Blog Post #5 Failure as a Process
As part my MAET course, I participated in a Wicked Problem project where I examined how to use failure as a powerful tool for success in the classroom. During this research, I came upon an interesting article written by Richard Chamberland that examined how the definition of failure can influence an individual’s action (or lack thereof).
From the time that we are children, we are inundated with the importance of success. Your parents wanted you to achieve in all aspects of your life (sports, work, school); teachers gave you standardized tests where the answers were black or white, even as an adult, we are rewarded for our successes and criticized for our failures. Chamberland (2017) discusses how this “black and white” environment stifles creativity and creates a fixed mindset within children, where they don’t reach their maximum potential because they are afraid of not succeeding. Berger (2014) agrees with this fear in his book, A More Beautiful Question, where he states, “people mainly fail because they fear failure” (pg 200).
So how does the definition of failure determine our response? Chamberland (2017) defines failure as, “a situation or occurrence in which something does not work as it should, a lack of success in some effort, an occurrence in which someone does not do something that should be done.” He suggests that if we change this definition it will, in turn, change our action. Instead of focusing on the outcome as the only way to succeed, we could shift our focus to the data collection. The “failures” that people are afraid of, can be seen as useful information that shape our next action. Chamberland (2017) also suggests that the more that individuals focus on the “journey,” the more that it becomes a “natural process” by which to create, innovate and grow.
Chamberland (2017) repeatedly emphasizes the importance of an encouraging environment. He believes that when you have a supportive community, it frees your subconscious concern of judgement and allows to imagine more “out of the box” solutions. So how do you do this in the classroom? The author believes that the only way to create this environment is to model the process of brainstorming, practicing failing and using that information to direct your “next step.” He also mentions the importance of discussing your process and sharing it with others. By doing this, it normalizes failure and demonstrates to others the evolution of an idea.
One thing to note, is the importance of focusing on constructive criticism. For example, if a student is struggling with an idea and has “failed,” instead of focusing on the time “wasted,” focus on the parts that went well and identifying the sections that needs to be improved. By doing this, it will reaffirm to the student that success is a process that takes data collection and continual examination.
After reading this article, it caused me to reflect on my own teaching practices and how I phrase failure in my classroom. It’s so easy fall into the trap of pushing through curriculum because “you are on a deadline and state tests are around the corner.” But what does this say to your students as you forge ahead and don’t give them a chance to learn from their mistakes? In my classroom, I always emphasize that everyone is on a personal educational journey that might look different than the person next to them. I encourage the students to use their strengths and improve upon their weaknesses. Despite the fact that I foster a positive learning community, I don’t think I build in enough time in my schedule for the students to share their “process” with their classmates and discuss how their thinking is evolving. I think by doing this, it will continue to cultivate the positive community I have in my room and allow students the freedom to be creative. I truly believe that when we practice and embrace “failure,” it takes the power away from the word and allows us to reimagine, create and innovate.
Resources
Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. Bloomsbury Publishing USA.
Chamberland, R. (2017). Failure is essential to success. Ultimaker. Retrieved from https://ultimaker.com/en/blog/44473-failure-is-essential-to-success
From the time that we are children, we are inundated with the importance of success. Your parents wanted you to achieve in all aspects of your life (sports, work, school); teachers gave you standardized tests where the answers were black or white, even as an adult, we are rewarded for our successes and criticized for our failures. Chamberland (2017) discusses how this “black and white” environment stifles creativity and creates a fixed mindset within children, where they don’t reach their maximum potential because they are afraid of not succeeding. Berger (2014) agrees with this fear in his book, A More Beautiful Question, where he states, “people mainly fail because they fear failure” (pg 200).
So how does the definition of failure determine our response? Chamberland (2017) defines failure as, “a situation or occurrence in which something does not work as it should, a lack of success in some effort, an occurrence in which someone does not do something that should be done.” He suggests that if we change this definition it will, in turn, change our action. Instead of focusing on the outcome as the only way to succeed, we could shift our focus to the data collection. The “failures” that people are afraid of, can be seen as useful information that shape our next action. Chamberland (2017) also suggests that the more that individuals focus on the “journey,” the more that it becomes a “natural process” by which to create, innovate and grow.
Chamberland (2017) repeatedly emphasizes the importance of an encouraging environment. He believes that when you have a supportive community, it frees your subconscious concern of judgement and allows to imagine more “out of the box” solutions. So how do you do this in the classroom? The author believes that the only way to create this environment is to model the process of brainstorming, practicing failing and using that information to direct your “next step.” He also mentions the importance of discussing your process and sharing it with others. By doing this, it normalizes failure and demonstrates to others the evolution of an idea.
One thing to note, is the importance of focusing on constructive criticism. For example, if a student is struggling with an idea and has “failed,” instead of focusing on the time “wasted,” focus on the parts that went well and identifying the sections that needs to be improved. By doing this, it will reaffirm to the student that success is a process that takes data collection and continual examination.
After reading this article, it caused me to reflect on my own teaching practices and how I phrase failure in my classroom. It’s so easy fall into the trap of pushing through curriculum because “you are on a deadline and state tests are around the corner.” But what does this say to your students as you forge ahead and don’t give them a chance to learn from their mistakes? In my classroom, I always emphasize that everyone is on a personal educational journey that might look different than the person next to them. I encourage the students to use their strengths and improve upon their weaknesses. Despite the fact that I foster a positive learning community, I don’t think I build in enough time in my schedule for the students to share their “process” with their classmates and discuss how their thinking is evolving. I think by doing this, it will continue to cultivate the positive community I have in my room and allow students the freedom to be creative. I truly believe that when we practice and embrace “failure,” it takes the power away from the word and allows us to reimagine, create and innovate.
Resources
Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. Bloomsbury Publishing USA.
Chamberland, R. (2017). Failure is essential to success. Ultimaker. Retrieved from https://ultimaker.com/en/blog/44473-failure-is-essential-to-success