Puzzling

I was in a conversation today with some colleagues about the importance of raising children’s levels of belief that they are good at learning. Studies have consistently shown that people rise to their level of belief in themselves – if you think you are good at learning something, you actually do learn it better – and vice versa.

Unfortunately poor children and children from ethic minorities are consistently told they are inferior learners, and this becomes a self-fulfilling prophecy. It’s a difficult trend to reverse, but when children are given an opportunity to learn by doing things they already know they are good at -like playing computer games – there is real potential to level the playing field and give these kids better educational opportunities.

I am always astonished at how the mere knowledge that something is possible can change everything. Until Roger Bannister ran a four minute mile in May of 1954, many people believed it to be impossible. But then John Landy broke Bannister’s record a mere forty six days later.

I’ve seen this sort of thing operate in my own mind. For example, for many years I was completely incapable of finishing The New York Times crossword puzzle on Saturday. For those of you who don’t know, the Times puzzle increases in difficulty throughout each week – Monday is easy, Tuesday a little harder, and so on, with Saturday being the killer (the Sunday puzzle is very large, but it’s generally somewhat easier than Friday).

Each week I would start hopefully on another Saturday puzzle and then proceed to wrack my brains in frustration for an hour or so. At some point I would generally put down the paper – which was usually remarkably unblemished by answers – and go to the kitchen to make coffee. Then I’d circle back around warily, glare down at my fiendish newspaper nemesis, pick up my pen and look the whole thing all over again, scanning uselessly for something to dawn on me. Sometimes I’d doodle in the margins while waiting for inspiration to strike. Sometimes I’d even make more coffee. But none of it ever worked. Eventually, as the day wore on, I would always have to admit defeat.

But all this changed one day in March of 2002 – the day that The New Yorker came out with an article about the world of crossword puzzlers, and I finally got an inside glimpse into that fascinating collection of brilliant eccentrics and literate cranks. One datum in particular jumped out at me: one day in 2001 famed crossword puzzler Ellen Ripstein had managed to finish a Saturday puzzle in four minutes and forty six seconds flat.

Here I was not even able to finish the darned thing, and there were people out there who were doing it in under five minutes. The next Saturday, when the paper came, I vowed that I would stick with the puzzle until I finished it – and so I did. Then I finished it the following week, and then the week after that, and the week after that too.

In fact, in the six years since I read that New Yorker article I’ve never not finished a Saturday puzzle once I’ve started it. Sometimes it takes me a while – I don’t think I’ve ever done better than thirteen minutes, and it usually takes me about twice that, but I always finish.

All it took was to know it was possible. Go figure.

3 thoughts on “Puzzling”

  1. On a related note, ignoring the IMpossible sometimes works too. I remember as a 8 year old I was given a wooden 3D puzzle for my birthday. It came complete, but I immediately tore it apart and scattered the bits around on the floor. It took me around 30 minutes to put it back together and i was rather disappointed that it took so long. Then the rest of my family gave it a go and to my surprise it was still incomplete by the next day! Upon trying it again I too found it impossible to put back together, although I knew it was achievable because I had done it before without even paying much attention.

    The feeling that this problem must be hard because everyone else thinks it is hard caused me to have a pessimistic attitude when approaching the problem. Ignoring what is impossible works wonders sometimes, especially for kids before they get trained to see and do what the world tells them.

  2. “Then I’d circle back around warily, glare down at my fiendish newspaper nemesis, pick up my pen ”

    your PEN.

    PEN.

    P-E-N. mr. confidentpants!

  3. #6 of Chickering & Gamson’s Seven Principles of Undergraduate Education is “Good practice communicates high expectations.”

    The sixth principle states if you expect more from students, they will work to meet your expectations. Scott and Tobe (1995) wrote that high expectations concern not only what happens in class but also what happens out of class. Social psychology finds some students “self-identify” as learners because they are treated as valuable by those around them. Other students, including many ethnic and racial minorities and those from lower socioeconomic backgrounds, may not have developed the self-identities of learners. These students need to feel their teachers expect them to achieve because they are capable of it, and that the teacher will reward them as a result.

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