訊得達(dá)國(guó)際書院對(duì)話教育 | 哈佛教育研究院：通往成功的動(dòng)力“一切都是為什么”

每個(gè)人都喜歡一個(gè)黑馬故事：愛因斯坦在學(xué)生時(shí)代掙扎;J.K.羅琳在出售她的哈利波特手稿之前靠福利過日子。奧普拉在成為媒體大亨之前就被解雇了。但我們通常認(rèn)為這些人，他們走的是非常規(guī)的、意想不到的成功之路，他們的道路是無(wú)法復(fù)制的。

哈佛大學(xué)教育研究生院講師托德·羅斯(Todd Rose)說，在某些方面，他們確實(shí)是這樣，但仍然有很多東西需要向他們學(xué)習(xí)。Rose是HGSE(哈佛教育研究院)個(gè)人科學(xué)實(shí)驗(yàn)室的負(fù)責(zé)人，他認(rèn)為教育工作者可以做更多的工作來幫助所有的學(xué)生成為“黑馬”，引導(dǎo)他們沿著個(gè)性化的道路走向職業(yè)和生活，以解決每個(gè)學(xué)生獨(dú)特的動(dòng)機(jī)拼圖。

Todd Rose

哈佛大學(xué)教育學(xué)研究生院“心靈、頭腦和教育”項(xiàng)目主任、教授，個(gè)體科學(xué)實(shí)驗(yàn)室負(fù)責(zé)人，著有《平均的終結(jié)：如何在崇尚標(biāo)準(zhǔn)化的世界中勝出》

托德·羅斯最新的一本書《黑馬：通過追求成就獲得成功》，描述為一種“黑馬心態(tài)的用戶手冊(cè)”。他很了解這種心態(tài);在他成為哈佛大學(xué)教授之前，他是一名高中輟學(xué)者。他只有在意識(shí)到真正激勵(lì)他的是什么之后，才開創(chuàng)了自己的成功之路。

以下是一些教師可以將這種心態(tài)帶到他們的課堂上的方法，強(qiáng)調(diào)個(gè)人成就感作為成功的一種手段和終點(diǎn)。(注：它們也可能幫助成年人找到滿足感。)

幫助你的學(xué)生找出“打勾”的原因

幫助你的學(xué)生找出“打勾”的原因——它通?？梢詰?yīng)用于各種環(huán)境。在他的書中，羅斯和合著者奧吉·奧加斯采訪了來自不同領(lǐng)域的領(lǐng)導(dǎo)人，從新聞業(yè)到專業(yè)的壁櫥組織。他們很快發(fā)現(xiàn)，所有的黑馬“想談?wù)摰氖撬麄內(nèi)绾握页鰧?duì)他們最重要的東西，”羅斯在哈佛教育學(xué)院的一次采訪中說。問你的學(xué)生為什么喜歡他們喜歡的科目或活動(dòng)。例如，如果一個(gè)學(xué)生說他在學(xué)校唯一喜歡的是足球，但你要求他更深入地挖掘，他可能會(huì)意識(shí)到他喜歡的是團(tuán)隊(duì)合作、戶外活動(dòng)或競(jìng)爭(zhēng)——所有這些都可以轉(zhuǎn)化為他可能成功的其他領(lǐng)域?！耙磺卸际菫槭裁矗绷_斯說。

讓學(xué)生實(shí)踐自主性。

為了找出真正激勵(lì)他們的因素，學(xué)生們必須自己嘗試。羅絲說，要想辦法給學(xué)生提供選擇和發(fā)言權(quán)，比如決定如何為一個(gè)項(xiàng)目提供信息，或者讀什么書?！拔胰匀幌Ｍ處熦?fù)責(zé)，但如果我們希望孩子們以自我指導(dǎo)的成年人的身份出來，他們知道如何做出選擇，如何從錯(cuò)誤中學(xué)習(xí)，還有什么地方比【學(xué)校】更好地學(xué)習(xí)這些東西呢?”

注重個(gè)人責(zé)任。

專注于個(gè)人成就并不意味著任何事情都會(huì)發(fā)生。對(duì)年輕人來說，能夠嘗試不同的東西來找出是什么激勵(lì)他們，什么是他們真正喜歡的是很重要的，但這并不意味著他們是個(gè)傻瓜。向?qū)W生灌輸個(gè)人責(zé)任感。如果他們說他們是受音樂激勵(lì)的，并且想把音樂融入到他們的最終項(xiàng)目中，即使很難，也希望他們能堅(jiān)持下去。家長(zhǎng)們，如果你的孩子堅(jiān)持要成為一個(gè)著名的音樂家，但每次練習(xí)之前都選擇玩電子游戲或和朋友出去玩，那可能不是他們成為黑馬的舞臺(tái)。羅斯說：“黑馬愿意犧牲自己的成就。”

獎(jiǎng)勵(lì)創(chuàng)意策略。

根據(jù)平衡原則來管理你的課堂，這個(gè)理念就是總是有多種方法來達(dá)到同一個(gè)目標(biāo)。黑馬擅長(zhǎng)制定策略來解決發(fā)揮其優(yōu)勢(shì)的問題，但他們并不總是馬上找到正確的策略。他們經(jīng)常需要通過循環(huán)策略來看看什么有效。羅斯說，給孩子們時(shí)間去做?！斑@個(gè)想法是幫助孩子們認(rèn)識(shí)到，成就不僅在于找到正確的策略，還在于強(qiáng)力或天生的天賦?！?/span>

文章來源于新浪博客“愛人生”

原文標(biāo)題：哈佛教育研究院：通往成功的動(dòng)力：一切都是為什么(張鐵光教授、劍橋博士)

英文原文

RESEARCH STORIES

The Why Is Everything

Helping your students find their motivation on the path to success

BY:Grace Tatter, Jill Anderson

POSTED:December 13, 2018

Everyone loves a dark horse story: Albert Einstein struggled as a student. J.K. Rowling was on welfare before selling her Harry Potter manuscript. Oprah was fired from one of her first jobs before becoming a media mogul. But we usually consider such people, who followed unconventional, unexpected routes to success, to be aberrations, their paths unable to be replicated.

In some ways, they are — but there’s still a lot to learn from them, says Harvard Graduate School of Education Lecturer Todd Rose. Rose, who heads HGSE’s Laboratory for the Science of the Individual,believes that educators can do more to help all of their students be “dark horses,” shepherding them along individualized paths to careers and lives that address each student’s unique mosaic of motivations.

He describes his latest book, Dark Horse: Achieving Success Through the Pursuit of Fulfillment, as a kind of “user’s manual for the dark horse mindset.” He knows the mindset well; before he was a Harvard professor, he was a high school dropout. He forged his own path to success only after realizing what it was that truly motivated him.

Here are some ways that teachers can bring that mindset, with its emphasis on personal fulfillment as both a means and an end to success, to their classrooms. (Note: They just might help adults find fulfillment, too.)

Help your students figure out what makes them “tick” — it often can be applied in a variety of contexts. For his book, Rose and co-author Ogi Ogas interviewed leaders from an array of different fields, from journalism to professional closet organizing. They quickly found that all that dark horses “wanted to talk about was how they figured out what mattered most to them,” Rose says in an interview for the Harvard EdCast. Ask your students why they like the subjects or activities that they like. For example, if a student says that the only thing he likes about school is football, but you ask him to dig deeper, he might realize that what he loves is the teamwork aspect, being outdoors, or competition — all of which can translate to other arenas where he might succeed. “The why is everything,” Rose says.

Let students practice autonomy. In order to find out what really motivates them, students have to try things out for themselves. Look for ways that you can give students choice and voice, Rose says, like deciding how to present information for a project, or what books to read. “I still want teachers in charge, but if we want kids coming out as self-directed adults who understand how to make choices, how to learn from mistakes, what better place to learn that than [school]?”

Focus on personal responsibility. A focus on personal fulfillment doesn’t mean anything goes. It’s important for young people to be able to try different things to figure out what motivates them and what they really love — but that doesn’t mean being a flake. Instill in students a sense of personal responsibility. If they say they’re motivated by music and want to incorporate that into their final project, expect follow-through from them, even if it’s hard. And parents, if your child insists that they want to be a famous musician but choose video games or hanging out with friends before practicing every time, that might not be the arena in which they’ll be a dark horse. “Dark horses are willing to sacrifice for their versions of fulfillment,” Rose says.

Reward creative strategies. Run your classroom according to the principle of equifinality, the idea that there are always multiple ways to get to the same end goal. Dark horses are good at figuring strategies to solve problems that play to their strengths, but they don’t always find the right strategy right away. They often have to cycle through strategies to see what works. Give kids time to do that, Rose says. “The idea is helping kids realize that achievement is as much about finding the right strategy as it is about brute force or innate talent.”