Neurologically speaking, it is literally impossible to think deeply about things you don’t care deeply about. -M. H. Immordino-Yang
Have you ever tried to force yourself to care about something that you really don’t care about? How did that go for you?
As a child, I struggled to care about grammar and spelling. From my grade 3 perspective, writing consisted of grammar, spelling, and handwriting, (mine was always messy). These activities seemed like a huge waste of time. I mean, I had books to read, plays to create, and movies to make. So funny (not funny) that I didn’t connect these activities to writing! How does that happen? It wasn’t till later in my life that I discovered that I love to write.
“If we taught babies to talk as most skills are taught in school, they would memorize lists of sounds in a predetermined order and practice them alone in a closet.” -Linda Darling-Hammond
When I realized that there were ideas that I wanted to write about, spelling and grammar became relevant. And full disclosure, I am not an early learning literacy expert, so I can’t speak to the intricacies of how a person should learn how to write. What I know from my lived experience is writing because I had to write, crushed my interest in it, and also my desire to improve.
“If you’re going to do something, I believe, you should do it well. You should sweat over it and make sure it’s strong and accurate and beautiful and you should be proud of it.” -Ron Berger
A decade or so ago, blogging and tweeting precipitated a reinvigorated view of writing. Finally, I wanted to look at other examples of writing and explore what quality writing looked like. The process of learning to blog, engendered me to want to learn more about writing. I felt a purpose, which developed into a passion, and a desire to understand quality. I wanted to get better at writing, not because I was asked to, or was given a rubric on writing, but because it felt good. Striving for quality felt good when I cared.
“Productive learning is where the process engenders and reinforces wanting to learn more…” -Seymour Sarason
My journey as a non-writer to casual blogger led me to wonder about how we inspire quality and how we define success in education. As a student, the narrative was that if I worked hard and become excellent at spelling, grammar, and everything else, then I would be successful, and finally happy. I tried to be excellent in those areas, but I didn’t find purpose or meaning in them. For me, quality followed behind finding purpose and meaning, and not the other around. I felt successful not because I had A’s (or extending) but when I discovered what gave purpose and meaning to my life.
The old narrative tells us to work towards excellence and fulfillment will follow. But I wonder (so check my thinking here) if we have the story backward? As we transition from letter grades to proficiency scales are we changing how we ask our learners to explore quality and define success? How might learners discover what gives them purpose? How might they get to experience that striving for quality feels good when they care?
What are your thoughts? Would love to hear them!