Last year a group of us met at a youth camp in West Texas to view the 2024 solar eclipse. One of the features of the camp was a long zipline. However, to sail down the zipline, one first needed to scale a rock-climbing wall or climb up a vertical playground. There was no other way to the top. Watching the climbers’ progress, I reflected on how their success was like a student’s progress at school.
Initially, the lure of the zipline created a desire to conquer the wall. The reward was tantalizing enough to override the reluctance of hard work to get to the top. For some of us, though, the reward was not worth the work it took to get there, or other concerns and abilities rendered the reward unattainable.
Initial success at school is often driven by the desire for good grades, fear of failure, the class party for high marks, and so forth. Some students may not feel the end goal is worth the effort. Some students may not have the ability to meet the goal.
However, no one receives the reward without working to obtain it.
Ask anyone who made the climb, and they will tell you that the feeling of making it to the top was a greater thrill than the long zipline ride – though that was the cherry on top. It took hard work to get there, and the accomplishment was great. And then there were the young and hardy who began a competition to see who could make it to the top the fastest. The zipline was only a sideline dessert by this time – still enjoyed but not the real reason to climb the wall.
Pride of success only comes after effort has been expanded. Waiting your turn to ride the zipline was no accomplishment (unless you were conquering a fear of heights).
Anyone climbing the wall or the vertical playground was supervised and supported by professional staff. There were rules and protocols to follow. Those climbing were harnessed in and the harness checked by the staff. If the protocols were followed, the climbers would be safe.
Help your students learn to not fear the challenge. Make the experience safe. Set students up for success by giving them the tools and foundation they need for the task at hand. At the same time don’t take away the challenge of hard work and effort. Don’t do the job for them. The support staff couldn’t climb the wall. They only made sure the climber didn’t fall.
Not all the rocks on the climbing wall were solid and steady. Some spun around when a climber grabbed hold of them or put their foot on one. But you couldn’t tell that by looking at the rocks, you had to test them. Some climbers found themselves stuck when they couldn’t find a solid grasp. Some climbers lost their hold, fell back several feet, and had to retrace their steps. Getting to the top needed grit, courage, and problem-solving skills.
Occasionally when a climber became stuck in a difficult spot, the belayer offered suggestions as to where a safe rock may be. Then the climber could continue his way to the top.
While we need to encourage our students to solve their problems, a wise teacher knows when to step in with aid that will get them going again. Students facing challenges need to taste some success along the way or they become discouraged and give up. But the wise teacher also knows when to step back and let the student climb again.
The climbing wall attracted not only climbers, but spectators also. Parents cheered on their children. Grandparents lent encouragement to their grandchildren. Friends applauded friends. This support assisted the efforts of the climbers. It was interesting to note the times when audience attention shifted away from the climber. Almost always the climber began to falter, and progress was slower. When the encouragement began again, progress became faster and surer.
We all like to feel supported in our challenges. When faced with hard things students need people to tell them, “Come on, you got this! Two more feet and you’re at the top. I know you can do it.” Students need people that believe in them. Students need teachers that believe in them and tell them they can do the task.
Everyone that chose to climb made it successfully, from the nine-year-old to the 70-year-old. Some went up the vertical playground, which was somewhat easier, but many made at least one climb up the wall. Some worked hard and long to make the climb. Some learned to scale it quite quickly. But they were all successful.
Students should feel success when they have faced the challenge and met it. They do not all need to be the first one done. Even a “C” is success if the student has given it their best effort and done the work themselves. And once a challenge is mastered, doing it again may just become enjoyable.
As teachers, let us give our students the ability to enjoy the success of hard work. Let us set them up with the skills they need, let us lend support as necessary, and cheer them on as they make their way to the top.
“Climb on.”
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