The documentary Most Likely to Succeed follows four high school students who were voted “most likely to succeed” and examines their journeys a decade after graduation. The film highlights their triumphs and struggles, raising important questions about how we define success and whether traditional education truly prepares students for real-life challenges.
The opening screen of the documentary features a quote by Irving Berlin: “The toughest thing about success is that you’ve got to keep on being a success.” This sets the stage for an exploration of how privilege, opportunity, and resilience influence outcomes. While intelligence and hard work are often championed as the keys to success, the film challenges this notion, revealing that the path is not always straightforward or equitable.
Most Likely to Succeed FULL DOCUMENTARY | Human Interest Documentaries | The Dock
Success in the Context of BC’s Education System
The BC curriculum reflects a shift toward a more holistic definition of success, focusing on core competencies that go beyond content knowledge. It recognizes that memorization of facts is insufficient in preparing students for a rapidly changing world. Instead, students must develop critical thinking, communication, and social responsibility—skills that align with the evolving expectations of success in today’s society.
When considering this in the context of elementary math, we see a departure from rote learning toward an inquiry-based approach. The BC math curriculum emphasizes numeracy, problem-solving, and real-world application rather than isolated calculations.
As educators, we must balance skill development with deeper conceptual understanding, ensuring that students not only learn math but develop the ability to apply their learning in meaningful ways.
The Role of Personalization in Math Education
Personalized learning has gained traction in modern education, offering students flexibility, choice, and a sense of ownership over their learning. In math, this means allowing students to approach problems in multiple ways, fostering mathematical reasoning rather than rigid procedural thinking.
However, personalization also raises an important question. How do we maintain equity in personalization, ensuring all students have access to the tools and support they need?
While technology and adaptive learning platforms can tailor instruction to student needs, they should not replace the role of collaboration, discussion, and teacher guidance. Personalized learning must be balanced with opportunities for students to work together, engage in mathematical discussions, and develop the perseverance needed to tackle challenging problems.
Social Media’s Influence on Student Perceptions of Success
Social media has reshaped how young people view success, often reinforcing comparison culture and unrealistic expectations. As educators, we must acknowledge that students are constantly exposed to curated versions of achievement, through influencers, peers, or other online content. This can shape their beliefs about intelligence, effort, and self-worth in ways that impact their learning. We need to consider how we help students build a healthy relationship with success, one that values growth over perfection. We also need to explore how we use digital platforms to empower students rather than discourage them.
By incorporating growth mindset principles into our math instruction, we can counteract the harmful effects of comparison and encourage students to see mistakes as part of the learning process. Mathematical confidence is not just about getting the right answer, it’s about developing the mindset to persist through challenges.
Success as a Journey, Not a Destination
Tom Petty And The Heartbreakers – Learning To Fly (Version 1) – YouTube
As the final credits of Most Likely to Succeed roll, Tom Petty’s “Learning to Fly” plays:
“I’m learning to fly, but I ain’t got wings, coming down, is the hardest thing.”
These lyrics resonate deeply with the reality of teaching. Success is not a singular moment but an ongoing process, filled with learning, setbacks, and growth. In education, we must shift our focus from short-term academic success to long-term adaptability, problem-solving, and resilience.
Later in the song, another lyric stands out:
“Well, some say life will beat you down, break your heart, steal your crown, so I’ve started out for God knows where, I guess I’ll know when I get there.”
This reflects the unpredictability of both education and life. We cannot always predict where students will end up, but we can equip them with the skills, confidence, and curiosity to navigate their own paths. By embracing BC’s core competencies, a deeper approach to math education, and a mindful use of personalization and technology, we can redefine success in ways that truly prepare students for their futures, wherever they may lead.
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