How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

Chapter 3 introduces Elizabeth Spiegel, the chess instructor at Intermediate School 318 (IS 318) in Brooklyn. Tough notes the diversity of the school’s chess team, composed of mainly Black and Hispanic students “from the struggling working class” (108). Despite the prevailing notion that chess success is reserved for affluent children, IS 318 boasted the best scholastic chess program in the country.

Spiegel’s teaching methodology went beyond chess strategies; it taught students how to think. Her approach aligned with the metacognitive strategies studied by Martin Seligman and taught by Angela Duckworth. It also reflected research on executive functions, particularly cognitive flexibility and cognitive self-control, which are vital for problem-solving and decision-making. Spiegel taught her students the importance of seeing alternative solutions, thinking creatively, and resisting impulsive responses—a skill set essential for success in chess and beyond.

In interviews with Tough, Spiegel emphasized her role as a teacher, likening it to serving as a mirror for her students. She focused on discussing their chess moves objectively, helping them understand their mistakes, and becoming more aware of their thought processes. While she had a warm relationship with her students, she believed it was her responsibility to challenge them intellectually rather than offer motherly care.