The future looks very bright for our teens-- when we de-bunk three false myths. In fact, in recent study, I found that—no matter what their GPA—teens will have great opportunities because world, corporate, and scientific prospects depend on a far broader set of characteristics than those we emphasize in our system of education.
I’d like us to create systems where more kids can thrive sooner, and that means refuting the myths:
(1) Not being a top student means you are not hardworking, motivated, or intelligent
(2) Being a top student leads to a great life-- and
(3) Our approach to education is best for our teens.
This article is the first in a series that will look at each of the myths in turn.
Myth #1: Bottom Students Do Not Work Hard – Or Are Not Smart
Although students in what I call “The Bottom 80™” are often told they have learning disabilities or lack motivation, I found that they learn and are highly motivated-- when the situation suits their interests and their gifts.
- Take Laura, age 14. She chose a difficult-to-research topic for her first multi-month project, despite pleading from her parents to pick something easier, because she was fascinated by it—Laura initiated and persisted in tracking-down adults in a remote location that she could interview.
- Matt, whose IQ is 142, reads for hours on end to learn everything he can about a subject that interests him.
- Michelle is tenacious, “working herself to the bone,” to complete all of her school work.
Why Should We Dispel This Myth?
We are not helping teens make the most of these vital gifts that have the potential to contribute to the world. Much of school is other-directed, written-language-centric, and not designed to build upon individual students’ gifts and strengths.
If you look at the real-life data, you’ll find that many hardworking, motivated, gifted people—including renowned scientists, leaders, and productive citizens—were not good students. Take Vernon Smith, for example: a Nobel Prize-winner in economics and a “C” student who dropped out of high school. Is he an exception? No. He’s someone who was amplified his gifts. He thrived with hands-on learning, and disproved the leading economic theory because he designed his class to learn through physical touch and movement, rather than reading and writing.
How Can We Act to Dispel This Myth?
We can appreciate the value of each child’s strengths and gifts. Understand how their very gifts can get in the way of performing well in school. Discuss the real-world data on successful people who were not good students.
We can learn how to allow teens to use their gifts and strengths in ways that engage them. Ideally, this is both inside and outside of classrooms including physical games, art, music, community service, and meditation.
When you see their gifts and strengths, all teens are bright.
Christine Duvivier’s groundbreaking study on teen gifts uncovers “The Myths Of Education™” and debunks misinformation about school and intelligence. An expert in Positive Psychology, Christine inspires us to bring out the best in teens. She gives talks and workshops including Unwrap Your Teen’s Gifts™ on April 11 with Dr. Ned Hallowell. Learn more about Christine on her website: www.positiveleaders.com
This article is abridged from one that originally appeared on January 9, 2009 in Positive Psychology News Daily. The original article is here: http://pos-psych.com/news/christine-duvivier/200901091421
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