每个人都喜欢一个黑马故事：爱因斯坦在学生时代挣扎；J.K.罗琳在出售她的哈利波特手稿之前靠福利过日子。奥普拉在成为媒体大亨之前就被解雇了。但我们通常认为这些人，他们走的是非常规的、意想不到的成功之路，他们的道路是无法复制的。

哈佛大学教育研究生院讲师托德·罗斯（Todd Rose）说，在某些方面，他们确实是这样，但仍然有很多东西需要向他们学习。Rose是HGSE（哈佛教育研究院）个人科学实验室的负责人，他认为教育工作者可以做更多的工作来帮助所有的学生成为“黑马”，引导他们沿着个性化的道路走向职业和生活，以解决每个学生独特的动机拼图。

托德·罗斯最新的一本书《黑马：通过追求成就获得成功》，描述为一种“黑马心态的用户手册”。他很了解这种心态；在他成为哈佛大学教授之前，他是一名高中辍学者。他只有在意识到真正激励他的是什么之后，才开创了自己的成功之路。

以下是一些教师可以将这种心态带到他们的课堂上的方法，强调个人成就感作为成功的一种手段和终点。（注：它们也可能帮助成年人找到满足感。）

帮助你的学生找出“打勾”的原因——它通常可以应用于各种环境。在他的书中，罗斯和合著者奥吉·奥加斯采访了来自不同领域的领导人，从新闻业到专业的壁橱组织。他们很快发现，所有的黑马“想谈论的是他们如何找出对他们最重要的东西，”罗斯在哈佛教育学院的一次采访中说。问你的学生为什么喜欢他们喜欢的科目或活动。例如，如果一个学生说他在学校唯一喜欢的是足球，但你要求他更深入地挖掘，他可能会意识到他喜欢的是团队合作、户外活动或竞争——所有这些都可以转化为他可能成功的其他领域。“一切都是为什么，”罗斯说。

为了找出真正激励他们的因素，学生们必须自己尝试。罗丝说，要想办法给学生提供选择和发言权，比如决定如何为一个项目提供信息，或者读什么书。“我仍然希望教师负责，但如果我们希望孩子们以自我指导的成年人的身份出来，他们知道如何做出选择，如何从错误中学习，还有什么地方比【学校】更好地学习这些东西呢？”

专注于个人成就并不意味着任何事情都会发生。对年轻人来说，能够尝试不同的东西来找出是什么激励他们，什么是他们真正喜欢的是很重要的，但这并不意味着他们是个傻瓜。向学生灌输个人责任感。如果他们说他们是受音乐激励的，并且想把音乐融入到他们的最终项目中，即使很难，也希望他们能坚持下去。家长们，如果你的孩子坚持要成为一个著名的音乐家，但每次练习之前都选择玩电子游戏或和朋友出去玩，那可能不是他们成为黑马的舞台。罗斯说：“黑马愿意牺牲自己的成就。”

根据平衡原则来管理你的课堂，这个理念就是总是有多种方法来达到同一个目标。黑马擅长制定策略来解决发挥其优势的问题，但他们并不总是马上找到正确的策略。他们经常需要通过循环策略来看看什么有效。罗斯说，给孩子们时间去做。“这个想法是帮助孩子们认识到，成就不仅在于找到正确的策略，还在于强力或天生的天赋。”

文章来源于新浪博客“爱人生”

原文标题：哈佛教育研究院：通往成功的动力：一切都是为什么（张铁光教授、剑桥博士）

RESEARCH STORIES
The Why Is Everything
Helping your students find their motivation on the path to success

BY:Grace Tatter, Jill Anderson
POSTED:December 13, 2018

Everyone loves a dark horse story: Albert Einstein struggled as a student. J.K. Rowling was on welfare before selling her Harry Potter manuscript. Oprah was fired from one of her first jobs before becoming a media mogul. But we usually consider such people, who followed unconventional, unexpected routes to success, to be aberrations, their paths unable to be replicated.

In some ways, they are — but there’s still a lot to learn from them, says Harvard Graduate School of Education Lecturer Todd Rose. Rose, who heads HGSE’s Laboratory for the Science of the Individual,believes that educators can do more to help all of their students be “dark horses,” shepherding them along individualized paths to careers and lives that address each student’s unique mosaic of motivations.

He describes his latest book, Dark Horse: Achieving Success Through the Pursuit of Fulfillment, as a kind of “user’s manual for the dark horse mindset.” He knows the mindset well; before he was a Harvard professor, he was a high school dropout. He forged his own path to success only after realizing what it was that truly motivated him.

Here are some ways that teachers can bring that mindset, with its emphasis on personal fulfillment as both a means and an end to success, to their classrooms. (Note: They just might help adults find fulfillment, too.)

Help your students figure out what makes them “tick” — it often can be applied in a variety of contexts. For his book, Rose and co-author Ogi Ogas interviewed leaders from an array of different fields, from journalism to professional closet organizing. They quickly found that all that dark horses “wanted to talk about was how they figured out what mattered most to them,” Rose says in an interview for the Harvard EdCast. Ask your students why they like the subjects or activities that they like. For example, if a student says that the only thing he likes about school is football, but you ask him to dig deeper, he might realize that what he loves is the teamwork aspect, being outdoors, or competition — all of which can translate to other arenas where he might succeed. “The why is everything,” Rose says. 

Let students practice autonomy. In order to find out what really motivates them, students have to try things out for themselves. Look for ways that you can give students choice and voice, Rose says, like deciding how to present information for a project, or what books to read. “I still want teachers in charge, but if we want kids coming out as self-directed adults who understand how to make choices, how to learn from mistakes, what better place to learn that than [school]?” 

Focus on personal responsibility. A focus on personal fulfillment doesn’t mean anything goes. It’s important for young people to be able to try different things to figure out what motivates them and what they really love — but that doesn’t mean being a flake. Instill in students a sense of personal responsibility. If they say they’re motivated by music and want to incorporate that into their final project, expect follow-through from them, even if it’s hard. And parents, if your child insists that they want to be a famous musician but choose video games or hanging out with friends before practicing every time, that might not be the arena in which they’ll be a dark horse. “Dark horses are willing to sacrifice for their versions of fulfillment,” Rose says. 

Reward creative strategies. Run your classroom according to the principle of equifinality, the idea that there are always multiple ways to get to the same end goal. Dark horses are good at figuring strategies to solve problems that play to their strengths, but they don’t always find the right strategy right away. They often have to cycle through strategies to see what works. Give kids time to do that, Rose says. “The idea is helping kids realize that achievement is as much about finding the right strategy as it is about brute force or innate talent.”