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David. Lee
Stephanie Frameday
ELS 2A
10,April,2017
Children’s Academic
As people know well, Academics are important for children. Mindset can affect childr
en with either education or socially. In Carol Dweck’s text Mindset, “with the right mindset a
nd the right teaching, people are capable of a lot more than we think” (64). The author indic
ates that mindset plays a role in children’s academics, and she gives several solutions for h
ow to improve our children’s academics with the right mindset. Even though growth mindset
students have great talents, they try to effort for what they want to accomplish, they think t
hat it is more better than their talents; however fixed mindset students think that effort is u
nnecessary for improve their academics. Dweck shows that growth mindset and fixed minds
et are common in children when they grow up. Fixed mindset tends to make children negati
ve, and growth mindset tends to make children positive. Dweck’s text Mindset addresses is
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sues regarding one’s beliefs about success, failure, and effort in academics, with which I ag
ree because those points are important for children’s academics.
In the book, Mindset the author, Dweck, explains that mindset can affect our children
’s academics. Dweck describes success by comparing it to how it can affect children as be
neficial or harmful. People with the growth mindset usually seek a challenge even if they ma
ke mistakes. Oppositely, fixed mindset people are usually afraid of making mistakes, so they
want to stay in safe zones and avoid anything that is out of their comfort zone. Also, failure
makes children depressed and upset, but growth mindset people try to learn something fro
