To grit or not to grit
I just finished reading this article, entitled “What’s Missing When We Talk About Grit.” The thoughts shared by the author, Luke Reynolds, echo some of the reflections I have done recently. He describes the fervor with which “grit” was embraced, how it became the panacea for all ills related to disengaged and under-performing students.
As Reynolds sought to employ grit as a motivator in his 7th grade classroom, it didn’t always work. What he discovered is that relationship is what mattered most. Once he established a strong connection with students, then the tenets of grit kicked in. I have similar thoughts about the importance of building trusting relationships with our students, as I describe here.
Reynolds continues his reasoning by discussing the impact of inequality, and steps we all need to take to help rectify this within our communities. In this post, I discuss some of these same ideas, that when students’ needs are not being met in the lowest levels of Maslow’s hierarchy, they are unable to function well academically.
[we] need to get to know every child’s story—to truly understand the context and the struggle that each child lives through
The final point of Reynolds’ argument is we “need to get to know every child’s story—to truly understand the context and the struggle that each child lives through, rather than making assumptions based on generic attributes.” As this article declares, “Why is storytelling so important to the world? It’s our TRUTH.” I explore the question “what is story?” here. The conclusion I draw is that stories tell us many things, and are open to many interpretations, but most importantly, they connect us to each other!