The growth mindset believes that their potential intelligence comes from learning, while the fixed mindset thinks they only have a certain amount of intelligence. Along with their differences in learning, these students also have a difference in school priorities. The students with the fixed mindset only cared how smart they would appear and turned down opportunities that were critical to their success. Students with the growth mindset thought about their efforts, and when they work harder it will show in their abilities and accomplishments. I agree with this because everyone will react differently to a setback, especially if they already react differently to education.
Rhetorical Analysis on Race to Nowhere The text being analyzed is a film called “Race to Nowhere” by Jessica Congdon and Vicki Abeles. In this film, the directors talk about the stress and pressure placed on students to do well and to succeed in today’s educational system. There are multiple speakers in this film including students, teachers, and parents.
One of Pope’s claims was that students don 't want to be competitive. In my opinion I think students want to be competitive. When we check our grades in class, I always see people comparing who has a higher grade. I have done that myself. Students are very competitive with grades and other activities too.
Improving Our Society's Intelligence Public schools all over the United States have always struggled with giving every student the proper education needed to be able to pursue their dreams and get the career they have always wanted. In the essay “Our Schools Must Do Better” written by Bob Herbert he states two solutions to solving the problem and explains why they would work. He states that in order to get better education for students that schools have to better their faculty and use skills that are effective in helping students get smarter. After Bob Herbert gives his position on his argument, he elaborates on his opinion on how to change the schools by stating his worries about the students well-being.
Oyster Adams students are always risk-taking and trying out new ways to push the boundaries. Due to this behaviour, Oyster Adams should follow the confucianism philosophy of respect of respect, teach and reward to make sure students behave appropriately in our school. Demonstrated by Confucianism,the leader must lead by example so others can be encouraged to do the good thing. “If you govern the people with laws and regulate them with penalties, the people will try to do no wrong, but they will lose the sense of shame. If you govern the people with virtue and rules of poverty, the people will have a better sense of shame and reform themselves.”
Non-academic Outcomes Teachers not only focus more than just students’ academic outcome, but also generic skills, positive attitudes and values. More and more emphasis is put on non-academic aspects of education, which are perceived as the important elements in children’s development. In a reform proposal for the education system in Hong Kong in 2000, ethics, physique, social skills and aesthetics are also the domains to achieve all-round developments in students (Education Commission, 2000). It aimed to develop students’ critical thinking as well as positive attitudes and values such as confidence and collective efficacy. The ability to communicate and perform team work are examples of generic skills.
The accountability of the scores is meant to encourage teachers to adopt better and more effective methods of teaching, as well as to urge students to work harder. However the effects are more detrimental. Because of testing, students are more likely to be frustrated and discouraged at having to move so fast to cover all the ground needed. If a student is having a bad day or just is not a good test taker, all anyone can say is “tough luck.” The teachers will only focus on the select subjects tested on, and then only the select aspects they believe will be covered in the testing.
In conclusion, social promotion ultimately hurts students far more than it helps. Social promotion creates perpetual cycles of unpreparedness for students as they continue to fall behind in classes. The better solution for struggling students is extra help and counseling. If a student struggles in a particular subject to the point of failure, they should be given extra help and more broken down explanations of the concepts. Students should not be passed into harder classes when they couldn’t manage the previous
According to “Raising Smart Kids” by Dweck, “The helpless ones believe that intelligence is a fixed trait: you only have a certain amount, and that’s that. I call this a ‘fixed mindset’. Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely and looking less smart so.” (23).
An RTI tier level approach in schools would focus on evidence-based services available to students, monitoring of students for progress, based on progress a decision collaboration, if necessary more intensive use of interventions, and evaluations (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart 2011). The decision making and collaboration must include the parents and those directly in contact with the child (Brown, Pryzwansky, & Schulte, 2011). I think confidentiality would be a problem with the administrative staff, those who may file student’s records, or rather flaws in record keeping within the school system. Additionally, I feel the school counselor, teacher, and parent should have access to information about the student, so I would hope those records are kept confidential. Furthermore, if the teacher is responsible for monitoring the child day to day, it is their responsibility to keep the student’s log private (Rollins, Mursky, Shah-Coltrane, & Johnsen, 2009).
Schools, they are meant to help children learn right wrong, basic life skills, and how to become intelligent adults. Students start school around the age of three and stay in it for as long as they need; however, school are failing to turn students into intelligent working adults. Parents are told when their children are struggling and when they are succeeding, but are they really succeeding? Humans are strange creatures; we become upset about the strangest things, and labeling children is just as bad as eating their snack during snack time. When children hear that they are either good or bad they start to believe this.
During this unit we learned about our individuality and how it individual develop an in our society. We were also taught about how people are treated in our culture based on their life styles. In this unit we spoke about many different things such as; power, privilege and what social justice advocates are. Understanding these things will help you become a better peer educator, which is why we were taught them. These understand what these things are don’t just help us with peer educating, it helps us understand our society as well.
This aspect has resulted into a decrease of time spent in the recess. As a result, children’s’ emotional, social, and academic well-being is compromised in the long run (Ricci 351). Moreover, the fact that the federal funds are only availed to schools which meet specific thresholds, have put schools under pressure to ensure that their students can meet the requirements through standardized tests. As such, schools spend much time evaluating the students’ performance such that whenever “the students are not sitting for the standardized tests, then they are being prepared to sit for the tests” (Kohn 47). As a result, students skip or neglect other important activities such as extracurricular activities such as games in order to prepare adequately for the
Most teachers think students cheat because they don’t want to take the test but click on this website and read its called Stress, Anxiety Causes Us to Cheat by Natalie Shoemaker (Will be added at the bottom of my paper). Instead of holding are diploma against us the district or schools should just give bigger rewards to the passing students like prizes so that way it takes some of the pressure off. Another idea is maybe only make the kids who are failing take the test because as long as a student is passing there classes I don’t see why that alone isn’t proof enough that they understand the material. I know teachers use standardized testing to determine how much a student has learned and how to make learning other material more effective but if a student is turning in their
Arne Duncan, who is the secretary of education has stated his own opinion: “I 'm as concerned as any parent or teacher about over-testing and teaching to the test. But I 'm equally concerned about kids slipping through the cracks if we aren 't keeping track of their progress and holding adults accountable for helping them learn.” (Duncan) There is now a case of Test Anxiety which is a psychological condition where a student experiences an immense amount of distress, which can inhibit the ability to learn and can also hurt their test performance. Many students have test anxiety and it becoming more prevalent because the test are becoming more and more important to graduate or to get into college. Also when a student receives a low score, this cause the student to feel demotivated and it discourages them from trying harder.