When thinking about student intellect or ability as an asset, it is important to think about ability as something that is flexible and dependent on how and when new information is delivered. Educators also have to consider a teacher's perception of ability because if she/he believes a student can do the work and designs lessons that meet students where they are, students can and will perform well. On the flip side, when students are given material that they are not ready for and the student fails, this can have a profound influence on future learning, because if a student attributes his failure to sources outside his control (e. g., to the complexity of the subject or a lack of native intelligence), there is a good chance that he may develop a "learned helplessness" in the subject. If he believes his difficulty in math for example, is beyond his control, he can develop what Carol Dweck (2006) refers to as a "fixed mindset." Therefore, approaching learning from a "readiness" perspective is better than approaching learning from an "ability" perspective because which of the following?

Group of answer choices

ability suggests aptitude that neither the child nor the teacher has much influence over

readiness suggests flexibility or malleability or something that can change and be influenced by skilled instruction

teachers are much better able to judge a student's readiness for the next learning challenge than they are a student's ability

All of the above