My wife is really smart and says she just “sees” the answer to math problems. Ask her to multiple two 3-digit numbers and she does it quickly in her head. Was never like that for me, I always have to work the process even for simple things, it’s never obvious. I got a CS degree with a math minor, and took some pretty high level math classes. It was always the same for me: learn the process, then work it through, whether it’s number theory or multiplying two numbers.
My wife didn’t get a degree, but she went back to school as an adult. When she got to the first math class that had symbolic/algebraic notation, she ground to a halt initially. She couldn’t just see the answer, and she had no practice working through the process. Was a real slog for her.
Being brilliant is a gift, but you need to learn to work the mental muscles too.
This is basically why I believe that effortless As in grade school are a failure state for kids. People tell me that mu standards are too high for my kid, but I cannot express to them that now is the time for my kid to build up the ability to struggle and persevere. It’s not that I have high standards. I just think that a perfect score is a sign that the task wasn’t hard enough.
I saw way too many kids burn out in college because they’d never seem a grade below an A before, let alone the C they just scored. Since I was used to being pushed to my limit in grade school (not by my mother, but by teachers), I was fully prepared to work hard to barely make a B sometimes.
I think learning to be happy with a B is an important skill. I don’t believe that As should be effortless. If an A is effortless, then that means the kid wasn’t in a challenging enough class. In real life the only reward for hard work is more work. Leaning when they want to push for the A and when they want to be content with a B is an important think for them to decide. Perfection should never be the goal. That’s how kids burn out at the college level.
Hmm, mixed emotions here. On the one hand, I agree that grade school kids are capable of much more than we typically teach them. I remember a 5th grade teacher who taught us math up through fractions, and then not getting anything new in math until like 8th or 9th grade.
On the other hand, I don’t think making it a struggle, with a scale that tells most of them that they didn’t quite measure up, is the way to successfully teach young kids. That 5th grade teacher I mentioned made the class fun, and we weren’t aware that we were leaning stuff at a faster rate than the other classes. It was all very positive.
If my kid thinks that being less than perfect is a personal failing then I have failed as a parent. That’s the point of challenge my kid. To teach her that she doesn’t have to be perfect. That’s a B is okay. Doing your best is okay. Hell, doing what you feel like is okay as long as you hit that minimum standard which is a C.
I don’t intend to make my kid struggle for a B, but As should not be effortless. If my kid isn’t putting in the work then I don’t think they should get an A. I think it’s okay not to have an A. I was always a solid B student even in college and I was and still am okay with that. It made me a chiller kid in college and it gave me space to learn how to expand my capacity because I was so shocked by how “poorly” I did.
I was the kind of kid to get good grades without really trying, and I think I would have been better off if I had been challenged. Instead I just coasted, and when I got to calc2 I failed. I still don’t have great learning habits.
My wife is really smart and says she just “sees” the answer to math problems. Ask her to multiple two 3-digit numbers and she does it quickly in her head. Was never like that for me, I always have to work the process even for simple things, it’s never obvious. I got a CS degree with a math minor, and took some pretty high level math classes. It was always the same for me: learn the process, then work it through, whether it’s number theory or multiplying two numbers.
My wife didn’t get a degree, but she went back to school as an adult. When she got to the first math class that had symbolic/algebraic notation, she ground to a halt initially. She couldn’t just see the answer, and she had no practice working through the process. Was a real slog for her.
Being brilliant is a gift, but you need to learn to work the mental muscles too.
This is basically why I believe that effortless As in grade school are a failure state for kids. People tell me that mu standards are too high for my kid, but I cannot express to them that now is the time for my kid to build up the ability to struggle and persevere. It’s not that I have high standards. I just think that a perfect score is a sign that the task wasn’t hard enough.
I saw way too many kids burn out in college because they’d never seem a grade below an A before, let alone the C they just scored. Since I was used to being pushed to my limit in grade school (not by my mother, but by teachers), I was fully prepared to work hard to barely make a B sometimes.
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I think learning to be happy with a B is an important skill. I don’t believe that As should be effortless. If an A is effortless, then that means the kid wasn’t in a challenging enough class. In real life the only reward for hard work is more work. Leaning when they want to push for the A and when they want to be content with a B is an important think for them to decide. Perfection should never be the goal. That’s how kids burn out at the college level.
Hmm, mixed emotions here. On the one hand, I agree that grade school kids are capable of much more than we typically teach them. I remember a 5th grade teacher who taught us math up through fractions, and then not getting anything new in math until like 8th or 9th grade.
On the other hand, I don’t think making it a struggle, with a scale that tells most of them that they didn’t quite measure up, is the way to successfully teach young kids. That 5th grade teacher I mentioned made the class fun, and we weren’t aware that we were leaning stuff at a faster rate than the other classes. It was all very positive.
If my kid thinks that being less than perfect is a personal failing then I have failed as a parent. That’s the point of challenge my kid. To teach her that she doesn’t have to be perfect. That’s a B is okay. Doing your best is okay. Hell, doing what you feel like is okay as long as you hit that minimum standard which is a C.
I don’t intend to make my kid struggle for a B, but As should not be effortless. If my kid isn’t putting in the work then I don’t think they should get an A. I think it’s okay not to have an A. I was always a solid B student even in college and I was and still am okay with that. It made me a chiller kid in college and it gave me space to learn how to expand my capacity because I was so shocked by how “poorly” I did.
I was the kind of kid to get good grades without really trying, and I think I would have been better off if I had been challenged. Instead I just coasted, and when I got to calc2 I failed. I still don’t have great learning habits.