Learning To Have Grit

While growing up, I remember a tree in my back yard that I was determined to climb. There was one branch I could reach but then I would have to swing my legs up and over the branch to then be able to pull my body one the branch. As a five year old and with two older brothers I was determined to be able to do what they could do. I remember "working' on this day after day during a couple of months in the summer time until I could finally accomplish climbing onto the branch like my older brothers. This was one of those tasks that children have been known to get "stuck' on and with determination do not give up until they can do it. This is 'grit.'

    This morning I had a teacher training course where we were discussing talent and the nature vs. nurture question. We may understand that some babies are born with a special talent, but as the participant said, "It doesn't really matter. What is more valuable is having grit.'

    There is a well-known TED Talk by Angela Duckworth that talks about this quality in learning. (See https://www.youtube.com/watch?v=GfF2e0vyGM4) So often, we are encouraged and proud of our children if they are quick learners. But this is a trend in the current 21st century that has technology and information almost instantaneously. However, it is known that many of our greatest thinkers, theorists and mathematicians, pondered problems consciously and sub-consciously until insight led to some of the biggest discoveries. If we only value quick learning, then we are going to lose the skills necessary for tackling some of our biggest problems in the world.

    In the Suzuki pedagogy we have opportunities for learning "grit." One of the earliest and greatest lesson of Book 1 is that learning by ear comes from trial and error. Children know what the pieces sound like, and it is their job to figure out the notes. If the notes are just presented to them, then they do not have the experience of struggle and frustration from trial and error. In the early part of the book , it is necessary to teach "by rote" with the teacher leading students carefully through the technique at the beginning. But as we reach the middle of the book, more of the melodies can be worked out "by ear" as Dr. Suzuki wanted.

The frustration can mount, but it is an important frustration to allow the discovery of the instrument, the intervals of the melody, and the shape of the melody as note go up, down or repeat. As students listen repeatedly to the recording, their refinement of the sounds can be reached by their own determination to sound better. As parents and adults, we sometimes do not allow the student to have this "struggle." Nevertheless, if parents and teacher desire to have learners who have grit and perseverance in any task, we must step back and allow them to discover their own grit.

Sachiko