Joan Moser
July 22, 2011
I had a struggle this week. It was struggle that resulted not only in new learning, but also in a realization that is still giving me cause to ponder. The struggle came with a computer task that felt beyond my zone of proximal development.
I had a bit of background using the program and codes I was attempting, but without a road map, guide, or support of any kind, the task was difficult at best. Several failed attempts later, I was beginning to think thoughts like "this is just too hard, I don't know how to do it, I'm going to have to find someone who can help me, or maybe I should just abandon the whole idea." Three things kept me going: a looming deadline, a bit of innate tenaciousness, and the motivation that comes with an intense desire to attain a goal.
After trying and retrying, writing and rewriting, sizing and resizing, and all around grappling with the program for longer than I care to admit, I experienced success. The resulting jubilation was expressed with cheering, dancing, fist pumping and yahooing. I had figured it out all by myself!
I had been given a problem that was intellectually daunting. The struggle resulted in insight, understanding, and a broadened knowledge base...definitely new learning.
The realization that I'm still pondering is this; Challenging problems are worth grappling with. Our students are immersed in a society focused on instant gratification. When do they get to see the struggle? Are we modeling and sharing the value of the struggle in our classrooms? Are we denying them the same joy and exaltation I felt by failing to provide intellectually challenging tasks? Do we provide stimulating, tough problems, but rush in to coach too soon? I don't have the answers. I just know that I want my boys and girls to know that struggling is a perfectly acceptable and expected part of learning. I want them to experience the joy and pride that are struggle's reward.