In this post a synthesis of Daniel Coyle's The Talent Code and Carol Dweck's Mindset; The New Psychology of Success gives deep insights into what it takes to be the best, to be a champion, to be a virtuoso!
What do you think of when you think of those who are head and shoulders THE BEST in their line of work? Competitive? Driven? Strong? Smart? etc? Some excel simply to chase the prize at the summit of the mountain but for those who find greater reward in the effort of making the climb far greater skill is usually the reward.
When we think about those who have achieved unprecedented levels of success in fields that require a tremendous amount of skill and discipline simply to be good, we often falsely believe that it is the result, the win, the ending (...the perfect performance) that these rare individuals were after. When we study these individuals however, we find that this is not the norm.
Whether it's cellist Yo Yo Ma, basketball player LeBron James, or skate-boarder Tony Hawk, the most common attribute that these 'bests' share in common is NOT a love for the result, but rather a love of the EFFORT. These individuals enjoy practice as much, if not more than the real event. They lose themselves in their art, time slows down, and they each shun accolades because they do NOT do what they do for attention, or trophies. They do what they do because they've found something that they love to practice.
Throughout the past few years (see each of the letters I send out that accompany report cards) I've called attention to Carol Dweck's book about Mindsets (Growth vs Fixed Mindsets). Dweck describes people as having either a mindset that is more a growth mindset (meaning that these people regard success as a byproduct of the effort they put into something) or more a fixed mindset (meaning these people regard success as a byproduct of a finite and unchangeable amount of talent that allows them to be successful).
Examples of a fixed mindset:
- students who believe that it's 'smarts' and not hard-work and effort that determine academic success.
- athletes who only participate in their sport when they are with their coaches (for every hour great athletes / musicians spend with a coach they spend many more times this amount practicing by themselves).
- students who only remember information long enough for the test (through memorization) only to allow it to erode and diminish in permanence after the test. Similar to this is the student who asks "is this going to be on the test?"
Examples of a growth mindset:
- The student who continually asks questions seeking to understand, regardless of a grade or if something will eventually be tested.
- The student who yearns for feedback about why she didn't perform well so that she might make her work better (fixed mindset individuals classically avoid feedback out of fear of judgment).
- The athlete / musician who learns to love practice because they realize their own growth through it and simply because they LOVE to PRACTICE.
The nexus between Coyle's Talent Code and Dweck's Mindset is that both have researched and observed that genius comes only from students who dedicate themselves to a practice ethic that yearns for mistakes. Furthermore, genius recognizes mistakes not as judgments that damage self-esteem but as opportunities that help accelerate us toward mastery.
Implications for Adults, Teachers, Parents, Coaches...
The results of a survey I gave at a little league clinic this summer to approximately 50 boys between the ages of 6 and 12 demonstrated that every single boy leaned more toward having a fixed mindset, and not a growth mindset about their baseball skill. These boys spent almost all of their time practicing with an adult reliant upon the adult for their growth. They saw their prior success (and failures) as a measure of who they were and what their level of skill was rather than a measure of how much they practiced and prepared. Most of the boys indicated that failure was something that was upsetting and that continued failure would likely make them want to play less.
What's wrong with this? It's all fixed mindset thinking!
What chance do students have in a professional field where failure, while not expected, is as much a possibility as success? If they have a Fixed Mindset, the answer is not much (of a chance at success).
One of my favorite Sports Illustrated articles documents the story of Chris Jackson (who later changed his name to Mahmud Abdul Rauf). Born with Tourette's syndrome, his obsessive desire for perfection often caused him dysfunction (read more here), but it also translated into an extraordinary success. Rauf, who once missed a date with a girl in high school because he was distracted trying to make his refrigerator door make the perfect sound as it closed, turned this obsession to the basketball court. He would go to the gym and not leave until he made 10 shots in a row, but these shots not only had to go through the hoop, they had to make the same sound going through the hoop. He'd make 9 in a row but if the 10th, as it was going through the hoop, nicked the rim, he'd start all over. I watched a game of his (in the NBA) after I read the article linked above and was amazed that every shot he made sounded the same as it went through the hoop!! Did I mention that Jackson, who stands a little over 5'9" tall, once averaged more than 40 points per game while at LSU in college. Shaquille O'Neal, who played with Jackson, called him one of the most dominant players he ever played with.
What's the teachable moment for teachers / parents / coaches here? One of my take-aways is that kids come to us with self-discipline skills that are all over the map (good and bad). Some are ready to love practice and some are not. Great coaches and great teachers know how to make learning fun in addition to knowing the mechanics of what they are teaching.
I worry though that as parents read this, they'll think it's a teacher's or coach's responsibility to MAKE a child love math, or science, basketball or the violin. This is NOT the case because great teachers and coaches also help children in another important way. They call them out on the level of responsibility they (children) have to bring to learning. They also point out that their coaching cannot be great if the child isn't committed equally to practicing.
So what do all GREATS HAVE IN COMMON?
I worry though that as parents read this, they'll think it's a teacher's or coach's responsibility to MAKE a child love math, or science, basketball or the violin. This is NOT the case because great teachers and coaches also help children in another important way. They call them out on the level of responsibility they (children) have to bring to learning. They also point out that their coaching cannot be great if the child isn't committed equally to practicing.
So what do all GREATS HAVE IN COMMON?
It's not that they are more talented than others. It's simply that their developed love of practice allowed them to expose and hone a talent that was developed out of perseverance, determination, passion.
If you have not read Dweck's book yet I compel you to. Would you be surprised if you discovered that you, the parent who wants what amounts to a growth mindset in your children, were subverting your own message? Take it from one who's made this mistake! I am enormously vigilant about scrutinizing the language I use with children because it not only reveals how I think, but it models for them the ideals we want for them... and I catch myself all the time since I read Dweck's book!
If you have not read Dweck's book yet I compel you to. Would you be surprised if you discovered that you, the parent who wants what amounts to a growth mindset in your children, were subverting your own message? Take it from one who's made this mistake! I am enormously vigilant about scrutinizing the language I use with children because it not only reveals how I think, but it models for them the ideals we want for them... and I catch myself all the time since I read Dweck's book!
On behalf of our Middle School staff, we hope you are enjoying your time with family!
BC's Chess Club is quietly becoming a Regional Draw
End of Week Notes
- Bethlehem's Chess club has finished in the top three schools in regional competition in the last two years and once again finds itself at or near the top of the regional rankings this year. The club's philosophy is that anyone can play chess and we take all comers in grades 3 through 12 ... experience not necessary.
- For more info...https://sites.google.com/site/bethlehemschoolschessclub/
- Chess often suffers from geeky stereotypes and many aren't aware of the growing number of college and professional athletes who play (the best known example is men's basketball Coach Mike Krzyzewski of Duke, who has his players play to develop their awareness of offensive and defensive philosophy)
Congratulations to our 6th, 7th, and 8th Grade Band, Chorus and Orchestras
- I am continually amazed at the skill of even our youngest musicians. Their clarity, cooperation (in the way they listen to each other and blend) and their self-discipline are extraordinary.
- Kudos to all of our musicians for an outstanding set of concerts these last few weeks!
Congratulations to BCMS' Character Lunch Students
Next Week's special Events - Please check the Calendar Below for Fireworks, the Annual 5K race, and our school schedule
THE WEEK AHEAD!
Monday, December 28
- Offices open
- No School - holiday break
Tuesday, December 29
- Offices open
- No School - Holiday Break
Wednesday, December 30
- Offices Open
- No School - Holiday Break
Thursday, December 31
- No School
- Offices CLOSED
Friday, January 1
- No School - Offices closed - welcome to 2016
Monday, January 4
- Classes resume
Have a Happy and Safe Holidays!
