INSTILLING GRIT

PEDAGOGY PEDAGOGY

INSTILLING INSTILLING GRIT GRIT

Karl Pupé asks how, as educators, can Karl Pupé asks how, as educators, can we introduce ‘grit’ to our classrooms? we introduce ‘grit’ to our classrooms?

By Karl Pupé By Karl Pupé

WHAT IS ‘GRIT?’ WHAT IS ‘GRIT?’

The word ‘grit’ has almost become a cliché. In these turbulent The word ‘grit’ has almost become a cliché. In these turbulent times, we hear from politicians and leaders that we must be times, we hear from politicians and leaders that we must be ‘grittier.’ But what does that mean? ‘grittier.’ But what does that mean? Professor Angela Duckworth, psychologist & leading expert in Professor Angela Duckworth, psychologist & leading expert in Human Resilience, asked the question of what traits separated Human Resilience, asked the question of what traits separated the top athletes, musicians, entrepreneurs and other leaders in the top athletes, musicians, entrepreneurs and other leaders in their fi elds, from the rest of society. After extensive research, their fi elds, from the rest of society. After extensive research, her studies found that the people who were at the top of their her studies found that the people who were at the top of their professions were not only uber-talented but possessed a particular professions were not only uber-talented but possessed a particular character trait which she termed ‘grit.’ character trait which she termed ‘grit.’

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These high performers were never These high performers were never satisfi ed with their performance satisfi ed with their performance and were always looking for ways and were always looking for ways to improve. They were disciplined, to improve. They were disciplined, focused and learnt to cope with the focused and learnt to cope with the boredom, frustrations and pain that boredom, frustrations and pain that comes with mastering their craft. comes with mastering their craft. They trained relentlessly, for months, They trained relentlessly, for months, years and even decades before they years and even decades before they achieved the results that they were achieved the results that they were hoping for. hoping for. Despite whatever external rewards Despite whatever external rewards came with their developing skills, came with their developing skills, they were also motivated to seek they were also motivated to seek out intrinsic rewards like mastery out intrinsic rewards like mastery and self-actualisation. Duckworth and self-actualisation. Duckworth wrote in her book Grit “it was wrote in her book Grit “it was this combination of passion and this combination of passion and perseverance that made high perseverance that made high achievers special.” achievers special.” Duckworth’s book became a New York Duckworth’s book became a New York Times bestseller & her TED talks have Times bestseller & her TED talks have been watched over 8 million times, been watched over 8 million times, launching her to literary stardom. launching her to literary stardom. She discusses many ideas in her book, She discusses many ideas in her book, but I will focus on two that you can but I will focus on two that you can implement in your classrooms. implement in your classrooms.

1. EMBRACE FAILURE 1. EMBRACE FAILURE

As part of her research, Duckworth As part of her research, Duckworth studied recruits that entered ‘West studied recruits that entered ‘West Point’, America’s most prestigious Point’, America’s most prestigious and notoriously challenging military and notoriously challenging military training facility. Many recruits struggle training facility. Many recruits struggle with the physical and academic rigour with the physical and academic rigour imposed by the facility and therefore imposed by the facility and therefore dropouts are not uncommon. dropouts are not uncommon. When she interviewed the recruits, When she interviewed the recruits, Duckworth found the most signifi cant Duckworth found the most signifi cant factor of graduation success was not factor of graduation success was not their GPA results or superior physical their GPA results or superior physical attributes but their ability to learn attributes but their ability to learn from their failures and bounce back from their failures and bounce back from hardship. from hardship. As classroom teachers, you can As classroom teachers, you can make your classes “failure-friendly”. make your classes “failure-friendly”. Emphasise to your students that Emphasise to your students that failure is actually an essential failure is actually an essential component to academic success and component to academic success and in many cases this is evidence that in many cases this is evidence that they are learning. Celebrate e ort they are learning. Celebrate e ort as much as success, especially for as much as success, especially for students who may not be as strong in students who may not be as strong in your subject, helping them to cultivate your subject, helping them to cultivate a Growth Mindset. This is about a Growth Mindset. This is about making your students more resilient making your students more resilient and willing to keep on going. and willing to keep on going.

Failure is actually Failure is actually an essential an essential component to component to academic success academic success and in many cases and in many cases this is evidence that this is evidence that they are learning. they are learning.

2. TEACH YOUR STUDENTS 2. TEACH YOUR STUDENTS HOW TO DELAY HOW TO DELAY GRATIFICATION FOR GRATIFICATION FOR GREATER REWARDS GREATER REWARDS

their lives. What Mischel found (and their lives. What Mischel found (and what Duckworth echoed) was that the what Duckworth echoed) was that the students who could wait and received students who could wait and received the two treats, had better test scores, the two treats, had better test scores, better jobs and overall, in an economic better jobs and overall, in an economic Duckworth cited the work of her mentor Duckworth cited the work of her mentor sense at least, better lives. They both sense at least, better lives. They both Walter Mischel, Professor of Psychology Walter Mischel, Professor of Psychology concluded that the key to success in life concluded that the key to success in life in Columbia University and conductor in Columbia University and conductor was the ability to delay gratifi cation and was the ability to delay gratifi cation and of the now legendary ‘Marshmallow of the now legendary ‘Marshmallow to stay focused on long term outcomes to stay focused on long term outcomes Test’ in the 1960s. The test was simple. Test’ in the 1960s. The test was simple. rather than short term gains. rather than short term gains. A researcher would sit a four-year old child in a room with a marshmallow. The researcher would announce that they are leaving the room and told the preschoolers if they wanted to eat the treat if they wished. But if they could wait 15 minutes for the researcher to return, they could have two marshmallows instead. A researcher would sit a four-year old child in a room with a marshmallow. The researcher would announce that they are leaving the room and told the preschoolers if they wanted to eat the treat if they wished. But if they could wait 15 minutes for the researcher to return, they could have two marshmallows instead. Students, especially before exams, tend to complain about the workload and can sometimes be discouraged. You must be able to help your pupils see the ‘big picture’ and paint a compelling vision of what their lives could look like if they do well in your subject. Students, especially before exams, tend to complain about the workload and can sometimes be discouraged. You must be able to help your pupils see the ‘big picture’ and paint a compelling vision of what their lives could look like if they do well in your subject. The researchers collated the data and 20 years later tracked the students down to see how they were faring in The researchers collated the data and 20 years later tracked the students down to see how they were faring in If they are tired and demotivated, give them breaks and show them motivational videos about people whom If they are tired and demotivated, give them breaks and show them motivational videos about people whom they admire but had to work hard to they admire but had to work hard to get to where they wanted to be. Great get to where they wanted to be. Great motivational speakers like Les Brown, Eric motivational speakers like Les Brown, Eric Thomas and Tony Robbins can be watched Thomas and Tony Robbins can be watched freely on YouTube and can help lift the freely on YouTube and can help lift the spirits of individuals in your class. spirits of individuals in your class.

THE DRAWBACK OF GRIT THE DRAWBACK OF GRIT

Grit is not a cure-all. We live in grossly Grit is not a cure-all. We live in grossly unfair society and Duckworth’s work has unfair society and Duckworth’s work has received its fair share of criticism. received its fair share of criticism. As David Denby wrote for The New As David Denby wrote for The New Yorker “Family background, opportunity, Yorker “Family background, opportunity, culture, landing at the right place at culture, landing at the right place at the right time, the overall state of the the right time, the overall state of the economy - all these elements, operating economy - all these elements, operating at once, allow some talented people at once, allow some talented people to do much better than other talented to do much better than other talented people.” people.”

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Yes, life success depends on your ability to be resilient in the face of di culties, but other important factors like natural ability, background, gender, ethnicity and even blind luck all play a part in life success. We must be optimistic with our students but not delusional. As shows like X-Factor and Britain’s Got Talent have proved, self-belief and hard work does not always equate to adoration, fame and megabucks. We have a responsibility to guide our students in making brave yet pragmatic life choices.

THANK YOU MR WALKER

I hated Maths. As I sat in the Year 10 bottom-set, looking at my returned test-paper with a fat red ‘F’ staring at me arrogantly, I slumped in my chair, imagining my Mum’s disappointment and seeing my Sega Megadrive spirited away to the loft as forfeit.

My Maths teacher, Mr ‘Walker’ (not his real name) looked at me – a face mixed with concern, pity and optimism and asked me to stay behind, after class to give me a word of advice that not only changed my grade, but my life and which also shaped my teaching career.

After everyone had left, I explained to Mr Walker that I had never been good at Maths and was “destined to fail, so there was no point even trying”.

Mr Walker stated, “You may not be as naturally talented as the other students, but you have an able brain and a great work ethic and that’s enough. Every time I open the ‘Tortoise and the Hare’ book, the Tortoise won. Remember ‘inch-byinch, everything is a synch.’

Over the next two years, he stayed behind after school to help me with specifi c Maths problems, mark extra work he set and gave me old test papers to practice my exam technique. He celebrated my successes and encouraged me when I felt frustrated, until I passed comfortably. I owe my Maths grade to that great man.

Although I have had setbacks, failures and heartbreaks, the example that Mr Walker set for me was to keep going, keep learning and to keep trying to improve myself. For me, grit has helped me fall in love with learning and be patient. When the inevitable frustrations crop up, I know that just like the Tortoise, with each step, I am moving forward.

In these times of uncertainty and disruption, teaching our students to be resilient, internally motivated and if they can, enjoy the di culties they face, could be the greatest gift we can give them in the classroom. It certainly was for me.

Stay focused on long term outcomes rather than short term gains.

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