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She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61809":{"type":"posts","id":"mindshift_61809","meta":{"index":"posts_1591205157","site":"mindshift","id":"61809","score":null,"sort":[1686147331000]},"guestAuthors":[],"slug":"kids-cant-all-be-star-athletes-heres-how-schools-can-welcome-more-students-to-play","title":"Kids can't all be star athletes. Here's how schools can welcome more students to play","publishDate":1686147331,"format":"standard","headTitle":"Kids can’t all be star athletes. Here’s how schools can welcome more students to play | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Going into his last tennis match of the school year, high school senior Lorris Nzouakeu knew he might get knocked out in straight sets. He was scheduled for one of the first matches of the day during the regionals competition in western Maryland, against a student from another school who’d won the championship last year.\u003c/p>\n\u003cp>“So it wasn’t really looking good at the start,” he laughs. “My goal was definitely to continue rallies and maintain pace and also just have fun.”\u003c/p>\n\u003cp>“Fun” is sometimes hard to find in high school sports. Gunning for college athletic scholarships, \u003ca href=\"https://www.kqed.org/mindshift/59847/how-youth-sports-became-a-feast-or-famine-world-and-what-parents-can-do-about-it\" target=\"_blank\" rel=\"noopener\">many students and families go all in\u003c/a> – focusing on one sport and even one position from elementary school. It’s also big business – the whole youth sports industry is worth $19 billion dollars, \u003ca href=\"https://www.marketresearch.com/Wintergreen-Research-v739/Youth-Team-League-Tournament-Sports-12782714/\" target=\"_blank\" rel=\"noopener\">more than the NFL\u003c/a>.\u003c/p>\n\u003cp>For a lot of kids of all ages, sports are not working for them. Less than half of kids play sports at all, and those that do only stick with it for about three years and \u003ca href=\"https://www.aspenprojectplay.org/news/kids-quit-most-sports-by-age-11\" target=\"_blank\" rel=\"noopener\">quit by age 11\u003c/a>. That’s a whole lot of kids missing out on some of the huge benefits of sports, including spatial awareness, physical activity and team skills.\u003c/p>\n\u003cp>Increasingly sports educators, health researchers and parents are pushing back against this trend and arguing that playing sports should be for all kids.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>During the last few pandemic years, physical activity fell, while obesity rates and mental health challenges grew, note Tom Farrey and Jon Solomon of the Aspen Institute Sports & Society Program in a 2022 handbook for \u003ca href=\"https://www.aspeninstitute.org/wp-content/uploads/2022/02/FINAL-Aspen-Institute-Reimagining-School-Sports-playbook-pages.pdf\" target=\"_blank\" rel=\"noopener\">reimagining school sports\u003c/a>. At the same time, interest in sports has grown, which “presents an historic opportunity for schools to reimagine their approach to sports,” they write.\u003c/p>\n\u003cp>But schools can create space for more types of students in sports. One example of what this looks like in practice is Nzouakeu’s high school – Tuscarora High in Frederick County, Md. This school transformed its athletics program to prioritize including kids of all ability levels in sports. It’s a model for handling youth sports, argues author and athlete \u003ca href=\"https://lindaflanaganauthor.com/\" target=\"_blank\" rel=\"noopener\">Linda Flanagan\u003c/a>, who highlighted the school in her book about youth sports, \u003ca href=\"https://www.kqed.org/mindshift/59768/do-youth-sports-really-build-character-what-kids-gain-from-sports-depends-on-adults\" target=\"_blank\" rel=\"noopener\">\u003cem>Take Back the Game\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Here’s how Tuscarora High does things – plus some guiding principles for how schools can help include more kids in the fun of sports.\u003c/p>\n\u003cfigure id=\"attachment_61811\" class=\"wp-caption aligncenter\" style=\"max-width: 2253px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61811\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa.jpg\" alt=\"\" width=\"2253\" height=\"1690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa.jpg 2253w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-1920x1440.jpg 1920w\" sizes=\"(max-width: 2253px) 100vw, 2253px\">\u003cfigcaption class=\"wp-caption-text\">Lorris Nzouakeu played tennis for three years at Tuscarora High. He appreciate that his school “gives a lot of space for people to actually engage, even if they don’t believe that they’re the strongest… it gives plenty of opportunity to be able to grow into the sport.” \u003ccite>(Selena Simmons-Duffin/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Offer a variety of sports to appeal to all tastes and talents\u003c/h3>\n\u003cp>Tuscarora is a fairly big school with about 1,600 students – 40% white, a quarter Hispanic, a quarter Black. A third of students get free or reduced lunch.\u003c/p>\n\u003cp>Half of these students play a school sport, well above the national average of 39% participation. “That’s awesome,” beams Tuscarora’s coordinator of athletics and facilities Chris O’Connor. “That speaks to the number of sports that we offer.”\u003c/p>\n\u003cp>Frederick County schools, including Tuscarora, \u003ca href=\"https://tuscaroraathletics.com/photos/program-set-records-as-regular-season-ends/\" target=\"_blank\" rel=\"noopener\">offer 17 different sports\u003c/a>, including golf, swimming and lacrosse, and starting next year, \u003ca href=\"https://docs.google.com/document/d/1N9XtZP-kzmzymnbCW1rodFpQmjEkS2mGMytbRhIRoGg/edit\" target=\"_blank\" rel=\"noopener\">girls flag football\u003c/a>. It also has three unified teams, in which students with and without disabilities play together – Tuscarora’s unified bocce team won Maryland’s \u003ca href=\"https://twitter.com/FCPSAthletics/status/1626050196110036992\" target=\"_blank\" rel=\"noopener\">state championship this year\u003c/a>.\u003c/p>\n\u003cp>Variety is key because not everyone loves playing football, basketball or baseball, notes \u003ca href=\"https://wellstarcollege.kennesaw.edu/hpe/about/faculty-staff.php\" target=\"_blank\" rel=\"noopener\">Brian Culp\u003c/a>, professor of health and physical activity leadership at Kennesaw State University.\u003c/p>\n\u003cp>“What can happen is that if you’re in a school system where you, for instance, have a high amount of African-American students, and you say, ‘Well, I’m going to provide basketball and I’m going to provide football,’ – you’ve basically designed their destiny,” he says. If a student isn’t good at either of these sports or doesn’t like it, he explains, they might feel like there’s no place in sports for them.\u003c/p>\n\u003cp>Offering options like fencing or gymnastics can help students find what clicks. “There are things that impact what type of choices people make: Are they skiers? Are they swimmers? Are they runners?” Culp says he himself didn’t play a varsity sport until his senior year, when he ran cross country.\u003c/p>\n\u003cfigure id=\"attachment_61812\" class=\"wp-caption aligncenter\" style=\"max-width: 2301px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61812\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414.jpg\" alt=\"\" width=\"2301\" height=\"1726\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414.jpg 2301w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-1920x1440.jpg 1920w\" sizes=\"(max-width: 2301px) 100vw, 2301px\">\u003cfigcaption class=\"wp-caption-text\">Chris O’Connor leads athletics at Tuscarora High. He says it’s important to let kids try a variety of sport. His own kids, a seventh-grader and a fourth-grader, both do three sports so “they can figure out what they like,” he says. \u003ccite>(Selena Simmons-Duffin/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Don’t force kids – even star players – to specialize\u003c/h3>\n\u003cp>Variety is also important for athletically gifted students to help them branch out, notes Flanagan.\u003c/p>\n\u003cp>“There’s no end to the specializing,” she says, of the trend in sports today. A parent may go beyond specializing their child in hockey, she says, to asserting: “My child’s a goalie, and don’t deviate from that because that’s where you’re going to make your mark.”\u003c/p>\n\u003cp>She thinks this way of approaching sports robs them of the fun, while also increasing the risks of repetitive stress injuries and potentially limiting a child’s identity. In her book she advises: no sports specializing before puberty.\u003c/p>\n\u003cp>Tuscarora’s O’Connor agrees that specializing is a problem. “I think that’s what’s wrong with youth sports right now in America,” he says. “I’m from the mindset that you should do as many different sports as possible because you don’t know what you’re going to like.”\u003c/p>\n\u003ch3>Give kids of varying skill levels opportunities to play\u003c/h3>\n\u003cp>The school system today is geared toward channeling the top-performing young athletes toward collegiate and professional goals, says Flanagan. “If you’re at a giant school and you’re trying to make the basketball team, you are competing against four grades [worth of students] for five spots,” she says. “So where does that leave the kid who’s just like, ‘Okay, I want to play, but I’m not fantastic’?\u003c/p>\n\u003cp>“The arms-race nature of it has really had such a terrible impact on kids who might ordinarily grow into it if they had space, they had time,” she adds.\u003c/p>\n\u003cp>Not every family has the resources to develop kids’ athletic talents when they’re younger, and some kids don’t discover an interest right away. For students like this, Tuscarora has low-key, non-competitive sports that students can play during the school day, explains O’Connor — and that have meets every few weeks.\u003c/p>\n\u003cp>“It’s providing that opportunity for the student-athlete in the school day to just have some fun with the sport and be around an adult who knows something about it,” he says.\u003c/p>\n\u003cp>Official school sports also help students who come in as beginners stick with it and get better, says Nzouakeu, the Tuscarora tennis player. He started as a sophomore, and his game has improved steadily, he says. “I know that when I play out there, I can definitely find out which skills I need to practice more and I can take that time to continue getting better.”\u003c/p>\n\u003ch3>Use school space and time creatively\u003c/h3>\n\u003cp>School sports are often jammed in after a long day of sitting in classrooms. That’s not the only way to do things, notes Flanagan.\u003c/p>\n\u003cp>“In Finland, after every 45 minutes, they have 15 minutes of recess,” she says. “Just this idea of moving your body to clear your head – it’s well-established in science that this is so essential for clear thinking and for emotional well-being, too.”\u003c/p>\n\u003cp>She says recess isn’t the only way to get physical activity during the school day – intramural and club sports can offer that same kind of outlet, if schools think creatively about space.\u003c/p>\n\u003cp>“Most gym and field space is not occupied all the time – field space in particular is typically for sports after school,” she points out. Why not use that field during a flex period? Or get students scrimmaging in the gym?\u003c/p>\n\u003cp>To do this, says Culp, you need “a principal, a district that actively promotes physical movement as a part of the school day.” He notes decades worth of research showing the benefits of physical activity for kids. “A physically, actively engaged child is a better learner in school,” he says “Their self-esteem is high, their self-confidence is high, and their ability to actually deal with challenges in the world is better.”\u003c/p>\n\u003cfigure id=\"attachment_61816\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61816\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/school.jpg\" alt=\"\" width=\"800\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/school.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/school-160x124.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/school-768x593.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tuscarora High in Frederick, Md. \u003ccite>(Selena Simmons-Duffin/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>PE classes have a good ratio of teacher to student\u003c/h3>\n\u003cp>One challenge for students who aren’t confident in their sports skills is that it can be intimidating to try to join in, says Culp, especially if there are a lot of students and only one teacher or coach.\u003c/p>\n\u003cp>It’s like being in a city waiting for a subway. “That train comes through and you’re just like, ‘I don’t know if I want to get on that subway car because it’s packed,'” he says. If there are too many other students, some kids may feel they won’t get enough support from the coach.\u003c/p>\n\u003cp>School leadership and school boards can support physical movement, Culp says, by instituting a manageable ratio of educators to students. This can encourage students without a lot of skills (or even reluctance) to feel like they can join in.\u003c/p>\n\u003cfigure id=\"attachment_61814\" class=\"wp-caption aligncenter\" style=\"max-width: 2301px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61814\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5.jpg\" alt=\"\" width=\"2301\" height=\"1726\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5.jpg 2301w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-1920x1440.jpg 1920w\" sizes=\"(max-width: 2301px) 100vw, 2301px\">\u003cfigcaption class=\"wp-caption-text\">High school senior Lorris Nzouakeu says he enjoyed improving his tennis game during high school and he’ll keep playing tennis recreationally in college. \u003ccite>(Selena Simmons-Duffin/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Keep things in perspective\u003c/h3>\n\u003cp>Yes, there are benefits to sports, says Flanagan, but they are not for everyone. With children, “you can’t force them to like school or like to read or when to do sports,” says Flanagan. “They have to come to it on their own.”\u003c/p>\n\u003cp>Modeling low-key outdoor play and enjoying sports is an important thing parents can do, she says. But Flanagan – who has coached cross country and track and seen the intensity some parents bring to their children’s athletic endeavors – says it’s important to \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\" target=\"_blank\" rel=\"noopener\">let kids quit when they want to.\u003c/a>\u003c/p>\n\u003cp>“I don’t think forcing kids to play sports is a good idea,” she says. “We have this distorted notion here about grit. Obviously grit is important. But I think we shouldn’t make children stick with things just because it’s a virtue to stick with things and who cares how miserable you are.”\u003c/p>\n\u003cp>That includes young people who never really took to sports at all, and talented athletes who played seriously for years and then decide they’ve had enough.\u003c/p>\n\u003cp>And maybe if you give kids a choice, and let them play without having to be the best, they’ll discover a life-long love of sport. Lorris Nzouakeu, who just graduated from Tuscarora High, lost his regionals tennis match 6-0, 6-0, but that didn’t bother him too much. He says next year in college, he may play on an intramural tennis team, or just recreationally.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I’d like to continue tennis in college because not only do I think of it as a great pastime, but I also think that it’s something that I can just continue doing for myself,” he says. “Something I can de-stress with as I continue living my life.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+can%27t+all+be+star+athletes.+Here%27s+how+schools+can+welcome+more+students+to+play&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Most American kids quit playing sports by age 11. That means a lot of kids are missing out on some of the huge benefits of sports, including spatial awareness, physical activity and team skills. ","status":"publish","parent":0,"modified":1686176169,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2071},"headData":{"title":"Kids can't all be star athletes. Here's how schools can welcome more students to play | KQED","description":"Most American kids quit playing sports by age 11. They're missing out on some huge benefits, including spatial awareness, physical activity and team skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Most American kids quit playing sports by age 11. They're missing out on some huge benefits, including spatial awareness, physical activity and team skills."},"nprByline":"Selena Simmons-Duffin","nprImageAgency":"Samuele Recchia for NPR","nprStoryId":"1180481518","nprApiLink":"http://api.npr.org/query?id=1180481518&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/06/07/1180481518/kids-cant-all-be-star-athletes-heres-how-schools-can-welcome-more-students-to-pl?ft=nprml&f=1180481518","nprRetrievedStory":"1","nprPubDate":"Wed, 07 Jun 2023 17:04:00 -0400","nprStoryDate":"Wed, 07 Jun 2023 04:00:28 -0400","nprLastModifiedDate":"Wed, 07 Jun 2023 04:00:28 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/06/20230607_atc_kids_cant_all_be_star_athletes_heres_how_schools_can_welcome_more_students_to_play.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=289&p=2&story=1180481518&ft=nprml&f=1180481518","nprAudioM3u":"http://api.npr.org/m3u/11180840858-2c3832.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=289&p=2&story=1180481518&ft=nprml&f=1180481518","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61809/kids-cant-all-be-star-athletes-heres-how-schools-can-welcome-more-students-to-play","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/06/20230607_atc_kids_cant_all_be_star_athletes_heres_how_schools_can_welcome_more_students_to_play.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=289&p=2&story=1180481518&ft=nprml&f=1180481518","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Going into his last tennis match of the school year, high school senior Lorris Nzouakeu knew he might get knocked out in straight sets. He was scheduled for one of the first matches of the day during the regionals competition in western Maryland, against a student from another school who’d won the championship last year.\u003c/p>\n\u003cp>“So it wasn’t really looking good at the start,” he laughs. “My goal was definitely to continue rallies and maintain pace and also just have fun.”\u003c/p>\n\u003cp>“Fun” is sometimes hard to find in high school sports. Gunning for college athletic scholarships, \u003ca href=\"https://www.kqed.org/mindshift/59847/how-youth-sports-became-a-feast-or-famine-world-and-what-parents-can-do-about-it\" target=\"_blank\" rel=\"noopener\">many students and families go all in\u003c/a> – focusing on one sport and even one position from elementary school. It’s also big business – the whole youth sports industry is worth $19 billion dollars, \u003ca href=\"https://www.marketresearch.com/Wintergreen-Research-v739/Youth-Team-League-Tournament-Sports-12782714/\" target=\"_blank\" rel=\"noopener\">more than the NFL\u003c/a>.\u003c/p>\n\u003cp>For a lot of kids of all ages, sports are not working for them. Less than half of kids play sports at all, and those that do only stick with it for about three years and \u003ca href=\"https://www.aspenprojectplay.org/news/kids-quit-most-sports-by-age-11\" target=\"_blank\" rel=\"noopener\">quit by age 11\u003c/a>. That’s a whole lot of kids missing out on some of the huge benefits of sports, including spatial awareness, physical activity and team skills.\u003c/p>\n\u003cp>Increasingly sports educators, health researchers and parents are pushing back against this trend and arguing that playing sports should be for all kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During the last few pandemic years, physical activity fell, while obesity rates and mental health challenges grew, note Tom Farrey and Jon Solomon of the Aspen Institute Sports & Society Program in a 2022 handbook for \u003ca href=\"https://www.aspeninstitute.org/wp-content/uploads/2022/02/FINAL-Aspen-Institute-Reimagining-School-Sports-playbook-pages.pdf\" target=\"_blank\" rel=\"noopener\">reimagining school sports\u003c/a>. At the same time, interest in sports has grown, which “presents an historic opportunity for schools to reimagine their approach to sports,” they write.\u003c/p>\n\u003cp>But schools can create space for more types of students in sports. One example of what this looks like in practice is Nzouakeu’s high school – Tuscarora High in Frederick County, Md. This school transformed its athletics program to prioritize including kids of all ability levels in sports. It’s a model for handling youth sports, argues author and athlete \u003ca href=\"https://lindaflanaganauthor.com/\" target=\"_blank\" rel=\"noopener\">Linda Flanagan\u003c/a>, who highlighted the school in her book about youth sports, \u003ca href=\"https://www.kqed.org/mindshift/59768/do-youth-sports-really-build-character-what-kids-gain-from-sports-depends-on-adults\" target=\"_blank\" rel=\"noopener\">\u003cem>Take Back the Game\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Here’s how Tuscarora High does things – plus some guiding principles for how schools can help include more kids in the fun of sports.\u003c/p>\n\u003cfigure id=\"attachment_61811\" class=\"wp-caption aligncenter\" style=\"max-width: 2253px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61811\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa.jpg\" alt=\"\" width=\"2253\" height=\"1690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa.jpg 2253w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5220-9cd8eb1cd98a8b48394453103e84676480b7f1aa-1920x1440.jpg 1920w\" sizes=\"(max-width: 2253px) 100vw, 2253px\">\u003cfigcaption class=\"wp-caption-text\">Lorris Nzouakeu played tennis for three years at Tuscarora High. He appreciate that his school “gives a lot of space for people to actually engage, even if they don’t believe that they’re the strongest… it gives plenty of opportunity to be able to grow into the sport.” \u003ccite>(Selena Simmons-Duffin/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Offer a variety of sports to appeal to all tastes and talents\u003c/h3>\n\u003cp>Tuscarora is a fairly big school with about 1,600 students – 40% white, a quarter Hispanic, a quarter Black. A third of students get free or reduced lunch.\u003c/p>\n\u003cp>Half of these students play a school sport, well above the national average of 39% participation. “That’s awesome,” beams Tuscarora’s coordinator of athletics and facilities Chris O’Connor. “That speaks to the number of sports that we offer.”\u003c/p>\n\u003cp>Frederick County schools, including Tuscarora, \u003ca href=\"https://tuscaroraathletics.com/photos/program-set-records-as-regular-season-ends/\" target=\"_blank\" rel=\"noopener\">offer 17 different sports\u003c/a>, including golf, swimming and lacrosse, and starting next year, \u003ca href=\"https://docs.google.com/document/d/1N9XtZP-kzmzymnbCW1rodFpQmjEkS2mGMytbRhIRoGg/edit\" target=\"_blank\" rel=\"noopener\">girls flag football\u003c/a>. It also has three unified teams, in which students with and without disabilities play together – Tuscarora’s unified bocce team won Maryland’s \u003ca href=\"https://twitter.com/FCPSAthletics/status/1626050196110036992\" target=\"_blank\" rel=\"noopener\">state championship this year\u003c/a>.\u003c/p>\n\u003cp>Variety is key because not everyone loves playing football, basketball or baseball, notes \u003ca href=\"https://wellstarcollege.kennesaw.edu/hpe/about/faculty-staff.php\" target=\"_blank\" rel=\"noopener\">Brian Culp\u003c/a>, professor of health and physical activity leadership at Kennesaw State University.\u003c/p>\n\u003cp>“What can happen is that if you’re in a school system where you, for instance, have a high amount of African-American students, and you say, ‘Well, I’m going to provide basketball and I’m going to provide football,’ – you’ve basically designed their destiny,” he says. If a student isn’t good at either of these sports or doesn’t like it, he explains, they might feel like there’s no place in sports for them.\u003c/p>\n\u003cp>Offering options like fencing or gymnastics can help students find what clicks. “There are things that impact what type of choices people make: Are they skiers? Are they swimmers? Are they runners?” Culp says he himself didn’t play a varsity sport until his senior year, when he ran cross country.\u003c/p>\n\u003cfigure id=\"attachment_61812\" class=\"wp-caption aligncenter\" style=\"max-width: 2301px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61812\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414.jpg\" alt=\"\" width=\"2301\" height=\"1726\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414.jpg 2301w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5228-7ff35811bd73397cfa0c419b9359a9a2bf399414-1920x1440.jpg 1920w\" sizes=\"(max-width: 2301px) 100vw, 2301px\">\u003cfigcaption class=\"wp-caption-text\">Chris O’Connor leads athletics at Tuscarora High. He says it’s important to let kids try a variety of sport. His own kids, a seventh-grader and a fourth-grader, both do three sports so “they can figure out what they like,” he says. \u003ccite>(Selena Simmons-Duffin/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Don’t force kids – even star players – to specialize\u003c/h3>\n\u003cp>Variety is also important for athletically gifted students to help them branch out, notes Flanagan.\u003c/p>\n\u003cp>“There’s no end to the specializing,” she says, of the trend in sports today. A parent may go beyond specializing their child in hockey, she says, to asserting: “My child’s a goalie, and don’t deviate from that because that’s where you’re going to make your mark.”\u003c/p>\n\u003cp>She thinks this way of approaching sports robs them of the fun, while also increasing the risks of repetitive stress injuries and potentially limiting a child’s identity. In her book she advises: no sports specializing before puberty.\u003c/p>\n\u003cp>Tuscarora’s O’Connor agrees that specializing is a problem. “I think that’s what’s wrong with youth sports right now in America,” he says. “I’m from the mindset that you should do as many different sports as possible because you don’t know what you’re going to like.”\u003c/p>\n\u003ch3>Give kids of varying skill levels opportunities to play\u003c/h3>\n\u003cp>The school system today is geared toward channeling the top-performing young athletes toward collegiate and professional goals, says Flanagan. “If you’re at a giant school and you’re trying to make the basketball team, you are competing against four grades [worth of students] for five spots,” she says. “So where does that leave the kid who’s just like, ‘Okay, I want to play, but I’m not fantastic’?\u003c/p>\n\u003cp>“The arms-race nature of it has really had such a terrible impact on kids who might ordinarily grow into it if they had space, they had time,” she adds.\u003c/p>\n\u003cp>Not every family has the resources to develop kids’ athletic talents when they’re younger, and some kids don’t discover an interest right away. For students like this, Tuscarora has low-key, non-competitive sports that students can play during the school day, explains O’Connor — and that have meets every few weeks.\u003c/p>\n\u003cp>“It’s providing that opportunity for the student-athlete in the school day to just have some fun with the sport and be around an adult who knows something about it,” he says.\u003c/p>\n\u003cp>Official school sports also help students who come in as beginners stick with it and get better, says Nzouakeu, the Tuscarora tennis player. He started as a sophomore, and his game has improved steadily, he says. “I know that when I play out there, I can definitely find out which skills I need to practice more and I can take that time to continue getting better.”\u003c/p>\n\u003ch3>Use school space and time creatively\u003c/h3>\n\u003cp>School sports are often jammed in after a long day of sitting in classrooms. That’s not the only way to do things, notes Flanagan.\u003c/p>\n\u003cp>“In Finland, after every 45 minutes, they have 15 minutes of recess,” she says. “Just this idea of moving your body to clear your head – it’s well-established in science that this is so essential for clear thinking and for emotional well-being, too.”\u003c/p>\n\u003cp>She says recess isn’t the only way to get physical activity during the school day – intramural and club sports can offer that same kind of outlet, if schools think creatively about space.\u003c/p>\n\u003cp>“Most gym and field space is not occupied all the time – field space in particular is typically for sports after school,” she points out. Why not use that field during a flex period? Or get students scrimmaging in the gym?\u003c/p>\n\u003cp>To do this, says Culp, you need “a principal, a district that actively promotes physical movement as a part of the school day.” He notes decades worth of research showing the benefits of physical activity for kids. “A physically, actively engaged child is a better learner in school,” he says “Their self-esteem is high, their self-confidence is high, and their ability to actually deal with challenges in the world is better.”\u003c/p>\n\u003cfigure id=\"attachment_61816\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61816\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/school.jpg\" alt=\"\" width=\"800\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/school.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/school-160x124.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/school-768x593.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tuscarora High in Frederick, Md. \u003ccite>(Selena Simmons-Duffin/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>PE classes have a good ratio of teacher to student\u003c/h3>\n\u003cp>One challenge for students who aren’t confident in their sports skills is that it can be intimidating to try to join in, says Culp, especially if there are a lot of students and only one teacher or coach.\u003c/p>\n\u003cp>It’s like being in a city waiting for a subway. “That train comes through and you’re just like, ‘I don’t know if I want to get on that subway car because it’s packed,'” he says. If there are too many other students, some kids may feel they won’t get enough support from the coach.\u003c/p>\n\u003cp>School leadership and school boards can support physical movement, Culp says, by instituting a manageable ratio of educators to students. This can encourage students without a lot of skills (or even reluctance) to feel like they can join in.\u003c/p>\n\u003cfigure id=\"attachment_61814\" class=\"wp-caption aligncenter\" style=\"max-width: 2301px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61814\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5.jpg\" alt=\"\" width=\"2301\" height=\"1726\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5.jpg 2301w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/img_5216-067ec52bba3067ba33d26c59113eb9df551638a5-1920x1440.jpg 1920w\" sizes=\"(max-width: 2301px) 100vw, 2301px\">\u003cfigcaption class=\"wp-caption-text\">High school senior Lorris Nzouakeu says he enjoyed improving his tennis game during high school and he’ll keep playing tennis recreationally in college. \u003ccite>(Selena Simmons-Duffin/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Keep things in perspective\u003c/h3>\n\u003cp>Yes, there are benefits to sports, says Flanagan, but they are not for everyone. With children, “you can’t force them to like school or like to read or when to do sports,” says Flanagan. “They have to come to it on their own.”\u003c/p>\n\u003cp>Modeling low-key outdoor play and enjoying sports is an important thing parents can do, she says. But Flanagan – who has coached cross country and track and seen the intensity some parents bring to their children’s athletic endeavors – says it’s important to \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\" target=\"_blank\" rel=\"noopener\">let kids quit when they want to.\u003c/a>\u003c/p>\n\u003cp>“I don’t think forcing kids to play sports is a good idea,” she says. “We have this distorted notion here about grit. Obviously grit is important. But I think we shouldn’t make children stick with things just because it’s a virtue to stick with things and who cares how miserable you are.”\u003c/p>\n\u003cp>That includes young people who never really took to sports at all, and talented athletes who played seriously for years and then decide they’ve had enough.\u003c/p>\n\u003cp>And maybe if you give kids a choice, and let them play without having to be the best, they’ll discover a life-long love of sport. Lorris Nzouakeu, who just graduated from Tuscarora High, lost his regionals tennis match 6-0, 6-0, but that didn’t bother him too much. He says next year in college, he may play on an intramural tennis team, or just recreationally.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’d like to continue tennis in college because not only do I think of it as a great pastime, but I also think that it’s something that I can just continue doing for myself,” he says. “Something I can de-stress with as I continue living my life.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+can%27t+all+be+star+athletes.+Here%27s+how+schools+can+welcome+more+students+to+play&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61809/kids-cant-all-be-star-athletes-heres-how-schools-can-welcome-more-students-to-play","authors":["byline_mindshift_61809"],"categories":["mindshift_21579","mindshift_21665"],"tags":["mindshift_21667","mindshift_20992","mindshift_945","mindshift_21666","mindshift_21668","mindshift_21057","mindshift_21650","mindshift_21651"],"featImg":"mindshift_61810","label":"mindshift"},"mindshift_61739":{"type":"posts","id":"mindshift_61739","meta":{"index":"posts_1591205157","site":"mindshift","id":"61739","score":null,"sort":[1686013207000]},"guestAuthors":[],"slug":"when-should-you-let-your-kid-quit","title":"When Should You Let Your Kid Quit?","publishDate":1686013207,"format":"standard","headTitle":"When Should You Let Your Kid Quit? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">It’s late September, and your teenage daughter won’t stop moaning about soccer. A natural athlete, she has always been one of the best on the field. But the sport feels different now that she’s in high school; she’s not scoring like she used to and hasn’t connected with the coach. Whether she has plateaued as a player, her teammates have stepped it up, or she’s simply tired of the sport, the game doesn’t bring her the joy it once did. It’s mid-season and she’s aching to quit. What should you do?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/annieduke\" target=\"_blank\" rel=\"noopener\">Annie Duke\u003c/a> is a retired professional poker player and an expert on decision making, and she has some thoughts. In her new book, \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/692752/quit-by-annie-duke/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Quit: The Power of Knowing When to Walk Away\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Duke explores our hangups about quitting and debunks the idea that blind allegiance to a particular course of action is heroic or wise. Figuring out when to give up one pursuit and take on another is an essential but neglected skill that adults would do well to learn – and then teach to their teenagers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Quit is a four-letter word, but it shouldn’t be a dirty one,” Duke told me. Clinging to something that’s unlikely to turn out well gets in the way of engaging in another activity that’s more apt to. “Success does not lie in sticking to things,” Duke writes. “It lies in picking the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">right\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> thing to stick to and quitting the rest.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to understand the expected value of carrying on. If the expected value is high, then it’s smart to keep going. If persevering will help you gain ground toward your goal, then it’s smart to keep going. But if what’s to come looks bleak, it’s wiser to quit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This sounds simple. But cognitive biases and hangups cloud decisions. One of the first obstacles is a reflexive negativity toward the idea of stopping something. Sloganeering about resilience and grit – “winners never quit and quitters never win,” for example – turn what should be rational decision making into a test of character. If we think of quitters as losers, we’ll err on the side of sticking with something that ought to be abandoned. Quitting also evokes a distressing sense of uncertainty, because giving up an endeavor before the outcome is clear precludes ever knowing what might have happened if one had carried on to the bitter end. Several subterranean cognitive biases also compel us to cling to the status quo, even when changing course makes better sense, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the sunk cost fallacy – “I can’t give up now after putting in so much time”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the endowment effect – “I own this, so it’s more valuable”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the omission-commission bias – It’s considered worse to commit a mistake than simply to allow an error to happen.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Duke recommends deploying several tools to help override these powerful biases. Help your teenager understand the overarching goal, and then to consider the various paths to getting there. Once she has chosen it, encourage her to create “kill criteria” – a list of signals that, if she sees them, will indicate that it’s time to quit, because the chances of an undesirable outcome are too high. A good way to come up with these criteria is to imagine what an unhappy future would look like. Reflecting on possible, future bad outcomes will help her develop useful criteria for knowing when to quit. What would she have been blind to that should have told her to leave? Duke also advises coming up with a “state and date” to force a deadline onto the decision. As she puts it, “If I haven’t done X by Y (time), I’ll quit.” “If we write the kill criteria down in advance, we will pay more attention to these things,” she said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most everyone struggles to see long-term benefits. We’re all more apt to focus on the short-term advantages or costs, Duke pointed out. But this is especially so for teenagers, who generally are more impulsive and lack the experience to see a future advantage to sticking it out. Getting kids to focus on the future will help them evaluate the decision to stick or quit more clearly. In the end, that decision is not about what it feels like right now, but rather what the long-term costs and benefits are of staying the course or walking away. As important, parents need to talk to their kids about what will replace the abandoned activity. Quitting one thing allows for a shift to something that might move them closer to their goal. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now consider your daughter, the freshman soccer player. Since she has only six weeks remaining, you – her quit/stick coaches – encourage her to stay with it for now. You also ask her to imagine what it would look like, in six weeks, if she fell back in love with the sport. What signals would suggest that the game is for her? Maybe it’s being aggressive on the field, or clicking with her teammates, or feeling excited about practice. Now, ask her to imagine an alternate future scenario, one in which she realizes that the game is no longer for her. What signals would lead to this decision? Perhaps she still loathes practice, or languishes on the field, or feels alienated from her peers. With these two possible outcomes in mind, you encourage her to make a plan for how to achieve the happy version of the story; it’s important for all kids to realize that they have agency, and some power to shape their future. When the season ends after six weeks – the deadline for her quitting decision – she’ll return to the kill criteria to see if they’ve been met. If they have, she’ll quit the sport entirely – but not without a plan for what to do next fall instead of playing soccer.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In her new book, Quit: The Power of Knowing When to Walk Away, retired professional poker player Duke explores our hangups about quitting and debunks the idea that blind allegiance to a particular course of action is heroic or wise.","status":"publish","parent":0,"modified":1713291179,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1066},"headData":{"title":"When Should You Let Your Kid Quit? | KQED","description":"Retired pro poker player Annie Duke shares decision-making strategies that can help you and your child determine when to quit an activity or stick with it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Retired pro poker player Annie Duke shares decision-making strategies that can help you and your child determine when to quit an activity or stick with it."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61739/when-should-you-let-your-kid-quit","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s late September, and your teenage daughter won’t stop moaning about soccer. A natural athlete, she has always been one of the best on the field. But the sport feels different now that she’s in high school; she’s not scoring like she used to and hasn’t connected with the coach. Whether she has plateaued as a player, her teammates have stepped it up, or she’s simply tired of the sport, the game doesn’t bring her the joy it once did. It’s mid-season and she’s aching to quit. What should you do?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/annieduke\" target=\"_blank\" rel=\"noopener\">Annie Duke\u003c/a> is a retired professional poker player and an expert on decision making, and she has some thoughts. In her new book, \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/692752/quit-by-annie-duke/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Quit: The Power of Knowing When to Walk Away\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Duke explores our hangups about quitting and debunks the idea that blind allegiance to a particular course of action is heroic or wise. Figuring out when to give up one pursuit and take on another is an essential but neglected skill that adults would do well to learn – and then teach to their teenagers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Quit is a four-letter word, but it shouldn’t be a dirty one,” Duke told me. Clinging to something that’s unlikely to turn out well gets in the way of engaging in another activity that’s more apt to. “Success does not lie in sticking to things,” Duke writes. “It lies in picking the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">right\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> thing to stick to and quitting the rest.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to understand the expected value of carrying on. If the expected value is high, then it’s smart to keep going. If persevering will help you gain ground toward your goal, then it’s smart to keep going. But if what’s to come looks bleak, it’s wiser to quit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This sounds simple. But cognitive biases and hangups cloud decisions. One of the first obstacles is a reflexive negativity toward the idea of stopping something. Sloganeering about resilience and grit – “winners never quit and quitters never win,” for example – turn what should be rational decision making into a test of character. If we think of quitters as losers, we’ll err on the side of sticking with something that ought to be abandoned. Quitting also evokes a distressing sense of uncertainty, because giving up an endeavor before the outcome is clear precludes ever knowing what might have happened if one had carried on to the bitter end. Several subterranean cognitive biases also compel us to cling to the status quo, even when changing course makes better sense, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the sunk cost fallacy – “I can’t give up now after putting in so much time”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the endowment effect – “I own this, so it’s more valuable”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the omission-commission bias – It’s considered worse to commit a mistake than simply to allow an error to happen.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Duke recommends deploying several tools to help override these powerful biases. Help your teenager understand the overarching goal, and then to consider the various paths to getting there. Once she has chosen it, encourage her to create “kill criteria” – a list of signals that, if she sees them, will indicate that it’s time to quit, because the chances of an undesirable outcome are too high. A good way to come up with these criteria is to imagine what an unhappy future would look like. Reflecting on possible, future bad outcomes will help her develop useful criteria for knowing when to quit. What would she have been blind to that should have told her to leave? Duke also advises coming up with a “state and date” to force a deadline onto the decision. As she puts it, “If I haven’t done X by Y (time), I’ll quit.” “If we write the kill criteria down in advance, we will pay more attention to these things,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most everyone struggles to see long-term benefits. We’re all more apt to focus on the short-term advantages or costs, Duke pointed out. But this is especially so for teenagers, who generally are more impulsive and lack the experience to see a future advantage to sticking it out. Getting kids to focus on the future will help them evaluate the decision to stick or quit more clearly. In the end, that decision is not about what it feels like right now, but rather what the long-term costs and benefits are of staying the course or walking away. As important, parents need to talk to their kids about what will replace the abandoned activity. Quitting one thing allows for a shift to something that might move them closer to their goal. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now consider your daughter, the freshman soccer player. Since she has only six weeks remaining, you – her quit/stick coaches – encourage her to stay with it for now. You also ask her to imagine what it would look like, in six weeks, if she fell back in love with the sport. What signals would suggest that the game is for her? Maybe it’s being aggressive on the field, or clicking with her teammates, or feeling excited about practice. Now, ask her to imagine an alternate future scenario, one in which she realizes that the game is no longer for her. What signals would lead to this decision? Perhaps she still loathes practice, or languishes on the field, or feels alienated from her peers. With these two possible outcomes in mind, you encourage her to make a plan for how to achieve the happy version of the story; it’s important for all kids to realize that they have agency, and some power to shape their future. When the season ends after six weeks – the deadline for her quitting decision – she’ll return to the kill criteria to see if they’ve been met. If they have, she’ll quit the sport entirely – but not without a plan for what to do next fall instead of playing soccer.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61739/when-should-you-let-your-kid-quit","authors":["4613"],"categories":["mindshift_21445","mindshift_194","mindshift_21385","mindshift_20874"],"tags":["mindshift_21643","mindshift_21645","mindshift_20869","mindshift_945","mindshift_21648","mindshift_21646","mindshift_20568","mindshift_21649","mindshift_21652","mindshift_21644","mindshift_21650","mindshift_21647","mindshift_21651"],"featImg":"mindshift_61741","label":"mindshift"},"mindshift_49028":{"type":"posts","id":"mindshift_49028","meta":{"index":"posts_1591205157","site":"mindshift","id":"49028","score":null,"sort":[1503075161000]},"guestAuthors":[],"slug":"normalize-setbacks-by-asking-your-kids-for-advice-when-you-struggle","title":"Normalize Setbacks By Asking Your Kids For Advice When You Struggle","publishDate":1503075161,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Make your own struggles known to kids so they see it's normal to face setbacks, strategize, and try anew.","status":"publish","parent":0,"modified":1503075161,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/n9slDgJioS0"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":194},"headData":{"title":"Normalize Setbacks By Asking Your Kids For Advice When You Struggle | KQED","description":"Make your own struggles known to kids so they see it's normal to face setbacks, strategize, and try anew.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49028 https://ww2.kqed.org/mindshift/?p=49028","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/18/normalize-setbacks-by-asking-your-kids-for-advice-when-you-struggle/","disqusTitle":"Normalize Setbacks By Asking Your Kids For Advice When You Struggle","path":"/mindshift/49028/normalize-setbacks-by-asking-your-kids-for-advice-when-you-struggle","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49028/normalize-setbacks-by-asking-your-kids-for-advice-when-you-struggle","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_945","mindshift_20512","mindshift_20870","mindshift_20568","mindshift_21038"],"featImg":"mindshift_49029","label":"mindshift"},"mindshift_48984":{"type":"posts","id":"mindshift_48984","meta":{"index":"posts_1591205157","site":"mindshift","id":"48984","score":null,"sort":[1502750585000]},"guestAuthors":[],"slug":"what-do-we-mean-when-we-say-social-and-emotional-skills","title":"What Do We Mean When We Say 'Social And Emotional Skills'?","publishDate":1502750585,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Social-emotional learning. Grit. Resilience. Agency. Empathy. Executive function. Education experts agree these are all crucial for student success, but the agreement stops there.","status":"publish","parent":0,"modified":1502750585,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":65,"wordCount":1972},"headData":{"title":"What Do We Mean When We Say 'Social And Emotional Skills'? | KQED","description":"Social-emotional learning. Grit. Resilience. Agency. Empathy. Executive function. Education experts agree these are all crucial for student success, but the agreement stops there.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48984 https://ww2.kqed.org/mindshift/?p=48984","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/14/what-do-we-mean-when-we-say-social-and-emotional-skills/","disqusTitle":"What Do We Mean When We Say 'Social And Emotional Skills'?","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"542070550","nprApiLink":"http://api.npr.org/query?id=542070550&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them?ft=nprml&f=542070550","nprRetrievedStory":"1","nprPubDate":"Mon, 14 Aug 2017 06:00:00 -0400","nprStoryDate":"Mon, 14 Aug 2017 06:00:17 -0400","nprLastModifiedDate":"Mon, 14 Aug 2017 06:00:17 -0400","path":"/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills","authors":["byline_mindshift_48984"],"categories":["mindshift_192"],"tags":["mindshift_20649","mindshift_1040","mindshift_945","mindshift_20512","mindshift_943"],"featImg":"mindshift_48998","label":"mindshift"},"mindshift_45366":{"type":"posts","id":"mindshift_45366","meta":{"index":"posts_1591205157","site":"mindshift","id":"45366","score":null,"sort":[1465456658000]},"guestAuthors":[],"slug":"why-character-cant-be-taught-like-the-pythagorean-theorem","title":"Why Character Can’t Be Taught Like The Pythagorean Theorem","publishDate":1465456658,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">\u003cem>Excerpted from the book \"\u003ca href=\"http://www.paultough.com/\">Helping Children Succeed: What Works and Why\u003c/a>\" by Paul Tough. He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Can character be taught to kids? Author Paul Tough writes about how kids develop character through relationships with caring adults instead of through formal lessons. ","status":"publish","parent":0,"modified":1465456658,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1301},"headData":{"title":"Why Character Can’t Be Taught Like The Pythagorean Theorem | KQED","description":"Can character be taught to kids? Author Paul Tough writes about how kids develop character through relationships with caring adults instead of through formal lessons. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45366 http://ww2.kqed.org/mindshift/?p=45366","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/","disqusTitle":"Why Character Can’t Be Taught Like The Pythagorean Theorem","path":"/mindshift/45366/why-character-cant-be-taught-like-the-pythagorean-theorem","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cem>Excerpted from the book \"\u003ca href=\"http://www.paultough.com/\">Helping Children Succeed: What Works and Why\u003c/a>\" by Paul Tough. He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45366/why-character-cant-be-taught-like-the-pythagorean-theorem","authors":["4354"],"categories":["mindshift_20827"],"tags":["mindshift_20650","mindshift_20784","mindshift_1040","mindshift_945","mindshift_20512","mindshift_20867","mindshift_910"],"featImg":"mindshift_45429","label":"mindshift"},"mindshift_45331":{"type":"posts","id":"mindshift_45331","meta":{"index":"posts_1591205157","site":"mindshift","id":"45331","score":null,"sort":[1464824126000]},"guestAuthors":[],"slug":"forget-talent-why-practice-is-key-to-most-prodigies-success","title":"Forget Talent: Why Practice is Key to Most Prodigies’ Success","publishDate":1464824126,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>What made Mozart great? Or Bobby Fischer? Or Serena Williams?\u003c/p>\n\u003cp>The answer sits somewhere on the scales of human achievement. On one side: natural talent. On the other: hard work. Many would argue that success hangs in some delicate balance between them. But not Anders Ericsson.\u003c/p>\n\u003cp>Ericsson has spent decades studying the power of practice, and in his new book, \u003cem>Peak: Secrets From The New Science Of Expertise\u003c/em>, co-authored with Robert Pool, he argues that \"talent\" is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure. He writes:\u003c/p>\n\u003cblockquote>\u003cp>This is the dark side of believing in innate talent. It can beget a tendency to assume that some people have a talent for something and others don't and that you can tell the difference early on. If you believe that, you encourage and support the 'talented' ones and discourage the rest, creating the self-fulfilling prophecy. ... The best way to avoid this is to recognize the potential in all of us — and work to find ways to develop it.\u003c/p>\u003c/blockquote>\n\u003cp>To underscore his point, Ericsson engages in a systematic takedown of the myths of famous prodigies, including Mozart and Paganini.\u003c/p>\n\u003cp>Masters of their crafts? To be sure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hard workers? Clearly.\u003c/p>\n\u003cp>Naturally gifted? Not so fast.\u003c/p>\n\u003cp>\"I have made it a hobby to investigate the stories of such prodigies,\" Ericsson writes, \"and I can report with confidence that I have never found a convincing case for anyone developing extraordinary abilities without intense, extended practice.\"\u003c/p>\n\u003cp>Because the word \"practice\" is a big tent capable of hiding habits both good and bad, I spoke with Ericsson, who is on the faculty at Florida State University, about what he considers the path to mastering a craft, whether playing tennis or trombone. He calls it \"deliberate practice.\"\u003c/p>\n\u003cp>\u003cstrong>What is the essence of deliberate practice?\u003c/strong>\u003c/p>\n\u003cp>The most optimal way to improve your performance is to find a teacher who has been teaching other people to reach the level of performance that you want to attain. This basically means that teacher will be able to tell you the most effective ways to improve. A good teacher will also be able to find suitable units of improvement, so you don't push yourself more than you can do.\u003c/p>\n\u003cp>Just start out, 15 or 20 minutes [a day]. Especially if you have a mentor and, ideally, a teacher. That teacher will be able to help you set reasonable expectations.\u003c/p>\n\u003cp>\u003cstrong>I need to ask the question that everyone asks you: Is talent a myth?\u003c/strong>\u003c/p>\n\u003cp>The idea that some people are born with gifts is a very counterproductive view — that your task as a high school student or college student is that you're supposed to go around testing things to find your gift. Because I have yet to find anybody who finds their gift.\u003c/p>\n\u003cp>What Robert and I are arguing is that it's much better to think of something you want to attain and then get the help of teachers and parents to start you on the path of creating that. On that path, you may decide you want to go in a different direction. That's fine. But you haven't simply been waiting around for something that would allow you to instantaneously become good because that's never happening. And I think the process of really seeing how you can improve is something that will transfer even if you try to improve in some other domain.\u003c/p>\n\u003cp>\u003cstrong>You talk about how playing a sport or an instrument doesn't mean the player is improving. What is the difference between playing regularly and deliberate practice that leads to improvement?\u003c/strong>\u003c/p>\n\u003cp>My favorite example is: Say you're playing doubles in tennis. And you just miss a backhand volley. Now, the game will just keep on going, and, if the same situation emerges a couple of hours later, you're not likely to do much better.\u003c/p>\n\u003cp>Now try a thought experiment — practicing with a coach. That coach allows you to stand by the net, ready to do your backhand volley — and then makes it increasingly more difficult. Eventually, he forces you to run up to the net to do it and then embed it in regular rallying. You can improve your performance more in those one or two hours with a coach than in 5 to 10 years of regular practice with your friends.\u003c/p>\n\u003cp>\u003cstrong>This is America, and we are obsessed with the stories of child prodigies. Do you believe they're simply kids who've practiced a lot?\u003c/strong>\u003c/p>\n\u003cp>Well, I've been doing research for over 30 years, and I've been looking for cases where somebody discovered that they just had this innate ability to do something really well. And in every example I've studied, once you look closer at what was happening before, you find a series of practice activities, many of them meeting the criteria of deliberate practice.\u003c/p>\n\u003cp>In Mozart's case, most people aren't aware that Mozart's father was a pioneer at designing training for young children to master musical instruments. He worked intensively with Mozart from age 3. So, when Mozart started to perform, he had been in training for several years and was being trained by someone who was very motivated to help his son reach a high level.\u003c/p>\n\u003cp>\u003cstrong>So practice is key to most prodigies' success — but so are parents?\u003c/strong>\u003c/p>\n\u003cp>Exactly. And that is one thing I would recommend to parents — that it is a pretty unique opportunity to be able to spend time with a child developing some kind of activity together. Now, there are abuses, where parents really push their children to perform. But, if you take the view that you're really trying to help the child develop this ability and become increasingly more able to monitor their own learning so they will eventually become independent, that is something that I think would be very beneficial for the parent and the child.\u003c/p>\n\u003cp>\u003cstrong>In education, there is a lot of attention right now around student \"grit\" or resilience. When you look at prodigies, what is it that motivates these kids to work so hard and reach the levels that they do?\u003c/strong>\u003c/p>\n\u003cp>I think there are some recent biographies — of [Andre] \u003ca href=\"http://www.biography.com/people/andre-agassi-9177078\">Agassi \u003c/a>and others — that really show that, in at least a few of these cases, the parents were putting enormous pressure on these children. And I think that is not appropriate.\u003c/p>\n\u003cp>I believe, however, that there is a way of helping a child get enjoyment from the mastery and the development of an ability. And I would argue that the young musicians who are most likely to succeed as adult musicians are the ones who acquire the ability to enjoy their own music-making. So they can sit down and play music for their own enjoyment.\u003c/p>\n\u003cp>\u003cstrong>So, at some point there is a shift, from 'I'm doing this because I am motivated by the approval or disapproval of a parent' to 'Wow, I am very good at this, and I enjoy doing it'?\u003c/strong>\u003c/p>\n\u003cp>When I've been talking to the parents of prodigies, what's interesting is that the kids really enjoy playing in front of audiences. When they perform well, they get a lot of respect and other social benefits that are key to understanding why they're willing to invest [so much practice time]. It's well known that, before a public performance a child is much more motivated to practice and work on things that will translate into a better performance.\u003c/p>\n\u003cp>In all sorts of activities, there are these sources of motivation and enjoyment that, the more a parent or teacher can help them access, that will provide them with the motivation to master something that may be difficult. But it's only a temporary difficulty, and then they will be able to enjoy the fruits of that effort.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Let's talk about what this means for those of us who, over the years, have convinced ourselves that we're simply not good at something. My editor told me just the other day, 'I'm just not a math person.'\u003c/strong>\u003c/p>\n\u003cp>Let's look at adult activities that are consequential. Say you're starting a new company; being able to make budgets and other things is going to become important to you. When that becomes important, you'll have the motivation and willingness to do the training that will allow you to reach a high level of proficiency.\u003c/p>\n\u003cp>I believe one of the problems with traditional education is that, with certain kinds of math activities it's hard to see how they will actually benefit you as an adult. So, I think education can be transformed into being more skills-based, where students will be able to see how, by learning certain skills, they'll be able to do things that they couldn't do before.\u003c/p>\n\u003cp>\u003cstrong>One lesson of your research seems to be: Schools telling students, \"Take our word for it, you should know this,\" isn't good enough. Because motivation is key to student learning.\u003c/strong>\u003c/p>\n\u003cp>Yes, and once you're repeating facts and procedures, you're not forced to understand and integrate that knowledge in a way that allows you to use it. And I think helping students to see how they can actually use this knowledge in a useful way motivates them to understand it and learn it in a more meaningful way.\u003c/p>\n\u003cp>I remember personally when I was in seventh or eighth grade, I decided I didn't want to memorize things. In history class, that presented problems. The way I solved that was to go to the library and read two or three books on the historical period. That allowed me to answer all the questions without memorizing. I could infer and relate things that were related to me in a meaningful way. That was really important to me.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Practice+Makes+Possible%3A+What+We+Learn+By+Studying+Amazing+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In the age-old fight between hard work and talent, researcher Anders Ericsson says it's no contest. Practice wins the day.","status":"publish","parent":0,"modified":1464824126,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1675},"headData":{"title":"Forget Talent: Why Practice is Key to Most Prodigies’ Success | KQED","description":"In the age-old fight between hard work and talent, researcher Anders Ericsson says it's no contest. Practice wins the day.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45331 http://ww2.kqed.org/mindshift/?p=45331","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/01/forget-talent-why-practice-is-key-to-most-prodigies-success/","disqusTitle":"Forget Talent: Why Practice is Key to Most Prodigies’ Success","nprImageCredit":"LA Johnson","nprByline":"Cory Turner","nprImageAgency":"NPR","nprStoryId":"479335421","nprApiLink":"http://api.npr.org/query?id=479335421&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/06/01/479335421/practice-makes-possible-what-we-learn-by-studying-amazing-kids?ft=nprml&f=479335421","nprRetrievedStory":"1","nprPubDate":"Wed, 01 Jun 2016 18:34:00 -0400","nprStoryDate":"Wed, 01 Jun 2016 12:00:00 -0400","nprLastModifiedDate":"Wed, 01 Jun 2016 18:34:55 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2016/06/20160601_atc_practice_makes_possible_what_we_learn_by_studying_amazing_kids.mp3?orgId=1&topicId=1013&d=246&p=2&story=479335421&t=progseg&e=480251776&seg=4&ft=nprml&f=479335421","nprAudioM3u":"http://api.npr.org/m3u/1480335755-9b4bb2.m3u?orgId=1&topicId=1013&d=246&p=2&story=479335421&t=progseg&e=480251776&seg=4&ft=nprml&f=479335421","path":"/mindshift/45331/forget-talent-why-practice-is-key-to-most-prodigies-success","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2016/06/20160601_atc_practice_makes_possible_what_we_learn_by_studying_amazing_kids.mp3?orgId=1&topicId=1013&d=246&p=2&story=479335421&t=progseg&e=480251776&seg=4&ft=nprml&f=479335421","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What made Mozart great? Or Bobby Fischer? Or Serena Williams?\u003c/p>\n\u003cp>The answer sits somewhere on the scales of human achievement. On one side: natural talent. On the other: hard work. Many would argue that success hangs in some delicate balance between them. But not Anders Ericsson.\u003c/p>\n\u003cp>Ericsson has spent decades studying the power of practice, and in his new book, \u003cem>Peak: Secrets From The New Science Of Expertise\u003c/em>, co-authored with Robert Pool, he argues that \"talent\" is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure. He writes:\u003c/p>\n\u003cblockquote>\u003cp>This is the dark side of believing in innate talent. It can beget a tendency to assume that some people have a talent for something and others don't and that you can tell the difference early on. If you believe that, you encourage and support the 'talented' ones and discourage the rest, creating the self-fulfilling prophecy. ... The best way to avoid this is to recognize the potential in all of us — and work to find ways to develop it.\u003c/p>\u003c/blockquote>\n\u003cp>To underscore his point, Ericsson engages in a systematic takedown of the myths of famous prodigies, including Mozart and Paganini.\u003c/p>\n\u003cp>Masters of their crafts? To be sure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hard workers? Clearly.\u003c/p>\n\u003cp>Naturally gifted? Not so fast.\u003c/p>\n\u003cp>\"I have made it a hobby to investigate the stories of such prodigies,\" Ericsson writes, \"and I can report with confidence that I have never found a convincing case for anyone developing extraordinary abilities without intense, extended practice.\"\u003c/p>\n\u003cp>Because the word \"practice\" is a big tent capable of hiding habits both good and bad, I spoke with Ericsson, who is on the faculty at Florida State University, about what he considers the path to mastering a craft, whether playing tennis or trombone. He calls it \"deliberate practice.\"\u003c/p>\n\u003cp>\u003cstrong>What is the essence of deliberate practice?\u003c/strong>\u003c/p>\n\u003cp>The most optimal way to improve your performance is to find a teacher who has been teaching other people to reach the level of performance that you want to attain. This basically means that teacher will be able to tell you the most effective ways to improve. A good teacher will also be able to find suitable units of improvement, so you don't push yourself more than you can do.\u003c/p>\n\u003cp>Just start out, 15 or 20 minutes [a day]. Especially if you have a mentor and, ideally, a teacher. That teacher will be able to help you set reasonable expectations.\u003c/p>\n\u003cp>\u003cstrong>I need to ask the question that everyone asks you: Is talent a myth?\u003c/strong>\u003c/p>\n\u003cp>The idea that some people are born with gifts is a very counterproductive view — that your task as a high school student or college student is that you're supposed to go around testing things to find your gift. Because I have yet to find anybody who finds their gift.\u003c/p>\n\u003cp>What Robert and I are arguing is that it's much better to think of something you want to attain and then get the help of teachers and parents to start you on the path of creating that. On that path, you may decide you want to go in a different direction. That's fine. But you haven't simply been waiting around for something that would allow you to instantaneously become good because that's never happening. And I think the process of really seeing how you can improve is something that will transfer even if you try to improve in some other domain.\u003c/p>\n\u003cp>\u003cstrong>You talk about how playing a sport or an instrument doesn't mean the player is improving. What is the difference between playing regularly and deliberate practice that leads to improvement?\u003c/strong>\u003c/p>\n\u003cp>My favorite example is: Say you're playing doubles in tennis. And you just miss a backhand volley. Now, the game will just keep on going, and, if the same situation emerges a couple of hours later, you're not likely to do much better.\u003c/p>\n\u003cp>Now try a thought experiment — practicing with a coach. That coach allows you to stand by the net, ready to do your backhand volley — and then makes it increasingly more difficult. Eventually, he forces you to run up to the net to do it and then embed it in regular rallying. You can improve your performance more in those one or two hours with a coach than in 5 to 10 years of regular practice with your friends.\u003c/p>\n\u003cp>\u003cstrong>This is America, and we are obsessed with the stories of child prodigies. Do you believe they're simply kids who've practiced a lot?\u003c/strong>\u003c/p>\n\u003cp>Well, I've been doing research for over 30 years, and I've been looking for cases where somebody discovered that they just had this innate ability to do something really well. And in every example I've studied, once you look closer at what was happening before, you find a series of practice activities, many of them meeting the criteria of deliberate practice.\u003c/p>\n\u003cp>In Mozart's case, most people aren't aware that Mozart's father was a pioneer at designing training for young children to master musical instruments. He worked intensively with Mozart from age 3. So, when Mozart started to perform, he had been in training for several years and was being trained by someone who was very motivated to help his son reach a high level.\u003c/p>\n\u003cp>\u003cstrong>So practice is key to most prodigies' success — but so are parents?\u003c/strong>\u003c/p>\n\u003cp>Exactly. And that is one thing I would recommend to parents — that it is a pretty unique opportunity to be able to spend time with a child developing some kind of activity together. Now, there are abuses, where parents really push their children to perform. But, if you take the view that you're really trying to help the child develop this ability and become increasingly more able to monitor their own learning so they will eventually become independent, that is something that I think would be very beneficial for the parent and the child.\u003c/p>\n\u003cp>\u003cstrong>In education, there is a lot of attention right now around student \"grit\" or resilience. When you look at prodigies, what is it that motivates these kids to work so hard and reach the levels that they do?\u003c/strong>\u003c/p>\n\u003cp>I think there are some recent biographies — of [Andre] \u003ca href=\"http://www.biography.com/people/andre-agassi-9177078\">Agassi \u003c/a>and others — that really show that, in at least a few of these cases, the parents were putting enormous pressure on these children. And I think that is not appropriate.\u003c/p>\n\u003cp>I believe, however, that there is a way of helping a child get enjoyment from the mastery and the development of an ability. And I would argue that the young musicians who are most likely to succeed as adult musicians are the ones who acquire the ability to enjoy their own music-making. So they can sit down and play music for their own enjoyment.\u003c/p>\n\u003cp>\u003cstrong>So, at some point there is a shift, from 'I'm doing this because I am motivated by the approval or disapproval of a parent' to 'Wow, I am very good at this, and I enjoy doing it'?\u003c/strong>\u003c/p>\n\u003cp>When I've been talking to the parents of prodigies, what's interesting is that the kids really enjoy playing in front of audiences. When they perform well, they get a lot of respect and other social benefits that are key to understanding why they're willing to invest [so much practice time]. It's well known that, before a public performance a child is much more motivated to practice and work on things that will translate into a better performance.\u003c/p>\n\u003cp>In all sorts of activities, there are these sources of motivation and enjoyment that, the more a parent or teacher can help them access, that will provide them with the motivation to master something that may be difficult. But it's only a temporary difficulty, and then they will be able to enjoy the fruits of that effort.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Let's talk about what this means for those of us who, over the years, have convinced ourselves that we're simply not good at something. My editor told me just the other day, 'I'm just not a math person.'\u003c/strong>\u003c/p>\n\u003cp>Let's look at adult activities that are consequential. Say you're starting a new company; being able to make budgets and other things is going to become important to you. When that becomes important, you'll have the motivation and willingness to do the training that will allow you to reach a high level of proficiency.\u003c/p>\n\u003cp>I believe one of the problems with traditional education is that, with certain kinds of math activities it's hard to see how they will actually benefit you as an adult. So, I think education can be transformed into being more skills-based, where students will be able to see how, by learning certain skills, they'll be able to do things that they couldn't do before.\u003c/p>\n\u003cp>\u003cstrong>One lesson of your research seems to be: Schools telling students, \"Take our word for it, you should know this,\" isn't good enough. Because motivation is key to student learning.\u003c/strong>\u003c/p>\n\u003cp>Yes, and once you're repeating facts and procedures, you're not forced to understand and integrate that knowledge in a way that allows you to use it. And I think helping students to see how they can actually use this knowledge in a useful way motivates them to understand it and learn it in a more meaningful way.\u003c/p>\n\u003cp>I remember personally when I was in seventh or eighth grade, I decided I didn't want to memorize things. In history class, that presented problems. The way I solved that was to go to the library and read two or three books on the historical period. That allowed me to answer all the questions without memorizing. I could infer and relate things that were related to me in a meaningful way. That was really important to me.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Practice+Makes+Possible%3A+What+We+Learn+By+Studying+Amazing+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45331/forget-talent-why-practice-is-key-to-most-prodigies-success","authors":["byline_mindshift_45331"],"categories":["mindshift_20827"],"tags":["mindshift_20784","mindshift_1040","mindshift_20555","mindshift_945","mindshift_20512","mindshift_20985"],"featImg":"mindshift_45332","label":"mindshift"},"mindshift_45096":{"type":"posts","id":"mindshift_45096","meta":{"index":"posts_1591205157","site":"mindshift","id":"45096","score":null,"sort":[1463732651000]},"guestAuthors":[],"slug":"when-schools-help-students-transcend-chronic-stress-to-tap-motivation","title":"When Schools Help Students Transcend Chronic Stress to Tap Motivation","publishDate":1463732651,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>While many educators now recognize that \"noncognitive\" factors that affect how a student thinks about his or her abilities are important to learning academic content, there's little consensus about how teachers can help build those qualities. Some districts are trying to include noncognitive factors in\u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html\"> measures of school effectiveness\u003c/a>, while other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/\">certain character qualities\u003c/a> as part of their mission.\u003c/p>\n\u003cp>Educators are trying to figure out how to motivate students to work hard in school and to help them see the rewards for that hard work as a real possibility. But that work is particularly challenging as the public school population becomes increasingly low income and children often come to school having experienced chronic stress or trauma in their home lives that significantly impact their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\">regulate emotions\u003c/a>, focus, and deescalate situations.\u003c/p>\n\u003cp>In an \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\">in-depth article\u003c/a> in \u003cem>The Atlantic\u003c/em>, Paul Tough digs into how schools can act on neuroscience and psychology research that reveals a complicated relationship between student motivation, mindsets about belonging and autonomy, and cognitive development. Tough writes:\u003c/p>\n\u003cblockquote>\u003cp>The problem is that when disadvantaged children run into trouble in school, either academically or behaviorally, most schools respond by imposing more control on them, not less. This diminishes their fragile sense of autonomy. As these students fall behind their peers academically, they feel less and less competent. And if their relationships with their teachers are wary or even contentious, they are less likely to experience the kind of relatedness that Deci and Ryan describe as being so powerfully motivating for young people in the classroom. Once students reach that point, no collection of material incentives or punishments is going to motivate them, at least not in a deep or sustained way.\u003c/p>\n\u003cp>All of which brings me back to the question of how to help children develop those mysterious noncognitive capacities. If we want students to act in ways that will maximize their future opportunities—to persevere through challenges, to delay gratification, to control their impulses—we need to consider what might motivate them to take those difficult steps. What Deci and Ryan’s research suggests is that students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth—or, to use Deci and Ryan’s language, where they experience relatedness, autonomy, and competence.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Traditional schools are not designed to help students living in chronic stress succeed academically. Author Paul Tough explores what schools can do to help students learn.","status":"publish","parent":0,"modified":1463732651,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":420},"headData":{"title":"When Schools Help Students Transcend Chronic Stress to Tap Motivation | KQED","description":"Traditional schools are not designed to help students living in chronic stress succeed academically. Author Paul Tough explores what schools can do to help students learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45096 http://ww2.kqed.org/mindshift/?p=45096","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/","disqusTitle":"When Schools Help Students Transcend Chronic Stress to Tap Motivation","path":"/mindshift/45096/when-schools-help-students-transcend-chronic-stress-to-tap-motivation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>While many educators now recognize that \"noncognitive\" factors that affect how a student thinks about his or her abilities are important to learning academic content, there's little consensus about how teachers can help build those qualities. Some districts are trying to include noncognitive factors in\u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html\"> measures of school effectiveness\u003c/a>, while other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/\">certain character qualities\u003c/a> as part of their mission.\u003c/p>\n\u003cp>Educators are trying to figure out how to motivate students to work hard in school and to help them see the rewards for that hard work as a real possibility. But that work is particularly challenging as the public school population becomes increasingly low income and children often come to school having experienced chronic stress or trauma in their home lives that significantly impact their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\">regulate emotions\u003c/a>, focus, and deescalate situations.\u003c/p>\n\u003cp>In an \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\">in-depth article\u003c/a> in \u003cem>The Atlantic\u003c/em>, Paul Tough digs into how schools can act on neuroscience and psychology research that reveals a complicated relationship between student motivation, mindsets about belonging and autonomy, and cognitive development. Tough writes:\u003c/p>\n\u003cblockquote>\u003cp>The problem is that when disadvantaged children run into trouble in school, either academically or behaviorally, most schools respond by imposing more control on them, not less. This diminishes their fragile sense of autonomy. As these students fall behind their peers academically, they feel less and less competent. And if their relationships with their teachers are wary or even contentious, they are less likely to experience the kind of relatedness that Deci and Ryan describe as being so powerfully motivating for young people in the classroom. Once students reach that point, no collection of material incentives or punishments is going to motivate them, at least not in a deep or sustained way.\u003c/p>\n\u003cp>All of which brings me back to the question of how to help children develop those mysterious noncognitive capacities. If we want students to act in ways that will maximize their future opportunities—to persevere through challenges, to delay gratification, to control their impulses—we need to consider what might motivate them to take those difficult steps. What Deci and Ryan’s research suggests is that students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth—or, to use Deci and Ryan’s language, where they experience relatedness, autonomy, and competence.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45096/when-schools-help-students-transcend-chronic-stress-to-tap-motivation","authors":["234"],"categories":["mindshift_20827"],"tags":["mindshift_945","mindshift_20867","mindshift_910"],"featImg":"mindshift_45104","label":"mindshift"},"mindshift_44090":{"type":"posts","id":"mindshift_44090","meta":{"index":"posts_1591205157","site":"mindshift","id":"44090","score":null,"sort":[1456954338000]},"guestAuthors":[],"slug":"experts-say-measuring-non-cognitive-skills-wont-work-but-districts-still-try","title":"Experts Say Measuring Non-Cognitive Skills Won't Work, But Districts Still Try","publishDate":1456954338,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Federal education law now requires one non-academic measure of school progress, which has led some districts to consider including students' \u003ca href=\"http://ww2.kqed.org/mindshift/tag/social-emotional-learning/\" target=\"_blank\">social and emotional\u003c/a> growth as a performance measure. Education researchers and practicing educators increasingly agree that what are sometimes called \"non-cognitive skills\" like empathy, self-regulation and the ability to understand another person's perspective, are an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\" target=\"_blank\">important component \u003c/a>of improving academic outcomes. A much thornier issue remains how to accurately measure qualities that are so personal and context specific.\u003c/p>\n\u003cp>\u003cspan class=\"byline-author\">Kate Zernike highlighted California's efforts to develop a measure of social emotional learning in a \u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\" target=\"_blank\">New York Times article\u003c/a>. She writes that even the researchers who popularized terms like \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>\" think using it to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/should-teachers-be-held-responsible-for-a-students-character/\" target=\"_blank\">measure school effectiveness\u003c/a> is a bad idea:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp id=\"story-continues-4\" class=\"story-body-text story-content\">“I do not think we should be doing this; it is a bad idea,” said Angela Duckworth, the MacArthur fellow who has done more than anyone to popularize social-emotional learning, making “grit” — the title of \u003ca title=\"Angela Duckworth website\" href=\"http://angeladuckworth.com/\">her book to be released in May\u003c/a> — a buzzword in schools.\u003c/p>\n\u003cp class=\"story-body-text story-content\">She resigned from the board of the group overseeing the California project, saying she could not support using the tests to evaluate school performance. Last spring, after attending a White House meeting on measuring social-emotional skills, she and a colleague \u003ca title=\"Measurement Matters paper\" href=\"http://edr.sagepub.com/content/44/4/237.full.pdf+html?ijkey=hixxiPxVRpaxg&keytype=ref&siteid=spedr\">wrote a paper\u003c/a> warning that there were no reliable ways to do so. “Our working title was all measures suck, and they all suck in their own way,” she said.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And there is little agreement on what skills matter: Self-control? Empathy? Perseverance? Joy?\u003c/p>\n\u003cp class=\"story-body-text story-content\">“There are so many ways to do this wrong,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\">Camille A. Farrington\u003c/a>, a researcher at the University of Chicago who is working with a network of schools across the country to measure the development of social-emotional skills. “In education, we have a great track record of finding the wrong way to do stuff.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"story-body-text story-content\">One argument in favor of measuring non-cognitive skills is tied to the funding that would support teaching those skills. The system tends to provide instructional dollars for things that get measured. But can this be done effectively?\u003c/p>\n\u003cp>http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The updated federal education law is trying to be more well-rounded, but could the plan backfire when states' include social and emotional factors in school performance evaluations?","status":"publish","parent":0,"modified":1456954338,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":438},"headData":{"title":"Experts Say Measuring Non-Cognitive Skills Won't Work, But Districts Still Try | KQED","description":"The updated federal education law is trying to be more well-rounded, but could the plan backfire when states' include social and emotional factors in school performance evaluations?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"44090 http://ww2.kqed.org/mindshift/?p=44090","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/02/experts-say-measuring-non-cognitive-skills-wont-work-but-districts-still-try/","disqusTitle":"Experts Say Measuring Non-Cognitive Skills Won't Work, But Districts Still Try","path":"/mindshift/44090/experts-say-measuring-non-cognitive-skills-wont-work-but-districts-still-try","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Federal education law now requires one non-academic measure of school progress, which has led some districts to consider including students' \u003ca href=\"http://ww2.kqed.org/mindshift/tag/social-emotional-learning/\" target=\"_blank\">social and emotional\u003c/a> growth as a performance measure. Education researchers and practicing educators increasingly agree that what are sometimes called \"non-cognitive skills\" like empathy, self-regulation and the ability to understand another person's perspective, are an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\" target=\"_blank\">important component \u003c/a>of improving academic outcomes. A much thornier issue remains how to accurately measure qualities that are so personal and context specific.\u003c/p>\n\u003cp>\u003cspan class=\"byline-author\">Kate Zernike highlighted California's efforts to develop a measure of social emotional learning in a \u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\" target=\"_blank\">New York Times article\u003c/a>. She writes that even the researchers who popularized terms like \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>\" think using it to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/should-teachers-be-held-responsible-for-a-students-character/\" target=\"_blank\">measure school effectiveness\u003c/a> is a bad idea:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp id=\"story-continues-4\" class=\"story-body-text story-content\">“I do not think we should be doing this; it is a bad idea,” said Angela Duckworth, the MacArthur fellow who has done more than anyone to popularize social-emotional learning, making “grit” — the title of \u003ca title=\"Angela Duckworth website\" href=\"http://angeladuckworth.com/\">her book to be released in May\u003c/a> — a buzzword in schools.\u003c/p>\n\u003cp class=\"story-body-text story-content\">She resigned from the board of the group overseeing the California project, saying she could not support using the tests to evaluate school performance. Last spring, after attending a White House meeting on measuring social-emotional skills, she and a colleague \u003ca title=\"Measurement Matters paper\" href=\"http://edr.sagepub.com/content/44/4/237.full.pdf+html?ijkey=hixxiPxVRpaxg&keytype=ref&siteid=spedr\">wrote a paper\u003c/a> warning that there were no reliable ways to do so. “Our working title was all measures suck, and they all suck in their own way,” she said.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And there is little agreement on what skills matter: Self-control? Empathy? Perseverance? Joy?\u003c/p>\n\u003cp class=\"story-body-text story-content\">“There are so many ways to do this wrong,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\">Camille A. Farrington\u003c/a>, a researcher at the University of Chicago who is working with a network of schools across the country to measure the development of social-emotional skills. “In education, we have a great track record of finding the wrong way to do stuff.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"story-body-text story-content\">One argument in favor of measuring non-cognitive skills is tied to the funding that would support teaching those skills. The system tends to provide instructional dollars for things that get measured. But can this be done effectively?\u003c/p>\n\u003cp>http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44090/experts-say-measuring-non-cognitive-skills-wont-work-but-districts-still-try","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20974","mindshift_945","mindshift_20867","mindshift_943"],"featImg":"mindshift_40959","label":"mindshift"},"mindshift_43321":{"type":"posts","id":"mindshift_43321","meta":{"index":"posts_1591205157","site":"mindshift","id":"43321","score":null,"sort":[1454317063000]},"guestAuthors":[],"slug":"what-character-strengths-should-educators-focus-on-and-how","title":"What Character Strengths Should Educators Focus On and How?","publishDate":1454317063,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators of all ages, from kindergarten through college, are quickly realizing that academic skills aren’t enough to ensure student success. Increasingly educators and district leaders are trying to incorporate non-cognitive skills into the school day that they hope will help students develop the inner fortitude and confidence to push through personal and learning challenges. But even as \u003ca href=\"http://commonwealthmagazine.org/uncategorized/content-of-their-character/\" target=\"_blank\">character development programs have become more popular\u003c/a>, there hasn’t been much consensus on which character strengths lead to the best long term results.\u003c/p>\n\u003cp>In a small scale study conducted in the Boston Area, \u003ca href=\"http://people.bu.edu/seider/\" target=\"_blank\">Boston University Education Professor Scott Seider\u003c/a> tried to determine which character strengths correlate with student success and examined how different approaches to character development impacted students. The results of his study are part of his book \u003cem>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" target=\"_blank\">Character Compass: How Powerful School Culture Can Point Students Towards Success\u003c/a>\u003c/em>. Seider studied three charter schools within 10 miles of one another, all serving mostly children of color, and all performing well on standardized tests. The schools were similar in terms of structure, demographics and academic achievement, but each school chose to define and focus on character development in different ways.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The strongest predictors of grade point average were perseverance and school-connectedness.'\u003ccite>Scott Seider, Boston University Education Professor\u003c/cite>\u003c/aside>\n\u003cp>Seider chose the schools for their similarities and because their character development programs fell into three categories: civic character, moral character, and performance character. He defines civic character as the strengths students need to be informed and compassionate citizens of the world. Moral character on the other hand is more connected to an individual’s ability to engage in ethical relationships with other people. And finally, Seider defines performance character as the skills students need to maximize achievement.\u003c/p>\n\u003cp>Seider gave students at all three schools a character survey at the beginning of the school year and again at the end with questions meant to measure empathy, integrity (strengths he defines as moral character), perseverance, daring/courage (which he defines as performance character), social responsibility and school connectedness (which he defines as ethical character). He compared GPAs and number of demerits as a way of assessing conduct. He also interviewed 15 students at each school about their experiences and spent between 15-20 days observing at each school.\u003c/p>\n\u003cp>\u003cstrong>MORAL CHARACTER\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.bostonprep.org/\" target=\"_blank\">Boston Preparatory Charter School\u003c/a> focused on moral character. “When I say moral character, I’m talking about an individual’s ability to engage in ethical relationships with other individuals,” Seider said as he explained the study and its results at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in Boston. Boston Prep focused on qualities like courage, compassion, integrity, perseverance and respect primarily through an ethics class students took every year from sixth grade through senior year of high school. In sixth grade students explored the idea of integrity and how it relates to telling the truth. In seventh grade they focused on responsibility for one’s actions, and in eighth grade they discussed how to stay true to oneself and the concept of authenticity.\u003c/p>\n\u003cp>Seider sat in on one 8th grade discussion about Harvey Milk, the first openly gay person to be elected to political office in California. “Students were thinking through what it means to be true to yourself and connecting it to things inside and outside of school,” Seider said.\u003c/p>\n\u003cp>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" rel=\"attachment wp-att-43324\">\u003cimg class=\"alignleft wp-image-43324\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Screen-shot-2016-01-06-at-11.37.31-AM.png\" alt=\"Screen shot 2016-01-06 at 11.37.31 AM\" width=\"250\" height=\"309\">\u003c/a>\u003c/p>\n\u003cp>At the high school level, students read Plato’s social contract theory and discussed how it interacts with personal integrity. When Seider visited students were comparing the lives of Muhammad Ali and Pat Tillman, wrestling with the moral question of what to do when personal opinion doesn’t line up with the social contract.\u003c/p>\n\u003cp>“At the end of the year the students showed a higher level of commitment to integrity than students at the other two schools,” Seider said. And, at the high school level students seemed to feel more empathy. “Ethics class seemed to be slowing them down a little bit and had them thinking more about the decision they were making,” Seider said. That doesn’t mean students always made the right decision, but at least they were thinking about it.\u003c/p>\n\u003cp>\u003cstrong>PERFORMANCE CHARACTER\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://roxburyprep.uncommonschools.org/\" target=\"_blank\">Roxbury Charter Preparatory\u003c/a>, a middle school, the focus is on performance character and qualities that help students maximize achievement. School leaders focus on things like grit, perseverance, and self-control primarily through discussion and practice during an advisory period. The school emphasized how effort leads to results with school wide competitions like a digits of pi memorization contest and a public speaking extravaganza where every student works to present a speech or poem to the student body.\u003c/p>\n\u003cp>Seider sat in on one advisory session when students were working on their public speaking skills. A student presented and then got feedback from peers and the advisor on things like volume, making eye contact, accuracy and emphasizing important words. The tone of these meetings underscored that hard work is important for improvement and that everyone supports one another.\u003c/p>\n\u003cp>“What I found was that the kids at Roxbury Prep showed higher perseverance than the kids at the other two schools,” Seider said. He recognizes that perhaps that isn’t surprising since the survey tool asked students to self-report and perseverance was a socially desirable answer within the cultural context of their school. But Seider still believes their responses indicate that students are thinking about the value of these qualities in relationship to their own lives.\u003c/p>\n\u003cp>\u003cstrong>CIVIC CHARACTER\u003c/strong>\u003c/p>\n\u003cp>Civic character education most closely aligns to the ideas of Horace Mann and Thomas Jefferson, who believed one role of education is to create better citizens. These strengths focus on students’ ability to fulfill their responsibility to a community. The \u003ca href=\"http://www.pacrim.org/\" target=\"_blank\">Academy of the Pacific Rim\u003c/a>, which focused on these qualities was founded on the principle of merging the best qualities of Eastern and Western education.\u003c/p>\n\u003cp>Sixth graders at Academy of the Pacific Rim took a character education class in which they focused on what it means to be part of a community. They read a book called \u003cem>\u003ca href=\"http://www.paulfleischman.net/newsletter.htm\" target=\"_blank\">Seedfolks\u003c/a>\u003c/em> which features a diverse group of people tending a community garden, each contributing something unique to the collective effort. And all the middle school grades had a townhall style meeting once a month where concerns can and are raised by both teachers and students. For example, Seider sat in on a discussion students raised and led about whether the boys were distracting the girls during class time.\u003c/p>\n\u003cp>As students at the school get older, they are encouraged to continue broadening their perception of their community from just their class to the world writ large. All seniors must complete a capstone in which they choose a social issue they care about and spend a large portion of the fall semester researching the topic before presenting to the junior and senior classes. Then in the spring semester, students find a non-profit or business working on their issue and complete a six week internship there.\u003c/p>\n\u003cp>Seider said after completing the study and watching how the civic character curriculum played out he wished he had included a measure of global citizenship in his model. “What I did see was a significant shift in their sense of ‘daring’ -- their willingness to take a positive risk,” Seider explained in a follow-up email. “And I think that was due in large part to the many opportunities that Academy of the Pacific Rim gave its students to exert their voice and agency (e.g. participating in a class town meeting, making real changes to the school through student government, identifying a social issue and working to address it).”\u003c/p>\n\u003cp>\u003cstrong>OVERALL FINDINGS\u003c/strong>\u003c/p>\n\u003cp>“The strongest predictors of grade point average were perseverance and school-connectedness,” Seider said. This is merely a correlation, but of the six character strengths he measured those were the only two that seemed to have a significant impact on academic performance. Interestingly neither of those two characteristics figured into conduct, where integrity was the only strength that remained in the model. “What’s interesting is that moral, performance and civic character strengths are all part of the equation,” Seider said.\u003c/p>\n\u003cp>Seider is well aware of the problems involved in comparing GPAs between schools or even conduct demerits since both those measures could be different between schools. He found that there are certain character strengths that correlate with stronger GPAs and with better conduct. Separately, he found that when schools focus on certain character strengths they see shifts in those areas, but the two parts of the study don’t fit neatly together.\u003c/p>\n\u003cp>“Maybe it’s not that shocking that different character emphasis do lead to different outcomes,” Seider said, but the study did lead him to see some commonalities in how school’s approached the difficult idea of teaching character. All three schools helped students build schemas -- the mental structures that help someone determine how to act in different situations -- to which they could constantly refer.\u003c/p>\n\u003cp>Another important commonality was vocabulary. Each school worked to build up a common language about their targeted character strengths. “You would see faculty and students using the language to interact with one another,” Seider said. Even sports coaches used the character language the school carefully cultivated. And having that common language helped with perhaps the most important feature of these programs, facilitating cross-context transfer.\u003c/p>\n\u003cp>“We have to use that language to engage students in thinking about their ability to persevere or show integrity in specific contexts,” Seider said. It’s tempting to believe that skills like integrity are generalizable across all situations, but his research shows that educators effectively must treat each new context as grounds of a discussion about how the character strengths apply. Kids won’t always immediately see the connections without help.\u003c/p>\n\u003cp>This study is most interesting in the specifics of how these schools chose to incorporate character education into both social and academic situations, than it is as a way to draw broad conclusions. When schools explicitly focus on a limited set of character strengths they do see changes in how students rate themselves on those qualities. It’s not that one or another specific quality is the most important, but rather that these strengths can be cultivated when they are explicitly woven into both the academic and social fabric of the school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If someone asked me what character traits to focus on, I would choose one from each character type,” Seider said. Each schema can provide powerful ways to motivate and enable students to be competent and ethical citizens of the world.\u003c/p>\n\n","blocks":[],"excerpt":"How do schools that focus on character affect students? One researcher took a close look by comparing schools that focus on moral, civic and performance character. ","status":"publish","parent":0,"modified":1454317503,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1797},"headData":{"title":"What Character Strengths Should Educators Focus On and How? | KQED","description":"How do schools that focus on character affect students? One researcher took a close look by comparing schools that focus on moral, civic and performance character. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43321 http://ww2.kqed.org/mindshift/?p=43321","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/","disqusTitle":"What Character Strengths Should Educators Focus On and How?","path":"/mindshift/43321/what-character-strengths-should-educators-focus-on-and-how","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators of all ages, from kindergarten through college, are quickly realizing that academic skills aren’t enough to ensure student success. Increasingly educators and district leaders are trying to incorporate non-cognitive skills into the school day that they hope will help students develop the inner fortitude and confidence to push through personal and learning challenges. But even as \u003ca href=\"http://commonwealthmagazine.org/uncategorized/content-of-their-character/\" target=\"_blank\">character development programs have become more popular\u003c/a>, there hasn’t been much consensus on which character strengths lead to the best long term results.\u003c/p>\n\u003cp>In a small scale study conducted in the Boston Area, \u003ca href=\"http://people.bu.edu/seider/\" target=\"_blank\">Boston University Education Professor Scott Seider\u003c/a> tried to determine which character strengths correlate with student success and examined how different approaches to character development impacted students. The results of his study are part of his book \u003cem>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" target=\"_blank\">Character Compass: How Powerful School Culture Can Point Students Towards Success\u003c/a>\u003c/em>. Seider studied three charter schools within 10 miles of one another, all serving mostly children of color, and all performing well on standardized tests. The schools were similar in terms of structure, demographics and academic achievement, but each school chose to define and focus on character development in different ways.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The strongest predictors of grade point average were perseverance and school-connectedness.'\u003ccite>Scott Seider, Boston University Education Professor\u003c/cite>\u003c/aside>\n\u003cp>Seider chose the schools for their similarities and because their character development programs fell into three categories: civic character, moral character, and performance character. He defines civic character as the strengths students need to be informed and compassionate citizens of the world. Moral character on the other hand is more connected to an individual’s ability to engage in ethical relationships with other people. And finally, Seider defines performance character as the skills students need to maximize achievement.\u003c/p>\n\u003cp>Seider gave students at all three schools a character survey at the beginning of the school year and again at the end with questions meant to measure empathy, integrity (strengths he defines as moral character), perseverance, daring/courage (which he defines as performance character), social responsibility and school connectedness (which he defines as ethical character). He compared GPAs and number of demerits as a way of assessing conduct. He also interviewed 15 students at each school about their experiences and spent between 15-20 days observing at each school.\u003c/p>\n\u003cp>\u003cstrong>MORAL CHARACTER\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.bostonprep.org/\" target=\"_blank\">Boston Preparatory Charter School\u003c/a> focused on moral character. “When I say moral character, I’m talking about an individual’s ability to engage in ethical relationships with other individuals,” Seider said as he explained the study and its results at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in Boston. Boston Prep focused on qualities like courage, compassion, integrity, perseverance and respect primarily through an ethics class students took every year from sixth grade through senior year of high school. In sixth grade students explored the idea of integrity and how it relates to telling the truth. In seventh grade they focused on responsibility for one’s actions, and in eighth grade they discussed how to stay true to oneself and the concept of authenticity.\u003c/p>\n\u003cp>Seider sat in on one 8th grade discussion about Harvey Milk, the first openly gay person to be elected to political office in California. “Students were thinking through what it means to be true to yourself and connecting it to things inside and outside of school,” Seider said.\u003c/p>\n\u003cp>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" rel=\"attachment wp-att-43324\">\u003cimg class=\"alignleft wp-image-43324\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Screen-shot-2016-01-06-at-11.37.31-AM.png\" alt=\"Screen shot 2016-01-06 at 11.37.31 AM\" width=\"250\" height=\"309\">\u003c/a>\u003c/p>\n\u003cp>At the high school level, students read Plato’s social contract theory and discussed how it interacts with personal integrity. When Seider visited students were comparing the lives of Muhammad Ali and Pat Tillman, wrestling with the moral question of what to do when personal opinion doesn’t line up with the social contract.\u003c/p>\n\u003cp>“At the end of the year the students showed a higher level of commitment to integrity than students at the other two schools,” Seider said. And, at the high school level students seemed to feel more empathy. “Ethics class seemed to be slowing them down a little bit and had them thinking more about the decision they were making,” Seider said. That doesn’t mean students always made the right decision, but at least they were thinking about it.\u003c/p>\n\u003cp>\u003cstrong>PERFORMANCE CHARACTER\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://roxburyprep.uncommonschools.org/\" target=\"_blank\">Roxbury Charter Preparatory\u003c/a>, a middle school, the focus is on performance character and qualities that help students maximize achievement. School leaders focus on things like grit, perseverance, and self-control primarily through discussion and practice during an advisory period. The school emphasized how effort leads to results with school wide competitions like a digits of pi memorization contest and a public speaking extravaganza where every student works to present a speech or poem to the student body.\u003c/p>\n\u003cp>Seider sat in on one advisory session when students were working on their public speaking skills. A student presented and then got feedback from peers and the advisor on things like volume, making eye contact, accuracy and emphasizing important words. The tone of these meetings underscored that hard work is important for improvement and that everyone supports one another.\u003c/p>\n\u003cp>“What I found was that the kids at Roxbury Prep showed higher perseverance than the kids at the other two schools,” Seider said. He recognizes that perhaps that isn’t surprising since the survey tool asked students to self-report and perseverance was a socially desirable answer within the cultural context of their school. But Seider still believes their responses indicate that students are thinking about the value of these qualities in relationship to their own lives.\u003c/p>\n\u003cp>\u003cstrong>CIVIC CHARACTER\u003c/strong>\u003c/p>\n\u003cp>Civic character education most closely aligns to the ideas of Horace Mann and Thomas Jefferson, who believed one role of education is to create better citizens. These strengths focus on students’ ability to fulfill their responsibility to a community. The \u003ca href=\"http://www.pacrim.org/\" target=\"_blank\">Academy of the Pacific Rim\u003c/a>, which focused on these qualities was founded on the principle of merging the best qualities of Eastern and Western education.\u003c/p>\n\u003cp>Sixth graders at Academy of the Pacific Rim took a character education class in which they focused on what it means to be part of a community. They read a book called \u003cem>\u003ca href=\"http://www.paulfleischman.net/newsletter.htm\" target=\"_blank\">Seedfolks\u003c/a>\u003c/em> which features a diverse group of people tending a community garden, each contributing something unique to the collective effort. And all the middle school grades had a townhall style meeting once a month where concerns can and are raised by both teachers and students. For example, Seider sat in on a discussion students raised and led about whether the boys were distracting the girls during class time.\u003c/p>\n\u003cp>As students at the school get older, they are encouraged to continue broadening their perception of their community from just their class to the world writ large. All seniors must complete a capstone in which they choose a social issue they care about and spend a large portion of the fall semester researching the topic before presenting to the junior and senior classes. Then in the spring semester, students find a non-profit or business working on their issue and complete a six week internship there.\u003c/p>\n\u003cp>Seider said after completing the study and watching how the civic character curriculum played out he wished he had included a measure of global citizenship in his model. “What I did see was a significant shift in their sense of ‘daring’ -- their willingness to take a positive risk,” Seider explained in a follow-up email. “And I think that was due in large part to the many opportunities that Academy of the Pacific Rim gave its students to exert their voice and agency (e.g. participating in a class town meeting, making real changes to the school through student government, identifying a social issue and working to address it).”\u003c/p>\n\u003cp>\u003cstrong>OVERALL FINDINGS\u003c/strong>\u003c/p>\n\u003cp>“The strongest predictors of grade point average were perseverance and school-connectedness,” Seider said. This is merely a correlation, but of the six character strengths he measured those were the only two that seemed to have a significant impact on academic performance. Interestingly neither of those two characteristics figured into conduct, where integrity was the only strength that remained in the model. “What’s interesting is that moral, performance and civic character strengths are all part of the equation,” Seider said.\u003c/p>\n\u003cp>Seider is well aware of the problems involved in comparing GPAs between schools or even conduct demerits since both those measures could be different between schools. He found that there are certain character strengths that correlate with stronger GPAs and with better conduct. Separately, he found that when schools focus on certain character strengths they see shifts in those areas, but the two parts of the study don’t fit neatly together.\u003c/p>\n\u003cp>“Maybe it’s not that shocking that different character emphasis do lead to different outcomes,” Seider said, but the study did lead him to see some commonalities in how school’s approached the difficult idea of teaching character. All three schools helped students build schemas -- the mental structures that help someone determine how to act in different situations -- to which they could constantly refer.\u003c/p>\n\u003cp>Another important commonality was vocabulary. Each school worked to build up a common language about their targeted character strengths. “You would see faculty and students using the language to interact with one another,” Seider said. Even sports coaches used the character language the school carefully cultivated. And having that common language helped with perhaps the most important feature of these programs, facilitating cross-context transfer.\u003c/p>\n\u003cp>“We have to use that language to engage students in thinking about their ability to persevere or show integrity in specific contexts,” Seider said. It’s tempting to believe that skills like integrity are generalizable across all situations, but his research shows that educators effectively must treat each new context as grounds of a discussion about how the character strengths apply. Kids won’t always immediately see the connections without help.\u003c/p>\n\u003cp>This study is most interesting in the specifics of how these schools chose to incorporate character education into both social and academic situations, than it is as a way to draw broad conclusions. When schools explicitly focus on a limited set of character strengths they do see changes in how students rate themselves on those qualities. It’s not that one or another specific quality is the most important, but rather that these strengths can be cultivated when they are explicitly woven into both the academic and social fabric of the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If someone asked me what character traits to focus on, I would choose one from each character type,” Seider said. Each schema can provide powerful ways to motivate and enable students to be competent and ethical citizens of the world.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43321/what-character-strengths-should-educators-focus-on-and-how","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20649","mindshift_20784","mindshift_1040","mindshift_945","mindshift_20867"],"featImg":"mindshift_43575","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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