I haven’t read the book yet, and I’m sure it’ll be well written, full of insight, and helpful in my practice, just like Mindset, the other contender for the staff’s summer book choice. But as I confessed to the principal when I picked up my copy of Grit by Angela Duckworth, I don’t like the language. Grit is what gets in your teeth from poorly washed salad greens, or in your pants after visit to the beach.
I feel that same distaste for with that other trendy word, “rigor.” The dictionary and I associate it with mortis and other highly unpleasant experiences. Rigor is now to be seen as something we should purposely provide in our classroom experiences. In order to foster grit, I suppose.
Yes, I know the value of perseverance, and the need, now more than ever, in an age of instant gratification, to help students push through difficulties, work patiently over the long term, face as much boredom as necessary to discover their creativity. But what I object to is emphasizing only the negatives–life is hard, school isn’t always fun, what doesn’t kill you, etc. To less skilled, less all-in, less creative and hardworking educators, it might justify expecting students to put up with crappy classes in the name of growth, and give the impression that enjoyable experiences are to be, if not entirely avoided, then minimized as a necessary evil. I can hear them now: “Students, you don’t have to like me; you don’t have to like math; you might just hate this class; but you have to show GRIT, ’cause that’s what its’ all about!” I expect to hear about the opening of a new school with “Boot Camp” in its name any day now. It will attract a certain type of person.
What ever happened to delight-directed learning? Okay, so that wasn’t ever much used in public education circles, but I sure heard about it a lot as a homeschooler, thought about it, and tried for it. I tried to have a basic “table time,” for math and handwriting, and sometimes things I as an adult thought were important, such as memorizing poetry, but then it was, “Run along and find something interesting to do until chore time (and if you can’t come up with anything, chore time starts now).” Some of the most meaningful experiences my kids had were while pursuing their own passions and interests, because they wanted to persevere trough the difficulties they encountered (The rest came through chores, some of which can also have their satisfactions).
I hope I can still make a place for delight in the way I work with students in public school. The rigor, challenges will always be available–I don’t believe in avoiding those, and students will often need to grow in grit, perseverance, but let’s start with delight, enticement, wonder, enthusiasm, and confidence that what we have to teach is worth learning, is inherently interesting. Whenever possible, let’s kindle fascination, vision, desire—the drives that will create the momentum to drive through those challenges and not give up. And along the way, the more happy memories associated with learning math, science, art, whatever, the more likely students are to continue learning when no one’s giving a report card.
More on annoyingly trendy lingo: Rigor, Grit, Collaboration
Star in the Wind 