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| Baby or college student? Professors suggest there isn’t much difference. |
Recently, several articles have
been popping up (like this one) in which
colleges or employers decry the lack of resilience in their adult students or
employees. Years of ever-increasing helicopter parenting and unconditional self-esteem
building has resulted in adults so shielded from any sort of unpleasantness
that they are defenseless to handle disappointments in the real world. Their fragile psyches buckle under the
pressure of even perceived failure (getting a B or C), as they have developed neither
the experience nor tools to persevere.
been popping up (like this one) in which
colleges or employers decry the lack of resilience in their adult students or
employees. Years of ever-increasing helicopter parenting and unconditional self-esteem
building has resulted in adults so shielded from any sort of unpleasantness
that they are defenseless to handle disappointments in the real world. Their fragile psyches buckle under the
pressure of even perceived failure (getting a B or C), as they have developed neither
the experience nor tools to persevere.
Most teachers would agree that
we want our students to become well-adjusted adults who are:
we want our students to become well-adjusted adults who are:
- capable
- confident
- risk-takers
- creative, critical thinkers
- tough enough to persevere
in the face of adversity
Yet our practices often underminethese goals. We see students struggling and we “help” them too much, sending a silent
message that they need outside help to solve their problems. Sometimes we are running low on time, so
a shortcut is taken. With the best of intentions, we inadvertently cripple our
students’ growth. I say “we” and “our”
because I have absolutely been guilty of these things, and I know I am not
alone, or colleges wouldn’t be sounding the alarm bell. So what can be done?
The most important thing we
must do is stop making failure the monster under the bed to be avoided at all
costs. Any successful person knows failure is a necessary step to great success.
must do is stop making failure the monster under the bed to be avoided at all
costs. Any successful person knows failure is a necessary step to great success.
Far
better is it to dare mighty things, to win glorious triumphs, even though
checkered by failure… than to rank with those poor spirits who neither enjoy
nor suffer much, because they live in a gray twilight that knows not victory
nor defeat.- Theodore Roosevelt
Using STEM and other types of design
challenges has gone a long way in helping me make failure less scary and build perseverance in students. These challenges reward
creative solutions and often require students to work through iterations and
obstacles to achieve goals. Iterations
are crucial! Iterations give students multiple opportunities over a sometimes extended period of time and reflection. If you do a
search on failure quotes, you’ll find several claiming you only fail if you stop trying.
challenges has gone a long way in helping me make failure less scary and build perseverance in students. These challenges reward
creative solutions and often require students to work through iterations and
obstacles to achieve goals. Iterations
are crucial! Iterations give students multiple opportunities over a sometimes extended period of time and reflection. If you do a
search on failure quotes, you’ll find several claiming you only fail if you stop trying.
STEM challenges are also good practice for
teachers to learn to strike the right balance between being supportive and being
a crutch. It takes practice and resolve to watch students struggle and be
supportive without solving their problems for them. Beyond that, it takes time and patience! Students need far
more time and space to solve a problem without your directives/assistance, but
the benefit of them reaching that goal on their own pays far better dividends.
teachers to learn to strike the right balance between being supportive and being
a crutch. It takes practice and resolve to watch students struggle and be
supportive without solving their problems for them. Beyond that, it takes time and patience! Students need far
more time and space to solve a problem without your directives/assistance, but
the benefit of them reaching that goal on their own pays far better dividends.
I’m not suggesting you ignore their pleas, but
that you learn to not lead them to answers.
I have found three approaches usually work for me:
that you learn to not lead them to answers.
I have found three approaches usually work for me:
- Ask questions (not too leading) about their designs
(i.e., what they’re trying to do, what the problem is, what they’ve already
tried, what haven’t you tried
yet, etc.) Your questions should provoke their analysis. In the absence of you providing solutions and
ideas, students learn to generate their own. - Validate that it’s totally normal to get stuck and
feel frustrated. Tell them some things
you do when you get frustrated to help you calm down and return to the
task. Sometimes just having a calm
conversation for a moment about anything other than the challenge helps. - Encourage them. Tell them that sometimes it takes
time, but an idea will always present itself if you keep trying, thinking, and you don’t give up.
I recently did a Card Tower STEM Challenge with a group of second graders.
In the first iteration, students had some success and some failure. All were able to measure their towers with
12-inch rulers. After we shared our designs/results and had a
discussion, we tried a second iteration.
Several groups needed to use a tape measure to measure their new designs, which was exhilarating. The energy in the classroom was positively electric. As you can see in the photo below, students took
a lot of pride in their work, because it was their work.
In the first iteration, students had some success and some failure. All were able to measure their towers with
12-inch rulers. After we shared our designs/results and had a
discussion, we tried a second iteration.
Several groups needed to use a tape measure to measure their new designs, which was exhilarating. The energy in the classroom was positively electric. As you can see in the photo below, students took
a lot of pride in their work, because it was their work.
 |
| Don’t worry, we covered using the tape measure properly after the picture! |
I won’t lie – some tears
were shed. There were bumpy patches, but
every single group did as well or better on the second round of card towers. As
part of the post-build discussion, they were asked what they thought the point was of doing this challenge. One of the
first answers given (and this was their first STEM challenge – at least with
me) was to learn to keep trying when things are hard. For me, this was a hugely successful day!
were shed. There were bumpy patches, but
every single group did as well or better on the second round of card towers. As
part of the post-build discussion, they were asked what they thought the point was of doing this challenge. One of the
first answers given (and this was their first STEM challenge – at least with
me) was to learn to keep trying when things are hard. For me, this was a hugely successful day!
Our goal is not to set
everything right for students at the end of the half hour sitcom. We know life
doesn’t work that way, so there is no point in grooming them to expect it. Our students are
better-served when we create opportunities for them to develop the tools to
encounter frustration and failure and work through it.
everything right for students at the end of the half hour sitcom. We know life
doesn’t work that way, so there is no point in grooming them to expect it. Our students are
better-served when we create opportunities for them to develop the tools to
encounter frustration and failure and work through it.
Using STEM Challenges puts
us on the path to solving the resiliency crisis facing colleges today. Remember, sometimes
the best way to help is not to help.
us on the path to solving the resiliency crisis facing colleges today. Remember, sometimes
the best way to help is not to help.
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Photo Credits:
photo credit: <a
href=”http://www.flickr.com/photos/55933740@N06/12260343885″>Tears</a>
via <a href=”http://photopin.com”>photopin</a> <a
href=”https://creativecommons.org/licenses/by-nd/2.0/”>(license)</a>
href=”http://www.flickr.com/photos/55933740@N06/12260343885″>Tears</a>
via <a href=”http://photopin.com”>photopin</a> <a
href=”https://creativecommons.org/licenses/by-nd/2.0/”>(license)</a>
photo credit: <a
href=”http://www.flickr.com/photos/25661863@N00/5648885597″>memorize</a>
via <a href=”http://photopin.com”>photopin</a> <a
href=”https://creativecommons.org/licenses/by/2.0/”>(license)</a>
href=”http://www.flickr.com/photos/25661863@N00/5648885597″>memorize</a>
via <a href=”http://photopin.com”>photopin</a> <a
href=”https://creativecommons.org/licenses/by/2.0/”>(license)</a>
