Synthesis

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Synthesis

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Reberta Lopez Professor Ogbara English 100 Section #0813 9 September 2013 Traditional Classrooms The Perils and Promises of Praise by Carol S. Dweck explains how different kinds of praise can affect the mindset of students. She compares a growth mindset versus a fixed mindset, one being where a student accepts intellectual growth and the other being a student who does not prefer to try more than their abilities. In Critical Thinking, Bell Hooks describes how children are born to be critical thinkers, but that drive gets crushed by educators who want to conform and teach obedience. These two subjects are different, but both arguments conclude that traditional classroom settings are harmful for the critical thinking of students. Dwecks piece argues that teachers have a belief that a students achievement in the classroom is only measured by their intellectual ability, and praising their intelligence will give them confidence and motivation. She argues that this kind of approach to teaching will create a self defeating behavior in students. Dweck then explains how praise for effort will create a student with a growth mindset and that student will become confident with their effort even in stressful situations. Her final argument is that teachers should teach students to have a growth mindset, meaning praising a student for their effort and their improvement. Dweck believes that teachers should start interventions with students to boost their motivation and learning. In Critical Thinking Bell Hooks argues that children are born critical thinkers, but once in school they are taught to conform and become obedient. This leads students to fear thinking and eventually not having any opinion of their own. Hook explains that critical thinkers

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are those who question the who, what, when, why and how, and that students cannot become critical thinkers over night. She also states that both the student and the teacher must engage with one another so the student can become a critical thinker. Her final argument is that it takes the teacher to be open and to work with students to create meaningful learning community. Both of these pieces explain how traditional classroom settings are dangerous to the learning abilities of students. In Dwecks piece she states that the first belief is false and the second can be harmful-even for the most competent students.(Carol S. Dweck). Dweck is referring to teachers believing that praising students intelligence will motivate them to learn and that their achievement is from their intellectual ability. When Hook relates to the classroom being a harmful setting for students to learn when he states schools where independent thinking is not acceptable behavior, and later explains how students who go into college hate thinking and they see it not necessary. This can lead students to find it difficult when they are expected to think on their own. Both pieces offer a solution to the problem of the classroom. Dweck proposes that we can help [students] gain the tools they need to maintain their confidence in learning by keeping them focused on the process of achievement, instead of focusing on the achievement of their work. (Carol S Dweck). Hooks argument for change in the classroom is that teachers must be open at all times, and we must be willing to acknowledge what we do not know.(Bell Hooks). Both Hook and Dweck can agree that teachers should deliver different teaching approaches to help their students succeed to their full ability.

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Dickens, S. Carol. The Perils and Promises of Praise. Early Intervention at Every Age. 65.2 (2007): 34-39 Hook, Bell. Critical Thinking. N.p.: n.p., n.d.