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Start the Year by Teaching Students About Talent and Effort

People commonly assume that those who possess special talents will naturally be more successful than those who do not. Similarly, some students often assume that their classmates possess talent that will make their learning and success easy and inevitable. Consequently, the perceived absence of obvious talent on their own part can lead some students to lower their expectations for their success and diminish their level and consistency of effort.

Such perceptions, though, are not necessarily supported by experience and research. While innate talent certainly offers some advantages, it is only part of the formula that leads to success in learning and life. In fact, talent and effort play near equal roles in achieving success. Talent may make some aspects of learning easier, but effort creates the conditions necessary for talent to flourish. Consider how this truth is revealed in the words of Albert Einstein: “It is not that I am so smart. But I stay with questions much longer.”

As we begin a new school year, it is important for our students to understand and tap the value of dedicating consistent effort to develop the talents they possess and overcome challenges in the areas where their talents may be less obvious. Here are five insights we can share with students to help them understand and manage this crucial relationship.

Innate talent can make initial learning easier. Talent, the seemingly natural inclination toward a particular skill, topic, or discipline, can mean that initial learning requires less effort. However, talent takes many forms, and it may be obvious, latent, or developable. Some people display their talent(s) in clear and natural ways. Others possess talent but rarely display it due to circumstance, lack of confidence, or other factors. Still others may not currently demonstrate a particular talent, but with exploration and effort might develop exceptional skills and capabilities.

Effort can accelerate and deepen learning. Effort has the potential to overcome multiple barriers, including the lack of background knowledge and experience or an absence of opportunities and support to develop a talent. When given consistently, effort can fill experience gaps, reveal hidden potential, and help an individual develop skills and tools that overcome the absence of obvious natural talent.

Curiosity and interest are crucial contributors to the development of talent and consistency of effort. Exploration and discovery can be the fuel that drives the development of talent and the investment of effort. Feeding interest, providing opportunities to explore, and allowing students to discover can be powerful ways to reveal potential talent and inspire students to invest their energy to learn and develop skills. Meanwhile, we can tap interest that occurs naturally or help students build it through creating experiences, building relationships, and nurturing a sense of value or purpose.

Talent that is not supported by consistent effort never fully develops. Having obvious or potential talent carries little long-term value unless it is supported and developed through consistent effort. In fact, talent that is not developed offers few benefits and often leads to frustration and regret. Curiosity, experience, and opportunity can lead to the discovery of potential talent, but its development requires commitment and effort.

Focused, consistent effort can overcome a lack of natural talent. Some students may not possess obvious talent, but they have the power to decide whether and where to invest their effort. Talent supported by effort can be a potent combination, or effort can compensate for the absence of specific talent. In fact, over time, effort can mimic and even substitute for much of what talent can offer.

The bottom line: Talent may be naturally bestowed, but effort lies within the control of each student. The progress they make and the success they achieve will be determined as much by the effort they give as by the talent they possess.

August 15, 2024

Six Questions Students Want Us to Answer in the First Week

The first days of a new school year are typically filled with anticipation and excitement—and some nervousness. As teachers, we are engaged in a new beginning. We have an agenda and a plan, and we can shape the path that lies ahead.

Students experience many of the same feelings. However, they have less control over what lies ahead and thus feel even more uncertainty about what the experience will be like. Consequently, they come with many questions, even if they may not ask them explicitly.

As we think about the first days of the new year, we might consider the questions students will have so that we can think about how we will answer them in ways that set a positive tone and preview an attractive, meaningful, and reassuring start to their learning journey. Here are six questions we can be sure are on students’ minds and to which they are hoping for answers.

“Is my teacher interested in me?” For students we have not had in the past, the first week of school is too early to have a relationship, but students will be looking for clues to discern whether a positive relationship is likely. Do we greet students as they arrive in our classroom? Do we make eye contact and notice their presence? Is it obvious that we are committed to learning their names? Are we interested in learning something about them?

“Do I feel like I am accepted and belong?” We might plan some community-building activities to help students reconnect with existing friends and discover potential new friends. We can share the classroom behavior norms and rules, including the reasons behind them. Even better, we can engage students in the discussion and development of norms and behavior expectations. When we do, they will be more likely to feel ownership of and accept and abide by what is decided. Remember: Students will be asking themselves whether they can be themselves or if they must monitor and modify their behavior to fit in.

“What is expected of me?” Students are likely to want to know if they will be expected to sit and listen, or if they will be invited and encouraged to contribute ideas, insights, and experiences. Will learning be directed or co-constructed? We can share examples of how we will design and approach learning tasks and challenges. We might share an estimate of how much out-of-class time students should expect to spend on assignments and projects. We should also consider discussing how much background knowledge will be necessary to succeed in this class and how we will help students to fill any knowledge gaps.

“What am I going to learn?” This is a time to “sell” what we intend to teach. Students will likely be asking themselves whether the content sounds interesting and how they might use or benefit from what they will learn. This is a great time to answer the “why” of learning the content and skills we will be introducing and nurturing during the class.

“Can I be successful?” To reduce our new students’ fears of failure, we might share tips and strategies that previous students have found helpful. We can assure students that we expect them to succeed—and believe they will. We might also share with students the supports available should they begin to struggle.

“Is this a class that I will enjoy?” The answer to this question rests on what students have learned from the first five questions. If students feel that we are interested in them and want them to feel accepted, and if they believe that they can participate and be successful, this is likely to be a class to which they will look forward and in which they will invest.

We only have one opportunity to get off to a good start. It is worth the time and effort to think through what students want to know and how we can provide the information and assurance they will be seeking.

August 01, 2024

Five Beginning-of-School Messages Families Want to Hear from Their Child’s Teacher

There may have been a time when parents, family members, and other caregivers deferred to their child’s teacher and trusted that said teacher would do what was necessary to support their child’s learning. Families may have sent their child to school without a specific expectation to hear from the teacher unless there was a problem. However, if they existed, those days are long gone.

Parents and caregivers today expect to be informed. They want to know who we are, how we will support their child, and what we will do to ensure their success. They also seek assurance that we value them and want their involvement. Of course, they also want to hear that we are committed to and enthusiastic about our work.

With this context in mind, taking a proactive approach to communicating with parents is a wise decision. As we approach the beginning of the new year, it would be wise for us to develop and share with parents the information and reassurance they seek while also setting the stage for a strong, positive relationship.

Obviously, we need to share information on beginning-of-school logistics, including schedules, necessary supplies, and other need-to-know information. In addition, we might share with parents several key messages to introduce ourselves and reassure them of our commitment to their child’s success and our readiness to partner with them. Here are five key parent and caregiver messages to consider, modify, and share before the year begins.

I am looking forward to getting to know your child and building a relationship with them. You might discuss the early and ongoing activities you have planned to help their child feel welcome and develop a sense of belonging. Share your anticipation of the opportunity to learn the child’s unique personality, strengths, and interests. Invite parents to share any concerns, advice, and hopes that they believe would be helpful to your getting to know their child and forming a relationship. The invitation might be general and informal, and it may be followed by a survey or, if practical, a conversation with the child’s parents or caregivers.

I look forward to developing a productive partnership with you on your child’s behalf. Note that a crucial component of learning and social success is a sense of shared commitment and expectations among the adults in a child’s life. A strong partnership featuring frequent and timely communication and coordination of effort can make an enormous difference for students, especially when they struggle or lose focus. Provide parents with specific options and opportunities to connect with you. Share examples of when parents can expect to hear from you and what they can do if they have questions, concerns, or need to connect. This also is a good time to highlight school events, opportunities to volunteer, and other avenues for parents to participate as partners in their child’s school life.

I am committed to your child’s success. Be explicit in your commitment to make each day an important experience and step in the child’s learning journey. Emphasize the importance of regular reinforcement of past learning, building learning through the introduction of new concepts and skills, and the crucial role of practice to strengthen and lengthen retention of what is learned. Underscore the importance of the child’s regular attendance to sustain strong relationships with classmates, maintain learning momentum, and build continuity and rhythm in the school experience.

I want to help your child grow intellectually, develop socially, and gain strength of character. Remind them that while formal education is about building academic knowledge and skills, a strong, well-rounded education also helps students to develop and manage relationships with others. Further, for students to make the best use of what they learn, they need to grow their character. Honesty, compassion, fairness, responsibility, and other character elements help students become more than informed and knowledgeable; they become better people.

I am excited and energized to begin a new learning journey with your child. You cannot know all that lies ahead in the coming months. There will be hours of exhilaration, days of disappointment, and weeks of amazing progress. Yet, with each step in the journey, you will be creating with their child a unique path of learning and growth. You can expect some twists and turns, maybe even a few side trips, but you can assure parents that your focus will remain on building knowledge and skills, nurturing good people, and encouraging their best work.

The beginning of school is an exciting time, but it is also crucial to setting the stage for a successful year. Sharing key messages of reassurance, expectations, and commitment can help us get off to a great start.

July 24, 2024