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    EDUC 5410 Unit 1 Discussion February 2022

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    The document discusses failure in education and learning. It states that failure is a natural part of the learning process and can teach valuable lessons. However, schools often stigmatize failure and this discourages creativity. The document advocates that teachers provide formative feedback, scaffold instruction based on student needs, and ensure all students feel valued in order to build confidence and overcome challenges. Framing failure as an opportunity to improve, rather than a stigma, is important for students' development.

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    EDUC 5410 Unit 1 Discussion February 2022

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    The document discusses failure in education and learning. It states that failure is a natural part of the learning process and can teach valuable lessons. However, schools often stigmatize failure and this discourages creativity. The document advocates that teachers provide formative feedback, scaffold instruction based on student needs, and ensure all students feel valued in order to build confidence and overcome challenges. Framing failure as an opportunity to improve, rather than a stigma, is important for students' development.

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    The document discusses failure in education and learning. It states that failure is a natural part of the learning process and can teach valuable lessons. However, schools often stigmatize failure and this discourages creativity. The document advocates that teachers provide formative feedback, scaffold instruction based on student needs, and ensure all students feel valued in order to build confidence and overcome challenges. Framing failure as an opportunity to improve, rather than a stigma, is important for students' development.

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    © All Rights Reserved
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    Download as pdf or txt
    100 views4 pages

    EDUC 5410 Unit 1 Discussion February 2022

    Uploaded by

    us n
    The document discusses failure in education and learning. It states that failure is a natural part of the learning process and can teach valuable lessons. However, schools often stigmatize failure and this discourages creativity. The document advocates that teachers provide formative feedback, scaffold instruction based on student needs, and ensure all students feel valued in order to build confidence and overcome challenges. Framing failure as an opportunity to improve, rather than a stigma, is important for students' development.

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    5410 Unit 1 Discussion February 2022

    School learning is primarily a cognitive activity that necessitates sufficient capacity and

    intent on the part of the learner. Concerns about public education are not new, but their

    emphasis has shifted recently. These include apparent declines in national and state test

    scores and unflattering international achievement comparisons (Hempenstall, 2013). I would

    define failure as a cumulative effect of many things. There are numerous explanations for

    failure to learn. Learning disability, socioeconomic status, early childhood experiences,

    education systems, and classroom practice are all likely factors. The student's performance

    could be affected by the curriculum, delivery, experiences, and the system's failure to take all

    students along.

    When I was growing up in a traditional school, 'failure' was a terrifying concept. Failing an

    exam may be a harsh lesson for students, mainly if they worked diligently. While failing an

    exam or assignment might momentarily hurt students' self-esteem and confidence, it can also

    teach them crucial lessons. We stigmatise errors and failures. As a consequence, we are

    training individuals from using their creative potential (Robinson, 2006). While it's never fun

    to fail, it's part of the learning process. School and life have difficulties. When they do, they

    provide chances to try something new next time.

    In the school I teach, we have formative tasks. So as a teacher, we continuously monitor the

    students and their work. They are regularly given feedback. This helps students to improve

    their work. If the students need extra help, they are given. If many students are not doing

    well, we review the learning experiences provided and review the curriculum. Every delight

    of teaching includes a potential frustration. The complexity of creating and implementing

    teaching may be intimidating. Sometimes a student may seem to be uninspired, hostile. We

    want to make a difference in students' lives yet struggle to approach them. I have noticed that
    the older students tend quit before they even start, avoiding the chance of failure. They get

    anxious and underperform when they don't do things right the first time (Seifert & Sutton,

    2009). This could be due to their previous experiences.

    We should be able to observe all students—plan teaching-learning using scaffolding. We

    should be mindful of each child's unique demands and support them in ways that benefit the

    whole class. Create a peaceful, focused learning space: display schedules and essential data.

    Prior assessment is critical and can help plan. Let students choose how to display what they

    know. Don't compare your child's development to another's. All this will help develop

    confidence in the students to do better. It works across grades. Everyone should be

    encouraged and appreciated.

    As teachers, we must safeguard a child's emotional well-being. Physical exercise and mental

    health exercises should be taught in schools. Students who are hesitant should be encouraged

    and motivated. For weak students, it is vital to repeat and modify what they have learnt.

    Immediate frequent formative assessments must be undertaken to assess student’s

    comprehension. Monitoring your student's work allows you to praise and elevate them.

    ‘I am a strong believer that we do not develop into, but rather out of, creativity’ (Robinson,

    2006). Children are often eager to accept chances at an early age. They'll try if they don't

    know.  They aren't scared to be incorrect.  If you're not ready to be incorrect, you'll never

    come up with something innovative. Most adolescents have lost such skill by the time they

    reach adulthood. They've acquired a dread of being wrong and failing. Errors are stigmatised.

    We should not have an education system where making mistakes is the worst thing you can

    do. As a consequence, we are teaching individuals to be less creative. Picasso once stated that

    every child is born an artist. The problem is figuring out how to stay an artist as we get older

    (Robinson, 2006).
    When a student is not performing, advancing, or contributing, we must examine deeper. We

    must look beyond rebellion and rejection. Perhaps we should be free of those lingering,

    perhaps terrifying labels. Accept the child's intellectual, social, and emotional needs. It's time

    to teach our students about plenty. Fear of failure might affect a student's participation in

    class (Hilppö & Stevens, 2019).Recognizing that failure is a necessary part of the learning

    process gives children important lessons. (Indeed Editorial Team, 2021). Focusing on effort

    and commitment rather than exam scores helps kids overcome future hurdles (Penn, 2021).

    Focus on strengths while minimizing weaknesses (Alber, 2017). We should meet the student

    where is in terms of academics, social, and emotional development. All students who may

    feel noticed, valued, and supported in schools will grow to be confident. The key is to

    reinterpret every failure as a challenge to do better next time.

    Reference

    Alber, R. (2017, December 20). What failing students want us to remember. Edutopia.

    Https://www.edutopia.org/article/what-failing-students-want-us-remember

    Hempenstall, K. (2013, November 6). Failure to learn: Causes and consequences. NIFDI.

    Retrieved January 30, 2022, from

    https://www.nifdi.org/news-latest-2/blog-hempenstall/397-failure-to-learn-causes-and-c

    onsequences-dr-kerry-hempenstall

    Hilppö, J., & Stevens, R. (2019, November 14). "Failure is just another try": Re-framing

    failure in school through the Fuse Studio Approach. International Journal of

    Educational Research.

    Https://www.sciencedirect.com/science/article/pii/S0883035518316525
    Indeed Editorial Team. (2021, February 5). 5 productive ways to cope with failure. Indeed

    Career Guide.

    Https://www.indeed.com/career-advice/career-development/coping-with-failure

    Penn, J. (2021, October 13). The role of failure in learning. Oxford Learning.

    Https://www.oxfordlearning.com/the-role-of-failure-in-learning/#:~:text=Failure time!

    Robinson, S. K. (2006, February). Do schools kill creativity? Sir Ken Robinson: Do schools

    kill creativity? | TED Talk.

    Https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?language=en

    Seifert, K., & Sutton, R. (2009). Educational psychology . The Saylor Foundation.

    Http://www.saylor.org/courses/psych303/ The Saylor Foundation

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