Week 4 discussions | Education homework help

  discussion one

Read Carol Dweck’s article, “” and summarize what it is means to have a growth mindset and how is it different than a fixed mindset.  Consider the triggers identified in the article and elaborate on any of them that may be alive in you.  Defend your thoughts about how and why it is important for educators to have a “Growth Mindset.”

Guided Response: Consider and respond to the thoughts about the Growth Mindset shared in at least two of your classmates’ posts. Provide your reaction to their thoughts by sharing your agreement, disagreement or suggestions to further their foundation. In addition to your two classmate responses, be sure to respond to any questions or comments posted by your instructor.

You can use the document to help create your responses.

discussion two

 Do You Believe in Me?

View Dalton Sherman’s famous keynote speech, “”  At the time of this speech in 2008, Dalton was a 10 year old entering into the fifth (5th) grade.  He address over 17,000 educators from the Dallas Texas area, challenging them to believe in him and his classmates.

Then view the same young man seven (7) years later as he addresses educators at the Extra Yard for Teacher summit in 2015 with his “” speech.

After viewing the “”, and the “”, based on the “”,  consider the target career option in education you researched in week three, and what you know about the importance of mindset in both the student and the educator.  Craft a discussion response that explains three specific ways you will show your students that you believe in them as you create your own classroom culture and climate.

Guided Response: Consider and respond to the response shared in at least two of your classmates’ posts. Provide your reaction to their suggestions on how they will show their students they believe in them. In addition to your two classmate responses, be sure to respond to any questions or comments posted by your instructor.

You can use the document to help create your responses.

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