In the article Caution – Praise Can Be Dangerous, Dweck's goal was to explain that praising students has a huge impact on their performance and the way they behave. think. Dweck studied fifth graders and the effects of different messages sent to them after a task. There were three responses: praise for intelligence, praise for effort, and praise for performance (with no explanation of why the students succeeded). She explained that understanding how praise works could lead teachers to put their students on the right track. In Carol's view, the self-esteem movement has not produced beneficial results, but rather limited student success. students in order to generate the best results. Results of students who received praise for their intelligence: Students in this category had negative results after receiving praise. When they were then asked if they wanted to solve the same level of problems or try harder problems, they chose the task that would make them look smart and succeed. Therefore, by telling a child how smart they are, we are sending them the message not to take risks and just pretend. Then these kids were given a difficult task, which they did poorly at, and they know they didn't like those problems anymore and didn't want to practice them at home. The children also felt "stupid" and when given the initial task (in which they had done well), their performance was significantly worse. Finally, their views on intelligence reflected that it was an innate ability, as if one could not improve. The results of students who received...... middle of article ...... test the influence of people in a child's life. their education. Insufficient praise will distort a child's view of learning, and he may feel "stupid" every time he answers a question incorrectly. In comparison, appropriate praise will make children understand that a wrong answer is normal during the learning process. As a future educator, I will take the information I learned from Dweck and Bayat and apply it to my classroom. My goal will be to have all students have a general understanding of hard work and to praise them when they demonstrate their efforts. Works Cited Bayat, M. "Clarifying Issues Concerning the Use of Praise with Young Children." Topics in Early Childhood Special Education 31.2 (2011): 121-28. SAGE Journals. Internet. April 15, 2014. Dweck, Carol. “Be careful: praise can be dangerous.” American Federation of Teachers. Spr 1999. 4-9.