Learning and No. 2 Pencils
During my first year at the Yale School of Management, I found an ad in the school mailroom looking for individuals to tutor math at a middle school in a neighboring town. The paid position was for one day a week for 10 weeks. I had two objectives in mind. The first was to dedicate time and energy to the kids in the local community, and the second was to earn enough during the process to purchase a new set of soccer cleats. Two weeks later, I entered Hamden Middle School prepared to meet my six 8th-grade students, but I first had to meet with Mr. Allen for a brief orientation. After introducing myself, he asked me, “So Mike, what did you do before attending graduate school?” “I was a helicopter pilot in the Army. I flew in combat in the Persian Gulf and just spent my last year about 10 miles from the DMZ in Korea,” I responded. “That works,” he stated. “Let’s go meet your class.” I thought his response was odd and was unprepared for what would happen next.
When he opened the classroom door, my students huddled together in what appeared to be a bad episode of Welcome Back Kotter. Instantly, they separated and scrambled for a desk. Mr. Allen wrote my last name on the blackboard and began my introduction to the class. “This is Mr. Hansen,” he blurted out. “He is your tutor for the next ten weeks.” I quickly scanned the room, looking at their facial expressions. “You better pay attention,” he continued as he pivoted to face the class. “Mr. Hansen is an Army combat veteran, and he knows twelve different ways to kill someone with a sharpened pencil.” They quickly straightened in their chairs, and with their eyes wide open, I was quick to feed off the moment. “Good afternoon,” I boomed, “O.K., let’s get started!”
Early on, I discovered that these students were “stuck,” had failed their standardized tests, and were at risk of not graduating from 8th grade. It was an uphill battle. Half of them thought repeating the 8th grade for a second year was cool. After determining their specific math weaknesses, I created unique assignments for each student to complete in and out of the classroom. I leveraged the opportunity in class to emphasize math applications, such as how money is math-based and essential for everyone to understand. For students who completed their homework, I even offered a monetary reward. Lastly, at the beginning of each class, I intentionally displayed 2-3 freshly sharpened pencils in plain sight in front of the podium as a not-so-gentle reminder. It was a unique model for a special situation.
Overcoming Barriers to Student Understanding by Meyer and Land presents an innovative model for aiding and guiding conceptual understandings, which can have a powerfully transformative effect.[1] Students learn at different speeds and in different environments. The importance of concepts, teaching methods, and the exchanges is critical and essential for the learner to overcome challenges and successfully navigate these threshold moments.
While sitting on a recent Zoom meeting for work, our conversation was focused on standard work instructions for warehouse operators, and my peer said, “The trainer hasn’t trained until the learner has learned.” Meyer and Land agree that “teaching is a complex and often challenging process, because learning is a complex and challenging process.” [2] Tension exists within troublesome knowledge moments. Troublesome moments might vary, but within each experience, students learn the best when they are appropriately challenged. If the experience is too challenging, it presents a high level of frustration; if not, the process has no value.
Overcoming Obstacles highlights thresholds in practice for specific subjects such as accounting, economics, and science. While there is value in mastery by specialization, there are also threshold learning opportunities for generalists. In Range, Why Generalists Triumph in a Specialized World, David Epstein compares the backgrounds of two elite athletes, Tiger Woods and Roger Federer, and their different paths to professional excellence. He shares that generalists are equal or better learners in the long term due to their diverse interests and experiences, and not just specialization. For the generalist, there is a distinct benefit to failing and not transitioning forward through those threshold moments. [3] Those moments formulate and build character and ultimately carry individuals further on their trajectory over time.
I have shared the story about the sharpened pencils numerous times and, fortunately, never had to weaponize the writing instrument. I don’t know what happened to those students, and I was never informed if they passed their standardized tests. At the end of my abbreviated liminal chapter with them, they exhibited less anxiety, self-doubt, and frustration while learning the subject matter.[4] Perhaps that was just enough to get them through their troublesome moments and prepare them for success later in life. For me, the result was a hard-earned feeling of joy and accomplishment and a set of new soccer boots.
[1] Jan Meyer and Ray Land. Overcoming Barriers to Student Understanding: Threshold concepts and troublesome knowledge. (London, UK: Routledge, 2006) xi.
[2] Jan Meyer and Ray Land. Overcoming Barriers to Student Understanding: Threshold concepts and troublesome knowledge. (London, UK: Routledge, 2006) xiv.
[3] David Epstein. Range – Why Generalists Triumph in a Specialized World. (New York: NY: Riverhead Books, 2019) 1-14.
[4] Jan Meyer and Ray Land. Overcoming Barriers to Student Understanding: Threshold concepts and troublesome knowledge. (London, UK: Routledge, 2006) i.
About the Author
Michael Hansen
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I can imagine you being in front of a class of young people terrified of your sharpened pencils! Despite the apparent success, I’m sure it wasn’t a method utilised in any other setting! However, I hope that your pilot skills have not been left in the past and could lead to further discovery! .
Your reflections on Epstein’s work concerning the roles of generalists and specialists are thought-provoking. In my informal, relational research over the years, I have seen the impact of children who were specialists from a young age, for example, in music or dance. I’ve found that most of them have regretted that specialist path and feel frustrated with the gaps within their educational foundation.
Thanks Mike!