ABSTRACT
Are some students afraid to do poorly in front of other students? Or is it that they fear appearing to do well in school? Along with these apparently opposite but paralyzing fears are other barriers to achievement such as fear of making errors/seeking perfection; working only for grades; fear that high expectations are unwarranted, as can occur with the “gifted” label; doing only the minimum; letting others do the thinking; and cheating. When these behaviors and their accompanying attitudes become predominant, the achievement kingdom goes to sleep. (Who will wake the princess?) To prevent or remediate counterproductive dispositions at least two approaches (princes?) are necessary: improve classroom instruction by including all students, and identify—and with the students bring to a conscious level—the offending attitudes and habits of mind and effort, complete with their causes and effects. Then teach them to be conscious of and practice the productive counterparts. Good teaching will feed on good attitudes and vice versa. Students, to win the battle with themselves, must know the enemy, and the enemy must not be allowed to flourish in school.
