The Terror of Error
Written By: Author(s): Mike Lansdown
- Assessment |
- Feedback |
- Marking |
- Motivation
6 min read
Let’s start with an easy observation: we all make mistakes and don’t like admitting to them. In fact, as a culture, Schulz (2011, p.7) believes ‘we haven’t even mastered the skill of saying I was wrong when we add, for example, a modifying but to the end, or express it passively as in mistakes were made.’
The truth is, that it is extremely difficult to learn anything without making mistakes. And, if it is only by making mistakes that children’s learning moves on should we perhaps be encouraging or celebrating them even? A tough call, given Schulz observation. However, changes in attitudes have to start somewhere with Robinson (2017) observing: ‘change starts with the individual teacher…from the ground up, not the top down.’ So, the teacher’s attitude is paramount and, despite external pressures, you can do lots within your own classroom. So, what is it about our relationship with error, and what should we do to turn a negative into a positive, and mistakes into o
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This article was published in May 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
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- Maats H and O’Brien K (2014) Teaching Students to Embrace Mistakes. Available at: https://www.edutopia.org/blog/teaching-students-to-embrace-mistakes-hunter-maats-katie-obrien (accessed 18 April 2019).
- Robinson K (2017) The Learning Revolution. BETT Lecture. Available at: https://www.youtube.com/watch?v=IMqW79LQS98 (accessed 18 April 2019).
- Rolfe H (2010) Learning to take risks, learning to succeed. NESTA report. London. Available at: https://www.nesta.org.uk/report/learning-to-take-risks-learning-to-succeed/ (accessed 18 April 2019).
- Schulz K (2011) Being Wrong. London: Portobello Books.
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