The Learning Loop: Academic Growth

In my work with students at different high schools and now at Chatham Hall, a common phrase I have heard from young people is, “I am bad at [blank].” I always ask them why they think they are bad at something, like a particular subject area. They will refer to a grade that they received on a report card or a recent assessment that brought their grade down, leading them to internalize a moment as a personal failure. 

As an educator, a central principle guiding my teaching is that we can all learn and improve our understanding. No one is “bad” at anything; rather, they may need some more practice and time. 

Young people, however, need to be reminded of this constantly, or else they stand to make decisions based on the idea that they are “bad” at something and are unable to change from a current position. For example, a student who usually earns all As and earns one B in a subject like biology might decide they are “bad” at science and decide that science-related fields are not for them in college and beyond. The mentality sets them up to redirect themselves based on potential falsehoods, closing the door to alternative options they may actually excel in. 

As an adult, I can look back at a subject area that was challenging for me and see that the topics that used to confuse me no longer do. My brain, like those of other adults, has developed significantly since high school, which makes many topics easier to comprehend. Students need consistent reminders that their brains are growing and that many topics and subject areas will make more sense as their brains continue to develop. 

Another thing to consider is that people, including students, tend to gravitate toward topics and subject areas where they succeed. So, students can develop more excitement for the subjects in which they earn higher grades and believe this is where their passion lies. Given that, I think it is critical that we remind students that there are a lot of different factors shaping a student’s grade (teaching style, other factors shaping a student’s life, etc.), and it’s a good idea to not equate a high or low grade with being “good” at something. May we all remind students that learning is a process that is not static or fixed, and it can feel anywhere from joyful to excruciating, but that is how we learn more.