Imagine going to school and really succeeding; you understand everything, you’re getting good grades and all the praise you can dream of from your parents and teachers. But then you move up and things get harder, you don’t understand everything, your grades are dropping and you are scared that you will no longer get that praise. You have two options, you can either take on the challenge and get back to where you used to be, or you can sit down when you feel threated by the hard work. In “Brainology” by author Carol S. Dweck, we are shown research concerning those two options or “mindsets” and how we can change them. This excerpt is divided into four main parts; first, Mindsets and Achievement , where the thought-processes are first introduced.
As the school year starts, students seem to start off the year well but end up getting worn out as time goes by. Why? Some students have the belief that they were born smart and seem to give when faced with a tough situation in fear that it will make them look dumb, so they simply give up. However, it has been proven that having a fixed mindset can actually lead to failure. Student success is founded upon the encouragement teachers and parents give to students to have a growth mindset rather than have a fixed mindset and not accepting challenges.
Elliot & McGregor (2001) has established that mastery avoidance and performance avoidance goals are associated with the ‘fear of failure’. Since a ‘fear of losing out’ and ‘fear of failure’ are conceptually similar, there could possibly be a positive relationship between them. Performance approach goals involve the attainment of competency relative to others. With a performance goal orientation, there is a concern with being judged able, and one shows evidence of ability by being successful, by outperforming others (Ames & Archer, 1988). As the results obtained are more tangible, this spirit of competition and excessive ambition may serve as a stronger impetus for students to resort to more extreme means by adopting kiasu-negative tactics, in order to derive a greater sense of satisfaction after claiming victory over their
GTCC’s strengths would be organizational strengths. The skills and capabilities that give the organization special competencies and competitive advantages in executing strategies in pursuit of its vision. GTCC’s vision values their students. They value learning, challenging, innovative instruction and targeted services that meet the needs of individual, student’s value, employees who are committed to providing services that ensure student success, value diversity, value honesty and integrity. GTCC’s weakness would be limited online classes.
Additionally, puberty can be a difficult age with a tendency for lower self-esteem, and students being more exposed to risk-taking activities. Students report decline in teacher support during this time, with a parallel decline in learning achievement and social adjustment. It is often highlighted that older students are more concerned with having better relationships with peers than teachers. However, this does not mean that adolescents need good relations with teachers less. Roorda concludes that adolescents need good teacher-student relationships more than younger children, contradicting findings from some previous individual studies.
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
This trait is self-conscious, shy, and weak in critical thinking skills, analytic ability and conceptual understanding. According to Zhang (2003), extroverts select pragmatic learning concepts and dodge critical thinking. Hence, high neuroticism students may obtain low scores in social, cognitive and teaching presences. They tend to shy away from group discussion, and student-centred approach may be a problem with them as they prefer highly structured learning environment to avoid anxiety caused by time pressure. Conscientiousness, this trait is responsible, organised, careful, hardworking, achievement-oriented and persevering.
There are different ways on how Mapuans respond to dispute, some students transfer because they cannot stand anymore the pressure while others continue to fight and do what they can. There is much more to academic success than intellectual talent. Furthermore, particular mentalities can propel students to success (Dweck, 2006; Duckworth et al., 2007, as cited in Growth Mindset and Grit Literature review, p. 1). Students who viewed challenges positively were able to “bounce back” from their failures while the others were afraid and less resilient to face the challenge (Dweck et al., 1995, as cited in Growth Mindset and Grit Literature review, p.2). The capacity of each student depends on whether they have a growth mindset or a fixed mindset.
Students with grit and without grit go about handling quite differently these tasks they need to accomplish. They quickly notice that college classes are much harder than the classes they took in high school, and they may not have done as well on the first assignment as they thought they had. What approach do each of them take next? A student with no grit is more likely to accept that the class is going to be hard and that his grade is going to suffer throughout the semester. He may even believe that he has put forth all of the effort that he could give and there is nothing else he could do to fix it.