Competence and Confidence: You Can’t Have One Without the Other

Carol J. Carter — Wed, 18 Jan 2012 16:53:07 +0000

Many parents and educators equate a student’s high self-esteem with high achievement. However, according in the article “In schools, self-esteem boosting is losing favor to rigor, finer-tuned praise,” empty praise is out, and a new vocabulary that supports challenge is in.Â So, how can we work with students to hold them accountable to high expectations while helping them to believe in themselves to risk, to try, to grow, and to deliver quality work?

Research shows “unearned praise does not help students but instead interferes with significant learning opportunities.” Students learn to accept challenge and move beyond difficult obstacles when they are encouraged by educators with words like “persistence,” “risk-taking,” and “resilience.”Â Studies also show that praising effort over intelligence is another way students can learn to enjoy challenge.Â An academic coaching question you might ask a student is:Â on a scale of 1-10 (1=lowest) how much effort did you exert on this assignment, preparing for this test or participating in this class?Â If the answer is under 5, the student may be developing more slacker tendencies which will impede their progress over time.

Rocky Hill Middle School started the school year by teaching their 1,100 students about brain development. Teaching students about how the brain makes connections and continues to grow can give some students a sense of control over their learning. Students should be encouraged to look inward to cultivate their own judgment and motivation to learn, rather than rely on outside feedback, according to Alfie Kohn, author of “Punished by Rewards.”

How can you help students look inside when confronted with a challenge, instead of waiting for outside encouragement?

How can you adjust your vocabulary to support a student’s effort instead of intelligence?

How would your classroom dynamic change if students had to find their own answers?Â Are you, as a parent, teacher or counselor ready to release the reigns of control somewhat so that you can become the academic coach and champion of your childâ€™s best effort?

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Source:

“In schools, self-esteem boosting is losing favor to rigor, finer-tuned praise,” by Michael Alison Chandler. 15 January 2012. The Washington Post. Accessed on 17 January 2012.Â http://www.washingtonpost.com/local/education/in-schools-self-esteem-boosting-is-losing-favor-to-rigor-finer-tuned-praise/2012/01/11/gIQAXFnF1P_story.html

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Abandoning the Idea of Boredom

Carol J. Carter — Tue, 26 Jul 2011 14:00:26 +0000

For some, boredom might seem like a natural reaction to school, work, and life. In Monday’s blog, I discussed the connection between what we think and what we do and how taking responsibility for our choices affects our happiness. TodayÂ weâ€™ll look atÂ the responsibility we have to assess our situation and alleviate boredom in our daily livesâ€”a concept which many outside of America canâ€™t relate to at all.

According to aÂ Bill and Melinda Gates Foundation report, fifty percent of high school dropouts said they dropped out because they were bored. Students who complain about being bored are telling their teachers and parents that they aren’t engaged. Complaining about boredom is a natural defense children use to tell people their brains need more of a challenge or they will atrophy, according to education expertÂ Jenifer Fox.

Employees can experience the same brain drain in their everyday lives due to similarly “boring” situations. In the article, “Bosses Battle Bored Staff,” writer Hannah Martin compiles studies from a mix of psychologists and consultants on the top causes of boredom in the workplace and how employees and employers can battle it. Many employees may be overqualified for their job. When a job is a good fit, the employee should be comfortably challenged. If the employee isn’t challenged enough, they will get bored. If the employee is challenged too much, the challenge turns to stress and causes them to shut down.

IfÂ Â studentsÂ learnÂ about self-advocacy at a young age,Â Â theyÂ willÂ Â know they have a responsibility to make their own choices and seek help when they need it. If these 50 percent of dropouts knew they had resources to help them through their situational boredom, could the numbers drop? If workers knew they had the power to challenge themselves by finding a new job or talking to a supervisor, would they be happier?Â Â If we can also develop new ways of teaching and learning that reflect dynamic, creative and stimulating learning environments then the intrinsic and extrinsic contributors to boredom can be removed.Â But, in the end, boredom is a choice just like curiosity and openness, for which we are each responsible.

Resources:

“Most Dropouts Leave School Due to Boredom, Lack of Encouragement, Report Finds,”Â http://foundationcenter.org/pnd/news/story.jhtml?id=133800007

“Boredom in School and its Effects on Your Child’s Health,”Â http://www.huffingtonpost.com/jenifer-fox/boredom-in-school-and-its_b_200602.html

“Bosses Battle Bored Staff,”Â http://www.news.com.au/business/business-smarts/bosses-battle-bored-staff/story-e6frfma9-1111115265412

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Carol J. Carter » motivation

Competence and Confidence: You Can’t Have One Without the Other

Abandoning the Idea of Boredom