Schools could do the same thing. Elementary and middle schools could put the January through April–born students in one class, the May through August… - Malcolm Gladwell
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Schools could do the same thing. Elementary and middle schools could put the January through April–born students in one class, the May through August in another class, and those born in September through December in the third class. They could let students learn with and compete against other students of the same maturity level. It would be a little bit more complicated administratively. But it wouldn’t necessarily cost that much more money, and it would level the playing field for those who — through no fault of their own — have been dealt a big disadvantage by the educational system. We could easily take control of the machinery of achievement, in other words — not just in sports but, as we will see, in other more consequential areas as well. But we don’t. And why? Because we cling to the idea that success is a simple function of individual merit and that the world in which we all grow up and the rules we choose to write as a society don’t matter at all.
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About
Malcolm Gladwell
Malcolm Timothy Gladwell (born September 3, 1963) is an English-born Canadian journalist, bestselling author, and speaker. He has been a staff writer for The New Yorker since 1996.
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Wikimedia Commons, PEN American Center (CC BY)
Courage is not something that you already have that makes you brave when the tough times start. Courage is what you earn when you've been through the tough times and you discover they aren't so tough after all.
Two Dutch researchers did a study in which they had groups of students answer forty-two fairly demanding questions from the board game Trivial Pursuit. Half were asked to take five minutes beforehand to think about what it would mean to be a professor and write down everything that came to mind. Those students got 55.6 percent of the questions right. The other half of the students were asked to first sit and think about soccer hooligans. They ended up getting 42.6 percent of the Trivial Pursuit questions right. The “professor” group didn’t know more than the “soccer hooligan” group. They weren’t smarter or more focused or more serious. They were simply in a “smart” frame of mind, and, clearly, associating themselves with the idea of something smart, like a professor, made it a lot easier — in that stressful instant after a trivia question was asked — to blurt out the right answer.
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"If you think about the world of a preschooler, they are surrounded by stuff they don't understand-things that are novel. So the driving force for a preschooler is not a search for novelty, like it is with older kids, it's a search for understanding and predictability," says Anderson. "For younger kids, repetition is really valuable. They demand it. When they see a show over and over again, the not only are understanding it better, which is a form of power, but just by predicting what is going to happen, I think they feel a real sense of affirmation and self-worth. And Blue's Clues doubles that feeling, because they also feel like they are participating in something. They feel like they are helping Steve."
