MAGGIE DENT
Hidden influences on student learning When “perfect” isn’t such a good idea
ometimes as teachers we scratch our head wondering why some students perform to their potential a n d o t h e r s d o n ’ t . Ye s w e k n o w t h a t personal temperament, parental influence, developmental delays and prior learning and experience all contribute, but what else can be playing out below the surface?
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threat. So they pursue activities at which they are sure they will shine — and avoid the sorts of experiences necessary to grow and flourish. Students with learning goals on the other hand, take necessary risks and don’t worry about failure because each mistake is a chance to learn.”
goodness. Many kids believe they are either good or bad; others think they can get better at being good. Preschoolers with the second mindset (the growth one) feel OK about themselves after they have messed up and are less judgemental of others. They are also more likely to set things right, and to learn from their mistakes.
Maybe the “mind set” that a student has developed has a big influence. By three and a half ,most children have developed “mindsets” that greatly influence their future lives. Psychologist Carol Dweck explored what influences our potential success and found that rather than it being about ability, it was more about their beliefs. If we believe we fail because we are dumb, we limit our future attempts at growing in ability. If we think “I failed because I didn’t understand the question or the task or I never worked hard enough, then that means I can fix that.” Dr Dweck says we create flexible (growth) or fixed mindsets: the more flexible the better our chances of success in school and life.
Learning vs. performing
Dweck believes many of the things we do to kids makes them non-learners. Infallible pressures makes them become non-learners. An example of a fixed mindset that can cause students problems is the perfectiondriven mind set. Tal Ben Shahar, in his book Being Happy : You don’t have to be perfect to lead a richer, happier life writes:
Teachers Matter
Dr Dweck explains the Achievement Goal Theory:
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“Students for whom performance is paramount want to look smart even if it means not learning a thing in the process. For them each task is a challenge to their self image — and each setback becomes a personal
Mastery-oriented children are really hell bent on learning something – and learning gaols inspire a different chain of thoughts and behaviours than performance goals. Dweck has found that children develop mindsets a b o u t
The desire for success is part of our nature. And many of us are driven to greater and greater heights which can lead personal success and societal progress. However to lead a life that is both successful and fulfilling our standards of success must be realistic as we must be able to enjoy our achievements. We need to ground our dreams in reality and appreciate our accomplishments.
