Tag Archives: effort

To decide or to deny

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I love this Seth Godin quote:

“You don’t need more time, you just need to decide.”

I have goals that I set, and that I hit. I have other goals, call them lofty, call them challenging, or call them unrealistic, that I don’t tend to hit. Two examples of lofty goals include doing pistol squats, and doing 30 consecutive pull-ups. These are really difficult goals to achieve, they involve considerable effort, and diligent practice… and the practice is hard, it hurts. And yes, they take time.

But time isn’t the issue. I can find the time. I can do less of some activities and put more dedicated effort into these goals. So why don’t I? I haven’t decided that these goals are important enough. I haven’t decided that the pain and effort necessary to accomplish these goals is worth doing.

These aren’t real goals (yet?), they are wishes. I will be denied success because I haven’t decided that I’m ready to put in the time and effort required. I haven’t decided, and so I will not achieve.

I did a set of 15 pull-ups yesterday, followed by two sets of ten. Every set ended with my will power quitting before my body. I am not ready to put my body through the pain required to reach 30. I’m not mentally ready for the pain. Ultimately I’m not ready to push to 18, then 20, then 22, and so on. I simply haven’t yet decided. Of course even if I decided, 30 might be unrealistic, but I won’t know until I decide to try… first I just need to decide.

The effort of learning

As an athlete, I didn’t have very good body awareness. My swim stroke was awful and that’s tough to deal with as a water polo player. My coaches spent a lot of time trying to fix my stroke, and they’d have me try all sorts of drills and drill strokes, but I often wouldn’t feel the difference or wouldn’t be able to get my body to do what my coaches wanted it to do.

I was also a player who has no issue being yelled at. I listened whether the coach was speaking at a regular volume or yelling at the top of his lungs. Didn’t matter if it was encouraging or angry. I heard, I tried. I tried again. And often again because listening wasn’t doing, and I had to work extra hard on the doing.

For me, learning new skills was always something I had to work at, and the idea of learning being an effort has stuck with me. Maybe it’s not true for someone who finds that skills come easy to them, but for me if there isn’t a struggle then there isn’t much learning happening. That’s why I frequently go back to the ideas I shared in ‘learning and failure‘. We should teach kids to struggle through things that are not easy and not guaranteed to work. We should have them feel the struggle of failure… even if they are solid ‘A’ students (perhaps especially if they are – see #3 here).

I think sometimes we try to make learning too easy. We forget the sense of accomplishment that comes with succeeding at something hard. We forgot that the challenge is what makes the learning stick. Learning can be fun and hard. It can be challenging and rewarding. It is seldom effortless and still processed meaningfully. The effort is what helps make the learning stick, and while it need not be painfully hard, it does (often) need to at least be uncomfortable. Easily learned skills are not nearly as rewarding as the skills that are more challenging and harder to accomplish. Real learning comes with effort.

Getting technical

While others see me as tech savvy, I know that I’m not. What I am is patient, and willing to experiment. That’s different than savvy. Why do I say this? Because I struggle. I get lost, I make mistakes. I screw up. A lot!

Whenever I’m doing something technical, I have to go painfully slow, or I have to take one step forward and two steps back. This isn’t about me trying to be humble and under-representing my skills, it’s a reality that I’ve come to accept. This is most evident when I try something new. I’m the guy that misses a step, or tries something that I’m too novice to try.

I can remember when I first tried blogging. I’d play with the HTML and quite literally break my blog. Then I’d spend a couple hours on the back end, going way over my head to try to get something besides an error page to show up. But I figured it out. I muddled through.

Sometimes these trail and error escapades left me pulling my hair out, other times laughing at myself, and sometimes feeling like I wanted to cry (especially if my mistakes cost me money unnecessarily). But I try, and I try, and I try. And unlike the song, I find that my attempts create amazing opportunities to learn… and despite the frustration, my attempts at bring more technical than I am are very satisfying.

If at first you don’t succeed

As the saying goes:

“If at first you don’t succeed… try, try again!”

Working with students, what you sometimes see is:

“If at first you don’t succeed… quit before someone sees you fail.” Or, “If at first you don’t succeed… avoid trying altogether.”

What the saying should say:

“If at first you don’t succeed… try, something different.” (Try a different approach, don’t just try the same thing over again in the same way.)

When things aren’t working, students seem to have two main gears: keep moving forward, because curiosity points to getting unstuck. Or ‘Park’ because it’s not worth the effort or embarrassment.

Teaching students that effort matters more than results or that a failing result can still be a learning opportunity, is to teach them to be resilient and to persevere. This doesn’t mean everyone gets a participation badge, this isn’t just about another quote, “If you did your best, that’s all that really matters.”

No, this is about creating an environment where students aren’t afraid to bite off more than they can chew… to be so ambitious about their goals that a failure to achieve them still puts students much farther than if they had set the bar too low and succeeded.

This is about creating opportunities for students to do something epic, rather than just something every other kid is doing, with a sample you share of the expected result… a cookie cutter task where students produce the same round cookies, but get to decide where the pretty sprinkles go to make their cookie look a little different than everyone else’s.

If you want students to really succeed, well then they have to start a task with the real potential for failure. They have to struggle with uncertainty of success. They have to learn that not reaching a perfectly successful goal can be an opportunity to learn more and different things. Because without authentic struggle, learning is shallow and fleeting.

“If at first you do succeed… the task probably wasn’t hard enough to truly learn something new.”

Iterate doesn’t just mean “do it again”

I’ve written a fair bit about Learning and Failure. One of the things that turns a failure into learning is not giving up and iterating. But I’m not sure that’s the correct term? To iterate is ‘to perform or utter repeatedly’, but that’s not really what I mean. The general point of iteration when you meet a roadblock, or fail in an attempt, is not to try to perform the same task or procedure in the same way, but rather to attempt a different version of the same thing.

It’s not just about applying the same process over and over again, but rather it’s about recognizing what caused the failure and attempting to circumvent it, trying to achieve results by trying something untried, unique, or divergent from the failed attempt. This is what can transform a failed attempt into a success. Core to this idea is not seeing a failure as a failure, but rather as an invitation to learn by trying again. It’s not a failure until you give up.

But sometimes you don’t get another attempt. The question is why not? Did you run out of time? Do you lack the resources, support, or effort? Is it a high pressure test that you can only do once?

Ran out of time? Ask: What would your next step be if you had time? What did you learn along the way? Who is an expert you can follow up with to help you understand what went wrong? You can learn by reflection as well as by repeated attempts.

Lack resources or support? Who can help? What do you really need versus what would be nice to have? Who is an expert you can follow up with to help you understand what went wrong?

Lack of effort? Whose fault is that? What help do you need? What are you willing to do to move forward? What’s stopping you?

Is it a high pressure test that you only get one attempt on? This is often a fallacy. This is often more arbitrary than you think. The reality is that most tests that really matter can be done again, just not in the timeline you hoped for. Tests like the LSAT are high stakes, but many people attempt it more than once. To me it’s interesting to see so many teachers not give students second chances on tests? Why? If a student is willing to put more effort in and actually learn the content, why not give them another try? Is the mark on the first attempt the important thing or is the understanding of the content more important?

That said, to iterate doesn’t just mean ‘do it again’. What makes the second (or third or fourth) attempt different? What new information, effort, or resources are available? What other ways can learning be demonstrated? What else can be done to show learning, to achieve learning, to discover learning that wasn’t done before?

Iterate, don’t repeat failure. Don’t do the same thing over again and expect the same result.

That BS kid

I was one of those kids. You know the type, every report card my marks were somewhere between average and good, with comments about me not meeting my potential… The ‘BS’ grade of ‘B’ but only a ‘S’atisfactory for effort, rather than ‘G’ood. With a few exceptions the marks could have been ‘A’s. It got worse in university where my marks became further divergent, with me getting ‘A’s in the courses I liked and ‘C’s in the ones I didn’t.

It took my Teacher Ed degree at 29 years old before my marks started to actually represent my abilities, and even then it was partially because I surrounded myself with people who pushed me. I can still hear Anna-Christana’s voice, “Dave, look at our calendar, we have 3 big things due, one on Thursday, two on Friday next week, so you need to start at least one of them this weekend, ok?”

It took me almost two decades of schooling to figure it out on my own before starting my Masters. And now, despite knowing these kind of students, despite being one of these students, I still don’t know a magic formula to move a ‘BS’ to a ‘BG’ or an ‘AG’. As a side note, it’s not as much about the ‘A’ mark as the ‘G’ for effort, that I’m really interested in seeing… change the effort, grades will eventually follow.

In high school, favourite teachers of mine could get me to put more effort into things, but they didn’t decide to be a favourite teacher, I decided. That speaks a lot to the importance of relationships in teaching, but kids don’t always meet you there. Yes, we can excite these students about a project that are in their areas of interest. Yes, we can give them more choice in assignments and ways to demonstrate learning, but at some point they need to step up too.

I wish there was a secret I could reveal. I wish I could look back in time and say, ‘If only I had done this‘, or i’If only someone had provided me with that‘, well then things would have been different. Maybe there is something, but for me it was my age and my willingness to put the effort in. Until then, learning on someone else’s agenda was pretty much BS to me.

Failure is a frame of mind, not an outcome

I’ve written a lot about learning and failure. In a post titled, Learning Through Failure vs Failing to Learn, I said,

“When we talk about learning from failure, we are not actually talking about failure, we are talking about perseverance, and resilience, and tenacity. We are talking about coming up to resistance and unplanned outcomes and working through them to achieve a goal. We are talking about students learning significantly more than if everything went their way.“

Listening to many students at Inquiry Hub, you hear them talk about this in an amazing way. They share the very ethos behind this idea:

For anyone that didn’t bother to watch these two short clips, here is what Thia said in the second one,

“Inquiry projects aren’t about always being successful. It’s about trying something new, learning new skills, creating something. It isn’t always about being the best at it, or succeeding in it. You might have a failed inquiry, and that’s completely ok. It doesn’t always have to be a success for it to be a good quality project. It’s all about the process.”

What’s interesting is that if you don’t understand this idea, it sounds like accepting failure is ‘OK’. If you don’t recognize that students are talking about putting themselves ‘out there’ and trying something beyond their comfort zone, then it sounds like they are giving themselves a participation badge for just showing up. But if you truly understand and embrace the idea of learning through failure, you aren’t talking about failure at all.

Elon Musk just had a rocket explode upon landing and called it a success because of the data they collected.


I’m sure there are people who get this. I’m also sure there are people who laugh, “Ha, you call that a success? What a loser.”

A real loser is one who doesn’t try. A real loser is one who gets an outcome they don’t want and quits. A real loser is someone that makes excuses rather than steps up to make things right.

People who do epic things, and people who try epic things and don’t succeed, understand that failure is a frame of mind, not an outcome. They understand that learning is a journey, not a destination.

The paradox of increasing effort

If your motivation is low, and you are not accomplishing what you need to do, then more effort would probably improve productivity.

If you aren’t trying very hard, then increasing your effort can make things better. There are definitely times when we can put more effort in and work harder.

But more effort does not always mean better:

  • Athletes pushing themselves to their maximum could actually increase their speed by relaxing, rather than pushing even harder and tensing up.
  • Someone trying to meditate will not improve their mental state by working harder to relax.
  • Concentration can be derailed by more effort to concentrate.

If effort is low, increasing effort has great value. If effort is high, there is a diminishing return in adding more effort. And at a certain point greater effort can be detrimental. Sometimes ‘try harder’ should be rephrased to ‘try smarter’. We don’t always need more effort, we need the wisdom to know that effort alone has limits.

It is interesting that when someone is exceptionally good at a skill, they make that skill look effortless. I think this happens only after they have discovered that the work and effort has already been put into training, and maximum effort is no longer needed.