Once Around the Bunny’s Ear: Shoe-Tying as a Metaphor for All that is Possible

By Rita Platt

“I did it!”

“Come watch me!”

“I’ll never learn how to do it!”

“Will you show me one more time?”

“Can I practice again?”

These were just a few of the comments I heard from the 60-some-odd kindergartners I was helping learn to tie shoes this spring. It turns out that this nearly forgotten skill is a powerful metaphor to teach students that their learning and personal growth potentials are limitless.

It could be argued that in the age of Velcro and Hickies there is no need to require students to learn shoe tying. But, this school year, my colleagues and I decided that though it is not mentioned in the Common Core, the Next Generation Science Standards, or measured on a standardized test, it is nevertheless an important skill.

Why? Two main reasons.

1. We were tired of helping 1^st, 2^nd, 3^rd, and even 4^th graders tie their shoes after recess or before physical education.
2. Learning to tie shoes builds fine-motor skills* and judging by some of the sloppy writing we see, we figure enhancing dexterity is a good thing. 

   Shoe tying is a powerful metaphor to teach students that their learning and personal growth potentials are limitless.

But, as I watched the kindergarten students work hard to learn to tie, I realized that the most important outcome of our work together was that students were learning that persistence pays off, that it is okay to do hard things, and most importantly, that they could achieve things that sometimes seem impossible. Remember, learning to tie is hard! But, doing hard things is important for building a sense of self-efficacy, pride in our accomplishments, and a belief in our own potential.

In The Most Powerful 3-Letter Word a Parent or Teacher Can Use, Daniel Coyle writes that “kids love to announce they’re not good at something.” One of the cures for this type of defeatism, says Coyle, is to teach children to add the word yet to the end of any such declarations. If, for example, one of my kinders says, “I can’t tie my shoes,” I would encourage her to add yet to that statement, “I can’t tie my shoes yet.” It’s a small but powerful addition that almost forces the speaker into a growth mindset.

The “power of yet”  and growth mindset fits very well with learning to tie shoes. Shoe tying is a perfect example of the learning process in action. Students start with not being able to do it, engage in direct instruction and copious amounts of practice, and then, all at once, they realize they can do it! They can actually see themselves learn from start to finish.

As I watched my students learn, I gave feedback focused on helping them learn to see the process as a metaphor for all that is possible in their lives as learners. In addition to saying “yet” over and over again, I found myself encouraging with other growth-mindset-focused ideas.

“If you can learn to do this, you can do anything!”

“You must feel so proud of yourself for continuing to try even when it was really hard!”

“I know it’s hard! I am here for you! Don’t give up!”

“Can you believe how hard you worked to make this happen?”   

“Don’t worry, if you don’t learn it this year, we’ll work on it next year too! You will do this!”

Shoe tying is a wonderful, natural, kid-centered way to build growth-mindset! If you are interested in harnessing this powerful metaphor, feel free to use our homemade shoe-tying videos and jump in there with your students. There is no rush for all students to learn by some arbitrary date, but, it is important to keep records and to pass them on to another teacher if needed. The power of this experience is allowing students see themselves succeed.

*For more ideas on building fine-motor skills in young learners, click here.

Rita Platt (@ritaplatt) is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.