Rebecca Zook - Math Tutoring Online

I recently posted about Po Bronson and Ashley Merryman’s recent report on the downside of always telling kids to try harder.

As someone who cried herself to sleep over her middle school math homework, I know that trying harder isn’t always the solution.

I believe the real solution is not to try harder, but to try again, differently: with a new tool, or with a different approach, or even just after taking a break to refresh your mind.

Perhaps the reason why some of the Chinese students discussed in the article (or students anywhere in the world) appear to have more of an “innate willingness to work hard” is just because they’ve learned how they learn most pleasurably and effortlessly. Maybe they’ve learned how to create flow states for themselves so they enjoy what they’re doing, instead of just grinding it out.

As a learner, I feel like the most useful thing I can do is examine how I learn best. And when I’m learning that way, it might not even feel like I’m working hard—it might actually feel effortless! From the outside, it might look like I’m a “hard worker,” but actually, I just don’t want to stop, because I’m in the zone.

As an educator, I feel like my own role is to help students learn how they learn best—so they can choose to learn what they want to learn, how they want to learn it, and do what they want to do, how they want to do it. Not just in school, but for the rest of their lives.

There’s always going to be some sort of gap between the way people teach us and the way we best learn. Our task is to find out how to create our own optimal conditions, no matter what we’re given.

Related Articles:
The Downside of Always Telling Students to Try Harder (1)
Power of Praise (1)
Algebra Tears

From Mihaly Csikszentmihalyi’s book, Flow: The Psychology of Optimal Experience:

The optimal state of inner experience is one in which there is order in consciousness. This happens when psychic energy—or attention—is invested in realistic goals, and when skills match the opportunities for action. (p.6)

Wow, what an aphorism! I think this description of optimal consciousness coincidentally happens to describe the process of good teaching, whether you’re teaching someone else or teaching yourself.

Every nanosecond that I spend with my students, I’m trying to present them with realistic goals by giving them things to do that I know they can do or that I’ve just shown them how to do. It’s not a question of “dumbing” anything down, but figuring out what they already know and building from there.

I also always try to match my students’ “opportunities for action,” also known as “math problems,” to their skill level. I give them material that they can do using what they’ve just learned, and I sometimes add some problems that are a bit of an extra stretch if I think the student is up for it.

I didn’t realize that, along the way, we were creating something as delicious as order in consciousness.