Igniting that passion to succeed – Where does the learning take place?
We are what we repeatedly do. Excellence, then, is not an act, but a habit. Aristotle
In education, we recognise that there are important skills that our students must learn- grit, determination, perseverance – all skills that are essential for success. In any school setting we need to work together to ensure that they recognise these skills as important life-long learnings.
We often hear that our young people today will not takes risks (with their learning), that they are frightened to make mistakes, that they won’t face a challenge. I see it too, but know that when the learning becomes “relevant”, when passion is ignited, when its purpose is for achievement of a real and measurable goal then challenges are faced and success will follow. When we aspire to succeed in an area that we love, we do challenge ourselves, we will take a risk, and ultimately succeed (at whatever level we set our sights). Our challenge as educators and parents is to tap into the lessons we learn elsewhere and use those to our advantage, to assist our students (our children) to step up, to reach that bar and succeed.
I have the privilege of working with my school’s CHEERSPORT team. Our ‘real’ coach, (I am just the assistant!) is an expert in his field. He is enthusiastic, inspiring, and passionate about what he does. He models this each and every time we are together as a team. He and I definitely share the belief that this passion is the first piece in the puzzle. It does “rub off” on the girls. It is important to instil that passion into the team, to create opportunity for individuals to grow in confidence and believe in themselves. The Team definitely has passion!
The next piece in the puzzle is allowing and encouraging the girls to “just do it”. A bit of a cliché perhaps, but we build this mindset with them; that they start from wherever they are and then we raise the bar and expect them to rise to it. Cheersport is not easy! For any of you who have witnessed a training session or a competition, you will understand that the need for strength, flexibility, confidence and bravery is necessary. It is no easy feat to be thrown in the air, or to be lifted to extension, or even to do that first time forward roll, or a back handspring. It is hard work! At times when I am assisting I must admit that I admire what this team and the individuals in it are achieving. I wonder at my own tenacity (and courage) in this area?
“Tell me and I forget, teach me and I may remember, involve me and I learn.”
― Benjamin Franklin
We expect that the team will do certain things, that they understand the requirements/goals of that level and that they aim for them. They respect that we challenge them, and so they persevere, get up again (if they fall), and keep working at it. So, that next piece is grit andperseverance; not just because they have to, but because they want to challenge themselves and move beyond their fears. There are many discussions and demonstrations, many attempts and then practice. There is the understanding that it doesn’t just happen, it isn’t just a talent; the team understands the need for perseverance. They achieve at times the unexpected. They seek help from their coach, from me and from each other and I am yet to see one of them NOT show growth and development. As individuals they are going from strength to strength.
Even though they focus on their own skills and improvement, an integral part of all of this is the ability for them to understand that they are part of a team, and within that team, each person must fulfil a particular role. They know that they must hone their own skills, they must practise and challenge themselves, otherwise their group may not achieve what is required and ultimately, the whole team may not perform to that expected level. So, I suppose that is the next piece, each member of the team understands what is expected of them, personally. They feel a sense of pride within themselves and ownership of what they do.
In everything we do, it is important to note that if we don’t feel pride and ownership, then it may not be worth striving for? It is an important consideration – one that we must foster in our classrooms as well. There are many examples of this demonstrated pride, perseverance and rising to a challenge. At the last competition, we had 4 individuals doing back handsprings –just two weeks on and that number is 9 – pride, determination and perseverance driving that learning process.
It is noted too, that the learning that occurs is not only coach directed, but more importantly, peer directed; they constantly learn from each other and teach each other. They accept feedback and (at times) critical advice and learn from this. They constantly say thank you, and are generous with their time. They pull together.
So, I do see risk taking, challenge, failure and then determination and grit. Yes, the team is passionate about what they are doing, and that is the key. We know that they are learning great lessons for life. We raise the bar, increase expectations, make it clear and explicit and the team members meet those levels. From confidence grows confidence, from success grows success. We can witness all of this in the classroom setting too when the power is given to the students. Raise the bar and they reach it, set high expectations, boundaries and deadlines and they do it. As parents, we do the same and see the same. It is essential that we as educators use these examples and transfer this to the classroom. If our aim is to engage, inspire and assist the learning process, then we must assist our students to become passionate about it. If they do become passionate, then we will see them strive for that success (more often perhaps).
“Perseverance, secret of all triumphs.” – Victor Hugo