摔倒7次，爬起来8次:教孩子成功
原文作者 Silver Debbie 单位Corwin
摘要：老师和家长的工作是教学生应对挑战，而不是回避挑战。文章谈到了学生的学习动机和面临失败风险之间的关系，称失败是一个暂时的“小故障”，为学生提供了宝贵的学习机会。文章解释了动机理论，提供了实际的——往往是幽默的——现实生活中的例子，并概述了具体可适用的指导方针，帮助学生克服挫折和失败，培养终身成功。重点包括:1.如何帮助学生成为自主、热情、终身学习者;2.为什么失败不仅是一种选择，而且是获得成功的一种非常具体的方式;3.“鼓舞士气的讲话”与增强自我效能的具体而相关的反馈之间的区别。
关键词：学生动机；成败；终身学习；反馈(反应)；自我效能；自我激励；自我管理；归因理论；奖励；个人自主性
一、自我效能感的影响
1. 我们做出的选择
2. 我们付出的努力(我们努力尝试的程度)
3. 我们的毅力(遇到困难时能坚持多久)
4. 我们的适应力(我们从失败或挫折中恢复的速度)
艾伯特·班杜拉(1925 -)使“自我效能”一词得以普及。他把它定义为我们“自我系统”的一部分，帮助我们评估自己的表现。自我效能感指的是一个人对自己能力的印象。这来自于各种各样的来源，比如个人的成就和失败，看到与自己相似的人，以及口头说服。口头说服可能会暂时使人们相信他们应该尝试或避免某些任务，但归根结底，一个人对成功或失败的直接或间接体验将最强烈地影响一个人的自我效能。例如，老师可能会在标准化考试前通过告诉学生他们有多优秀来“激励”学生，但如果考试完全超出了他们的能力或他们认为自己可以做得很好的信念，那么这种热情将是短暂的。自我效能感高的人比自我效能感低的人尝试更多、完成更多、坚持更久。班杜拉推测，这是因为自我效能感高的人倾向于觉得他们对环境有更多的控制，因此，经历较少的不确定性。
二、最近发展区
最近发展区是列夫·维果茨基(Lev Vygotsky)在100多年前提出的一个概念，旨在定义学生与老师合作进行有效学习的过程。学生最近发展区，简称ZPD，是指学生在有老师或更有能力的同伴帮助和没有帮助的情况下的能力范围。范围的一端是学生在没有帮助的情况下的能力水平。范围的另一端是学生在帮助下的能力水平。一个充分利用所有学生的ZPDs的教室应该遵循以下指导方针：教师应该充当脚手架，为学生的成功提供必要的最低限度的支持。这样做的目的是在不否认学生需要建立自己的基础的情况下提供帮助。因此，教师面临的挑战是在支持学生和推动学生独立行动之间找到最佳平衡。为了有效地支持学生，老师应该走在学生前面一步，总是挑战他或她超越他或她目前的能力水平。然而，如果教学落在区域之外(高于或低于学生的ZPD)，将不会发生增长。为了有效地培养学生的ZPDs，教师还应该了解学生和教师在整个协作过程中所扮演的不同角色。角色大致类似于:-教师模仿学生的行为-学生模仿教师的行为-教师淡出指导-学生练习互惠教学(脚手架式教学)，直到所有的学生都掌握技能。
三、归因理论
bull;任务困难
bull;运气
bull;天生的能力或天赋
bull;外部努力(由他人控制)
bull;任务困难
bull;运气
bull;内在的能力或天赋(自我控制)
bull;努力
研究儿童的习得性无助
1.分享相似的人克服逆境的故事。
2.帮助他们把他们的成功和失败归因于他们所能控制的事情。
3.把成功当成是正常的。
4.当他们遇到挫折时，帮助他们寻找替代的道路。
5.帮助他们学习努力工作和聪明工作之间的区别。
6.强化他们可以控制的事情——努力和选择。
7.专注于进步，而不是一个有限的目标。
8.让他们在最近的发展区域内活动。
9.帮助他们理解智力和才能不是永久的实体。
10.使用建设性的和特定任务的反馈。
四、内隐人格理论
Carol S. Dweck博士，斯坦福大学
1. 固定心态(实体理论)
我要么聪明，要么不聪明。
一个人生来就有一定的智力。
bull;聪明就是不犯错误，走得快，结果完美。
bull;失败不是结果，而是一种身份。
bull;如果我失败了，人们可能会意识到我是个骗子，我没有他们想象的那么好。
bull;所以如果我失败了，我可能不仅会被评判，还可能不值得被爱。
2. 增长心态(增量理论)
bull;相信努力是一种积极的、建设性的力量。
bull;发展和进步是重要的——不仅仅是产品或成就。
bull;一个人可以大幅度地改变、伸展和成长，这是可取的。
bull;大脑可以变得“更大”。“挑战是好的!
bull;处在学习的边缘是明智的选择。
帮助孩子们培养他们的心态
努力传递这样的信息:“你是一个发展中的人，我对你的发展很感兴趣。不是“你有永久的特质，而我在评判它们。”
bull;记住，赞扬孩子的智力或天赋会传递一种固定的心态信息。关注他们使用的过程——他们的策略、努力或选择。
bull;记住，建设性的批评是帮助孩子理解如何解决问题的反馈。并不是反馈给孩子打上标签或简单地为孩子找借口。
帮助孩子设定目标。记住，拥有天赋不是一个目标。扩展技能和知识。
降低标准并不能提高学生的自尊。如果不给学生提供达到标准的途径，那么提高标准也是徒劳。
伟大的父母相信才能和智慧的成长，对学习的过程很着迷。
五、 与孩子沟通的有用提示
1. 全神贯注地听。一个确保她/他全神贯注的好方法是把他们放在你的汽车前座，当你和他们谈话时，带着他们四处转转。注意你和他们的肢体语言。
2. 用沉默来理解孩子的意思和感受。
3. 用开放的回应让孩子说话。“我明白了。“给我讲讲那部分吧。”
4. 接受并尊重孩子的感受。感觉不必被证明是正确的，它们就是正确的。
5. 不要中途打断孩子。
6. 通过反思孩子说的话来了解他的感受。“我想我听你说过你很生苏珊的气。“所以你感到无助?”就像你想藏起来一样?”
7. 保持冷静。用沉静的声音说话。用词要简洁(不要说太多话)。
8. 紧扣主题。
9. 不要以为你说得很清楚。定期检查是否理解。“你能用你自己的话告诉我你认为我在告诉你什么吗?”
11. 通过讨论各种解决方案来解决问题。在选择行动计划时，强调孩子的选择。
12. 给出你的观点。这不是法律或唯一的好办法。
13. 不要做独裁者。记住，孩子也是从失败中学习的。让孩子从失败中学习解决问题的方法
14. 避免唠叨、威胁、批评、训诫或探究。
15. 解决问题，而不是针对人。
16. 尽量使用幽默。
外文文献出处：https://eric.ed.gov
附外文文献原文
Fall down 7 Times, Get up 8: Teaching Kids to Succeed
Silver, Debbie
Corwin
As teachers and parents, our job is to teach students to tackle challenges rather than avoid them. Award-winning teacher and best-selling author Debbie Silver addresses the relationship between student motivation and risking failure, calling failure a temporary 'glitch' that provides valuable learning opportunities. She explains motivational theory, provides down-to-earth--often humorous--real life examples, and outlines concrete, applicable guidelines for helping students overcome setbacks and failure to foster lifelong success. Key topics include: (1) How to help students become autonomous, enthusiastic, lifelong learners; (2) Why failure is not only an option, but a very concrete way of gaining ground; and (3) The difference between a 'pep talk' and specific, relevant feedback that enhances self-efficacy. This reader-friendly guides examples of dialogue and vignettes demonstrate what to say when giving feedback to students. Also included is a discussion guide for teacher leaders. Teachers, parents, and other student advocates will find helpful strategies for helping students learn to solve problems, take risks, and pursue success with confidence. [Foreword by Carol Ann Tomlinson. This book was published in association with Association for Middle Level Education.]
Descriptors: Student Motivation, Success, Failure, Lifelong Learning, Feedback (Response), Self-Efficacy, Self-Motivation, Student-Empowerment, Self-Management, Attribution Theory, Rewards, Personal Autonomy
Self-Efficacy Efficacy It influences: SELF-EFFICACY AFFECTS
■ The choices we make
■ The effort we put forth (how hard we try)
■ Our perseverance (how long we persist when we confront obstacles)
■ Our resilience (how quickly we recover from failure or setbacks)
Albert Bandura (1925 -) popularized the term self-efficacy. He defines it as the part of our 'self system' that helps us to evaluate our performance. Perceived self-efficacy refers to ones impression of what one is capable of doing. This comes from a variety of sources, such as personal accomplishments and failures, seeing others who are similar to oneself, and verbal persuasion. Verbal persuasion may temporarily convince people that they should try or avoid some task, but in the final analysis it is ones direct or vicarious experience with success or failure that will most strongly influence ones self-efficacy. For example, a teacher may 'fire-up' her students before a standardized test by telling the kids how great they are, but the enthusiasm will be short-lived if the test is completely beyond their ability or their perceived beliefs that they can actually do well. Pe
剩余内容已隐藏，支付完成后下载完整资料
Fall down 7 Times, Get up 8: Teaching Kids to Succeed
Silver, Debbie
Corwin
As teachers and parents, our job is to teach students to tackle challenges rather than avoid them. Award-winning teacher and best-selling author Debbie Silver addresses the relationship between student motivation and risking failure, calling failure a temporary 'glitch' that provides valuable learning opportunities. She explains motivational theory, provides down-to-earth--often humorous--real life examples, and outlines concrete, applicable guidelines for helping students overcome setbacks and failure to foster lifelong success. Key topics include: (1) How to help students become autonomous, enthusiastic, lifelong learners; (2) Why failure is not only an option, but a very concrete way of gaining ground; and (3) The difference between a 'pep talk' and specific, relevant feedback that enhances self-efficacy. This reader-friendly guides examples of dialogue and vignettes demonstrate what to say when giving feedback to students. Also included is a discussion guide for teacher leaders. Teachers, parents, and other student advocates will find helpful strategies for helping students learn to solve problems, take risks, and pursue success with confidence. [Foreword by Carol Ann Tomlinson. This book was published in association with Association for Middle Level Education.]
Descriptors: Student Motivation, Success, Failure, Lifelong Learning, Feedback (Response), Self-Efficacy, Self-Motivation, Student-Empowerment, Self-Management, Attribution Theory, Rewards, Personal Autonomy
Self-Efficacy Efficacy It influences: SELF-EFFICACY AFFECTS
■ The choices we make
■ The effort we put forth (how hard we try)
■ Our perseverance (how long we persist when we confront obstacles)
■ Our resilience (how quickly we recover from failure or setbacks)
Albert Bandura (1925 -) popularized the term self-efficacy. He defines it as the part of our 'self system' that helps us to evaluate our performance. Perceived self-efficacy refers to ones impression of what one is capable of doing. This comes from a variety of sources, such as personal accomplishments and failures, seeing others who are similar to oneself, and verbal persuasion. Verbal persuasion may temporarily convince people that they should try or avoid some task, but in the final analysis it is ones direct or vicarious experience with success or failure that will most strongly influence ones self-efficacy. For example, a teacher may 'fire-up' her students before a standardized test by telling the kids how great they are, but the enthusiasm will be short-lived if the test is completely beyond their ability or their perceived beliefs that they can actually do well. People with high-perceived self-efficacy try more, accomplish more, and persist longer at a task than people with low perceived self-efficacy. Bandura speculates that this is because people with high-perceived selfefficacy tend to feel they have more control over their environment and, therefore, experience less uncertainty.
Zone of Proximal Developmenthellip;ZPD
Zone of Proximal Development, an idea developed by Lev Vygotsky over one hundred years ago, seeks to define the process through which students effectively learn in cooperation with a teacher. A studentrsquo;s Zone of Proximal Development, or ZPD, is defined as the studentrsquo;s range of ability with and without assistance from a teacher or a more capable peer. On one end of the range is the studentrsquo;s ability level without assistance. On the other end of the range is the studentrsquo;s ability level with assistance. A classroom that makes the best use of all of its studentsrsquo; ZPDs should follow the following guidelines: 1 The teacher should act as a scaffold, providing the minimum support necessary for a student to succeed. The idea is to assist without denying the studentrsquo;s need to build his or her own foundation. The challenge for the teacher, then, is to find the optimal balance between supporting the student and pushing the student to act independently. To effectively scaffold the student, the teacher should stay one step ahead of the student, always challenging him or her to reach beyond his or her current ability level. However, if instruction falls outside of the zone (above or below a students ZPD), no growth will occur. 2 To effectively scaffold students within their ZPDs, a teacher should also have an awareness of the different roles students and teachers assume throughout the collaborative process. The roles roughly resemble the following: -teacher modeling behavior for the student -student imitating the teacherrsquo;s behavior -teacher fading out instruction -student practicing reciprocal teaching (scaffolding others) until the skill is mastered by all students in the classroom.
Attribution Theory
bull; Task Difficulty
bull; Luck
bull; Innate Ability or Talent
bull; Effort External (Controlled by other than Self)
bull; Task Difficulty
bull; Luck
bull; Innate Ability or Talent Internal (Controlled by Self)
bull; Effort
Working With Learned Helplessness In Kids
1. Share stories about similar people who have overcome adversity.
2. Help them attribute their success and failure to things over which they have control.
3. Treat successes as though they are normal.
4. Help them seek alternate paths when they encounter setbacks.
5. Help them learn the difference between working harder and working smarter.
6. Reinforce the things they can control -- effort and choices.
7. Concentrate on improvement rather than just a finite goal.
8. Keep them operating within their zone of proximal development.
9. Help them understand that intelligence and talent are not permanent entities.
10. Use feedback that is constructive and task spe
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