extra pressure
Though math, science, and language abilities will always be important, the actual "future-proof" abilities are those that enable students to adjust as fields change. Critical thinking, problem-solving, and digital literacy are at the top—because regardless of the field, individuals will need to collRead more
Though math, science, and language abilities will always be important, the actual “future-proof” abilities are those that enable students to adjust as fields change. Critical thinking, problem-solving, and digital literacy are at the top—because regardless of the field, individuals will need to collaborate with technology, interrogate information, and make informed decisions.
No less significant are soft skills: emotional intelligence, teamwork, and communication. In a global future where AI and automation perform technical work, it’s the capacity for working with others, leading with heart, and deciphering complicated human contexts that will differentiate people.
And then there’s creativity. The careers of the future may not even be imagined yet, so it’s more important to teach students to envision, create, and learn forever rather than memorize information that can be Googled in a second.
Short version: Schools should equip students not only for a “first job,” but for a lifetime of learning and relearning. Since the future won’t pay off for those who know everything—it will pay off for those who can continue to learn, unlearn, and relearn.
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The secret is making the transition from "process" to "performance." Rather than only rewarding grades or test scores, parents can see effort put forth by their child, curiosity, or how they recover from errors. That creates resilience and love of learning, not fear of failure. Support can be as easRead more
The secret is making the transition from “process” to “performance.” Rather than only rewarding grades or test scores, parents can see effort put forth by their child, curiosity, or how they recover from errors. That creates resilience and love of learning, not fear of failure.
Support can be as easy as establishing a peaceful study area at home, having routines, and being interested in what the child is studying—asking “What was the most interesting thing you learned today?” rather than “Did you get an A?” Small changes in language are very effective.
And maybe most of all, modeling is key. When children observe mothers and fathers reading, solving a problem, or simply saying “I don’t know, let’s learn it together,” they will absorb that learning is a lifelong process, not only a school-only activity.
Therefore, parents needn’t be second teachers. They need only to be cheerleaders, models, and safe havens—reminding children that growth is more important than being perfect.
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