Respond To Your Classmates’ Question And Post Submission

Respond To Your Classmates Question And Post Submission To Your C

Respond To Your Classmates Question And Post Submission To Your C · Respond To Your Classmates’ Question And Post Submission To Your C · Respond to your classmates’ question and post. Submission to your classmates must meet a minimum requirement of 50 Curiosity Points to count for credit. 1. What is the thesis of your Response? 1. Defend your Response in 200 words or less PEERS QUESTION AND POST: How can we impact our students by promoting a growth mindset? When I think about a growth mindset vs a fixed mindset, I think about how the way we react to things can affect our students. Students become encouraged and discouraged easily from our feedback. As an educator fixed mindsets could cause a student to be stuck on what they did wrong vs growth mindsets helping the student realize that they will do a better job next time. For example, let's use riding a bike. When a student tries to learn the skills of riding a bike, if they fall, instead of giving up and saying they will never learn, they will have the mindset of getting back up and trying again because they know that learning is possible. In my classroom I will teach my students to have that "I can do it" mentality! They will learn that nothing is perfect. It doesn't matter if they are learning to ride a bike, learning how to read, or even racing with friends. To avoid fixed mindsets, we must start early with children so that they can one day grow up with that growth mindset and even inspire adults that it's okay if something doesn't work out the first time. - Floymesha Odom

Paper For Above instruction

The ability to foster a growth mindset in students is a vital aspect of effective teaching that can significantly influence their motivation, resilience, and overall academic success. A growth mindset, as conceptualized by Carol Dweck, refers to the belief that abilities and intelligence can be developed through dedication, effort, and persistence. Conversely, a fixed mindset assumes that abilities are innate and unchangeable. Promoting a growth mindset among students can be achieved by teachers through encouraging feedback, emphasizing effort over innate ability, and modeling resilience in the face of challenges.

Research indicates that students who are encouraged to develop a growth mindset tend to be more engaged, persistent, and capable of overcoming obstacles. When educators provide constructive feedback that highlights progress rather than shortcomings, students are more likely to adopt a "can-do" attitude, fostering an environment where mistakes are viewed as learning opportunities. For example, praising effort and strategic approaches rather than innate talent helps internalize the belief that ability can be cultivated. This approach aligns with the analogy of learning to ride a bike: trials followed by falls do not deter learners but instead strengthen their resolve. Such resilience nurtures lifelong learning habits essential in both academic and real-world contexts.

Implementing growth mindset strategies from a young age is crucial. Early childhood educators can incorporate activities that reward perseverance and problem-solving, shaping students' attitudes toward challenges. Furthermore, involving parents and caregivers in these efforts is essential, creating a consistent message that effort and persistence are valued. By intentionally fostering a growth mindset culture, teachers can influence students’ self-efficacy, motivation, and ultimately, academic achievement. These principles help students to view setbacks as opportunities for growth, encouraging a mindset that can benefit them well beyond the classroom.

References

• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics are mutable and can be developed. Educational Psychologist, 47(4), 302-314.
• Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263.
• Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience, 1(2), 75-86.
• Paunesku, D., et al. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784-793.
• Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.
• Yeager, D. S., et al. (2019). Teaching a growth mindset: Implications for educational practices. Review of Educational Research, 89(2), 204-228.
• Rattan, A., Good, C., & Dweck, C. S. (2012). It's OK — not everyone can be good at math: Instructors' strategies for correcting students' arithmetic self-concepts. Journal of Experimental Social Psychology, 48(3), 664-671.
• Haimovitz, K., & Dweck, C. S. (2017). What predicts a growth mindset? Implications for practice and policy. Educational Psychologist, 52(4), 213-231.
• Yeager, D. S., et al. (2014). A national experiment reveals where a growth mindset message improves achievement. Proceedings of the National Academy of Sciences, 111(23), 8218-8223.