Alternatives for being a resilient learner in the classroom

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Alternatives for being a resilient learner in the classroom

References oecd-ilibrary. (2021). 2. Strengthening resilience at learner level through empowered learners, adaptive pedagogies and sustained supports. Obtenido de OECDilibrary: https://www.oecd-ilibrary.org/sites/df5f4be8-en/index.html?itemId=/content/component/df5f4be8-en Saima Latif, P. (20 de January de 2019). Resilience Examples: What Key Skills Make You Resilient? Obtenido de positivepsychology.com: https://positivepsychology.com/resilience-skills/

Ask for help but don't ask for pity.

A student can use the help of anyone who is useful to him, but he must avoid using pity so that they help him in the wrong way by doing all the work for them. It is true that a person should communicate with others and ask for help to solve any problem that is out of their hands, but this does not mean being the victim yourself, hoping to always be saved by someone else. It is necessary to ask for help only to finish something yourself. The help should be an extra push for ourselves to be able to solve the problem on our own.

For example, a student cannot compose a poem, so he asks someone to help him since his ability is not as high as that of his classmates. With this flattery, the student disguises his intention to show himself inferior to his classmate and make him help him as a charity, leaving the student who did not learn anything from this harmed. The best solution would be to ask for an explanation to understand how he can solve the class task himself.

Emotional regulation.

The student must accept all the emotions that he feels during the learning process. This includes negative emotions. It is not necessary to deny bad things like anger, sadness or frustration. It's okay to feel everything but the student must learn to manage that energy and channel it to her benefit.

For example, if he fails a test, the student may feel frustrated by the mistake, but should use that frustration as motivation to improve on the next test instead of saying "I'm fine" while feeling that he is not capable of achieving good results. It's okay to be frustrated and feel bad, but it's not a reason to quit.

Recognize yourself.

During this alternative, oneself can begin to identify the strengths and qualities that characterize it. Knowing yourself allows you to identify the qualities that help you overcome any problem during the learning process.

For example, a student knows in which class subjects he is good and in which he may fail. The student must know that in the face of the adversity of not being skilled in a subject, it is necessary to try harder to avoid failing.

Be patient.

When we start working and problems arise, it is very common for us to want an immediate solution. The ability to be patient is a useful tool to be able to correctly carry out the process we need to solve a problem. Rushing will only cause more mistakes and therefore more frustration.

For example, A test to make up a low grade requires again to review and study something that the student does not easily understand. Every opportunity comes with the need to work hard every time. And hard work generates effective rewards, but they come slowly.

Be positive.

In the face of any problem, one must act positively, knowing that any problem has a solution. The only problem without a solution is death. There should always be a way to fix a class problem. This possibility opens the door of a happiness during the moment of worry. It is true that it is difficult to smile when something bad happens, but it is very effective to think about how to solve the problem by being positive instead of crying in a corner.

For example, A student gets a 0 on a test and it is clear that he began to despair about it. But the teacher indicates that they can recover the note if they present all the extra work that he sends. We have to be positive and take the opportunity that the teacher gives us. Knowing that all the effort will generate a reward and solve my problem.

Confront the problem.

A student can learn to deal with a problem by facing it. The problem can only be better understood when it is known closely and one learns from its consequences. Fear should not prevent us from seeking to learn. When there is a problem you must face it and solve it completely.

For example, if a student knows that a math topic is very difficult for him, he should always work on that problem and gradually learn how to solve it. If every time the problem arises the student pays to have their homework done or simply copied, they will get used to being a useless person with no ability to deal with bigger problems.

Find resources.

Among everything that surrounds us, the student must know how to use everything at hand to solve a problem in class. If something is about to go wrong, the student must take all the tools they have nearby to solve their problem in class without waiting for the teacher to do it for them.

For example, in an English class the student does not have his subject notebook at hand to take notes. Instead of complaining to the teacher about this and making a fuss about the lack of attention, the student quickly takes notes in another notebook and as soon as he gets home he writes the notes in the correct notebook to stay up to date in class. This is to give a quick solution to the problem and prepare to not commit it again.

What is resilience? Resilience is the ability of a person to resist several of the negative aspects that arise in adversity.