Fixed Mindset Analysis
1. Do you have a fixed mindset? How so?
I have a fixed mindset when it comes to feelings. I do not think that I can work on understanding other people's feelings. But, I am not the only one who has contributed to that type of mindset. I suppose many people have over the years and it finally just stuck around. When I ask a genuine question to one of my friends about why the feelings would be there or what type of feelings would be involved, I get that "look". The look that says: 1) you should already know this. 2) You should have already felt this. Or 3) the face that say 'I pity you.' All equally not wanted because they are judging me. So no outside help is really attainable to me without making me feel bad about myself.
2. Do you have a …show more content…
Math and physics are of huge interest to me, but some aspects of a unit or lesson puzzle me beyond compare. Because of those two subjects (and my endless amount of stuborness) I have witnessed how much a growth mindset can benefit you. Take grade 10 math (foundations and pre-calculus) for example, I understood nothing about the three formulas to find a slope and how they could intertwine. My quizzes for the unit were abysmal at best, and the unit test was coming up faster than i'd like it to. Everyday for a week I studied with my math teacher to try and improve enough to not fail the test. I had hope. every lunch time i would go in and try, and try, and try. the day of the unit test there was a lunch block before the test, and i was there studying. About ten minutes before the lunch bell sounded and then the unit test would begin i asked my teacher, "I am going to fail right?" and he looked at me and said, "probably, yes." Throughout the test I honestly thought I was going to fail, I had no proof that all my extra help helped me in any way. I handed my test in and hoped for the best. The next day we got the test handed back and when my teacher handed mine to me he said, "I have no idea how you managed this, but you got an A on the test." I was able to go from having no understanding, and from the teacher telling me I was most-likely going to fail; to getting an A on the test. If that's not growth, then I don't know what is. It shows that you can do anything if you really want to, and in university, and in life, that is very important to know anything can be improved and/or
I have a fixed mindset when it comes to feelings. I do not think that I can work on understanding other people's feelings. But, I am not the only one who has contributed to that type of mindset. I suppose many people have over the years and it finally just stuck around. When I ask a genuine question to one of my friends about why the feelings would be there or what type of feelings would be involved, I get that "look". The look that says: 1) you should already know this. 2) You should have already felt this. Or 3) the face that say 'I pity you.' All equally not wanted because they are judging me. So no outside help is really attainable to me without making me feel bad about myself.
2. Do you have a …show more content…
Math and physics are of huge interest to me, but some aspects of a unit or lesson puzzle me beyond compare. Because of those two subjects (and my endless amount of stuborness) I have witnessed how much a growth mindset can benefit you. Take grade 10 math (foundations and pre-calculus) for example, I understood nothing about the three formulas to find a slope and how they could intertwine. My quizzes for the unit were abysmal at best, and the unit test was coming up faster than i'd like it to. Everyday for a week I studied with my math teacher to try and improve enough to not fail the test. I had hope. every lunch time i would go in and try, and try, and try. the day of the unit test there was a lunch block before the test, and i was there studying. About ten minutes before the lunch bell sounded and then the unit test would begin i asked my teacher, "I am going to fail right?" and he looked at me and said, "probably, yes." Throughout the test I honestly thought I was going to fail, I had no proof that all my extra help helped me in any way. I handed my test in and hoped for the best. The next day we got the test handed back and when my teacher handed mine to me he said, "I have no idea how you managed this, but you got an A on the test." I was able to go from having no understanding, and from the teacher telling me I was most-likely going to fail; to getting an A on the test. If that's not growth, then I don't know what is. It shows that you can do anything if you really want to, and in university, and in life, that is very important to know anything can be improved and/or