What do children need to succeed in school? Google that question, and you will find more answers than you have time to read. However, take the time to think about it, reflecting perhaps on your own school experiences, and you will come close to an answer that will serve children well.
Children, like their adult counterparts, come in all shapes, sizes, appearances and abilities. They live in houses, apartments, in the country, suburbs and the city. They are as varied as can be and so is their learning. Some children can “do school.” They enter school at a young age, and it works for them. They know how to navigate through the information, demonstrate their understanding and successfully work within the established parameters. Others struggle with all or some of this. They can’t figure out what is expected, or don’t have the ability or skills to navigate the many demands of school. These children need ongoing support to get through their school years.
At their best, educators are continually asking how they can help children succeed. If a lesson isn’t working and a child isn’t learning, they ask themselves what else they might try. They strive to find the best approach to assist each and every learner. What helps one may indeed help another. These teachers don’t give up. They teach resilience to children by being resilient themselves. They lead by example, showing each and every day that even though school might be hard at times, they push through the difficulty, trying again and accepting the support that is offered.
To succeed in school, children need advocates. They need people who know them and try to understand them and their needs as learners. They need people around them who care, support them and bolster their confidence as they work hard to gain the skills and knowledge needed. What do children need? Caring adults, a warm and friendly environment of confidence, resilience and dedication. They need to know that we will never give up and will find ways around and through any difficulties that exist. They need to know we are on their side.
At Wilmington Montessori School, we have just sent out a new progress report and are in the process of conducting conferences with parents. As we worked to help parents understand the new format of the reports and think about the reasons for including each element on the report, I have been thinking about progress. Now, you may be nothing like me in this way, but in my life I have progressed and regressed many, many times – probably more times than I would like to consider. Interestingly, as we observe children and their growth, we look for and yearn for steady progress with few, if any, bumps along the way. Is this realistic?