Month: February 2016

“Great Job” and Other Phrases Crippling Our Kids

Ryan@educationandfaith.com
I realize I have a horrendous habit of giving empty feedback to others. You might say I’m the big bright “Great Job!” sticker on the top of the test. I’ll give you a brief pick-me-up but am useless in terms of growth.
I often play riveting games of chance with my son. Games like Candyland and Trouble. He’ll roll a six and I’m always there with an “Awesome job buddy!” At least I used to be. No longer am I offering praise based on acts of luck, even when his needy eyes fall on me, seeking approval. I’ve taken the same stance as a teacher. I do my best to avoid an isolated “Great job” or “You’re awesome!”

 

People successful in relationship also succeed as encouragers. But it seems today we have a misconception of encouragement. We often compliment, thinking we’re offering encouragement. For example, the symbol of today’s society is the participation trophy.

 

We’re taught to “encourage one another and build each other up,” (1 Thessalonians 5:11). Some translations of this same verse use the word edify which means to instruct or benefit. How did our acts of encouragement and building get confused with complimenting? Now we’ve opened up the runway for Entitlement to make its landing. Unfortunately Entitlement’s luggage, filled with perseverance and grit, has been lost somewhere on the other side of the world.  

 

“Great Job!”
The worst thing you could can say to a growing mind.
“Great Job!”
Two words said repeatedly as everyone receives a trophy for participation.
Giving someone undeserved recognition is a damaging act.

 

The receiver of this message is left to draw their own conclusions.
    “Man I’m awesome!”
    “Wow, people like me.”
    “Life’s all about luck, and boy do I have it today.”
    “I’ve arrived!”
Ephesians 4:29 says, ”Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen.”
The phrase “Great job” does not benefit the receiver of these words unless it is followed by an affirmation, specific to the task. Like: Great job trying repeatedly until you figured it out. Great job using your resources to help you problem solve.
Said in isolation, any compliment is not helpful for building others up according to their needs. When I think of building I think of constructing something on a strong foundation. “Great job” lacks any foundation.

 

Much research on education points to feedback as being one of the most influential factors of student learning. This aligns with Proverbs 18:21, “Death and life are in the power of the tongue.”

 

May our words benefit those around us as we provide affirmation specific to their trials and accomplishments!

If you’re looking for more examples of my faulty responses to students, check out “Responding to Distractions: Shhh, Not Now!”

 

The Problem with “Old School”

Ryan@educationandfaith.com
In her reflections on faith and art Madeleine L’Engle wrote, “It has often struck me with awe that some of the most deeply religious people I know have been, on the surface, atheists.” In the same way the traditional vision for education is its biggest enemy.

The “Deeply Religious”

It’s easy for traditions to turn into a checklist of rules to follow. The biblical example of this being the Pharisees who were caught up in their teaching of irrelevant laws. These laws were initially aligned under God but when Jesus came and made it a direct relational game for all who believe, the Pharisees were too hardened to move off their teachings.
Jesus repeatedly declares them “hypocrites” and “blind guides”.
Some excerpts from Jesus’ rant against the teachers of the law and Pharisees (Matthew 23):
“You clean the outside of the cup and dish, but inside they are full of greed and self-indulgence. Blind Pharisee! First clean the inside of the cup and dish, and then the outside also will be clean.”

The Education Traditionalist

background photo credit: Charlie Stinchcomb flickr

I think I notice this same disconnect with individuals that have climbed to the top of academia without ever truly learning or teaching. In this case education is the process of achieving a rank. Does a degree necessarily equal automatic qualification? Success in life should never be associated with one’s worldly appointed status.

 

I do believe schooling can powerfully develop and grow an individual as long as it is paired with relationships along the way. Unfortunately it is easy to pound through classes and degrees in isolation. The academic structure is setup to promote a single aspect of intelligence, limiting the product of our education.

 

The Pharisees along with the “standardized” educator are good people with good intentions as they strictly follow an outdated and irrelevant set of practices. A belief depositing them in a land of judgement and control.

 

Guiding the students without controlling them is a real struggle the teacher faces every minute in the classroom. The same probably goes for leaders and parents.

 

Predictability in Education: An Epidemic

Ryan@educationandfaith.com
Should we strive for predictability in education? Schools now use assessments to predict a student’s standardized test score. Yes, tests to predict tests, and it’s quite accurate as well.

 

So this is the process for the “accomplished” teacher. She assesses her students in the same manner, over the identical content as the state standardized tests. These results show her which students are in danger of not passing. Then the teacher focuses her standardized drill techniques on these select students, desperate for the kids to answer one or two more questions right on the state test, resulting in the teacher keeping the label of “accomplished”.

 

Predicting the Future. Or Not.

Woohoo! What a thrill ride this profession offers! While the industrial revolution was an exciting time, I’m not sure the education sector should be striving for the same predictable productivity. Actually, I would argue that the future workforce is harmed by this practice. If we can’t even predict what careers will be waiting for these students, why would we choose to equip them with such a finite skill set.

 

I see how knowing the future would save us from unnecessary risk but, I also see the coming years and decades being as unpredictable as ever. Technology has that way about it. If there was ever a time to promote unconventional thinking and the exploration of ideas, it is today!   

 

In his book The Accidental Creative, Todd Henry says, “we do less than we’re capable of because we don’t want to deal with the consequences of disapproval at the end of the process.” It’s devastating to know that many in education succumb to this. Sadder still, when teachers carry this concept they embed the same attitude in their students. So many talents and gifts are jammed into the hidden closet in the back room, limited by the restraints of conformity.

 

The Shift

And know that this doesn’t mean we’re abandoning foundational skills. Exactly the opposite. We attempt to take those skills and move them to spark creativity and art, therein stimulating life! Actually creativity needs to be considered a foundational skill. It too is something that can be nurtured and developed. For this, the Maker Space and Genius Hour are important trends in the classroom.
Share and interact through ideas. It’s an exciting time to be an educator!

 

Peace in collaboration

 

Past posts like this:

Calling All Millennials!

Ryan@educationandfaith.com

Fit to Teach


The millennial generation comes off as the Coolest people! Millennials are all the right things: Both artistic and unconventional, purpose-filled, unselfish, invested in their local community.
Did I mention how cool they are? They make me want to give everything away and live in a solar-powered tiny house.
(FYI: According to wikipedia I missed the millennial generation by just one year, so I consider myself borderline cool.)
I’m such a fan of this group of people because they have the raw make-up of the ideal teacher. A stereotypical millennial is exactly what education needs. She is invested in the local product and desires a connection with her work. She is deterred by the mundane, while engaged with inquiry and creating. This is the mentality that students need from their educators.


The Millennials have stretched the professional world to look beyond traditional qualifications and credentials. There are more ways to learn something than sitting in the classroom and passing the occasional test. I admire this generation’s courage to try new things and learn through inquiry. They admit to not knowing all of the answers. How refreshing! The worst thing we could have is a teacher who knows all the answers. Somewhere along the line we mistakenly took the label of “professional” to mean “a field know-it-all”. We’d be better off to prefer vulnerability and honesty.

(My previous post Regaining Purpose goes into more detail about maintaining a right vision for teaching and learning)

The Master Teacher


Looking at the book Twelve Ordinary Men it’s obvious Jesus was a master teacher to the disciples because he developed each in their unique characteristics. Each was groomed according to the individual. You see each personality come out, although it’s been refined on a personal level.

But those fixed and hardened teachers combat a hopeful future. Their students soon believe that there is only one right answer.


It’s possible I’ve idolized the millennial a tad, but I simply admire the perspective they represent. It shouldn’t be about climbing the ladder, instead commit to your exploration and be grateful for each discovery.


Disclaimer: I understand I have drawn a wide stereotype of the millennial and have not discussed the negative attributes.
I feel they’re entitled to their share of positive publicity.

Ryan Hershey see my blog at
www.faithandeducationcollide.blogspot.com