Arrogance can be a significant barrier to learning, as it can prevent students from being open to new ideas and perspectives. There is some research to suggest that highly intelligent students may be more likely to exhibit arrogance, as they may have become accustomed to being praised for their abilities and may perceive themselves as superior to others. However, it’s important to note that not all intelligent students are arrogant, and that arrogance can be present in students of all levels of intelligence.

Dunning-Kruger Effect?

The graph below illustrates the experienced person’s feeling of I’ve forgotten more than you have learned…

To encourage students to abandon their arrogance, one approach I have used is emphasizing the importance of humility and open-mindedness in the learning process. I encourage students to approach new material with a willingness to learn, and to be open to feedback and different perspectives. Additionally, I have found it helpful to provide opportunities for students to collaborate with peers and engage in discussions that challenge their preconceived notions.

However, I have also had students play on their cell phones during my lessons. (I respect their right to be failures.) Cell phones in classrooms is a tenet of well-meaning yet out-of-touch policymakers. In any event, it is sometimes challenging to distinguish between arrogance and outright disrespect for learning.

It’s also important for me to model humility and a willingness to learn from my students (even of there’s nothing they can teach me). By demonstrating a willingness to learn alongside my students, I can create a more collaborative and open-minded learning environment.

As for some data to support the notion that arrogance can hinder learning, there is some research to suggest that students who exhibit high levels of overconfidence or arrogance may be more likely to perform poorly in academic settings. For example, a study published in the Journal of Personality and Social Psychology found that students who were overconfident in their abilities tended to perform worse on tests and assignments than their more accurate peers.

So I encourage my students to be aware that someone thrice their age may know some things that they have yet to encounter in their comparatively short lifespans. I also remind them that I’ve been their age, but they have never been mine. I wasn’t born an adult. Although I may have lost a step, I still remember the basics of having been an adolescent. 🙂

So students…

Remember that success is a planned event. Believe in yourself.

Pay attention, do the work, and don’t give up!

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www.youtube.com/@PlanetNumeracy