When I was just a wee young lad, the word “fail” was considered almost as bad as other curse words like the “F word.” If you failed at something, it meant that you were not good and lacked talent. No one wanted to fail or be thought of as a failure. It was a Scarlet Letter that you wore with you for the rest of your childhood.
Now, of course, we all know that times have changed and the word failure is synonymous with success. In order to do something well, you have to fail at it first. We want our students to fail in order for them to learn how to grow and succeed. While it’s amazing that our ideas on teaching have progressed so much thanks to technology and research on the neuroscience of education, I do wish that the adults in my world when I was a child would have embraced failing as an essential part of the learning process. Had I failed more because I was inspired to take more risks with my learning, I wonder how many other things I’d be capable of doing now. Perhaps I would have learned to stick with playing the guitar. Maybe I’d be in a band right now, touring Europe. That would be cool. I’ve always wanted to see London during this time of year.
As I now see the value in failing on a regular basis because of the learning that comes from the experience, I am more willing to try new things in the classroom as a teacher. I’m not afraid to try out a new application on the computer or a new instructional strategy in the classroom. If it works, great; if not, it provides me with a teachable moment in the classroom. Luckily too, I can also reflect on my failed lessons or activities and learn from them. While I was not overly happy with the outcome of yesterday’s Humanities lesson on the process of revising writing, I had the chance to reflect on what didn’t go well yesterday. Then today, I was able to more effectively introduce and explain the purpose of the revision process and the power that it holds. “Revision is the most important step in the writing process because it provides you with a chance to fix what’s broken with your work. No writer, regardless of age and experience, is able to craft the perfect piece of writing. Every writer is in need of fixing and revising their work. Today, you have a chance to receive feedback from as many people as possible so that you can create an even better story than what you currently have. You also have the chance to receive such valuable feedback that you will be able to, hopefully, exceed the three graded objective for this assignment. So, treat today’s revision period with the respect it deserves.” After feeling as though I did not explain the process of revising one’s writing well yesterday in class, I wanted to be sure that I highlighted the benefits in revising one’s written work based on feedback from others, and I feel like I did that today. After my introduction and review of what was to happen in class during the work period, I felt quite confident that things would be better today than they were yesterday.
My future-telling skills were clearly right on par today as the work period was phenomenal. The boys worked so well on providing each other with feedback, revising their work, and growing as writers. I conferenced with three students and was able to provide them some meaningful feedback that will allow them to make their story far better than it was. While I didn’t have a chance to observe every student or group as they worked during class today as I was conferencing with students at the back table, the groups I could see and hear seemed to be bleeding greatness. To conclude class today, I some had students share how the peer editing process went for them in class today.
“Me and my partner worked on helping each other come up with better words to describe the setting in our stories,” one student said. I praised those two students for the great effort they put into looking at one aspect of their writing.
“My partner helped me fix grammar stuff in my story and I helped him make his story funny and not boring,” one student said, laughing. “He even said that he’s going to write a whole new story since he doesn’t think he did a good job on his first one.” He was describing what he and his partner worked on during their peer editing conference. Awesome! I then explained how amazing it was that because of feedback, this specific writer will be able to grow and develop his writing skills.
I can’t wait to read the revised stories my students will complete by early next week. They are sure to be far better than what they had typed this week. And to think that if I hadn’t taken the time to reflect on yesterday’s lesson and thought about how to change things for today’s class, I would not have been able to inspire my students to see the value in revising their writing while also helping their peers make their stories better. Failure helped me better support and challenge my students to utilize a growth mindset in Humanities class today. Making mistakes is how genuine learning is fostered. I need to fail in order to grow. It seems counter intuitive, but it’s how the brain works. We are wired to remember things that are tagged with emotion, and so failed experiences stick with us because they don’t make us usually feel very good. I thought about my “failed” class yesterday for hours, which is why I was able to spend so much time thinking about how to fix the situation in class today. How could I help my students better appreciate the editing and revising stages of the writing process? And wallah, I found my answer in class today. Failure rocks! I can’t wait to do it again.