As the clever saying goes, “you don’t know what you don’t know.” True. Some things we just don’t know, until life teaches us. Allow me to use my years of experience to provide some examples of things I thought I knew:
- Before I had children, I thought I knew what it was like to be a parent. I remember a friend saying, “Can’t you just make them do what you want?”
- Before I broke my ankle and was on crutches, I didn’t pay attention to curb cuts or doors I could open by pressing a button. These modifications were for people with disabilities, but I learned quickly that disabilities are something we all face sooner or later. (Thank you, Americans with Disabilities Act!)
- Before I picked up a pickleball paddle, I was pretty sure I’d master the game with relative ease.
Guess again.
The same can be said of our students. There is a lot to learn. All day, they explore lessons, experiment with ideas, and untangle algorithms. Most show up wide-eyed and ready to learn, even when they reveal they feel frustrated, tired, and overwhelmed.
How can we explain to students that these feelings are part of the arc of learning?
The Learning Space & Pit
Of the many new things I have given a go over the years, a fair amount of frustration has accompanied me. (*screams at the computer while trying a new tech tool*). Had I known: F R U S T R A T I O N = L E A R N I N G…perhaps I would have embraced it?
The brief Instagram clip below, featuring @drbeckyatgoodinside whose credentials include a BA in psychology and human relationships from Duke University and a PhD in clinical psychology from Columbia University, provides an explanation about how we tie our identity—and our intelligence—to knowing. Yet, it is in the space between not knowing and knowing where learning takes place.
What is challenging, she says, is that learning has a feeling—and that feeling is frustration. In the video, Dr. Becky tells her students if they can tolerate and recognize that frustration is literally how learning feels, and that feeling frustrated means they are learning, they will build resilience. And resilience while learning, leads to success.
The Learning Pit
Another way to describe the space where learning takes place is what creator James Nottingham calls, “The Learning Pit” which, he states, “supports the ways in which we think about, and articulate, our learning.” The graphic below provides a visual of what learning looks and feels like, not only for our students, but for all of us. Providing this illustration to learners is a way we can articulate, in a visual way, that we know learning is hard—but that it is also worthwhile, rewarding, and worthy of celebrating.
As students begin to understand and accept that learning feels like traveling into and out of a “pit,” their perseverance and motivation to keep going grows. In the words of Albert Einstein, “It’s not that I’m so smart, it’s just that I stay with problems longer.”
The Power of Yet
In addition to the learning space and pit, there is a teaching strategy known as The Power of YET. This method is a byproduct of the research about growth mindsets by Dr. Carol Dweck which has proven to increase learners’ confidence about their abilities.
The strategy reminds students learning takes time, and as shared above, a fair amount of frustration. In other words, if you’re feeling frustrated, you’re doing it right. To learn more about growth mindsets, “The Top 5 Things I Learned from a Five-Year-Old About Growth Mindset,” by Christopher Bronke describes the benefits.
Now, get ready to try out The Power of Yet in the work you do with students, by reviewing the steps below:
Step 1: Jot down some common phrases you hear students say when learning is hard and they are frustrated, for example:
“I don’t know how to spell those words.”
“I can’t figure out this math problem.”
“I am not able to make this experiment work.”
Step 2: Talk about what it means to have a growth mindset and explain the Power of Yet with students (and colleagues, and families, and administrators!)
Step 3: When students make “I can’t, etc.” statements, direct them to add “YET” to the end of their sentences:
“I don’t know how to spell those words, YET!”
“I can’t figure out this math problem, YET!”
“I am not able to make this experiment work, YET!”
Step 4: Circle back with students to see how the Power of Yet has impacted their confidence, motivation, and mindset about learning.
Using the Power of Yet, we can increase student motivation and confidence by emphasizing effort over achievement and by celebrating progress.
The big takeaway? When students believe they can, their chances of succeeding increase.
Let’s ensure students understand that frustration is a natural part of learning. By teaching them to embrace it, we champion perseverance and resilience. Witnessing students’ achievements and celebrating their successes are two of the best things about teaching! Share these strategies and prepare to be inspired by your students’ growth.
About the Author
Susanne Leslie is a Professional Learning Specialist at Teaching Channel. She holds a B.A. in Sociology and a Master’s in Education. As a former parent educator, Susanne’s specialty is Culture, Wellness, and Early Childhood instruction. In her current role, she writes courses and content, and is an enthusiastic advocate for play and time outdoors as the best teaching tools.
Fun Fact: Susanne has jumped out of two (perfectly good) airplanes!
