Understanding a new subject or concept can make students feel deflated or defeated, which can lead to burn out, tentativeness, and no joy in learning. But this struggle does not have to lead to deflation.
In college, my A-grade student friends seldom went to class and did little to no research for assignments, papers, and tests. I was irritated. I could not understand the positive results of their careless behavior while I struggled maintaining my GPA.
We easily associate struggle with negative feelings and/or failure. I interpreted my struggle to mean I wasn’t learning. Looking back now, I understand something: I chose a degree path I loved, writing and English, yet I struggled to make the grades I desired. I grappled with grammar that I had not learned as a youth. However, we learn valuable lessons through the struggle. Grammar still causes me issues, but now I know that learning innately requires struggle.
The tagline, “the struggle is real” applied to much of my college, seminary, and post-graduate work. There is truth in these words as we witness our students plod through their schoolwork, watching one student soar through course work while another struggles and fights through. Instead of comparing the struggler to the soarer, try applying R.E.A.L to the situation.
Remember: Remember that every student is different in how they learn and apply what they are learning. What works for one child may not work for their siblings. We don’t just learn from our successes. Our failures teach us how to approach problems differently, how to persevere, and how to accept. Remember to celebrate the progress no matter how long the journey takes.
Evaluate: Evaluate your student as they struggle. One way is to evaluate the amount of time they spend on the subject or concept. The shorter and more frequent time a student spends in the struggle can help prevent or bypass deflation and defeat. Set manageable time limits. Then, walk away and do something to recharge before returning to the task. Focus on quality over quantity and speed. As you evaluate and re-evaluate, celebrate each step, and adjust along the way.
Articulate: Help your student articulate their struggle. It is easy and common to say, “This is hard;” “I can’t do it;” or “I don’t understand.” The goal, then, is to identify the specific need so a solution can be found. Ask leading questions. This helps students understand that they do understand math. They just struggle with exponents, for example. Instead of the blanketed, “I can’t do it” struggle statements, you will help your students articulate the specifics of their struggle which will help apply a solution.
Lean-In: Instead of avoiding, ignoring, or abandoning a curriculum or program at the first signs of struggle, lean in with your kids. Self-grading is a great way to do this, getting students’ eyes on their course work again. As they grade their work, they see the problems, the correct answers, and they can work through problems once more. Solution Manuals are a wonderful tool as they walk through every problem step by step. Can you recall all the things you learned because you tried again? Learning is not a linear process and as you “try, try again,” you naturally turn learning into a cyclical style.
The goal is to succeed in learning. Aim for retention, confidence, and joy in the learning process. For example, we can see retention happening when our students are consistently scoring 85% and higher on assessments and assignments. Take the timeline out of the equation and focus on the journey of learning. This is a journey that you and your student are traveling together.
My writing and grammar have greatly improved since my college days. Though I still battle, I embrace the phrase: “The struggle is R.E.A.L.” Finding the lesson through the struggle leads to lifelong learners who are not deterred when the road gets a little rough. Embrace the R.E.A.L. within the struggle, develop your lifelong learners, and find joy in the process. ~ Rebecca
