A few thoughts on the aftermath of GCSE results
Posted: Sun Sep 02, 2018 8:32 am
So my son has achieved in my eyes a great set of gcse’ results. Are they all 9’s ? No far from it but I am as pleased because they are good enough for now and appear good enough for the sorts of career he is aspiring towards. I know in my heart he could have put more effort in and achieved higher grades however I see him in the round; 2 years ago he was hospitalised and diagnosed with a life long condition and had potentially life altering surgery which luckily went better than expected.
I could ask for a remark in a couple of subjects but I suspect a better approach would be to ask a child to reflect and learn from their results. Did they really use their time wisely and re read questions and check their working out or rush through and walk away? They might learn more through doing this than getting that remark. I am not saying don’t go for that remark if it really matters...just there are other perspectives to consider.
Moving forward is maybe more important to learn from mistakes and survive and grow through them and not dwell on them. Post 16 our teenagers still have a lot of learning to do about the adult world and how to negotiate their place in it. Their mental and physical health are just as important if not more so than their grades. Too much focus on early academic performance and worshipping of children’s achievement might not be healthy way to begin adult life.
It’s easy to get caught up in perfectionism and feel life is some sort of race to be won; that can be difficult for young people to live up to all the time and can sometimes make for a rather rigid and unforgiving personality. One thing I notice in truly talented people is a dash humility, a real passion for their subject and their ability to work with others collaboratively. So don’t stress to much if those grades are not quite as you’d want them to be, learning to make mistakes, reflect on them and survive them fosters resilience, and can help develop the questioning skills and enquiring mind needed for higher education.
I could ask for a remark in a couple of subjects but I suspect a better approach would be to ask a child to reflect and learn from their results. Did they really use their time wisely and re read questions and check their working out or rush through and walk away? They might learn more through doing this than getting that remark. I am not saying don’t go for that remark if it really matters...just there are other perspectives to consider.
Moving forward is maybe more important to learn from mistakes and survive and grow through them and not dwell on them. Post 16 our teenagers still have a lot of learning to do about the adult world and how to negotiate their place in it. Their mental and physical health are just as important if not more so than their grades. Too much focus on early academic performance and worshipping of children’s achievement might not be healthy way to begin adult life.
It’s easy to get caught up in perfectionism and feel life is some sort of race to be won; that can be difficult for young people to live up to all the time and can sometimes make for a rather rigid and unforgiving personality. One thing I notice in truly talented people is a dash humility, a real passion for their subject and their ability to work with others collaboratively. So don’t stress to much if those grades are not quite as you’d want them to be, learning to make mistakes, reflect on them and survive them fosters resilience, and can help develop the questioning skills and enquiring mind needed for higher education.