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Brave kids are going to be the ones who take risks and amass experiences. They can use those experiences powerfully in their learning and growing. They quickly establish what they love and loathe and then they are more likely to create a life they love. They are also going to be the students who take learning risks that lead to lateral, out of the box thinking. The world needs that kind of thinker.
Bravery is about taking on daunting challenges; feeling the fear and doing it anyway. Bravery is not the absence of fear. Sometimes when we talk to our kids we say, “Don’t be afraid” or “Don’t be silly, it’s going to be fine”. This implies that fear is something to be ashamed of. It isn’t. Fear is human and to be expected, but it also needs to be overcome. That won’t just happen by magic. It comes with modelling, teaching and explaining.
David Ausubel (Ausubel 1968 and Ausubel and Robinson 1969), for example, dealt at length with affective and social factors in school learning. These included attitudes to learning, the effect of personality characteristics, such as anxiety or open-mindedness, and group and social influences, such as classroom climate. Ausubel identifies three types of determinant of an individual’s drive for success in school. The first is ego-enhancement, as a result of success (Ausubel refers to “competition with oneself” principally, but also to a limited role for competition among pupils). The second motivating force for Ausubel is the desire to be accepted and respected by others, one’s peer group, but also other groups, such as teachers and initiates in a particular field of knowledge. Thirdly, Ausubel describes a cognitive motivating factor of which there are two forms: one arises from success in previous learning and one from interest aroused when the learner is stimulated by a challenge, a puzzle or problem, a cognitive conflict or dissonance, which makes her/him feel a need to know more.
Learning happens slowly and consistently. Take for example the process we went through when we learned to read. There were steps, from holding a book the right way up, to recognising letters to phonetics, years of practising and finally fluency. It’s not actually that hard to learn to read for neurotypical kids, but you do have to develop building blocks and commit to regular practise. It is the willingness to practise that contributes to success as a student.
Consistency is becoming less common in adolescents. Some of the areas most affected by teens’ lack of consistency are mathematics, music and languages. In each of these areas, there needs to be a mastery of some basic skills that only comes with practise.
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