Children come to school with different aptitudes, many of which determine their ability to learn. Some are quicker at grasping the concepts and skills that form the core of most educational curricula. Others are better able to concentrate or make friends. Some seem lazy; others determined. As a result, we label children as smart, attentive, social and hardworking—or as slow, distracted, shy and lackadaisical. The labels suggest fixed traits, not teachable skills.

In recent years, however, researchers have begun to parse the basic brain functions that form the foundation for many of the qualities and abilities necessary to succeed in school—and in later life. These “executive functions” include the mental lifting and maneuvering that manifest as intelligence, as well as the behavioral control vital for qualities such as focus, persistence and restraint. New research now suggests that these essential brain functions are not immutable. They are rapidly developing in youngsters, and the environment can alter their course.

5 Comments

1. 1. turtle2258 03:45 AM 9/11/12

   There you go ! Make a teachable environment and students will be ABLE to learn. This is closer to a "no child left behind" perspective. A revision of an old Chisese quote may be "when the teacher is ready, the sudents will appear". And on top of that NOT QUIT and drop out from discouragement. Finally unworkable education will not get in the way of intellegent teaching. Don't let pride get in the way. We need to start where each child is. Not simply assume that all children are learning the same way. I'm sure about this one.

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2. 2. Amazed! 02:32 PM 10/1/12

   *focus, persistence and restraint*
   Kids learnt it better a 100 years back.Indulgence is becoming the bane of growth and development now.Graded exposure to reality and experience would really result in better moulding of personality and character. Sexual abstinence and no drugs use should be encouraged and monitored by parents and teachers alike. Its structure abd guidance in these areas as well that will help them to focus on their studies and develop persisitence and restraint.

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3. 3. RSW 01:07 AM 10/4/12

   What! Environment affects behavior? Wow. That has only been known about for at least 74 years.

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4. 4. Grumpyoleman in reply to Amazed! 06:30 PM 10/10/12

   Yeah, those that stayed in school. Even in the 1940s and 50s when I went to school, half of the students dropped out by the 8th grade to take jobs. Most simply weren't interested in education and the classroom environment wasn't good. I don't know why people seem to think there was a golden age 50-100 years ago. I was there. There wasn't anything golden about it except for the sadists who seemed to enjoyed beating the hell out of kids.

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5. 5. Amazed! 01:40 AM 10/12/12

   You can't be in a mould and not have some restrictions imposed by it. Children and especially adolescents have not yet learnt how to handle distractions. Keeping such distractions out of bounds is the key to creating a nurturing environment. Why should you have variables in the environment that are destructive to your objectives in the first place. Kids must learn *executive functions* (as the article mentions), without beating the hell outof them. But that they must focus on this should be an abiding principle follwed by parents and teachers. In the more recent past, this focus was going out of tune and children left to themselves have every chance going astray. A 100 years back the social and parental restrictions provided the needed structuring and though the structure itself needed upgradation the fact that it was in place benefitted the children.

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