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I'm doing another research probe! I'm not sure if I've ever done one of these here on dreamwidth, but it's basically something where I come up with an area where I realize "wait that might not be the same for everyone everywhere!" and ask for data from my online friends, who are more diverse in life experience than my irl friends, and see where things are similar and different from my expectations and personal life experiences. This one is a teaching and learning question for any friends who either went through school in a language other than English or who have experience teaching in educational systems that use languages other than English

In English, we have this concept of the "alphabet book" where we go through letter by letter, normally with heavily used, concrete words with strong visuals to teach a letter and the sounds associated with it. For example "The big blue boy boxed in a blue banner". My questions are

1. What language are you familiar with and how are you familiar with it?
2. Does your language do a similar concept? If so, what is it like?
3. Do you have songs for teaching the alphabet?
sunkelles: (pic#12828266)
I have a class this semester about how to integrate music into the standard elementary classroom, and the professor asked how many of us (elementary education majors) had been made to feel by someone that we shouldn't sing because we had "bad voices". I have never been told this in my life, so I just sat there feeling bad about my years and years of vocal lessons (including many semesters in college). I really hoped, though, that most of these kids hadn't been told that, because I truly believe that singing is as natural as breathing and that everyone should be able to do it and love it, even if they're not trained classical soloists or famous pop singers.

To my disappointment, at least a fifth of this large class raised their hands. Then the professor asked about who got shamed out of playing instruments and there was some overlap with which kids raised their hands for getting shamed for singing but there were some new faces. I'd wager at least a fourth of this class had been told by someone, at some point, that they were bad at music and shouldn't do it.

There were so many kids who were told by their parents, or their teachers, or their friends or whoever in their lives that they shouldn't do something as natural and human as make music because they weren't good at it immediately. They were probably kids when this happened, too. Tiny people with undeveloped vocal chords, told that they shouldn't do something when the mechanism that they use to DO IT hasn't even fully developed. It's like telling a third grader that they're too short to ever be a basketball player. Not only is it terrible to shit on a kids dream, it's also not even something that you know is true because they still have so much growing to do in that area. In third grade you don't even know what a kids' voice is going to sound like as an adult.

But that's still the mentality that we're drilling into them. You aren't good at this now, so you never ever will be. You're short, so you'll never be good at basketball. Right now you sound "bad" so you should never ever sing. Don't ever do something you're not perfect at.

This idea that if you're not The Best TM at something you're embarrassing yourself in front of everyone, making their lives worse, and you should not do it is part of the reason that I curled up in a corner for so much of high school and only tried things that I was good at. And considering that things I'm good at include the arts and not much else, I didn't end up with nearly the versatile skill set that I could have if there wasn't that deeply ingrained mentality that there's something like, morally wrong and deeply embarrassing about doing things that we're not good at. Sometimes I think about the skills that I robbed myself of because of this mentality and I get so mad. That mentality is so toxic.

We can't even GET good at things if we don't start out being bad at them! Especially if we're not prodigies! Or we don't have the access to private lessons or tutoring or all these things that let kids with more money push ahead of kids with less money. Just let kids be themselves and try things without shaming them for not instantly being amazing at them.

One silly way that I plan to do that is to never to go up to the whiteboard and draw something and then tell my students "yes, I know it's bad, but I'm not an artist". I don't think they should have to apologize for doing something while "bad" at it, so I refuse to model that for them. I will try my hardest not to pass that mentality onto my students. I am trying so hard to get over my fear of being bad at things in public and I refuse to contribute to that particular baggage for them.
sunkelles: (pic#12772654)
Today's Snowflake Challenge got me thinking about goals and how I've been shifting mine recently in a healthier direction. First, a little background: I am an education major. I'm going to be a teacher soon-ish. In one of my education classes we've been learning about different sources of motivation, particularly, different types of goals.

Performance goals are goals that we have primarily in order to impress others or beat them. I memorized this information for my tests by associating them with Bakugo from bnha. They're Baku-goals. Be the Number One Hero, get straight As, crush the competition. They're not bad, per se, but they don't generally lead to the greatest amount of learning. They're the goals that lead to walking into a test without studying or learning the material so that you can brag about getting an A without studying (I say this from experience. Even of college finals.).

Failure Avoidant Goals are the flip side of performance goals. These lead to behaviors that keep us from taking risks and embarrassing ourselves in front of others. For example, not sending in an application for that job you want because you don't want to not get it and have to talk to people about how that happened or not taking a risk in your writing that you really want to because you're afraid it won't go well and it will blow up in your face.

Neither of these alignments are totally bad. Performance goals keep us ambitious and failure avoidant goals keep us safe, but neither of them lead to a whole lot of deep, meaningful learning. I've been trying to shift my focus more and more onto mastery goals instead of the failure avoidant and performance goals that I've had for years.

Mastery goals are where learning the material and/or improving at a skill is the goal in and of itself. They involve accepting that in order to improve at something that we want to learn we will have to take risks and probably be embarrassed during the learning process. It also involves accepting that small progress is still progress and that making mistakes is part of the learning process.

I gave up a lot on learning a lot of things that I regret giving up on when I was younger because I was naturally gifted at some things and had always been able to coast by on those things. I think that a lot of gifted kids have that same problem where they've been praised for being naturally amazing at something to the point where having people see us struggle is terrifying. Having to work hard at stuff and not be an immediate prodigy right there in public? Where people could see me not being perfect? Terrifying. Not an option. I'd just give up on those hard things and coast by on the stuff I was gifted at instead. "Those who don't try never look foolish" was a pretty good life motto.

Sometime after switching into education I realized how much I'd been holding myself back with my own learning for fear of looking stupid. I didn't put enough effort into learning to play the piano because I hated being not perfect at it in public when I was a naturally fantastic vocalist. I hated being not perfect at Spanish in public because I grew up being praised for how well-spoken I was in English, so I just didn't actually put in the work that I would need to learn it, even though I wanted to. I was so scared of trying and failing that I decided that not trying was a better option.

After studying my own motivations and what was holding ME back, I decided that I actually wanted to be good at those things for myself, not just to brag about being good at them. I wanted to be good at them enough to stop avoiding them to avoid failure and embarrassment.

So. I'm back to working on things that I'm not naturally "gifted" at. I've been working on Spanish again on DuoLingo and looking for other ways to improve. I've been sitting back down at the piano and trying to play for fun and playing through pieces from where I left off, but this time with the goal of learning how to play in order to play and not to impress people. I've been drawing even though I'm not good at it just because it's fun.

Life is too short not to learn just for learning's sake. It's too short to be too scared of not being amazing at something to be willing to put myself out there and do the work to learn something that I want to. I want to try to master things just for the sake of mastering them. How can I help students develop a love of learning and get over their fear of failure if I can't do that myself?

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