While chaperoning a fourth grade “team building” field trip, the group of twelve students were given a complex challenge that involved devising a way to cross a pit by obtaining a rope swing positioned out of arm’s reach.
Interestingly, the four children who ultimately came up with the solution were the ones frequently labeled as disruptive, distracted and challenging in the classroom. Out here in the woods, however, they were resourceful, resilient, cooperative and focused.
One young boy took charge by assertively directing and motivating his team. He was very animated and verbal. I commented that if I were ever lost in the wilderness I would want him with me.
His mother asked his teacher if he is often this chatty at recess. The teacher, rolling his eyes, appeared exasperated. With a measure of irritation, he responded, “yes” then added, “often too much.” (Can one really talk too much at recess?)
A parent may take this information and reprimand her son for a behavior that another adult may see as positive. Imagine the same scenario but a different response. What if the mom was told that her son’s verbosity was a skill that would do him well in life? What if she were told that such verbosity, despite needing to be occasionally reigned in during class time, was nevertheless indicative of a natural born motivator? Better yet, what if the child were told this?
How we see children is often how they are. If we expect them to be “difficult,” they will be. If we expect them to be successful and confident, they will be.
It would be wonderful if schools could offer more of these opportunities. Team building activities teach a plethora of skills both cognitive and social and they allow kids who are less adept in academics the opportunity to regularly utilize and demonstrate their other skills.
As long as worksheets, textbooks, rows of desks, lack of visual stimulation and little time spent in the natural world are used as measures of a child’s ability to “succeed,” many bright kids will continue to be perceived as troubled or unmotivated.
When told by the instructor on the field trip that he had broken one of the rules of the challenge, one student respectfully yet assertively challenged the technicality of the rule. Was this backtalk or self-assurance? Was it worthy of discipline or consideration?
The instructor pondered the boy’s assertion then ultimately recognized the validity of the opinion and allowed the boy to proceed. Visibly more self-assured the student went on to lead much of the activity.
Perception is everything. The introverted little girl is either painfully “shy” or a deep thinker. The boy who would rather play outside and climb trees than read or write is either doomed for failure or destined to make great discoveries in the natural world.
In the words of author, Wayne Dyer, “If you change the way you look at things the things you look at change.”
Born and raised in New York City, Suzy began her career in television production. She spent almost fifteen years working as a segment producer for a number of programs including Good Morning America and Live With Regis and Kathie Lee. After the birth of her first child she returned to school to pursue her interest in child development. Suzy graduated in 1996 from Bank Street College of Education in New York City with a Masters Degree in Parent/Child Development and taught pre-school in New York City and Connecticut before focusing on working with parents. Through her business, Parenting With New Perspectives, she offers support, guidance and coaching both on-line and over the phone as well as in her CT office. Suzy is the parent of three children ages 17, 13 and 11.
About
Melanie Mayo-Laakso is the Content Manager for Mothering.com. Mothering is the birthplace of natural family living and attachment parenting. We celebrate the experience of parenthood as worthy of one's best efforts and are at once fierce advocates for children and gentle supporters of parents.
Comments (5)