![]() ![]() Fortunately, we won’t run into too many high-stakes mistakes in the elementary classroom! They are mistakes that take place in life-threatening situations or high-stakes performances, like the Super Bowl. The high-stakes mistakes are mistakes that have catastrophic results.A sloppy mistake signals we need to enhance our focus. We all make sloppy mistakes occasionally because we’re human. The sloppy mistakes happen when we’re doing something we already know how to do, but we do it incorrectly because we lose concentration.We extinguish it with alcohol and then learn -aha- alcohol is flammable! For example, there is a fire to put out but we don’t have water. The aha-moment mistakes happens when we achieve what we intend to do, but then realize that it was a mistake to do so because it is now clear that we lacked some other knowledge that was needed.When we make stretch mistakes, it is important to stop and reflect, see what we can learn, and adjust our approach to mastering the new skill. ![]() Stretch mistakes are positive! If we never made stretch mistakes, it would mean that we were never truly challenging ourselves to learn new things. We’re trying something that is beyond what we can already do without help, so we’re bound to make some errors. A stretch mistake happens when we’re working to expand our current abilities.I think he does an excellent job clearly defining the different types of mistakes. This image came from an article by Eduardo Briceno on. We want students to understand what kinds of mistakes are most useful and how to best learn from them. It can leave you feeling frustrated and disappointed. In our growth minded classroom, we are teaching students the power of mistakes and failure, but not all mistakes are desirable. Grab a drink and commit yourself to less than 6 minutes to watch this video. I have used her “ My Favorite No” strategy in my first grade classroom and it has made a huge difference. I love the way this middle school math teacher, Leah Alcala, has created a culture in her classroom where mistakes are clearly part of the learning process. We must show our students that mistakes can actually help us develop and improve our skills and abilities. If mistakes and failure are seen as a sign of incompetence and something to avoid (rather than something to expect), our students will begin to avoid the challenges necessary for learning. As students experience new things and develop new competencies it is inevitable that they will make mistakes. When that is the case, mistakes have no positive role for our students.īut “make mistakes“ is a goal I would love to see my students set for themselves! Why? Because mistakes are the essence of new learning! As teachers, as we work to cultivate a growth minded classroom, it is important that we begin to normalize mistakes for our students. Mistakes serve to evaluate what a student does not know. Too often, success in the classroom is determined by high marks and correct answers. Students often feel shame when they make a mistake. One you are less likely to see is, “make mistakes”. On the list you’re likely to see things like, “make new friends”, “get good grades,” and “learn new things”. When students return to school at the beginning of the year, many teachers will ask them to set goals for what they’d like to achieve in the new school year. This post originally appeared on the blog Mrs.
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