Can 'Grit' Save American Education?

Twice a week for 30 minutes, fifth graders at KIPP Washington Heights, a charter school in New York City, attend “character class.” Each lesson is divided into three parts, according to Ian Willey, the assistant principal who teaches it. First, students find out what specific skill they’ll be focusing on that day. “This morning we’re going to learn how to set a long-term goal,” Willey might tell them. Next, students are asked to practice the skill. In this case, students may imagine they have a long-term project to complete, and then work to construct a timeline with incremental deadlines. In the final part of the lesson, students would take time to collectively reflect. “What was hard about this exercise?” Willey might ask. “What went well? Did anyone feel nervous? What did you do when you felt nervous?” And because part of KIPP’s mission is to help build character, the students would then classify their new skill as one or more of KIPP’s seven targeted character goals. In this example, the students were learning “grit.”