I hear it all the time. People talk about disengaged, disinterested, unmotivated learners. “Kids are different than they used to be,” teachers and others explain. I don’t doubt the presence of generational changes, but I’ve visited enough learning communities to know that there are some communities of young people that are rich with engagement and interest. Students are taking ownership for their learning. They are challenging themselves on a regular basis. They enjoy being there. They are still young people. They experience the struggles common to being a developing young person, but the general feel of the community is largely positive.
When I point this out, there are many who want to dismiss my comments by explaining that these are different kinds of young people than the ones at their school. Some kids are just motivated and engaged, and others are not. People attribute it to upbringing, family dynamics, challenges within the community, economic status of families, the education level of parents, and all sorts of other factors. Again, I don’t deny that these factors can and do influence what happens in a school and in the lives of young people. Of course, all of of life’s experiences are formative to some extent, and it is hard to be be interested in learning when your basic needs in life or unmet. However, once those needs are met, even amid less than ideal circumstances in a young person’s life, there are models of incredibly positive learning communities. For those who take the time to 1) explore what is happening the larger education system, 2) who are open to consider the fact that there are models and exemplars from which they can learn, and 3) who recognize that everything is not just a sum of social factors beyond the control of teachers, students, and administrators; there is much that can be done to improve the state of any learning community.
As such, when we say that “kids are not motivated in my classroom” or that “the kids in my school don’t care about learning”, I’d like to suggest that these statements sometimes say as much or more about our schools than about the young people. There are countless factors within our control, and when we focus upon maximizing those things that are indeed within our control, the learning community will be better. It will not happen overnight. It will be hard work. There will be two steps forward and then one (or sometimes two) steps backward. There will be frustrations. There will be bad days and disappointments. Yet, this sort of growth mindset for schools and educators is just as valuable and beneficial as the growth mindset that we talk about as being necessary for students to thrive.