The Third International Mathematics and Science Study
(TIMSS) evaluated math achievement in several countries. Specifically the study
looked at differences in how Japanese and American math teachers conduct their
classes. This study was especially interesting because it looked at variables
associated with high levels of achievement in math and science. What I discovered
was that mistakes are more tolerated by Japanese math teachers and that students
weren’t as embarrassed by them. The wrong answers were seen as part of the
process of learning and not discouraged. I feel this is important if one is
trying to create a positive classroom atmosphere that promotes participation,
discussion, experimentation and risk taking. Mistakes are an opportunity to see
how students think and to help them, a process which often helps other students
who are in a similar situation. I learned not to avoid or be anxious
about wrong answers but to use them as an assessment and teaching tool to
consolidate learning.
Mistakes definitely provide a way to learn. I think as teachers one of our responsibilities is to create an environment where students feel comfortable making mistakes. It is also important to be able to turn mistakes into learning experiences. It can be easy to pass up these learning experiences often due to lack of time.
ReplyDeleteIt seems like one of the best ways to make students feel comfortable when they make mistakes is to be comfortable ourselves, particularly if a student corrects us. I work with one teacher who will sometimes purposely make mistakes so the students can correct her as a learning tool. However, I am aware that many teachers feel that they need to be the "expert" and aren't allowed to make mistakes. When these people do make mistakes they are often embarrassed and may become defensive if the mistake is found by a student. Instead we should embrace the input from others and definitely use it as a teaching tool. We can lead by example in order to make our students more comfortable.
ReplyDeleteI know a teacher who has a “100 Mistakes” party. At the beginning of the year he tells his class that if they can catch 100 of his mistakes in class that they can throw a party to celebrate his errors. With there being less than 100 days in a semester, the students need to catch on average a mistake a day to be able to have the party by the end of the year. His mistakes were a mix of real mistakes and intentional ones, but either type of “mistake” the students were engaged in finding them. They found joy in finding his mistakes, but to find the mistakes they had to be paying close attention to his lessons.
ReplyDeleteI love the idea of the "100 Mistakes" party because it gives students the opportunity to celebrate their mistakes and the mistakes of others. Mistakes, which are usually viewed in a negative light are viewed very positively here, which is essential for students to truly learn. The negative light that usually shines on mistakes in class is one of the main faults of our school system. Rather than feel embarrassed for doing something wrong in class, students should feel empowered for having tried in class, and for embarking in the learning process which always involves mistakes. One way to help combat the negative view of mistakes is to change how we assess student work. Instead of giving students the majority of their marks for simple right/wrong answers on high stakes tests and exams, we can give students more opportunities to revise and edit their work. As teachers, we can assess work in student portfolios, and give students the opportunity to reflect upon their errors after revision so that they may understand the reasons for their mistakes rather than skimming over them as soon as they see their test scores.
ReplyDeleteCreating a classroom community where students feel safe when they make a mistake, rather than feeling embarrassed is a great way to engage students in all discussions and problem solving sessions. Once a student is penalized or feels ridiculed for a mistake, the student is less likely to respond in the future, so ensuring each student feels comfortable and confident within the classroom is something that we, as teachers, need to aim towards.
ReplyDeleteThe feeling of safety and community is what builds to confidence of a student, so creating this within your classroom ensures success by all students.
I also love the idea of the '100 Mistakes' party. I know that I personally make mistakes all the time, whether it is in writing a number down incorrectly, explaining a formula incorrectly, or providing the students with an incorrect answer to a problem, etc. We all mistakes and allowing the students to see that the teacher is no different will help build the sense of community and a feeling is safety to make a mistake within the classroom.