Month: January 2021

1. The difference between microaggressions and trigger warnings isn’t much. A trigger warning could be about anything from race, death, politics anything that can stir a pot and cause conflicts. “Trigger warnings are alerts that professors are expected to issue if something in a course might cause a strong emotional response.” While in the text they say microagressions are really questions that are hard to ask due to the audience youre talking too. The author talks about race in the article as a micro aggression.  “It is a microaggression to ask an Asian American or Latino American “Where were you born?,” because this implies that he or she is not a real American.”

2. In the section of “How did we get here” the author talked about how kids lives have changed in all aspects from the late 80’s. From playing in their yards to the Columbine school shootings. From child obductions to 13 year olds going Facebook the lives of kids has drastically changed in the last 40-50 years. I definitely agree with the author in the fact of things changing all my parents do is talk about how different the world has become from when we were kids. As 10 year olds they could buy their parents cigarettes and now no 10 year old can go anywhere without a parent cause of people snatching another persons child. “Stories of abducted children appeared more frequently in the news, and in 1984, images of them began showing up on milk cartons. In response, many parents pulled in the reins and worked harder to keep their children safe.”

3. I think that the two articles have connections in both fixed minutes and growth mindsets when compared to the first few sections of article number 2. I think that in many ways the second article talks about a growing mind set and how to not lead students or a younger generation into a fixed mindset. “Don’t teach students what to think; teach them how to think.” this quote explains the notion of talking to someone and how they respond. Teachers can always give an opinion ands their view of things but they shouldn’t teach that way because of people thinking differently. The part of teaching how to think rather than what to think was my favorite part of the article. “Students who were not taught this growth mindset continued to show declining grades over this difficult school transition, but those who were taught this lesson showed a sharp rebound in their grades.” I liked this quote fitting with the begging of my answer because it takes about how when your taught with the style of wanting to teach how to learn your in a much better working and learning informant rather then in a setting where you feel like your not smart or your not feeling like your doing enough.

1. In the TED talk Dweck talks about fixed and growth mindset. These concepts are almost complete opposites. A fixed mindset is like a one way street once they have an obstacle come up they stop or quit. with this she says, “instead of luxuriating in the power of yet, they’re drowning in the tyranny of now”. A growing mindset is all about being able to say I didnt do this “yet” rather than I “never” can. They said things like, “I love a challenge,” or, “You know, I was hoping this would be informative.”  Overall a fixed mindset is really someone who gives up at challenges when a growth mindset will overcome and keep moving forward.

2. one of the ways that Dweck says to build a growth mindset is to not engage in your grade but the enjoyment of the process of how you got that grade. “This process praise creates kids who are hardy and resilient.”this doesn’t bother me too much but at the same time I think the grade is very important to the drive of a student. no matter what wether it’s a project or a paper you can have fun and still get a failing grade. another “bridge” to a growth mindset is, a game that doesn’t reward correct answers but how you achieve that answer and what skills you used to get to that answer. “The usual math game rewards you for getting answers right, right now, but this game rewarded process. And we got more effort, more strategies, more engagement over longer periods of time, and more perseverance when they hit really, really hard problems. like I said above it doesn’t bother me but I think a correct answer id more important then how you got it, everyones brains work differently.

3. she talks about equality and how kids of inner city learning communities and native Americans are historically bad at school when not taught a growth mindset strategy. She talks about how as soon as these kids start to believe in them selves and the process over the grade they started to do better after just a year going from a very low number to the number one grade in all of New York. ” In one year, fourth-grade students in the South Bronx, way behind, became the number one fourth-grade class in the state of New York on the state math test.“

4. one time in my life I had a fixed mindset was when I started my first semester here at the University of New England. when I started I was a marine biology major and it was my dream to tag and research sharks in the waters off of the east coast. ive been interested in this stuff for years. I got to school and thought with the major I chose we would be working on things like this. I was very wrong. All we did was little microscopic tests on germs. I hated it and I switched. when in reality if I stuck it out then at some point I would’ve gotten to those things I wanted to do. I clerkly was one oof the people Dweck referred to as a “fixed” mindset cause I gave up on a dream I had simply cause I wasn’t doing well in classes and didn’t like what I was learning about or my major teachers.