Schools are rejecting self-esteem boosting, reports the Washington Post. It turns out that pumping up students’ self-esteem through easy, unearned praise doesn’t improve their achievement.
As schools ratchet up academic standards for all students, new buzzwords are “persistence,” “risk-taking” and “resilience” — each implying more sweat and strain than fuzzy, warm feelings.
“We used to think we could hand children self-esteem on a platter,” Stanford University psychologist Carol Dweck said. “That has backfired.”
. . . children praised for trying hard or taking risks tend to enjoy challenges and find greater success. Children also perform better in the long term when they believe that their intellect is not a birthright but something that grows and develops as they learn new things.
Brain imaging shows “connections between nerve cells in the cortex multiply and grow stronger as people learn and practice new skills.” Montgomery County (Maryland) schools now teach children that they’re developing their brains when they struggle to learn something new. Teachers also try to provide specific feedback on how students can improve instead of a vague “Good job!”
Praise should be used to encourage students to take risks and learn from failure, Dweck said. “Does the teacher say: ‘Who’s having a fantastic struggle? Show me your struggle.’ That is something that should be rewarded.”