George Lucas Educational Foundation
  • Facebook
  • Twitter
  • Pinterest
  • Share

In her Wall Street Journal editorial, What's Wrong With the Teenage Mind?, University of California at Berkeley psychology professor Alison Gopnik highlights two key areas of the brain that dictate adolescent and human development: (1) emotion and motivation and (2) control.

She cites Berkeley pediatrician and developmental psychologist Ronald Dahl who uses the perfect metaphor to describe adolescence: "Today's adolescents develop an accelerator a long time before they can steer and brake."

It's not unlike the concept of "failing forward" that Peter Sims describes in Little Bets: How Breakthrough Ideas Emerge from Small Discoveries. He writes: "The operating principle for seasoned entrepreneurs who push ideas into the market as quickly as possible [is] to learn from mistakes and failures that will point the way forward."

Teenagers, according to Gopnik, "overestimate rewards [...] and find rewards more rewarding than adults do." She continues: "What teenagers want most of all are social rewards, especially the respect of their peers."

How do we work with students to build in the "control system" that balances the "emotion" system?

According to Gopnik, we help to create and enable experiences. She writes: "You come to make better decisions by making not-so-good decisions and then correcting them. You get to be a good planner by making plans, implementing them and seeing the results again and again. Expertise comes with experience."

The short of it is that this journey of moving through experiences to gain expertise is slow, steady and filled with bumps in the road.

Trial and Error

Decision-making grows stronger each time a child has to figure out a tricky situation on his or her own -- making a poor decision, facing natural consequences for the poor decision, and then reliving a similar situation again, with a new set of choices gathered from the first unsuccessful experience. For some kids, it may take several of these unsuccessful experiences before they figure out the successful framework to make different and more positive choices to arrive at a more fulfilling conclusion that propels them in the right direction.

These situations crop up each and every day at school, at recess, at lunch, on the bus, in extracurricular activities, and in email and other forms of electronic media. There is no way for adults to be present in each and every one of these settings, and we should not be there for every interaction, because if we are, kids will never have the room to gain those experiences they need for their healthy development.

As author Michael Thompson notes, there is nothing that adults can do to make a child's undirected "play" better.

As parents and educators, we need to allow kids to "practice, practice, practice" in order to learn, and we need to avoid the temptation to come to their rescue each time kids make a misstep.

As Gopnik shares in her article, "The answer to the tourist's question 'How do you get to Carnegie Hall?' 'Practice, practice, practice.'"

We need to remind ourselves that, as parents and educators, we need the practice of letting go, stepping back, and being present when we need to be. Timing is perfect as we ready ourselves for the unstructured, serendipitous summer months.

Was this useful?

Comments (2) Sign in or register to comment Follow Subscribe to comments via RSS

momstoryteller's picture
mom and author of children's books that help build character

The idea that we need to protect children's self-esteem has caused a pendulum swing to the point that we don't help our children build self-respect. Making mistakes and feeling bad about them is how we build a conscience- the voice that reminds us the temptation isn't worth the consequence. I'm really happy to see more and more parenting articles talking about giving children the freedom to try, fail, and learn from it. As parents, we need to help our children be more honest with themselves about their actions, and hold them responsible. I just wrote a blog about helping kids learn from their mistakes, and not letting them deflect, wallow, or otherwise avoid facing the truth of their actions. Check it out at:

I am Bullyproof -Lessia Bonn's picture

I raised two strong willed highly opinionated sons with not much headache at all--even through their teens years. As my oldest son was leaving for Berkeley, he told me "Mom, I really like it that you never hovered. You always honored my space." It never seemed logical to helicopter around my sons. How would they ever grow into strong happy men if I did that? But what I did make sure to do is sprinkle little wisdoms around often into own personal hard earned logic. Now I hear from their GFs "Your son is so insightful, I can't believe it!" The seeds were planted. There are many ways to help kids get a clue (we at IABPM do it through song lyrics attached to lesson plans) and stay out of their way so they can stumble, get up, stumble, get up etc and grow strong. Like everything else in life, there's a balance a mom and teacher need to fine tune daily. Rather magical, if you ask me :-) Love what you wrote. btw as a musician, appreciate the Carnegie Hall reference.

Sign in to comment. Not a member? Register.