The following quote can help me establish my view on Dweck in thinking about how to teach younger students in a classroom. In Carol Dwecks Ted talk, she explains, “But if you get the grade “Not Yet”, you understand that you’re on a learning curve” I agree with Dweck’s stance here when it comes to younger children. For the young students first learning, this could be a very good thing to give them more confidence.
In “The Coddling” by Lukianoff and Haidt, they suggest, “Don’t teach students what to think; teach them how to think”. I agree with Lukianoff and Haidt when they say this. Students must learn how to critically learn and apply those lessons to everyday obstacles. This quote can help me express why their ideas are very interesting and can help not only during school years but also after in their professional careers.
In “The Coddling” by Lukianoff and Haidt, they encourage that “Universities should also officially and strongly discourage trigger warnings”. I disagree with L/H’s idea here because students may need trigger warnings. Students go through sensitive matters every day and have a hard time dealing with them, so giving a warning before showing something with a potentially sensitive topic can only help people get prepared to see it. I think the following template can help me express where I stand concerning L/H because it shows that I do not agree with their ideas on trigger warnings. I think they have a fixed mindset about how colleges are treating students because giving these trigger warnings is new to them.
In Carol Dwecks TED talk, she states, “But praising the process that kids engage in, their effort, their strategies, their focus, their perseverance, their improvement. This process of praise creates kids who are hardy and resilient.” I agree with part of D’s idea because I think that praising younger students on their efforts on how they get to an answer could be potentially lead to higher critical thinking, but when she says praise efforts, that doesn’t sit right with me. I think the following template can help me express the ways I differ from D, even as I sort of agree with her. She shows some great ideas that I believe can be developed more. I can show how to potentially develop these ideas and how they could work.
| My Stance | Dweck | Lukianoff/Haidt |
| Agree | “But if you get the grade “Not Yet”, you understand that you’re on a learning curve” I agree with Dweck’s stance here when it comes to younger children. I don’t think this would benefit older students, who have are only looking for a high GPA. But, for the young students first learning, this could be a very good thing to give them more confidence. I think the following quote can help me establish my view on Dweck in thinking about how to teach younger students in a classroom. She has good ideas that have shown results so why not apply them to the younger students where it can only build their confidence even more. | “Don’t teach students what to think; teach them how to think” I agree with Lukianoff and Haidt when they say this. Students must learn how to critically learn and apply those lessons to everyday obstacles. You can’t coddle students that are about to go into professional work life when it comes to dealing with situations. There are going to be hard choices that have to be made and teaching students how to think can benefit in those situations. This quote can help me express why their ideas are beneficial to students in a classroom. Their ideas are very interesting and can help not only during school years but also after in their professional careers. |
| Disagree | “Universities should also officially and strongly discourage trigger warnings” I disagree with L/H’s idea here because students may need trigger warnings. The examples that Lukianoff and Haidt gave were the most extreme ones where they shouldn’t need trigger warnings. Students go through sensitive matters every day and have a hard time dealing with them, so giving a warning before showing something with a potentially sensitive topic can only help people get prepared to see it. I think the following template can help me express where I stand concerning L/H because it shows that I do not agree with their ideas on trigger warnings. I think they have a fixed mindset about how colleges are treating students because giving these trigger warnings is new to them. | |
| Agree, with a Difference | “But praising the process that kids engage in, their effort, their strategies, their focus, their perseverance, their improvement. This process of praise creates kids who are hardy and resilient.” I agree with part of D’s idea because I think that praising younger students on their efforts on how they get to an answer could be potentially lead to higher critical thinking, but when she says praise efforts, that doesn’t sit right with me. I don’t think that you should praise a kid in everything they do, but maybe lean them in the right direction for the next time; instead of allowing them to think that everyone will always be there to praise them in everything. I think the following template can help me express the ways I differ from D, even as I sort of agree with her. She shows some great ideas that I believe can be developed more. I can show how to potentially develop these ideas and how they could work. | Insert L/H quote I agree with part of L/H’s idea because…. But they’re not quite right when…because… I think the following template can help me express the ways I differ from L/H, even as I sort of agree with them.: |
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