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Rory Storm and the Hurricanes were a band from Liverpool, England, who went to Hamburg, Germany's Cavern Club in 1960 to make their mark on the emerging pop-music scene. They didn't do well, releasing only two singles, neither of which made the Top 40 charts. But Rory Storm and the Hurricanes had an opening act that did a tad better. They were named the Beatles. Both played the same club, alternating six 90-minute performances each night for months. But only one band became a household name, while the other became a mere asterisk in the British Invasion.
If you believe Malcolm Gladwell—he of the mindset that 10,000 hours of practice ("grit") will make even the biggest musical sow's ear into a silk purse—both the Beatles and Rory Storm and the Hurricanes should have been equally successful. But they weren't, causing me to question Gladwell's assertion in his 2008 book Outliers: The Story of Success that the Beatles would not have become the Beatles without the Hamburg experience. What distinguished these two bands? I'm guessing that the Beatles, as individuals, had something innate that Rory and his buddies didn't possess: musical genius that was enhanced by practice, but not determined by it.

The concept of "grit" has given both pop psychologists and those who discount the importance of genetics yet one more mantra on which to hang their pseudo-theoretical hats. Dismissing the role and importance of innate talents and abilities as true determinants of success, Gladwell chooses "practice, practice, practice" as the biggest driver of achievement. I half expected him to dedicate his book to Watty Piper, the author of The Little Engine That Could, as his views carry the same academic weight as that children's classic.
Why am I so tired of grit? Here are three reasons:
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Mentors.net - a Professional Development Resource
Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and
other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching
practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.
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