Time and time again, research has proven how detrimental a purely academic-based approach to a classroom can be. Such a narrow focus on the many aspects of a child’s life can result in not properly addressing or recognizing issues that can appear in the other aspects of his or her life. In order to have well-rounded students a classroom, students should be given well-rounded curriculum, not only through teachers, but through their communities and families.
Teachers are aware right from the very beginning of their careers how important it is to encourage a student to reach their full potential. Students are told many times that they can achieve anything they put their mind to. This trend, however, seems to disappear as students grow older and enter high school and college. But an attitude of being able to do anything with hard work and persistence is still crucial to success.
This concept has been termed Growth Mindset, a means of encouraging students to continually learn more, grow, and keep trying harder. Students who internalize this skill and who firmly believe that it is true have an easier time learning new concepts and subjects, while those who believe that their abilities are fixed and unable to change have a difficult time and generally have lower standards of achievement.
A TED Talk by Eduardo Briceño explains this idea and discussed research on this subject, saying that, “Results showed that the students with the growth mindset--those who thought they could change their own intelligence--increased their grades over time, while those with a fixed mindset did not...
While not everyone might realize, most everyone has goals, whether they are consciously thought about or unconsciously decided. Goals can range from simple, such as getting a certain amount of sleep at night; or goals can be more complex and require more time, such as winning a prestigious award or succeeding in a competition Goal-setting is oftentimes not considered when counseling students on how to achieve higher grades, yet this is a necessary skill that has been proven to increase a student’s GPA and average test scores. When a goal is set, it becomes a target for the student and something to be worked for. When a goal is consciously formed and written down, it becomes more concrete and is more likely to be achieved.
Goal-setting is oftentimes taught in a five-step pattern, with descriptions that use the acronym SMART. Goals that are widely considered good have the following characteristics:
Some students might struggle with one aspect of these attributes than others, yet consistent practice with setting and achieving goals following this pattern has been seen to improve
While not everyone would know an exact definition of executive functioning skills, most would right away recognize someone who lacked these skills. They can be in every circle of relationships, from family to peers, and when a person doesn't have developed executive functioning skills, they stick out.
Simply put, “executive functioning skills” is a wide term for self-management. These skills consist of self-regulation and mental control. They assist in goal-setting and goal-reaching an are incredibly useful in a school setting and work setting. Many have these skills to a moderate degree, yet not everyone has taken the necessary steps to hone and train these skills in a way that will significantly increase their learning potential and capacity for success.
The following is a list of basic executive functioning skills:
It is a well-known and often-experienced pattern: as students become more successful they receive more praise, but they also receive more responsibility and higher expectations. While not necessarily a bad thing in itself, these newly-added expectations can become somewhat overwhelming and unachievable to students who were previously enjoying success. In the business world, this is oftentimes called the "Ceiling of Complexity."
Coined by entrepreneur Dan Sullivan, the "Ceiling of Complexity" is the idea that every project you complete creates has a snowball effect of creating residual responsibilities and expectations. This residual may be small, but it’s always there. Over time, this residual effect builds up and adds complexity to our everyday lives. Eventually it forms a ceiling, which limits further progress until you do something to break through the ceiling and reach a new state of simplicity.
Students are very likely to experience this at an academic level. Successful students may find that their new responsibilities and expectations weigh them down to a point that they become unhappy with their success. They start to focus more on the pressing demands and lose sight of the larger picture, which causes more frustration and discontent. Their progress is halted, and they are unable to
Lynn is a full time teacher, founder and chief academic officer at academic success. Learn more about Lynn here in her Linked In Profile