Magazine article Times Educational Supplement

Let's Turn Those Raw Materials into Gold

Magazine article Times Educational Supplement

Let's Turn Those Raw Materials into Gold

Article excerpt

Transforming insecure post-16 students into happy, confident learners is akin to alchemy. Here's how the magic works

If you work in post-16 education, you will often encounter students who believe they are unable to learn. So damaged is their self-image that these people discount the role that effort plays in intelligence, instead looking on cleverness as a mystical something possessed only by a blessed few.

Learners like these tend to attract the caring professional, the teacher-therapist whose emotional labour is intended to create an alternative educational future. All they need is love, right?

The danger of this attitude is that it forces students into a passive role, thinking of themselves as the lucky recipient of an empowerment kindly bestowed upon them by someone else.

An alternative is needed. I suggest that the best way to teach students with damaged learner identities is to assume the mantle of the alchemist. And here is how.

Re-establish learning

When the link between learning and effort is broken, students prefer to identify as lazy rather than stupid. Convinced they are unable to learn, they do everything they can to avoid making an effort. In her book Mindset, developmental psychologist Carol Dweck stresses the extent to which such beliefs become self-fulfilling prophecies.

The teacher-alchemist works with students to re-establish the idea that intelligence is an outcome of effort. Explicit discussions about learning form an important part of this. At times these chats may seem to veer perilously close to talk of learning styles. To clarify, I am not suggesting that learning styles are an empirically verified theory. However, they do provide the means for students and teachers to talk about the process of learning in ways that are meaningful and intuitive, and allow students to reflect on their practice.

With these conversations the teacher-alchemist can establish - and then challenge - learners' beliefs about learning, transforming students from people who believe that IQ is fixed and innate into people who see their own untapped potential.

Amplify achievement

The teacher-alchemist must also amplify students' achievements so that they recognise the significance of what they have done.

This means that teachers must offer feedback on how and what students learn. It means pointing out to learners when they have approached a task in the correct way as well as when they have got an answer right. It means helping them to identify which approaches will be successful, and showing them that what makes the difference is not who they are but what they do. …

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