The aptitude attempt, fail then try is a crucial one for our pupils to master but may not be easy to instil, with many pupils lacking the abilities to react to failure or favoring the immediate gratification of first time success and proactively. As a way to assist their academic resilience is developed by pupils of any age, we are able to support them in acquiring four skills: problem solving, communicating, autonomy and self-motivation and resilience programs.
Great communication skills are particularly significant, and essential for many pupils in regards to help seeking. Obtaining the confidence as well as the abilities to frame our issues and ask for support where we have neglected to realize means that we tend to be more inclined to find failure as something which could be easily beat rather than an insurmountable barrier via building resilience in students.
The pupil that has great problem solving abilities will likely be academically resistant than their peers. Where these abilities expand to overwhelming and adopting challenges or with little help, pupils are far more resistant still and can benefit from resilience training in schools. Autonomous students who possess the confidence and means to handle questions alone will normally take the chance to expand learning much past the classroom and develop a genuine love of studying which pervades nearly everything they do.
Eventually, pupils that can move themselves, instead of needing to rely on teacher directed action or extrinsic rewards, be flexible learners.
Having a knowledge of the fundamental features of students that are resistant will help enlighten the way we approach many jobs within our everyday classroom training.