Essay on the secret to raising smart kids

In regards to learning, students with the mentality have a theory that everyone was born with a certain IQ; smart folks were naturally born smart, and the imbecile ones were forever imbecile. In fact, students who possess a fixed mindset would falsely believe that they are not smart enough to complete difficult tasks, or to fulfill class's expectation (Dweck 1). This creates anxiety whenever students encounter academic tasks. Eventually, being fearful leads to failure in achieving one's mission. Dweck further asserts “This means that every time something is hard for them and requires effort, it's both a threat and a bind. If they work hard at it that means that they aren't good at it, but if they don't work hard they won't do well.” (Dweck 2). She points out that a fixed-minded person would think that if one is smart enough, then one would not have to go through any hardships, and that seeing a task as being difficult meaning one lacks the capability to achieve it. In broader sense, this trait generates a negative-thinking mentality and hence discourages students to exploit their academic potential. Fixed mindset, therefore, is not a trait that students would want to develop. What Dweck is trying to promote, in the article, is encouraging students to steer their ways of thinking to that of growth mindset

When I first read the email about the summer reading assignment Mindset, my expectations about what the book would be about completely differed from what it actually was. My thoughts were that it would only pertain to school and how to stay positive while going through college. After just five pages, I realized this books usefulness would stay with me for my entire life. When introduced to the fixed and growth based mindsets, I felt as though the growth based mindset defined my academic career that allowed me to get into college, while the fixed mindset sadly resonates in my social life. Around the end of the first chapter, Dweck brings up four questions that pertain to how easily intelligence can be changed or if it is fixed your entire

In an article called “Brainology” Carol S. Dweck argues that there is a fixed mindset and growth mindset and I agree because Dweck says “not everyone has the same abilities or that someone can be as smart as Einstein, but Einstein wasn’t even Einstein until he put in the years of focused hard work.” So this tells me that if you have a fixed mindset you’ll be afraid to look smart so rather look dumb. On the other hand, if you have a growth mindset you’ll put in the hard work and achieve greatness. So either give up or we fight for what we want. We’ll either fail and quit or fail and get back on the horse and be something in

Dweck’s work shows that students with a “growth mind-set” — those who believe that intelligence is not fixed but is expandable through effort and practice — are more likely to keep trying when faced with a challenge, and ultimately more likely to succeed, than those who are convinced that intelligence is something you’re born

In the Introduction of How Children Succeed, the author Paul Tough presents the notion that future success is dependent on a variety of factors, rather than a common singularity. He encounters this proposition during his time at a pre-kindergarten and kindergarten program called Tools of the Mind. According to Tough, the program asserts on the following, by which he writes, “rubric self-regulation, will do more to lead to positives outcomes for their students … than the traditional menu of pre-academic skills” (Tough xii). In comparison to other programs, Tools of the Mind emphasizes on the development of behavioral or self regulated skill-sets. Puzzled by his findings and deviation from his understanding that success is largely tied to the

“Such children hold an implicit belief that intelligence is innate and fixed, making striving to learn seem far less important than being (or looking) smart…the need to exert effort as threats to their ego rather than as opportunities to improve,” (Dweck, 81). This is a powerful quote that I will further discuss. Growth mind-set is the idea that you can

Summary & Response #2: Dweck Why are some people more successful in life than others? In “The Secret to Raising Smart Kids,” Stanford University Professor Dr. Carlo Dweck explores how people’s mind-sets are affecting their lives and their achievements. One of the major contributors she describes is how people with growth mindset are the ones who are working harder and willing to accept difficult tasks, even if they will fail. For example, in one study, “[ One of the students during one of the researches] pulled up his chair, rubbed his hands together, smacked his lips and said, “ I love a challenge!”

On Wednesday we divided into groups to discuss the first chapter of Mindset. Our discussion included how different people have different mindsets and how the way we are raised can have an effect of what mindset we develop. After we talked in small groups we joined in discussion with the whole class. The points Dr. Stone made to the whole class was that as teachers we have to have a growth mindset to be able to help children learn and grow. Dr. Stone also made it a point to tell us that having a growth mindset is a choice. That was something I had not considered…maybe because I have such a fixed mindset.

Dr. Carol Dweck of Stanford University has been studying people’s mindsets towards learning for decades. She has found that most people adhere to one of two mindsets: fixed or growth. Fixed mindsets mistakenly believe that people are either smart or not, that intelligence is fixed by genes. People with growth mindsets correctly believe that capability and intelligence can be grown through effort, struggle and failure. Dweck found that those with a fixed mindset tended to focus their effort on tasks where they had a high likelihood of success and avoided tasks where they may have had to struggle, which limited their learning. People with a growth mindset, however, embraced challenges, and understood that tenacity and effort could change their learning outcomes. As you can imagine, this correlated with the latter group more actively pushing themselves and growing

Dweck, Carol s… “The secret to raising smart kids” Collections edited by Beers, Mougan, Jago et. al., 2015 pp.21-26.

The Growth Mindset does not meet the requirements of a theory. For a theory to be substantiated, it must be able to be duplicated and supported by not just one but multiple pieces of evidence. A Growth Mindset claims that a person can improve or grow their brain if they believe they are capable of doing so, as opposed to those with a “fixed mindset”, believing their mindset is unchangeable or fixed, not malleable. Carol Dweck Revisits the ‘Growth Mindset’ article (Dweck, 2015). This study has yet to be duplicated. The lack of duplication of this study is one reason it qualifies it as a

This thought-provoking article about a study done by Lisa Blackwell, Kali Trzesniewski, and Carol Sorich Dweck, attempts to answer questions pertaining to students’ belief of intelligence. They wanted to know what kind of differences having a fixed mindset or a growth mindset could cause in their academic progress, and whether or not a change in that belief could change their grades as well. While trying to answer these questions, they provide evidence suggesting that children or adolescents who keep a fixed mindset don’t perform as well as others. Having a fixed mindset entails believing that some people are just better at certain things than others. On the contrary, having a growth mindset is having a more realistic approach to things: believing

The way that people think about their intelligence and their ability to grow that intelligence has been found to play a key role in academic success. This “way of thinking” about intelligence is called an implicit theory of intelligence. It has been found that there are two main types of implicit theories about intelligence: incremental and entity. In her book Mindset: The new psychology of success, Dweck (2006) refers to these theories as growth (incremental) mindsets and fixed (entity) mindsets. People with a growth mindset see intelligence as something that can be cultivated and changed through effort. On the other hand, people with a fixed mindset see intelligence as a stable trait that won’t change no matter how much effort is put in.

Dr. Carol Dweck is the Lewis and Virginia Eaton Professor of Psychology at Stanford University and known as one of the world’s leading researchers in the fields of personality, social psychology, and developmental psychology. She has also published, “Self-Theories: Their Role in Motivation, Personality, and Development,” that was named Book of the Year by World Education Fellowship. The purpose of this book is to explain mindset and to show people how to make use of mindset in their lives. Dweck focuses on two mindsets, fixed and growth: 1) the fixed mindset is when one believes that their qualities are carved in stone, and 2) the growth mindset is based on the belief that your basic qualities are things you can cultivate

We often believe we are born with certain capabilities, that our intelligence level is determined for us and there’s nothing we can do about it, we label this as a “fixed mindset.” While others believe that our level intelligence is something we can improve if we put the time and effort into it, this is referred to as a “growth mindset.” Carol Dweck, a professor of psychology at Stanford University, has done extensive research on one particular psychological trait, mentality. She believes that, modifying the way students perceive their own capabilities and potential, could dramatically alter their performance. That rather than praising students based on their talent or intelligence, they should be praised of the process of learning - the effort they put in and the strategies they use, as well as their focus, perseverance, and improvement (Brianology pg. 3). This would correlate with both of the ideas presented in Walker Percy’s, “The Loss of the Creature” and Gerald Graff’s, “Hidden Intellectualism”, in the interest for reinstating one’s sovereignty over one’s education, and being open to new learning techniques.