Cultivating Aptitudes
Preparing young people for adult life takes more than ensuring they leave school with mastery of the three Rs and qualifications for university. They also need to develop the aptitudes that will help them cope with the stresses of modern life.
Resilience is one such increasingly mentioned. But how do you teach it? It can feel like character traits are intrinsic to us - we are born with the ability to muddle through or a born folder.
Yet, we also recognise that we can be resilient in some situations and less so than others. The difference is often our sense of say, control and how much we feel supported.
In education jargon, we call this ‘voice, agency and collaboration’. If students develop these, they will deal with life’s challenges a lot more effectively. And these qualities can be developed through classroom activities.
Take today’s Grade 4 debate: ‘Should we reduce home learning (homework) at ISA?’
Students formed into two debating teams - for and against, with a gallery of neutrals to impress. The procedures followed those of the House of Commons: there was a Speaker calling order, students addressed each other as ‘The Right Honourable …’ and it ended with a vote.
The students came prepared, not just for their side of the argument but having considered the opposing one as well. Being prepared helped them feel more in control of the dynamics of a back and forth debate.
The Right Honourable Zuzanna opened proceedings by explaining the motion, making clear what was being talked about and what they were trying to achieve. It isn’t about banning home learning (homework) but about reducing it, she told us.
Zuzanna then went on to make the point that home learning can result in enough sleep for students. The Speaker asked her to expand her point. “If they have too much home learning they have to work late into the evening.”
The Right Honourable Rory replied that they should organise their time better.
Dhruv, on the opposing side, acknowledged that this was a good point, but asked Rory to consider younger kids who have assignments for the next day and may not have the capacity to organise themselves. The Speaker asked a clarifying question, “Is your concern about just younger children.” and then asked the class to stop and think about this exchange - ‘just let it percolate in your brain for a bit.”
Samuel moved the discussion on to the role of teachers and parents in providing support. Angus worried about students whose parents both worked. Florence pointed out the internet could help. Eric countered that it can be challenging to use the internet effectively without supervision. The Speaker pointed out that Florence had made a point, and Eric had created a counterpoint.
Jade argued that home learning would help students improve their grades.
The Right Honourable Filippo reminded us all that the motion was not to ban home learning, but to reduce it. There was nothing to stop kids doing extra work if they wanted higher grades but that “it shouldn’t be obligatory.” Milla said we perform better when we are less stressed, and Aitanna added that if a student hadn’t learned a concept in class, home learning wouldn’t help.
The richness and variety of the discussion jumps out. But that shouldn’t obscure the learning going on underneath - that of listening respectfully - ‘let it percolate in your brain for a bit’ - of taking an idea from the opposing side and making it one for their own; of referring back to the initial terms.
When students spoke, they were given space and attention; they were not challenged on the spot, but asked to expand and clarify.
These are students willing to speak out, expecting to listen and be listened to. They show respect to those they disagree with, prepare for challenges and work with others to explore complex issues fully. The final result? 6 thought we should keep home learning as it is; 24 voted to reduce it.
Times change; some things are eternal.
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