Principal’s Perspective:
An ‘E’ for Effort

A member of my family recently shared an article with me that I found to be quite interesting.  The focus of the article brought back to mind one of the nine most effective instructional practices highlighted by Robert Marzano in his book, Classroom Instruction That Works.  At first glance it may appear that the research study was getting bogged down in semantics and splitting of hairs.  In light of other research that also supports the claim, it does give reason to pause.

The central theme of the article was the extreme importance of praising our students for their effort rather than their intelligence.  The results being shared in this article support what Marzano also claimed in his strategy of reinforcing effort and providing recognition.  If young people are consistently praised for being smart, then subconsciously they begin to feel the need to maintain that persona.  Even extremely gifted students who may actually fall within the upper 1% of the top 1% may choose to work on tasks at which they know they are capable and will succeed rather than risk failing at tasks of which they are uncertain and would lead them to stretch and to grow.

We talk a great deal about creating a risk-free environment for students.  We understand that some expectations are imposed and beyond the control of the local school or district.  However, what does rest within our control is how we approach students when they are faced with nationally and state imposed expectations.  If our students have consistently been praised for their effort, for their work ethic, for doing all within their power to succeed, then we have invested into the reservoir of their personal feelings of efficacy.  If they believe that they have what it takes to face any challenge that may come their way, then they are more likely to perform quite well when faced with a new standardized test, musical arrangement, or competitive sport. 

Therefore, as we work together to see that our young Stars shine this year and for years to come, we must stop to consider how are we praising them?  We have tried for some to separate the poor choices that students make from the individual making the choice; we know that we have good students at GES who may make a poor choice from time to time.  Might the same hold true from the other perspective?  Might our students benefit as well by having their academic performance separated from their personhood as well?  If they had a clear understanding that it is not how much they may know or how smart they may be as measured by a standardized test, but rather how hard they may work or the effort they put forth that makes the greatest difference.  If students begin to understand that organization, self-discipline / self-responsibility, and punctuality all demonstrate respect for themselves and for those around them, then success in school could literally be within the reach of everyone of our students.

We cannot accomplish this alone.  As Aristotle once said, “We are what we repeatedly do. Excellence, then, is not an act, but a habit.”  Are we allowing ourselves to become distracted by all of the emphasis placed upon performance that we lose sight of the effort being invested? 

I invite each of us to make a conscious and concerted effort to recognize how we offer praise and recognition.  Are we praising the student or are we praising their effort?  Are we helping them to develop the work ethic that will ensure their success?  Are we making regular deposits into their sense of self-efficacy?  Are we equipping them with a sense of confidence to face any challenge they may encounter?  It may sound simple, but it could yield incredibly positive results for our young Stars of today as they grow to become the successful adults we desire them to be in the future!

Mr. Calvin