Dr. Becky Kennedy

Like my approach to teaching frustration tolerance, which is like a hidden gem we have here at Couldn't Side, I really want to be in every school. I think it needs to be in every school. And I want to describe it to you, okay? So I literally have this graph. It's helpful. And I know you like to write things down too to make it concrete. We're like point one is not knowing how to do something.

Like my approach to teaching frustration tolerance, which is like a hidden gem we have here at Couldn't Side, I really want to be in every school. I think it needs to be in every school. And I want to describe it to you, okay? So I literally have this graph. It's helpful. And I know you like to write things down too to make it concrete. We're like point one is not knowing how to do something.

Okay. And point two, which is very far away, is let's say knowing how to do it or being very proficient. This could be soccer. I think a good example is reading. Okay. Like everybody starts out not knowing how to read. And let's say not everybody, but a lot of people learn how to read. The space between not knowing and knowing I call the learning space.

Okay. And point two, which is very far away, is let's say knowing how to do it or being very proficient. This could be soccer. I think a good example is reading. Okay. Like everybody starts out not knowing how to read. And let's say not everybody, but a lot of people learn how to read. The space between not knowing and knowing I call the learning space.

Okay. And point two, which is very far away, is let's say knowing how to do it or being very proficient. This could be soccer. I think a good example is reading. Okay. Like everybody starts out not knowing how to read. And let's say not everybody, but a lot of people learn how to read. The space between not knowing and knowing I call the learning space.

It has a name and it's helpful to know where you are in a map. And the learning space has one feeling that you're supposed to have, frustration. That is the feeling you're supposed to have. And we have this idea that we shift from not knowing to knowing Like this?

It has a name and it's helpful to know where you are in a map. And the learning space has one feeling that you're supposed to have, frustration. That is the feeling you're supposed to have. And we have this idea that we shift from not knowing to knowing Like this?

It has a name and it's helpful to know where you are in a map. And the learning space has one feeling that you're supposed to have, frustration. That is the feeling you're supposed to have. And we have this idea that we shift from not knowing to knowing Like this?

Well, and now it's because if you think about the circuitry that kids get used to with dopamine and the space between wanting and having in general is low because when you don't know something, you want to know it. Here, you do know it.

Well, and now it's because if you think about the circuitry that kids get used to with dopamine and the space between wanting and having in general is low because when you don't know something, you want to know it. Here, you do know it.

Well, and now it's because if you think about the circuitry that kids get used to with dopamine and the space between wanting and having in general is low because when you don't know something, you want to know it. Here, you do know it.

Our tolerance and our kids' tolerance for wanting and not having is so low that what's so sad is the learning space has gotten massively compressed and people fear frustration. This image, when I've gone over this with kids and even teachers, I know teachers who teach this in their class, okay, today we're going to learn this new thing.

Our tolerance and our kids' tolerance for wanting and not having is so low that what's so sad is the learning space has gotten massively compressed and people fear frustration. This image, when I've gone over this with kids and even teachers, I know teachers who teach this in their class, okay, today we're going to learn this new thing.

Our tolerance and our kids' tolerance for wanting and not having is so low that what's so sad is the learning space has gotten massively compressed and people fear frustration. This image, when I've gone over this with kids and even teachers, I know teachers who teach this in their class, okay, today we're going to learn this new thing.

We're going to learn whatever it is, you know, how to read a short word. Everybody in this class is here, not knowing. Everybody in this class is going to get here. And probably today, most of us, and you can actually do it now, are going to be right here. What does this say? The learning space. How are we supposed to feel when we're in the learning space? The class can say, frustrated.

We're going to learn whatever it is, you know, how to read a short word. Everybody in this class is here, not knowing. Everybody in this class is going to get here. And probably today, most of us, and you can actually do it now, are going to be right here. What does this say? The learning space. How are we supposed to feel when we're in the learning space? The class can say, frustrated.

We're going to learn whatever it is, you know, how to read a short word. Everybody in this class is here, not knowing. Everybody in this class is going to get here. And probably today, most of us, and you can actually do it now, are going to be right here. What does this say? The learning space. How are we supposed to feel when we're in the learning space? The class can say, frustrated.

Okay, here's an interesting assignment, different than you think. The goal today is not to tell me if you can read the letters that are in front of you. I want you to raise your hand when you feel frustrated, which feels like this. Oh, I can't do it. Because I'm going to come up to you and I'm going to give you a high five. And I'm going to say, you are in the learning space. You are learning.

Okay, here's an interesting assignment, different than you think. The goal today is not to tell me if you can read the letters that are in front of you. I want you to raise your hand when you feel frustrated, which feels like this. Oh, I can't do it. Because I'm going to come up to you and I'm going to give you a high five. And I'm going to say, you are in the learning space. You are learning.

Okay, here's an interesting assignment, different than you think. The goal today is not to tell me if you can read the letters that are in front of you. I want you to raise your hand when you feel frustrated, which feels like this. Oh, I can't do it. Because I'm going to come up to you and I'm going to give you a high five. And I'm going to say, you are in the learning space. You are learning.