Summary Of The Secret To Raising Smart Kids

The theory that is mentioned in the article, “The Secret to Raising Smart Kids”, consists of three elements. These elements include the following: the belief of inherited intelligence, the concept of a fixed mindset and growth mindset, and the method of praise. The first element that consists of the theory is the debate of intellect. Some people believe that the base amount of intellect of an individual cannot be changed, thus creating a fixed mindset. Others believe that intellect can be refined to a much higher degree, this can be known as having a growth mindset. Research has shown that believing in the former argument can lead to the failure of academic progression. A study was conducted regarding the behavior of animals in a despairful
situation. The researchers eventually realized a pattern in behavior. The animals had a tendency of remaining inactive and unresponsive, this is known as helplessness. This experiment can also be applied to students. Students were confronted with a challenging problem. Some students were unwilling to attempt the problem, while others persevered through them. Those who confront the challenge tended to do better academically, than those who made excuses for their failures. The second element that pertains to the theory is the concept of fixed mindset and growth mindsets.
A fixed mindset considers the fact that intelligence cannot be altered. A growth mindset considered the possibility that intellect can be developed through perseverance and dedication. A questionnaire was distributed to middle schoolers regarding the agreement of the following statement, “Intellect is something that is inherited and cannot changed.” This was to separate the students according to their beliefs. If they agreed with the statement, they were considered to have a fixed mindset. Otherwise the students had a growth mindset. Years later, the researchers returned to the same group of students. They compared the difference of grades between the fixed mindset group and the growth mindset group. As a result, the ones who had the growth mindset tended to have better grades than those who had the fixed
mindset. The third element of the theory is the process of praise. Praise is often given as a method to motivate students to continue their studies. However, praise can also be more harmful than it is beneficial. It all depends on what the teacher is acknowledging. A study was conducted that involved hundred of students. Half of them were praised for their intelligence, meanwhile, the other half were praised for their efforts. As it turned out, the group that was praised for their efforts, seemed to do exceptionally well in school. They confronted difficult problems and had the motivation of learning. On the contrary, the ones who were praised for their intelligence, avoided those same problems. Praise is beneficial only if it is directed towards the effort of an individual. The original addressed issue was that the principal wanted to acknowledge students that excelled in their studies. His method of doing so was to distribute stickers to those who who did well in school. The students would then have the privilege of walking around school with stickers. He realized that his approach had consequences and asked me for my opinion on the subject. Personally, I do not believe that the principal should continue with this system. This is because his method is flawed. Specifically, it has two major flaws.
One flaw is that he is only acknowledging the students that do well in school. As an effect, this basically neglects the students that inadept in education. This can lead to various issues for the students that did not receive a sticker. These students can easily be discouraged as they will believe they do not meet the academic standards. This is because they will see that everyone will have stickers except for themselves. Eventually, they will believe that they are incapable of thriving in school. The individual’s morale and self-esteem will hit rock-bottom. As a result, this will inevitably cause these student’s grades to plummet. One could say that this student was a victim of developing a fixed mindset. Having a fixed mindset can dramatically impact one’s grades and academic success.
One of the other flaws in the principal’s method is that he is praising the students incorrectly. Praise is often given in an effort to encourage and motivate students. However, it is also often given the same way. What I mean by this is that students often get praised for their intellect. Instead, they should be getting praised for their efforts. In this case, the principal distributes stickers saying, “I am smart” which can induce a fixed mindset. He is acknowledging the students for their accomplishments. Rather, the principal should be praising the efforts the students. If he were to praise the efforts, then this will cause an increase of the likelihood of teaching a growth mindset.
The principal should continue praising students, however, he should also be wary of the way he does so.
If so desired, he can still use his sticker method. However, must distribute stickers that do not demean any other students in any way. For example, the sticker should say something like, “I did a good job today”. This will force children to avoid developing a fixed mindset, in essence, developing a growth mindset. If the principal had known the theory of intelligence, then he would not have an issue with his students. Instead of the distribution of stickers, he would have simply praised an individual’s efforts in the classroom. I believe that the principal should keep the sticker system. However, it should be unbiased towards the accomplishments of students. I would recommend that the stickers acknowledge their efforts, as it is a process to develop a growth
mindset.