of teachers, whose livelihoods are being determined by how well their students perform on standardized tests and other academic evaluations. With this increased amount of pressure, teachers are desperate to find ways to improve student success. As Hidi and Harackiewicz point out, the aspect of student learning that teachers have the most influence over is the amount of effort put in by students (Hidi & Harackiewicz, 2000). Research has shown that students’ motivation to meet these academic demands begins steadily declining around the third grade (Anderman & Maehr, 1987; Harter, 1981) which means teachers must take proactive approaches in their classrooms to stimulate and maintain the motivation of their students.

There are a myriad of reasons why a student may become unmotivated in their studies—but whatever the reason, an unmotivated student becomes an unmotivated member of society, and possibly an unmotivated parent or teacher themselves. It is therefore a societal necessity that teachers, parents, and anyone else involved in the education of the youth in this world are informed about how to best motivate their students to understand and internalize what they are learning, so that they can pass the skills and information on to the next generation. Possible methods that could be utilized to enhance motivation are: encouraging internal motivation and decreasing dependence on external rewards, creating mastery-oriented as opposed to performance-oriented classrooms, and focusing on attribution as opposed to persuasion as a means