What Kids Need
Originally Published November 2013
Anthony J. D’Angelo said, “Develop a passion for learning. If you do, you will never cease to grow.” Wise words indeed! In schools, that should be our goal– to help students develop a passion for learning so that they grow. But how do we do that? How do we make certain that we give students exactly what they need so that learning is interesting, fun, and engaging,
One of the ways to ignite a passion for learning is to teach students at their Zone of Proximal Development. What is that? It’s the sweet spot of learning. It is that level of instruction where the work is not too easy and not too hard. When students don’t have to struggle, they don't learn. At the same time, if the work is too difficult, then learning can’t take place either. There is a place where a student has to struggle a bit, but the goal is attainable. That’s the sweet spot –where the magic takes place.
So with students in pre-school through twelfth grade, how do educators make sure that everyone is learning? They offer multiple classes at multiple grade levels and at different complexity levels so that all students get what they need. And guess what? Everyone doesn’t need the same thing. Some students need additional support in reading. Some need more challenge in math. Some students need a full schedule of Advanced Placement courses, for some, one AP course in a day is the right challenge, and for some, AP is not for now. The key is to make sure we get our students into the right courses. We place students in places that are right for them, not for us.
My own daughter’s experience with math is a perfect example of how getting what a student needs at the right time is ultimately in her best interest. My daughter did not pass the state math test when she was in the fifth grade. As a result, she qualified for math intervention in the sixth grade. I am not proud to admit that I thought about denying her that intervention because I was her assistant principal! I thought about what others would think about me! I didn’t want her to need extra help. I wanted her to be advanced. I wanted her to be one of the A students. I knew better than to think about myself, but my “mommy” emotions were taking over. However, her principal (and my supervisor) helped me to understand that math intervention was what Darby needed.
I am happy to report that she flourished in 6th grade math and passed the state test. She continued to take “regular” math through the 9th grade. She became that strong math student that I wanted her to be. She doubled up her math in 10th grade taking algebra II and geometry concurrently so that she could access higher levels of math. Today, she is a senior taking calculus, earning A’s, and contemplating a college major that will include math because it is her favorite subject. I can’t help but wonder where she would be if I hadn’t let her have what she needed six years ago. I don’t think it would have worked out as well.
