We looked at what methods are used to develop an attitude in adult students that it's okay to make mistakes and that it's not scary.
There is no learning without mistakes, no innovation without experimentation, and no experimentation without failure.
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| How Students can Develop the Ability not to Give Up in the Face of Adversity?: eAskme |
Therefore, for both learning and work, it is important to perceive failure not as a tragedy but as a normal stage and impetus to development.
But this skill also does not appear by itself; it must be brought up.
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This article will look closely at several methods by which students are taught to cope with failure.
Accept the challenge:
When people realize that things have gone wrong, they tend to experience many negative emotions. The key is to control them, especially in a business environment.
That's why Trish Berg explains to students: there's nothing wrong with feelings; it's important to express them to get support from loved ones.
But this, of course, does not mean that you should shout or cry right in the workplace - such intemperance can be costly.
Choose a positive response:
Although we can't always control life's circumstances, the response is within our control.
The instructor cites British track and field athlete Derek Redmond as an example to students.
The titled athlete had damaged ligaments, and doctors said he would never run professionally again.
So Redmond took up basketball and motorcycling and became a motivational speaker.
Now he shares with others the story of his failure and his success.
Be open-minded:
Don't hesitate to talk about your mistakes and accept them so you can move on.
The hard way: productive mistakes:
Productive Mistakes is a technique invented by Manu Kapoor, a Singaporean math teacher, researcher, and professor at the Swiss Graduate School of Technology in Zurich.
The idea is that students are asked to "jump over their heads" to give them a problem for which they do not yet have sufficient knowledge and experience.
It sounds traumatic, but the approach involves the following:
- Working in groups to find solutions together without feeling like a lonely loser;
- Creating a safe environment where thoughts and ideas can be expressed freely and solutions can be sought without fear of criticism or a bad grade.
Kapoor notes that his method works on the principle of a flipped classroom because the class begins not with a boring introduction but with an interesting activity.
However, not every problem or task is suitable for a "non-boring" introduction.
The task is designed to be engaging and intuitive.
In doing so, it is expected that although students will offer several ideas or solutions, they are likely to be incomplete or incorrect.
As a result, students will, on the one hand, see gaps in their knowledge and, on the other hand, be involved in actually solving the problem.
The gentle way: a whole program of systematic exercises:
Sometimes large composite programs are lined up to develop stress tolerance before failure.
One example is the Resilience Project at Tilburg University College in the Netherlands.
There they launched a project that consisted of three main parts:
An academic and interdisciplinary module on failure and success:
It included an opening conference and a series of lectures in several required courses.
Thus, students explored and discussed success, distinction, failure, and stress resiliency from different perspectives - psychological and philosophical, economic and historical.
On the one hand, this superstructure allowed the material to fit seamlessly into regular courses.
On the other hand, although students appreciated the discussion of important concepts, not everyone fully understood that the lectures were part of the project.
Sustainability workshops:
This was the practical part of the project - three workshops on different topics.
However, the workshops were not mandatory for students because the project creators were only interested in students who were already motivated to solve their problems.
It turned out that they were about 20% of the total number of college students.
The first meeting was devoted to the stress of study or workload, and the second - to the difficulties of choice.
The third workshop, "Falling backward and forwards," was devoted to theoretical material on the mechanisms of adaptation to change and reflection by the students.
Open Mic:
The final part of the project was supposed to take place in the spring of 2020. But because of the pandemic, it had to be canceled.
Nevertheless, the university's administration got an important insight from the attempt to organize this event.
The college dean, two staff members, two alumni, and two students were supposed to speak on the same stage.
Each would share the story of their failures, and the student attendees could do the same.
There was no problem with the staff and alumni, who gladly responded to the call, but finding willing students was difficult - no one wanted to talk about failures.
When the authors of the project invited university students to participate in a photo session - to pose with a board on which one of their failures is briefly marked, it turned out that most were willing to share them only anonymously.
This, Tessa Listen, deputy dean of Tillsburg University College, explained, confirms yet again: it is still considered shameful and shameful to talk about one's failures.
Let's add a suggestion: apparently, it is especially embarrassing to do this to those who have not yet achieved success, which could "override" previous failures in the eyes of others and their own, too.
Conclusion
Although teachers have no way to change the system, they can help students see the gap between productive and stigmatized mistakes.
In this case, students will focus not so much on grades, results that society deems acceptable, or even on competing with each other but on knowledge.
We hope our article is useful to you. We wish you success.
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