Analysis: Part IV
Many of my students refrain from developing their math skills, not because they think math is unimportant, but because there is a level of uncertainty in the outcome of learning math. Some students fear that even if they work hard to get better at math, there is still the overwhelming possibility that their hard work will not pay off. Fear of failure is something to which everyone can relate, but as teachers we need to rid students of this mentality by reducing the cost and risk of learning new material. We can do this by making the short-term and long-term benefits of learning more apparent, meaningful and tangible for students. Eventually when students directly experience the benefits of perseverance they will be more confident in their ability to overcome future challenges both in and outside the classroom.
Tackling challenging requires a great deal of effort and self-control. Unfortunately, many students have difficulty developing grit and seeing the value of perseverance because they are unwilling to put forth the effort required of them. While many of my students have the ability to overcome academic setbacks, very few actually do because there is a lack of effort. When I asked my students to rate the effort they put forward both in and outside of class on a five-point scale the average in-class result is 3.74 and their outside of class efforts averaged to 3.28 (Artifact #6A). Exactly 90% of students admitted that they could put more effort both in class and outside of class. While the majority of them believe that they can put more effort into math class, the type of effort that leads to better mathematical understanding is unique to each student.
Understanding optimal learning is not an easy task. In fact, it is an undertaking that can last a lifetime. However, the only way that a person can begin to gain insight into their learning habits is if he or she develops a growth mindset. However, despite expressing the desire to learn something and a belief in their ability to learn, many students lack the knowledge of the steps required to learn that particular thing. Struggling to comprehend what actions will lead to better understanding can be frustrating for students. My one student, Hannah expressed her frustration with her grade on an in-class reflection (Artifact #6B). She said that she “hands in all of her homework assignments,” yet she still does not have a grade with which she is satisfied (Artifact #6B). Clearly, Hannah is doing what she thinks she needs to learn math but there is clearly a disconnect between her efforts and her understanding of how to apply her efforts.
Some students are able to gain knowledge by simply coming to class and completing their assignments, but this method of learning does not work for everyone. In fact even though most students are unwilling to acknowledge this, that method of learning works for very individuals. Similar to my experience as a math student, Hannah cannot simply attend class and complete homework to improve her understanding. Instead she needs to put in a different type of effort in order to obtain her desired results. She must think about how she is currently approaching her studies and think about what she needs to do differently. Often people resist altering their learning habits because it requires more effort and there is no guarantee that their adjustments will work. However, better understanding of oneself as a learner is a life long process of trial and error. Some of the changes we make will work, while others will fail. However, putting in the effort to endure that learning process will help people better understand themselves as a learner and will ultimately improve their abilities to learn efficiently and effectively.
Albert Einstein once suggested that insanity was the act of doing the same thing over and over again while expecting different results. While it is true that students will not see a different outcome in their performance by continuing routines that have failed them in the past, they need to understand how to make those necessary adjustments. As teachers it is imperative that we guide students to become self–reflective learners. We must encourage them to become more reflective in their efforts and performance in the classroom and help them make the necessary adjustments that will allow them to be successful.
Typically, when any subject or experience becomes more challenging, people opt out rather than attempt to improve. However, adopting a defeatist attitude in the face of a challenge is not only detrimental to a student’s academic success, it will also be damaging to their future achievements beyond the classroom. If students can learn to make appropriate adjustments in the face of a challenge, they will have gained a life-long skill that will useful not only in an academic setting.
It is vital that students see the value in furthering their own learning. Too many students are content with being good at something doing minimal work or become too easily frustrated when faced with a challenge. Whether it is the transition from middle school to high school, high school to college or college to a professional setting, students will face challenging situations that require them to work hard. There are consequences of not working hard in high school, a bad grade or not getting into a good college, but the inability to work hard in a greater sense leads to the inability for anything to change or progress. As teachers we must not only show students the value of hard work, but also help them develop this life long skill of working hard so that they have the ability to overcome any challenging situation that they may face in the future.
Tackling challenging requires a great deal of effort and self-control. Unfortunately, many students have difficulty developing grit and seeing the value of perseverance because they are unwilling to put forth the effort required of them. While many of my students have the ability to overcome academic setbacks, very few actually do because there is a lack of effort. When I asked my students to rate the effort they put forward both in and outside of class on a five-point scale the average in-class result is 3.74 and their outside of class efforts averaged to 3.28 (Artifact #6A). Exactly 90% of students admitted that they could put more effort both in class and outside of class. While the majority of them believe that they can put more effort into math class, the type of effort that leads to better mathematical understanding is unique to each student.
Understanding optimal learning is not an easy task. In fact, it is an undertaking that can last a lifetime. However, the only way that a person can begin to gain insight into their learning habits is if he or she develops a growth mindset. However, despite expressing the desire to learn something and a belief in their ability to learn, many students lack the knowledge of the steps required to learn that particular thing. Struggling to comprehend what actions will lead to better understanding can be frustrating for students. My one student, Hannah expressed her frustration with her grade on an in-class reflection (Artifact #6B). She said that she “hands in all of her homework assignments,” yet she still does not have a grade with which she is satisfied (Artifact #6B). Clearly, Hannah is doing what she thinks she needs to learn math but there is clearly a disconnect between her efforts and her understanding of how to apply her efforts.
Some students are able to gain knowledge by simply coming to class and completing their assignments, but this method of learning does not work for everyone. In fact even though most students are unwilling to acknowledge this, that method of learning works for very individuals. Similar to my experience as a math student, Hannah cannot simply attend class and complete homework to improve her understanding. Instead she needs to put in a different type of effort in order to obtain her desired results. She must think about how she is currently approaching her studies and think about what she needs to do differently. Often people resist altering their learning habits because it requires more effort and there is no guarantee that their adjustments will work. However, better understanding of oneself as a learner is a life long process of trial and error. Some of the changes we make will work, while others will fail. However, putting in the effort to endure that learning process will help people better understand themselves as a learner and will ultimately improve their abilities to learn efficiently and effectively.
Albert Einstein once suggested that insanity was the act of doing the same thing over and over again while expecting different results. While it is true that students will not see a different outcome in their performance by continuing routines that have failed them in the past, they need to understand how to make those necessary adjustments. As teachers it is imperative that we guide students to become self–reflective learners. We must encourage them to become more reflective in their efforts and performance in the classroom and help them make the necessary adjustments that will allow them to be successful.
Typically, when any subject or experience becomes more challenging, people opt out rather than attempt to improve. However, adopting a defeatist attitude in the face of a challenge is not only detrimental to a student’s academic success, it will also be damaging to their future achievements beyond the classroom. If students can learn to make appropriate adjustments in the face of a challenge, they will have gained a life-long skill that will useful not only in an academic setting.
It is vital that students see the value in furthering their own learning. Too many students are content with being good at something doing minimal work or become too easily frustrated when faced with a challenge. Whether it is the transition from middle school to high school, high school to college or college to a professional setting, students will face challenging situations that require them to work hard. There are consequences of not working hard in high school, a bad grade or not getting into a good college, but the inability to work hard in a greater sense leads to the inability for anything to change or progress. As teachers we must not only show students the value of hard work, but also help them develop this life long skill of working hard so that they have the ability to overcome any challenging situation that they may face in the future.