Mistakes... again (but not really!)

“Mistakes are an indication, not of failure, in these classrooms, but of what still needs to be learned.” - Alina Tugend

Over the last year, I have often thought, read, and written about the idea that we need to give kids a safe space in which to make mistakes and learn from those mistakes. I continue to believe that students learn as much (sometimes even more) from their mistakes as from challenges met.  Finding the appropriate level of challenge is a complex process. If the homework, project, or test question proves too challenging, students may give up; if the assignment is too easy, they get bored (sometimes resulting in little effort going into the assignment). If students take on too heavy a course load, they often find that they struggle with meeting the expectations in classes; if their load is too easy, they end up feeling as if they have nothing to do. As teachers and parents, we want to encourage our students to push their limits, to take risks, but we also want to help them to find the balance between what is too demanding and what is not demanding enough.

As an educator, I strive to find the correct level of challenge for the students. Whether it’s in choosing the problems I assign for homework or in helping a student decide upon an appropriate course load, I need to create a way for each student to be push his/her own limits without feeling discouraged when they inevitably run into obstacles. In my classes, I ask my students to work collaboratively, often presenting problems to each other during class. This process allows me to assess their level of understanding on a daily basis without the pressure of feeling like they are being graded on that level of understanding. This daily “temperature taking” provides me with information about the level of challenge they are facing. As a result, I can adapt as needed. 

This year, Mr. Golding has challenged us – faculty, students, parents – to expand our horizons, to push those boundaries of the safe and known, to step into the unknown and take risks. Taking these steps is only possible when one feels safe and supported, both at home and at school. Our kids are curious, they want to explore and try new things. Our job is to help foster that drive by supporting and encouraging them when their challenges seem too big and celebrating their successes.