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Federal education law now requires one non-academic measure of school progress, which has led some districts to consider including students’ social and emotional growth as a performance measure.

She writes that even the researchers who popularized terms like “grit” think using it to measure school effectiveness is a bad idea:

As adults, we make choices daily. We choose where we eat, where we sit at the table, what we order, how much we eat, what we watch or don’t watch on television, what time we go to bed, and more. As teachers, we want our students to be decisive—but how much choice do we truly allow students to make?

A good friend of mine often reminds me that we aren’t raising a class of second graders, but in fact, we are raising future adults.

To help Lilli get stuff done, her parents hired Melissa Power-Greene, a former tutor and special-education teacher, to work with Lilli on something called executive function.

Perez says when students are engaged, predicting answers, talking with one another and sharing with the class in ways that follow safe routines and practices, they not only achieve more but they also act out less. And everyone, including the teacher, has more fun.

PEREZ’ BRAIN-BASED STRATEGIES

1. Don’t Be Boring