When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching. I went to teach seventh graders math in the New York City public schools.
You know, the things that I want my own daughters to develop – the idea that we’re going to get there through rewards and punishments seems completely at odds with the idea of character itself.
So when my daughter told me on the second track meet that she was done with it because she discovered she didn’t like competing, I made her finish the season.
Longitudinal studies following thousands of people across time have shown that most people only begin to gravitate toward certain vocational interests, and away from others, around middle school.
Negative feelings are typical of learning, and you shouldn’t feel like you’re stupid when you’re frustrated doing something. You might say to yourself, ‘I can’t do this,’ but you should say, ‘That’s great.’ That means you really have the potential to learn something there.
There haven’t been genetic studies on grit, but we often think that challenge is inherited but grit is learned. That’s not what science says. Science says grit comes from both nature and nurture.
People’s lives really do turn out differently. And it certainly can’t be explained by how intelligent you remember them being when they were sitting next to you in organic chemistry class.
I know that instructional time is a zero-sum game, but if we want kids to do well academically, it’s hard to imagine that happening if they don’t have some control over their attention.
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