Children and Success

We, as people, are motivated to be successful. This success can manifest itself in many ways. We always want to be successful, even as kids. We start out by accomplishing the most basic tasks in life. When we graduate to moving, walking, and talking we glorifying our success through the time honoured method of smiling and feeling joy. They motivate us to become more successful. Through innovation we continue this streak of successes, in combination with failures which we learn from.

At school some children still seek the pleasures from being successful. They learn to solve problems and develop habits that will keep them focused on being successful for their school career. But what about those students who do not seem to be successful?

Some of it maybe the subtle comparisons kids do with each other. They will often think “I can’t do that,” when someone else does a task that they feel maybe a challenge. But also they may feel the difference between what is valued in their home life and what is valued at school.

Each family has their own set of thoughts and ideas about life and what they value. Routines are set at home. All these things can either be reinforced or ignored at school, both by the school itself, the teachers, or their peers. If the students are unable to find a connection that makes them feel comfortable they may never settle into a school environment. When asked questions the students may feel reluctant to answer which does not help for a positive response. The interpretation of this event by the teacher and others may reinforce what the student believes about himself. The teacher’s understanding of the child’s competence level may be affected by these areas of reticence.

Children come from a variety of backgrounds. Whether it is racial, religious, social, political among others it is a great deal for any one person to understand and keep in mind every day. Yet we must do more to recognize that children’s home life and life experiences play a factor in who they are. In schools there is a tendency to classify all as one rather than see each as an individual all the time.

As a society we recognize that each child is different. We say it and mean it with all our hearts. Yet, at times, the reverse is acted upon. It is time for us to live up to our understanding of this fact. Each child needs it.