Fashion is a slippery master. It pervades almost every aspect of our lives, not just music and clothes, but attitudes, values and personality traits. These days the tenet that ‘you can achieve anything if you want it enough’ is all pervasive. Similarly I see a trend towards ‘loving yourself’ gathering momentum. Less in favour are the not-so-thrusty attributes of modesty and humility.
This article, discussing the value of incorporating performance into senior school, first appeared in Teach Secondary magazine.
My thanks to editor Helen Mulley for allowing reproduction, and if you want to know more, details of this and their other magazines and resources are available at:https://www.teachwire.net
What a Performance!
It’s a curious dichotomy we live with when it comes to the notion of performance, I think. On the one hand it feels like every other young person you come across is all set to win the X Factor and become the next big thing, and on the other hand we’re brought up being told that no-one really likes a show off. . . talk about mixed messages. . . where does this leave us with our attitude to performing within our school environment?
So what are you scared of? Do you want your children to be frightened of that thing too?
In evolutionary terms, we can understand the benefits of learning from our parents which creatures to avoid or run away from, and this holds true even nowadays when it comes to stroking lions or using crocodiles as stepping stones. Most of us, however, live in a world that is mostly un-fraught with danger and where we have to be afraid, it is primarily of each other. But we are still passing on our own fears to our children.
Last week I wrote about ‘praise’ - this week, I’d like to deal with it’s cousin ‘expectation’.
That voice that comes from inside us, telling us not to even bother trying, because we’re just no good at it; telling us we are and always have been hopeless at maths, spelling, art or whatever - that voice came from somewhere.
I bet that if you relate to that, you also know where and when that voice started for you. You know which teacher told you you couldn’t draw, which test you failed or what event exposed your weakness.
Do you think you received enough praise as a child? Or maybe you received too much? Do you think you praise your children enough? Or too much? Do you see any connection between your own experience regarding praise as a child and how you behave now as an adult?
I read a great many articles concerning our communications with children, and it’s surprising how at any given time, a common theme will rise to the surface. Recently that theme seems to have been praise.