What I also found fascinating was the power of modeling as a way to teach "delayer" habits. If we expand the idea, is it possible to model "learning"? Is it possible to model civility, peace, gentleness, caring, discipline, playfulness, creativity and other values we have for ourselves and our children? I think it probably is, but the institution as it is now constructed is injurious to many of these values.
"Practice doesn't make perfect, perfect practice makes perfect." How interesting the idea of deliberate practice and the observation that ice time doesn't necessarily make skaters equal in ability. it is deliberate and specific practice that makes the difference in ability. I imagine that is true for educators as well—the number of years by itself doesn't mean mastery. Some have mentally quit—arresting their own development as a practitioner.
And the recipe for deliberate practice?
- Demanding full attention for brief intervals;
- Providing immediate feedback against a clear standard;
- Breaking mastery into mini goals;
- Prepare for setbacks by building resilience.
Finally, the idea of applying the ideas above to skillful interventions is terrific. As the authors indicate, "Many of the profound and persistent problems we face stem more from lack of skill (which in turn stems from a lack of deliberate practice) than from a genetic curse, a lack of courage, or a character flaw." Applying these principles above to schools we can see from our general lack of training and deliberate practice in conflict management, teamwork, fierce conversations, and the like—skills and protocols that could make a school better—are also generally missing from schools. No wonder people want to go into their rooms and shut the door.
