How can students benefit from learning about academic tenacity?
- the quality or fact of being very determined; determination.
- the quality or fact of continuing to exist; persistence.
Let's talk about how to get THAT student the mindset and skills they need to be a life-long learner, to survive, and more importantly to thrive.
Research takeaways from the piece above titled "Academic Tenacity - Mindsets and Skills that Promote Long-Term Learning" include the following:
- Both African American and White students prefer communal classroom goals described as "it is a good idea for students to help each other learn" and that we "can learn a lot of important things from each other."
- Research shows that there is greater success for African American students when activities are cooperative.
- Setting long-term goals with a commitment to schooling and career goals that require high levels of education (medicine, business, etc.) has greater implications for student engagement and tenacity than setting non-academic career goals (acting, athletics, etc.).
- It was not surprising that research showed students who have strong relationships with teachers and peers feel a greater sense of belonging and also have a predicted greater success academically.
- Research showed that self-control was a greater indicator of success than IQ. Success is more than ability, it's hard work, goal-setting, self-regulation and more.
- There are interventions that have shown positive academic outcomes including teaching students that intelligence can be developed, helping students feel that they belong and are valued in school, relating curriculum to students' lives, and helping students set goals and learn self-control strategies.
- Students respond to challenges, and whether expectations are high or low creates a self-fulfilling prophecy either way. It is important to keep expectations high from early in the school year. Maybe you wait a little longer for a student to answer, or take them under your wing and mentor them. Showing students your expectations through your time and attention has a noticeable impact on student performance. Do not praise students for mediocre work, keep pushing them to exceed, and praise their hard work and improvement when they get there.
- Be careful the words and tone of your motivational messages. Sometimes the way you say something can undermine the message you are trying to send. For example, "You did well." vs. "You did well as you should." are very different messages that student receives.
- How have you taken notice of and communicated with those hard-to-reach, quiet, or academically/socially/emotionally struggling students?
- How might you help uncover some of the "untaught" curriculum for students? Have you acknowledged them for their hard work? Have you modeled how a student might study, or plan to? Have you done a think-aloud to model how to plan for a test, project, or academic dilemma or obstacle?
- What might be some ways you can teach kids about intelligence and growth mindset in the beginning of the year, and throughout the year?
- How can you make your expectations, passion, and commitment clear to students?