It's the Effort, Stupid...
Over the course of almost 18 years as an Assistant Principal (mostly) for Teaching and Learning in more than my share of "High Performing" high schools (10 times ranked among America's Best High Schools in the country according to Newsweek's and US News' rankings), I always find it interesting when the "smart" kids in the school tell me that they don't feel as capable as others when they are challenged with something new (or have to work really hard to learn something new).
"If I have to struggle, I must not be that smart," seems to be the thought process from their perspective. When in reality, the stress is coming from being asked to do things in school that diverge from all of the same types of things that got you labeled as one of the "smart" kids in the first place.
Somehow failing on the first try, really working to find an answer or being asked to do something completely open ended, student-driven and novel makes them feel self-conscious. It makes them feel as though they don't measure up to their peers in those very competitive classes, especially on tasks where these students are given autonomy and choice, the anxiety and stress can get the better of them.
Don't believe me? Try opening up your class to a genius hour every week and see how much direction your "smartest" kids need just to begin working on a topic that they love or are very curious about.
The reality is that the "smart" kids are experts at temporarily memorizing factual information that may or may not be relevant to their lives in any way and (here's the important part, potential "smart kids" of the future) giving it back to the teacher in the manner in which it most pleases them.
"Smart kids" expertly examine the teacher's feedback and give them what they want the way they want it. That makes them appear "smarter" because they give you what you want as a teacher/evaluator of intelligence and capability. "Smart" kids are great at reading who's in the front of the room. I would not want to play poker against our smartest kids, that's for sure.
Meanwhile, in another classroom, the kids who feel they "aren't smart" tend to blame their lack of academic success on bad luck, teacher bias, disinterest in the curriculum (or it's relevance to their lives), a teacher/parent comment from five years ago that convinced them that they were dumb or other things they don't control- external factors- rather than their lack of engagement and effort.
So, teachers of both "smart" and "not so smart" kids...if you want them all to be smart kids, stop making worksheets, avoid that prepackaged Pearson curriculum to the extent that you are allowed to, stop asking kids to answer things that only have one answer (or worse, answer it yourself when they are disinterested or waiting you out) and start finding ways to engage their hearts and minds.
The more opportunities that you have to incorporate critical thinking, communication, collaboration, and creativity the better. The same goes for making their work relevant and sharing it with a larger audience than just yourself - especially with your most talented students. When those "expert students" realize that they don't simply have to please you and meet your expectations but those of the rest of the world or other experts in the field they are studying- and maybe receive feedback from there as well- you will get their best work.
You are an educated, talented teacher who works very hard.
Why not use all of that knowledge, creativity, the resources available to you in your building, your professional organizations and Twitter (if you aren't using Twitter to learn and share ideas with other educators and content experts, then you are doing a great disservice to yourself professionally) and design truly engaging work for kids to do. Work that students voluntarily put effort into because it matters to them, because it is relevant to their lives, because they have choice, because they can work with others, explore, think and create something of meaning or value to them- that will level the field for the "smart" and "not as smart" kids, and eliminate all excuses except effort.
Wouldn't you love to work in a building with only "smart" kids?
You already do. Let's work together to make sure that they can demonstrate that.
"If I have to struggle, I must not be that smart," seems to be the thought process from their perspective. When in reality, the stress is coming from being asked to do things in school that diverge from all of the same types of things that got you labeled as one of the "smart" kids in the first place.
Somehow failing on the first try, really working to find an answer or being asked to do something completely open ended, student-driven and novel makes them feel self-conscious. It makes them feel as though they don't measure up to their peers in those very competitive classes, especially on tasks where these students are given autonomy and choice, the anxiety and stress can get the better of them.
Don't believe me? Try opening up your class to a genius hour every week and see how much direction your "smartest" kids need just to begin working on a topic that they love or are very curious about.
The reality is that the "smart" kids are experts at temporarily memorizing factual information that may or may not be relevant to their lives in any way and (here's the important part, potential "smart kids" of the future) giving it back to the teacher in the manner in which it most pleases them.
"Smart kids" expertly examine the teacher's feedback and give them what they want the way they want it. That makes them appear "smarter" because they give you what you want as a teacher/evaluator of intelligence and capability. "Smart" kids are great at reading who's in the front of the room. I would not want to play poker against our smartest kids, that's for sure.
Meanwhile, in another classroom, the kids who feel they "aren't smart" tend to blame their lack of academic success on bad luck, teacher bias, disinterest in the curriculum (or it's relevance to their lives), a teacher/parent comment from five years ago that convinced them that they were dumb or other things they don't control- external factors- rather than their lack of engagement and effort.
So, teachers of both "smart" and "not so smart" kids...if you want them all to be smart kids, stop making worksheets, avoid that prepackaged Pearson curriculum to the extent that you are allowed to, stop asking kids to answer things that only have one answer (or worse, answer it yourself when they are disinterested or waiting you out) and start finding ways to engage their hearts and minds.
The more opportunities that you have to incorporate critical thinking, communication, collaboration, and creativity the better. The same goes for making their work relevant and sharing it with a larger audience than just yourself - especially with your most talented students. When those "expert students" realize that they don't simply have to please you and meet your expectations but those of the rest of the world or other experts in the field they are studying- and maybe receive feedback from there as well- you will get their best work.
You are an educated, talented teacher who works very hard.
Why not use all of that knowledge, creativity, the resources available to you in your building, your professional organizations and Twitter (if you aren't using Twitter to learn and share ideas with other educators and content experts, then you are doing a great disservice to yourself professionally) and design truly engaging work for kids to do. Work that students voluntarily put effort into because it matters to them, because it is relevant to their lives, because they have choice, because they can work with others, explore, think and create something of meaning or value to them- that will level the field for the "smart" and "not as smart" kids, and eliminate all excuses except effort.
Wouldn't you love to work in a building with only "smart" kids?
You already do. Let's work together to make sure that they can demonstrate that.
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