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The Parents’ Guide to The Art of Learning By Josh Waitzkin 2 A Note about The G

The Parents’ Guide to The Art of Learning By Josh Waitzkin 2 A Note about The Guide The Parents’ Guide presents descriptions of the core principles in The Art of Learning, correlating chapters in the book to read, and actions to take to further your understanding of the material and the ways in which it can be applied to your child’s life. Whether you are probing this material on your own or collaborating with teachers and other parents, we hope it will give you greater insight into your child and further his or her learning, performance and growth. For maximum benefit, we encourage you to delve into the book and the guide and participate in group discussions in a steady, step-by-step fashion. However, the guide is essentially a menu of options and even partial engagement with its content will deepen your understanding of The Art f Learning concepts. Therefore, you should feel free to use it as you see fit. As always, we are here to support you—please don’t hesitate to contact us. Enjoy! Sincerely, The JWF Team 3 RESILIENCE Value Process Before Results (Chapters 3, 4, 10) True learning occurs through a process of hard and sustained effort and a nuanced understanding of each challenge, gain, and loss along the way. Therefore, it is more important to draw insights from every step we take rather than focus on any end reward or goal. Labels like “winner”, “loser”, “smart” or “dumb” ignore this fact and should be avoided. They lock our sense of ourselves in place, strip us of motivation, and make it difficult, if not impossible, to keep going and evolving. ACTIONS: 1. Think about how you can emphasize the process of learning and practice over winning and earning high grades. Your mission should be to encourage and celebrate devoted and sustained effort that incrementally expands your child’s level of knowledge and ability. Bear in mind that mistakes and failures, which are inevitable, provide vital opportunities for learning and the mission is not to dwell on mistakes but rather to focus on drawing out the lessons. 2. Read and absorb this quote from The Art of Learning, which is based on research conducted by Dr. Carol Dweck, a leading developmental psychologist. “Children who are “entity theorists”…are prone to use language like ‘I am smart at this’ and to attribute their success or failure to an ingrained and unalterable level of ability. They see their overall intelligence or skill level at a certain discipline to be a fixed entity, a thing that cannot evolve. Incremental theorists, who have picked up a different modality of learning, are more prone to describe their results with sentences like ‘I got it because I worked very hard at it’ or ‘I should have tried harder.’ A child with a learning theory of intelligence tends to sense that with hard work, difficult material can be grasped- step-by-step, incrementally, the novice can become the master.” The Art of Learning, p. 30. 4 Bearing this notion of growth and mastery in mind, think about the language you use to motivate your child and evaluate your typical reactions to his/her performance. Think about how you might want to change the way you speak. Write down your most common reprimands or reactions when your child makes mistakes, brings home disappointing grades, or doesn’t perform optimally in extra-curricular activities. Mentally play back the tone you use as well. Consider also the compliments you give, their degree of honesty, and whether they are preparing your child to be resilient in the face of inevitable failures. Investment in Loss (Chapters 10, 18, 19, 20) We expand our minds and develop our capacities by allowing ourselves to confront hurdles, experience losses, and take a good hard look at them. Although stepping away from what is known and familiar and taking risks can be uncomfortable, doing so affords rich opportunities for learning. A willingness to lose and analyze the loss, as well as the unsettled feelings that accompany it, cultivates flexibility. This, in turn, allows us to move forward and gain additional wisdom, no matter what we may encounter along our path. ACTIONS: 1. Brainstorm new strategies for: a) Letting your child experience true repercussions from his/her skill and knowledge levels and actions b) Enabling your child to use setbacks to learn how to apply greater effort and/or new approaches c) You role modeling a willingness to confront obstacles, learn from them, and work hard to overcome them Work with your child to review his/her performance. Discuss his/her views of what led to less than optimal results and come up with a plan for learning the information and/or practicing the techniques more thoroughly, and perhaps from a fresh perspective. Always let your child see you mining your own setbacks and failings for knowledge and striving to do a better job. 5 Beginner’s Mind (Chapters 8,9) Children learning to crawl approach the surroundings with unstoppable curiosity and an eager, joyful sense of adventure. They have no concern for how they look nor the judgments of others. What propels them forward is a general delight in all that is unfamiliar; an ability to be intrigued by the mundane; and a desire to probe the most minute details along their path, over and over again. The best learning results from this kind of openness— from being fully awake to the experience at hand, receptive to gaining even tiny insights from it and to refining one’s method in response. An inner willingness to adopt the nonresistant approach of a beginner and gradually perfect one’s knowledge manifests outwardly as forward movement and, over time, as graceful expertise. ACTIONS: 2. Consider your language and behaviors: Do they emphasize constructive, even-keeled encouragement and engagement rather than harsh criticism, impatience, or neglect? Devise ways of speaking to your child that reflect an interest in what he/she is doing and support a joyful and non-resistant attitude as well as sustained effort and risk-taking. 3. Now think about and write down behaviors you can adopt that will foster in your child an upbeat willingness to acquire new knowledge and skills. What actions can you take that show your openness to your child’s progress and promote his/her enthusiasm for ongoing learning? 4. Consider your own approach to learning new things and what you can do to role model an enthusiastic and receptive attitude. Using Adversity (Chapters 5, 12) Being able to handle life’s dirty tricks without losing one’s equanimity, interest, and joy is vital to learning and achievement. The ability to call on one’s knowledge and apply it well and completely is disrupted when we fall prey to emotional disturbances. Rather than deny or stifle emotions, we must work to gain an understanding of them, learn to make peace with them, and ultimately, channel them into higher levels of performance. By 6 keeping our cool under trying conditions, we can arrive at precise conclusions and take positive and effective action at all times, especially during the most complicated and critical moments. ACTIONS: 1. Think about your own emotional state and that of your family members; consider the ways in which the expression of emotion plays out in and outside your household. Devise strategies for gaining an understanding of your emotions and staying cool despite life conditions. 2. Demonstrate to your child a willingness to look deeply and introspectively at your own feelings and emotional expression. 3. How can you help your child understand the sources of his/her emotions and their impact on all aspects of his/her life, especially learning and performance? 4. Think of ways you can help your child develop more serenity and evenness in the face of challenges without denying his/her essential emotional nature and feelings. 5. If emotions are strangling progress in you or others in your household, consider seeking professional support to work through them. The Internal Solution (Chapters 5, 7, 12, 18) If we can prevent ourselves from being thrown by heightened emotions and instead learn to flow with them, the physiological responses they produce in us can help us defeat obstacles. To harness feelings for a defined purpose, we must first develop an understanding of and tolerance for inner turmoil. We should learn to observe our passions; understand their sources and their unique character. Then we will be able to transform them into creative inspiration for successful action. Once we have an in-depth awareness of our personality and the ways we react to external stimuli, we can use our minds to evoke a powerful internal physiological state at will and channel it to great advantage. 7 ACTIONS: 1. Think about the things that cause your child turbulence. Discuss the sources of the turmoil with him/her and how these situations/things make him/her feel. Now, consider ways to help your child flow with common disruptive conditions that cannot be prevented or avoided. Do everything you can to eliminate situations that are psychologically damaging and not endemic to scholastic and athletic competition and growth, of course, but also coach him/her about adopting uploads/Finance/ parent-guide 3 .pdf