Secret To Success

In chapter 19 the author mentions Anne Fox Elementary School, a school in Chicago that goes from having a very poor academic performance in the entire school district of 21 other schools to becoming the second highest academically performing school in just a matter of few years. Anne Fox Elementary School is a great example of the magic that can take place when adults really see the full potential in children and take responsibility in making sure that the children's needs are met in terms of academics. Anne Fox Elementary School shows what can really take place when adults truly believe the idea that every child can succeed. By looking at where they were going wrong and targeting those problem areas Anne Fox Elementary School, created a timely, and organized way to make sure the meet their goals. From changing the false belief of I can’t to I can the elementary school really turned

She asks the question what can we do to help children. She suggests why don’t we process praise in other words “intelligence praise”. This creates kids that a hardy and resilient. This creates more effort strategy and perseverance. She wants to change student’s mindsets. Also wants people to push out of their comfort zones because that will make them smarter. This will help a lot with struggling students according to her.

Schools frequently cite a variety of social problems like poverty, broken homes, and bad parenting as excuses for their own poor performance (Greene, 289). In the article of The Myth of Helplessness it touches on a few reasons why it is believed that some schools have great reviews and others don’t. Greene talks about what others believe helps the school systems and what is believed that causes students to fail in school. I agree with author Jay P. Greene that, yes poverty, broken homes and other social problems pose a significant challenge but the evidence simply does not leave room for the conclusion that these challenges are insurmountable (290).

Teachers and parents have dedicated their time to tell children that they are smart and talented every time they get a good grade. Praising children this type of way has had an impact on their lives. Dweck said “many students believe that intelligence is fixed, that each person has certain amount and that’s that”. Students with fixed mindset only care about how smart they look or how smart they appear. By having this fix mindset, they turn down the ability to learn new things. They believe that if you study hard, you are not smart enough, and that if you were smart things will come to you with no effort. This has made students lose their belief in oneself when they face complicated circumstance. Dweck says that the reason for kids to have a fixed mindset is “intelligence

The authors Mike Rose, Gerald Graff, and Charles Murray are all scholars in education. Each one of them brings concrete facts about education in America. They all believe that education is very diverse and that it can come from anywhere not just school. For example Mike Rose writer of the text “Blue Collar Brilliance” explains how intelligence is used more in labor jobs than normal jobs. He believes that intelligence is overlooked. For example he talks about how when he was in his mothers store he would observe and analyze the things around him. He then started to realize the amount of work that waiters do such as communicate with customers, write down orders, and memorize who ordered what. He believes that intelligence doesn't just come from school and that it can be from anywhere. Furthermore Gerald Graff a professor In education argues that what teachers teach to students in schools limit students intellectualism as he gives personal experiences such as topics that were interesting to him he seemed very knowledgeable and therefore his hidden intellectualism was shown. In addition Charles Murray an American Political Scientists writer of “Are too Many People Going To College” talks about how more people should be going to college. He believes that basic education should be taught early on in elementary and middle school. He also mentions that people who don't pursue higher education doesn't mean there intelligence are any less than the ones getting post secondary

People believe that in order to be Smart, you have to become Smart, in other hands the brain works like a machine, the more you teach it, the more it learns. Usually students with a Growth Mindset are most likely to Succeed in Society. The changes that should be changed in Schools is that Students should be Congratulated on how hard they’ve worked on an Assignment etc.,“Wow… that’s a really good score, must of Worked hard” (25). The Researcher has Experimented the students with Test to see how they do and how they react to it. College students may pick up this Article to Study for Child Behavior, Counselors may also read this Article to get an ideal on how and why students Fail or Succeed. Schools should complement on how they're doing their work for it can motivate them, “We found that intelligence praise encouraged a fixed mindset more often than did pats on the back for effort” (25). Comparing the Two Articles “Marita’s Bargain” shows how they got their Intelligence unlike this article which states why students Fail or Succeed. After all, the students should be Praised for their efforts and not their

Organizations, groups, churches, etc. all have a vision and mission. As a graduate student I have come up with a vision and mission statement that are motivational in my success as a graduate student. My vision as a MHA student in graduate education at Belhaven University is to remain curious, creative and a thinker who will remain courageous as I develop the servant leadership knowledge offered, that will allow me the opportunity to be a valuable Healthcare leader who can work both independently and collaboratively. I will face many challenges with an open mind and seek answers and ways to improve the changing arena of Health Care. As a graduate student I would like to expand my knowledge and discovery of the health care system.

The “average” child is possibly the most wounded child in our school systems. These students often come away feeling that they are not smart and that their abilities are set in stone. Many experience shame that results in

Dweck speaks about how children are not born smart but rather learn to be smart. Since early in childhood, we have grown up believing that we are either born smart or are just not meant to achieve more academically. Dweck believes if you can teach a child that hard work is more important than being considered the best without trying, the students can go further or achieve more than they thought they could. Dweck gathered up information by running tests on sixty-fifth graders, through a process that took years, they concluded that the ability to succeed depends on the ability to take failure. The “smart “ students failed and decided they did not want to continue trying. The growth-minded students decided to try until the students understood

A fifth grader may come in at a “second-grade level” and graduate at a “fourth-grade level,” which is a tremendous achievement on the part of the educators; however, because standardized testing fails to account for such circumstances, the entire year would be seen as a failure from the perspective of the state (Berger). To put it crudely, “poor schools can’t win at standardized testing” because students in areas of poverty start school academically behind and are unable to catch up as there is the lack of resources and funding (Broussard). On the other extreme, gifted students are also hurt by attempts to standardize education, for instance, with the No Child Left Behind Act, an act that many say has “failed our adolescents” (Steinberg). Teachers say that the legislation has resulted in a “race to the middle” that means “talented students have their potential squandered” as schools “[don’t] foster growth” (Weller). In effect, standardization attempts to remove individuality from learning and ignores that students have different capacities for learning, that some students may need more help while others need to be challenged above their grade level - instead it averages it all out to a “standard” that harms both

In Mary Sherry’s essay “The Praise in the “F” Word” she discusses a technique that should be used to motivate students to do better in school. Sherry argues that the threat of failure motivates a student to apply themselves in school in order to succeed. Students who have a healthy fear of failure tend to be motivated to do better because something they desire is a risk. Many high school teachers have also awarded students with a passing grade although they actually deserved a failing grade simply because of pity. The fear of failure is the best tool to use on students in order to help them succeed and to push them for a brighter future.

Is the rising poverty rate of America negatively affecting the education of high school students across the nation? Unemployment, parents’ level of education and a profound list that continues has shown to impact a child’s education. In 2013, “a majority of of children attending our K-12 public schools [came] from low-income families” (Suitts 35). Poverty-stricken students are more likely to receive poor grades than those living above the poverty line. What seems to be affecting the grades of these impoverished students? The constant need to support their family financially, physically, and emotionally. Teachers may be unaware that some students face these hardships throughout their daily lives. They need to understand that students of lower socioeconomic statuses may not prioritize homework over taking care of their family during a time of need. Teachers should be more aware to better serve and understand their students. There is crucial evidence that supports that socioeconomic status does affect the education of those living under the poverty line, but some researchers believe that it has no effect on students’ education at all. Teachers should be more aware how socioeconomic status affects the grades of high school students.

The kids that are well-prepared get a higher grade than the kids that aren't on the first few tests. When this happens it starts to bring up the idea that being good at math is a genetic trait. Students get this idea because they are raised to believe that you're born smart or dumb and there's nothing you can change about it. With their reasearch, Dweck and her colleagues showed that this idea is wrong. Their study shows that if you explain to the students that they can change their intelligence by working hard, it changes their outlook on themselves.

(Rumberger 2013) The first strategy involves altering the student’s mindset to help him or her improve his or her’s self-esteem. By improving the way they see academics and if they are able to acknowledge their potential, performing better in school is a very high possibility for these students. The second strategy discussed, talks about changing the environment that these students live in. Although it is not entirely possible to completely rid one of their impoverished backgrounds, a school can assist in bettering the environment that they are faced with. A program developed by schools to address this issue would target mainly students who are not showing success in academics due to living in poverty. In the program, teachers work one on one with students and develop ways in which the student will be motivated to perform at their best level. One on one sessions also allow the student to feel valued and realize that despite their backgrounds, teachers and peers want to see them succeed

Although many critics within the academic world will oppose by saying that character and self-esteem are taught through academia, I firmly reject that stance as a child’s first point of contact in terms of socialization is at home, with one’s family and community. This means that a child is first taught, at home, the character traits that will help him excel regardless of the impact school has on him.