Family Matters

My daughter’s Grade 4 teacher, Mr. M, loves stories and, a lot like us, he thinks that if he inspires kids to love reading and writing, he will consider himself a very successful educator.

Two weeks ago, Mr. M told the kids a story about a club. He told them the story over a few days and the kids liked it very much. The girls in the class were so inspired they started a new club – “The Girls’ Club”. All the kids were so happy about the idea of clubs that over a week, each group started its own club.

Mr. M’s idea was very good and talked with the kids about inclusion and about the sense of belonging people have when they join a club, but he did not take into consideration that kids will use this “clubbing” idea to exclude others (or maybe he did).

The topic of repeating a year bothers many parents. Recently, I was asked by another parent for advice on this matter. I have chosen to present her story here and hope other parents will benefit from my advice.

She write: “Last night I read your comments to Repeating a School Year, which is our own situation. My boy was also born in May and he started school when he was 4 & half years old. We struggled throughout his school years. I felt exactly the same like Mama Fiona – I also found a huge maturity difference to his peers who are 1 year older in most cases. Academically he is sound but struggles to remain there, and keeping him focused is a constant battle. My gut is telling me he needs to repeat, more so for confidence and to help him settle better with kids his own age. School is resisting this as academically he is not well below.”

A year ago, I became the Queensland state coordinator for Together for Humanity Foundation. The foundation works in schools with grade 4 to 12 kids to fight racism and inspire cultural openness. It turns out that, out of 50,000 kids in Australia who have participated in the program, over 90% have had racist attitudes towards other cultures.

It may be hard for you to accept, but most kids are racist because they live in a racist society, in which stereotyping is a survival mechanism. It is not surprising to read their surveys and discover they think “Muslims are scary” and “Asians sell drugs”, mainly because they are exposed to this type of information at home or in the media.

Whenever I ask the kids, “Have you ever personally met a scary Muslim or seen an Asian selling drugs?” their answer is “No”.

Kids are very gullible. They love colors and sounds and quickly catch on to new trends and new celebrities. Being young, unfortunately, they do not notice to the messages being delivered straight into their little brains in bright color and pleasant sound.

Our 8-year-old daughter Noff brings home a kids’ magazine called Just Kidding. The name is great and so is some of the content, offering riddles, jokes and general information our kids proudly quote for us. Alas, the good stuff spans about 11 pages out of 48. All the rest is advertising, some of which is cleverly disguised as articles.

Ronit and I were pretty happy about this magazine at first, because our kids like to read, seemed to enjoy the contents and even benefited from having something to talk about at dinner time.

However, through some weird coincidence, one particular magazine lost its cover page and the bare contents found their way to our office desk, where we had a chance to examine them more closely.

For over 24 years, I have been focusing on emotional strength and I believe this is the key to any type of success in life. I think rewarding kids for emotional stretches is the best way to praise them. As a special education teacher, working with kids who struggle and kids who are gifted, praising for effort was always one of my main tools. Remember, it is not the success that counts, but the emotional stretch. Although it may be a cliché, “Good try” has real power.

Research on emotional intelligence has found that persistence is a powerful ingredient in any success formula. So how do you teach persistence? My answer is “Reward every attempt and praise it, regardless of the outcome”. As I said, in special education, it is a major teaching tool and I have countless examples. Here is one from my own home that happened recently.

You can see them on the sports filed or in a lesson. They are smart kids, but they need constant reminders of their abilities and reassurance that they are OK. I often wonder how come those kids are so good, so smart and so capable, no one else around them can compete with their skills and abilities, yet are still very competitive.

It is because over-praising can backfire.

An analysis of over 150 studies about praise discovered there is a risk in praising. Being praised caused students to be less persistent, to need more eye contact with the teacher and to be less confident when answering a question (you know those uncertain answers that sound like questions). Students who were praised a lot were less independent in their schoolwork.

In 1969, Nathaniel Branden wrote that self-esteem is the single most important factor in people’s life and people need do all they can to achieve positive self-esteem. Later, as it happens sometimes in the psychology field, the self-esteem movement took this idea to the extreme. Every kind of feedback was suddenly considered as criticism and swapped with “rewards” to build self-esteem.

However, this sometimes created over-rewarding and achieved nothing, if not the opposite.

Yesterday, I wrote about Prof. Carol Dweck’s research on the difference between praising effort vs. praising natural talent. I encourage you to read about this research (if you have not already), because it highlights some of the issues with the impact of praising on kids’ self-esteem.

One big question that came out this research was “What can parents and schools do to still build kids’ self-esteem and enhance their performance (possible after the “mistake” of telling the kids how smart they are)?

Dr. Lisa Blackwell, Dweck’s assistant, conducted a research to improve kids’ math scores using the knowledge and information gathered in her work with Dweck.

A few weeks ago, when my 8-year-old daughter Noff brought her “Alien House” from school, we were all very impressed. It was a tall 3-story box house, with lights (because her alien was afraid of the dark) and she had planned and executed her plan at school and had received an A+ for the assignment. The masterpiece stood proudly on top of our fridge for over 3 weeks and during that time, everyone who passed next to it, including her older siblings, praised her and said, “Noff, your alien house is just wonderful”, “Well done”, “You’re so creative” and “You’re so smart”.

What do you think? Did we do the right thing? Should kids be praised? If so, how should kids be praised for best results?

Last weekend, I had a chance to talk to a mother about my better parenting skills program. She told me about her son’s behavior problems and wanted to know what was so magical about my program that made kids perform so well. I said to her, “There is no magic in the program. It is just based on understanding of the human brain, as every one of my parent coaching clients and better parenting skills workshop participants discovers”.

Although I like the thought that I work magic in my programs, I truly believe this magic can be done by everyone who understands the importance of having fun in the learning process and focusing their energy in a positive direction.

The woman told me her son was “hyperactive”.