This article is a simple reminder of a timeless truth:
“What gets rewarded gets repeated.”
My generation placed an emphasis on several priorities that I believe have backfired on our children. While the goals were well intentioned, they unwittingly manipulated our kids to value lower priorities over higher ones and to value the end, not the means. In fact, for too many high school and college students, the end justifies the means in almost every life context. We unwittingly taught our children to push for results without valuing the process.
Allow me to offer an example.
Too many parents have decided that getting into a great college should be the number one goal of a high school student. This priority led our students to do whatever it took to please Mom and Dad. The value turned into behavior:
- We pushed for higher scores on standardized tests.
- We paid for SAT prep at a special tutoring facility
- We prioritized academic success over everything.
I wonder if this is a misplaced priority. Our kids observe and listen to what we value, often taking their cues from our obsession with their performance:
- Kids find a way to appease their parents, even if it means buying papers.
- They figure out how to beat the system: high grades but low retention.
- They play a sport even if they’d rather do something else they enjoy more.
- They do the extra-curricular activity but deep down are miserable.
- They have higher rates of plagiarism than past generations.
From what I’ve read, this seems to have been a part of the problem with the rise in both youth anxiety and school cheating. Parents demand results; kids feel angst . . . and they cheat to cope with their inabilities. It’s become epidemic in some areas. Three out of four students in America admit to cheating in order to get through college.
A Statement That Stopped Me in My Tracks
These thoughts raced through my mind recently when I saw a sign hanging in public. The quote forced me to stop and think about what’s really important in life and what sustains our civilization. It simply said:
“We need to care less about whether our children are academically gifted and more about whether they sit with the lonely kid in the cafeteria.”
I quickly sped down memory lane, trying to remember what my wife and I had said to our children as they made their way through school. We certainly encouraged them to study hard and do their very best in each class. We also encouraged them, however, to focus on behaviors and outcomes that were in their control. We taught them: “You will become what you are becoming right now.”
Displaying empathy for marginalized kids was one of those behaviors we talked about more than once. It was also something we tried to practice, both with neighbors who lived close by and taking trips to serve the homeless at Safehouse Outreach in Atlanta. My son Jonathan has always been drawn to reach out to those on the fringes who appear lonely, unpopular, or unfriended. My daughter Bethany has always stuck up for the person who appears different or quirky. Now that they’re both in their twenties, I am as proud of these predispositions as I was their good grades. Classrooms can only teach so much. These are actions that forge your character. Watching my two adult children today—I am pleased that somehow the right priorities stuck.
So, I just want to ask you: What do you emphasize in your home or school? Is it simply hard skills like math or science, or is it something they may end up needing every time they meet someone new? What message do you send them with your affirmation or criticism? Let me remind you of a timeless principle—what gets rewarded gets repeated.
What Really Matters
Deanna was a high school student who usually made good grades, but she stood out most to her teachers for her compassion. They all noticed the way she reached out to fellow students who didn’t seem to understand a subject. She consistently took time to be there for classmates who needed help, or encouragement or, perhaps, they just needed another person with whom to sit. Deanna lived to serve others.
One semester, her chemistry teacher was forced to give her a poor grade. He hated to do so, since Deanna worked harder than any student in his class. But, alas, she had earned a D, and he knew he had to grade fairly. His statement on her report card said it all. Next to the D, he wrote a note for both Deanna and her parents to see:
“We cannot all be chemists, but oh, how we would all love to be Deannas.”
Lets make sure we’re emphasizing what really matters and not misplacing our priorities.
Looking to develop leadership skills in your students? Check out
Habitudes: Images That Form Leadership Habits and Attitudes
Habitudes helps students and young team members:
- Break out of the herd mentality to influence others in positive ways.
- Take initiative and set the pace for other teammates.
- Overcome complex problems through creative persistence.
- Capitalize on personal strengths to be career-ready upon graduation.