The Four Beliefs

A major goal for educators is not only helping their students earn higher grades and learn more, but is figuring out ways to get them to want to learn more. Not too long ago, Camille Farrington, a former inner city high school teacher and current researcher at the University of Chicago Consortium on School Research, identified four beliefs that, if adopted by students, will help achieve that fundamental, yet important objective. They are: believing they belong in the academic community; believing their ability and competence will grow with effort; believing they can succeed; and believing school work is of value to them.


I cannot imagine anyone taking issue with the beliefs that Farrington has identified. At the same time, I do recognize that not everyone may be up for coming up with ways to instill these beliefs in students and then trying to implement those strategies. Particularly as this applies to children raised in "conditions of adversity," as described by author Paul Tough (The Atlantic, June, 2016), the challenge would be and no doubt is quite daunting. Nevertheless, the four beliefs speak to the importance of attitude. For students, embracing the notion that education is of value represents a major step toward earning the kind of education one needs to succeed in life.


Attitude also plays a vital role in communication. In fact, if one were to substitute the word "education" with "communication," Farrington's beliefs are perfectly applicable. All of us communicate on a very basic almost primal level. We nod, grunt, smile, spew out statements, etc. and, by definition, are communicating. But none of this is enough if we want to strive toward being an effective communication. That involves more than simply talking-at another. It involves listening, understanding, and devising ways to construct messages to which others will be most receptive. Helping students recognize and embrace the value of that represents another important challenge for educators in all disciplines.