Sometimes Failing is a Good Thing

"Success is never final, failure is never fatal,

it is courage that counts."

                                              - Winston Churchill -

What if these individuals allowed their failures to get in the way of their eventual success?

Lance Armstrong ended dead last in his first cycling race?

Lucille Ball was told to, "try another profession," when she first took up acting.

Robin Williams was voted "Least Likely to Succeed" in his senior class.

Walt Disney was fired from his job on a newspaper because, "he lacked imagination and had no good ideas."

R.H. Macy failed seven times before his store was finally successful in New York.

Elvis Presley was fired after his first performance at the Grand Ole Opry.

Babe Ruth also held the strike out record.

Michael Jordan missed over 9,000 free throws, lost almost 300 games and failed 26 times on game winning shots.

And of course there is the ultimate record in failure:

• Failed in business in 1831
• Defeated for a seat in the legislature in1832
• Failed in business in 1833
• Suffered a nervous breakdown in 1836
• Lost for Speaker of the House in 1838
• Defeated as an elector in 1840
• Defeated for Congress in 1843
• Defeated for Senate 1855
• Lost Vice Presidential election in 1856
• Lost in a Senate race in 1858

Who?

Abraham Lincoln who was elected the sixteenth President of the United States.

As educators it is vital that we teach our students to accept failure as a step on the road to success.  That, it is in understanding what caused the failure that they can gain insight into what might be the correct path to choose.  It is the fear of failure that paralyzes their initiative and they do not continue to progress torward their ultimate goal. An even greater injustice is, if the fear of failure keeps them from making any attempt what so ever.   It is the responsibility of the educator to create an environment based upon challenge that does not instill fear and failure that is celebrated as a stepping stone towoard personal success.  

There is Value in Being Wrong

There's a common story that circulates about "success and failure".

The story goes that "Thomas Edison failed more than 1,000 times when trying to create the light bulb".  When asked about it, Edison allegedly said, "I have not failed 1,000 times.  I have successfully discovered 1,000 ways to NOT make a light bulb."

The idea is that -- even if you try and fail, it doesn't mean that you didn't learn something.

Education, like everything else since the industrial revolution is a product driven system. High stakes standardized testing has only served to perpetuate this, in valuing only correct responses as opposed to placing value in the process of determining that correct answer.  How can students, learn to appreciate
the skills of critical thinking if they are not encouraged to value porcess?

One method I have incorporated in my classroom, is to focus on the incorrect answers.  I will use scenarios and multiple choice questions to ask students not only to find the correct answer, but to explain why the other possibilities are not acceptable solutions or how other students may have determined the incorrect choices.  When students have to deconstruct the solutions they really begin to think about the process involved in finding the solution.  As students become better at evaluating the incorrect answers, they also become more effective at correcting their own work when they make a mistake.  Students also find it easier to assist other students when they make mistakes.   

An example in math might be:

What is the product of  34  x 12?

a)  46     b)  102       c)  308     d) 408       

   34      The correct answer is d) 408.    
x 12
   68
 340
 408 

a) 46  A student would have added instead of multiplied to get an answer of 46.    34 + 12 = 46

b) 102  A student would have calculated an answer of 102 if they did not place a zero in the ones column when they began multiplying by the tens value. 

   34
x 12
   68
_ 34
 102

c) 308  The student did not carry the one after adding the 
6 and 4.  

   34          
x 12
   68
 340
 308 

A chemistry example might be:

From the following, choose the correct balanced chemical equation.  Explain why the other choices are not correct.

a)   H₂    +    O    ----->     H₂O 
b)   2H    +    O    ----->     H₂O 
c)   2H₂    +    O₂    ----->     2H₂O  C is the correct equation.
d)   2H₂    +    2O    ----->     2H₂O 

Each of the other equations are balanced.  They are incorrect because Hydrogen and Oxygen are diatomic molecules in their gas state and must to be H2 and O2. (H, O, N, Cl, Br, I, F)

When students are engaged in the critical thinking process of deconstructing incorrect answers, they gain a greater understanding and appreciation for the process of learning. Incorrect answers can sometimes have a far greater value for learning than simply being correct.