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1. The start-up year for a very different sort of Graduate School of Education. It's a tiny subset of...
2. ...The much larger, national effort to transform teaching and teachers. That is a big subset of...
3. ...A multi-kajillion-dollar effort to improve the ludicrous odds (7% or so) of a poor kid ever getting a college diploma.

Swagger Vs. Humility

Posted: August 27th, 2012 | Author: | | 2 Comments »

Via Whitney T, here’s a thought-provoking blog from Ravi Gupta of Nashville Prep. He writes:

Nashville Prep’s parents are constantly telling me that they fear they are losing the war of values. Their children — our scholars — are barraged by competing messages from television, music, and older kids in their neighborhoods. One of our primary responsibilities at Nashville Prep is to combat these forces by introducing a competing cultural force.

This competing force must be overpowering. It’s not enough to constantly remind scholars that they are on the path to college, or to reinforce a strong ethical framework (we spend a colossal amount of time teaching and reviewing both). We need a stronger force.

I tend to agree. Most teenagers want to build an identify of strength. Academic prowess is not usually linked to self-perception of strength. In fact, some evidence of an inverse relationship.

But what’s the stronger force? Ravi suggests: academic swagger.

One recent exchange with Darius, a Nashville Prep scholar, illustrates the point:

Me: How are you going to do on that unit test in math tomorrow?

Darius: I’m going to dominate that test.

Me: What will domination look like?

Darius: I plan on getting 100% of the multiple choice correct, and my open response will be the answer key to that test. Mr. Richards (math teacher) shouldn’t bother making his own.

This is what motivation looks like at the highest levels. A future MIT student doesn’t walk into a high school exam expecting an A-. The highest achievers are only satisfied when they cannot find a single person who will outperform them.

Some will recoil at this level of confidence. Humility is, no doubt, an essential trait. That’s why we also emphasize the flip side of (Muhammad) Ali’s swagger — his relentless training regiment. Ali was ferocious in the gym.

I like the general theme here. It leads me to some questions.

1. Does academic swagger generate the relentless training?

I.e., is Darius so confident because he studied his butt off?

And more specifically: did he talk big (like Ali) in part to “trap himself” into needing to study his butt off?

2. How did Darius do on the test? What was the conversation afterwards?

3. I think of some of my favorite athletes:

Kevin Garnett has on-court swagger but off-court humility — always harping on what he needs to do better.

Same with Tom Brady; here’s this morning’s version.

Their confidence comes from out-working other guys with similar athletic gifts. Their out-working everyone else comes from drive to be the best. (Note that this desire to compete positively affects their teammates’ desire to compete).

However, I’m not sure how to generate that drive to be the best, and how often cultivating swagger is better than cultivating “humble public self with private self-confidence” helps some kids develop the work habits they need to succeed.


2 Comments on “Swagger Vs. Humility”

  1. 1: Jen said at 2:37 pm on August 27th, 2012:

    I’m sure it has to do with one’s own personality too. Boasting (especially in advance of performance) just so isn’t me that it makes me terribly nervous.

    In many ways this feels like a redo of the whole misreading of the self-esteem research. Instead of imparting skills and showing gains in achievement that demonstrated increasing ability, parents and teachers just praised. Kids rated themselves highly even when performance didn’t match.

    This is too close to that for this introvert!

    I agree though that there needs to be some way to connect them with a culture that values academic prowess.

  2. 2: Jill said at 10:55 am on August 28th, 2012:

    There’s something really interesting to me here about the exchange between student and staffer. And also something that rings true for me about Jen’s response, being a fellow introvert.
    What seems to work- taking a kid who needs the swagger and showing him a way to have it academically. People must model that for him really effectively. What struck me was that he was very aware of what success looked like. I am less sure (from the example) that he knows how to get there- so I liked your follow up questions. I think everything hinges on those answers.
    Because, like Jen, I was uncomfortable with this model, personally. Maybe just because it doesn’t fit for me. (sports metaphors and swagger would never have been in my comfort zone as a student). But also because I don’t see winning the values war if we aren’t also teaching kids how to take apart and poke holes in the swagger piece as it exists in pop culture. If they choose to use it after that, as part of a ‘training regiment,’ then I’m all for it. But maybe knocking it down is a piece that might speak to the introverts?
    Thanks for this piece- it’s leaving me with lots to think about…


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