A large issue with education is the extremly narrow standard for success in class. There’s an infinite # of ways to be successful & infinite # of ways to define “success”.

Yet, not only are we not cultivating the myriad of skills we largely ingore them or deny they even exist.

What one grade equates to success is really just prep for the next grade until our kids run out of grades & are thrust into a completely different world that suddenly requires them rely on all the skills we pretended to not exist. Even worse, we act surprised after this occurs.

So when we talk about the attainability & achievability of our vision for ALL the players in our program, it’s a start, but we never hear this in a classroom. It’s understood from day 1 that some will succeed & others will fail. Even if you succeed but not by enough, you fail.

What are we doing to create the chance for success for all our players & students regardless of the limits imposed on their natural abilities? We can improve these traits, yes, & we should. But slowly & only to a degree limited by certain potentials, i.e. genetics, SES, luck, etc

What is more malleable/quicker to generate change is to focus on the mastery of certain behaviors. If we focused more on who the kids are-choices, attractors, etc-the pathway for success, achievement (& fulfillment) widens exponentially. Which also means I’m +successful @ my job.

Instead our kids are placed into groups of those who will achieve, those that won’t, those that might & it’s largely out of my hands. But what if my job to make sure the environment was designed in such a way that all those kids succeeded? We’d have to redefine what success is.