“You should major in Chemistry!” In my first year of college,
Dr. Harrelson had no idea of the power of his words. His encouragement struck
me because he obviously believed that I could do it. I never considered this
possibility but his words increased my confidence and so I choose that path.
How often have the words of someone else given you the encouragement to go
beyond your initial thoughts of your own ability to achieve a level of
accomplishment that stretches you?
In Five Big Ideas for
Effective Teaching1, Wilson & Conyers explore the concept of
human potential. The idea that success depends primarily on innate abilities
beyond our control is disproved through a large body of research. Certainly we
have a genetic propensity for ability, but if we consider brain plasticity (the
ability of the brain to continually change and develop with hard work, a belief
in one’s ability and an optimal environment) we have a better picture of the
potential for an individual.
It is also important for children and adolescents to
understand the idea of neuroplasticity and that their ability (and yes, their
intelligence) can be increased through hard work. The fact that the brain
physically changes as connections are formed through practice can give children
hope who struggle in an area. In the book Outlierss,
Malcom Gladwell talks about the 10,000 hour rule. This rule basically says that practice in the
amount of 10,000 hours results in the development of expertise and he provides
wonderful examples ranging from Michael Jordan to the Beatles to Bill Gates.
Hard work and an attitude of persistence and resilience have
a huge impact on potential. Carol Dweck3 talks about a “growth
mindset” which postulates intelligence and ability can be developed through
hard work as opposed to a “fixed mindset” which assumes intelligence and
ability are unchangeable. A person with a “growth mindset” is more likely to
have a mastery goal orientation in which a person is internally driven and they
work and persist to accomplish goals (and actually enjoy it!) whereas a person
with a fixed mindset is more likely to have a performance goal orientation in
which the person is driven externally for praise or to please someone else.
Access to opportunities for learning is another important
factor which impacts a child’s potential. Opportunities include environment,
structure, education and the time spent to nurture and help a child
develop. The average number of words
that a child in a low income household typically hears is 10 million words at
home by age 3 but the average exposure for a child in a high income home is
typically 30 million words. This leads to an incredible advantage that is
difficult to overcome.1 Ongoing reading, conversations, and
educational experiences have a significant impact. Understandably, many people with lower paying
jobs must work longer hours and do more physical work which leaves little time
and energy for reading and conversation.
The importance of positive encouragement and feedback for a
child’s effort rather than simply assessing results alone cannot be
overstated. Providing ongoing feedback
of the process as well as the results serve to foster persistence within the
child. It is also important to highlight successful examples or role models to
which the child can aspire and to celebrate growth or the accomplishment of
milestones along the way.
Summarily, it is not a child’s innate ability that determines
potential. Rather, when a child will
make the most of brain neuroplasticy, have access to opportunities, persist in
working hard and have caring people who provide encouragement and support….they
soar.
1Wilson, Donna, &
Conyers, Marcus. Five Big Ideas for
Effective Teaching: Connecting Mind, Brain, and Education Research
to Classroom Practice. Teachers College, Columbia U, 2013. Print.
