Highly recommend this talk . . . Psychiatrist Viktor Frankl uses man's search for meaning as a basis for his work in psychotherapy. He is an idealist and encourages those around him to be an idealist as well. He encourages them to find a spark within their fellow man and use it to allow them to become who they are capable of being. He description of how ones reaches for this goal by "crabbing" - not a straight trajectory forward, rather a series of movements like steps on a stairway.
I can identify with his message. I believe children (and people in general) do best when we signal our belief in them and express the knowledge that they are capable of achieving their goals, that it will take hard work, and won't always come easily, but it can be done. Learning pathways are rarely linear trajectories - most often they are staircases with plateau points. One of the themes of our school is "staying in the struggle." We talk about learning and how it can be difficult at times. We encourage our students to take a deep breath, walk away for a moment, but always to return and reengage. It is not uncommon for them to remind their teachers (and administrator) to do the same. When working with children who back away from a challenge or shut down, we actually teach them self-talk, "This is going to be hard, but I can do it!" Children mistakenly believe that being smart is working faster than anyone else (even at the price of accuracy), answering more quickly (even if answer is incorrect), and knowing the answer before the question is asked (no effort needed). We deliver chapel messages on these topics to reframe their thinking. We encourage them to seek challenges and value the struggle and confidence that comes with the challenge overcome. One of the more difficult things we do is work with the parent to prevent them from intervening too soon (and some teachers). They want to help and do not like to see their child experience discomfort - unfortunately children often interpret intervention as, "They think I can't do it." One of my greatest critiques of our current educational systems is that it lends the impression that learning does not occur if the teacher is not there leading the way. We have created a large number of children who really think they cannot accomplish learning without a teacher present - learned helplessness, not a very attractive legacy to leave our children. Idealist that I am, I'd like to reframe our thinking in this area. I would like children to know that teachers are privileged to share the journey and we certainly play a part, but the starring role belongs to the student. It is their curiosity, persistence, and work ethic that will carry them forward at the end of the day.
Anne, you made some very good points here. One of my favorites is your theme of "staying in the struggle." It seems like so many students today want to give up when they start to struggle; many want to give up before even beginning because they are afraid to struggle. This "staying in the struggle" that you talk about has come up in a number of posts to other areas of TED talks. I think this says something about how widespread this problem is. I try so hard to get my students to continue to work through the struggle to make it to the end. For some students this is very difficult and, as you stated, for some parents it is even more difficult. Success at the end is so much sweeter when you have to work through struggles to get there. I have a student in mind as I read your post. He has never been taught to work through the struggle and, subsequently, he doesn't. His grades are always barely passing. This is the second year that I teach him, so I have seen this pattern with him for a while. Then, all of a sudden, about a month ago, I saw something in him change. For a year and a half, I have seen this student stop short of the struggle and give up and then all of a sudden, he is working and even pushing himself. I think he is actually diving head first into the struggle. His grades are going up, his efforts are going up, his self-esteem is going up, and he is becoming a totally different person, a person who cares about doing well. This is one of those moments in my teaching career that I will never forget. It isn't anything that I am doing/have done; it is a spark inside of him that, for some reason, was ignited and he isn't afraid of the struggle any longer. Instead, I think he is up for the challenge. I pray that this will continue for him because I think that if it does, his definition of struggle will change and he will soar.
ReplyDeleteHello Gayle,
DeleteI would submit that your quiet steady presence has played a very large role in this student's turn around. These things do not happen in a vacuum - it takes a very special teacher to hold steady and allow a student to work things through. You must be so very proud of this student and the success they are now enjoying. Congratulations! I think this is why we continue to teach . . . we don't achieve success at all times and in all places, but when we do it is so affirming.
Anne
Anne, I have to agree, some children (and adults) believe learning has to occur with a teacher present and it is not a legacy I want to leave behind. Students sometimes believe they have to get it right the first time and don't take risk, they fear risk = wrong. I see this in first grade. I try to teach my students to use their resources other than myself and what they already know; and that it is okay to get it wrong the first time. It is rewarding to see them overcome struggles or take risk and succeed. I have seen over the years in education that some don't realize the implications of not allowing students to think for themselves, sometimes, too often, giving them answers because that takes less time and seems easier. In the long run, we are not helping anyone. I hear so much from co-workers, "they can't think". I say yes they can, we have to give them opportunities and guide them through the process, and NOT give them the results but the tools. Great thoughts! Liz
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