Overall, Golann found the school's approach to teaching social-emotional skills led to orderly classrooms and students with good study and work habits associated with high self-regulation—but not the sort of autonomy, self-motivation, and goal-setting also associated with self-regulation and grit.
The focus on self-control as defined specifically by following rules prevented students from gaining autonomy and taking on more adult leadership roles, she said. "Middle-class students develop a sense of ease with adults; they talk to adults as though they were adults themselves. In contrast, at the no-excuses school, the boundaries between teachers and students were emphasized rather than blurred ... and they lost 'middle-class skills' of ease, flexibility, assertiveness, and leadership," Golann said. "Because students didn't get these things, they started to lose their motivation, especially at upper grades."
Thursday, September 05, 2013
Because "Grit" Sometimes Means Persisting in Telling Your Teachers to Pound Sand
Posted by Tom Hoffman at 11:36 AM
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