"Teachability and Kids"

There was an interesting article in the Toronto Star this weekend (Sunday January 27, 2008) about the research a Stanford University professor of psychology carried out with Grade 5 pupils over a period of 10 years. She found that those who were praised for their hard work performed better than those praised for intelligence. From this research, her yearning was for "parents and educators to transform their view of intelligence from something children have to something we can help them cultivate".

When teachers have the stance that intelligence is something they can develop through their own efforts and education, students become excited about taking on challenges, because that will lead to learning. If success is the result of just being smart then students will avoid tasks that might reveal their deficiencies.

This research is another example of how mind-set influences a child's ability to be taught. There is much more that we can do to help our children reach their full learning potential . The learning equation is further enhanced when we understand what it is that renders a child teachable.

Dr. Gordon Neufeld, a Vancouver-based Developmental and Clinical Psychologist states: "There is no doubt that attachment is the most powerful motivating force of all but it must be harnessed to be used for teaching purposes. Unless we win the hearts of our children, we are unlikely to have much influence on their minds".

Within a learning context like school or childcare, attachment can be primed by using our instincts to greet each child warmly by name. Collecting their eyes, inviting a smile and a nod is something that we work very hard at doing whenever a baby is in our presence. When a baby takes our finger, we feel the connection. Children of all ages yearn for this kind of connection. With older children we can provide something other than a finger to hold on to by showing our delight and interest in their presence. Praise does not have the same lasting effect of connection because it is conditional upon performance. Inviting children to exist in our presence with warmth, enjoyment and delight goes much further.

Adults must have the alpha position with children. We must always act as a child's compass point and assume the responsibility to orient the child, especially in times of confusion and disorientation. Encouraging the child to depend on the adult who is in charge. can be done by reaching out to the child and reassuring him/her that eventually she will be able to do what she is trying to do and that s/he will get there. Actively arranging situations where the child will need to depend on you fosters the context in which the child feels safe and in a position to try something new.

When dealing with the immature, we need to win their hearts to open their minds to our influence.

These are small attachment suggestions for the parent/teacher or child-care provider in dealing with practical realities in a busy learning context. For a more in-depth understanding of Dr. Neufeld's ideas, I invite you to check his website and download his Teachability DVD.

January 29, 2008

Copyright, 2010 by Susan Dafoe-Abbey. Permission to use this material, either in English or in translation, for educational purposes is hereby granted.