Homework Policy that Counteracts Failing

I would suggest reading "Algebra Homework:  A Sandwich!" by D. Bruce Jackson for an interesting view on homework as a way to support students in their learning and not shut them down if they make mistakes.

As math teacher, I found this article helpful and have begun to implement similar practices into my classes.  I have found that students tend to view homework as more than just something to do, but actually something to learn from.  Although students may not get every exercise right the first time around, they are rewarded for their perseverance in continuing to review an assignment until they understand the material.  In this policy, "failure" doesn't exist, homework is considered a "work in progress" that can always be improved upon.

Failure in a Picture?

My sister sent me a text of this picture last week that she found on social media.  The caption for the picture:  "Fall down seven times, stand up eight."  Thought it was appropriate for the theme of this cycle!

Cycle One: Interpretation of the Meaning and Causes of Failure

Failure, and the fear of failure, is a complex force.  From my own personal experiences and the experiences shared by others, I consider failing two sides to the same coin:  An experience with failure can serve as an important step in the learning process – after all, if at first you don’t succeed…try, try again!  On the other hand, failure can be a debilitating experience that is difficult to recover from.  In this post I will explore this paradox of failure in general terms and in relation to education.

“You got to lose to know how to win”

- Dream On, Aerosmith

Consider Michael Jordan:  Cut from the Varsity basketball team as a sophomore in high school.  Did he let this experience with failure end his basketball career?  Nope.  He eventually became a star player at the professional level in the NBA.  Although this is an overused example, it shows that nobody is immune to failure (yes…even famous people!) and highlights the fact that failure does not have to define a person.

Everybody at some point in their life is going to encounter experiences with failure.  As an educator, I have a unique perspective on observing failure within the school system and in individual students’ lives.  In terms of academics, I told my students on the first day of class that they would make mistakes as we maneuver through uncharted mathematical territory learning about new concepts; the important part of making a mistake is trying to fix it so it doesn’t happen again. As Tough states in his article, “What If the Secret to Success is Failure?”, it is “…O.K. for there to be a challenge, because that’s where learning happens” (2011, pg. 8).  With perseverance, diligence, and effort, students can overcome challenges in learning – even big challenges as demonstrated in Mitra’s Gateshead Experiment he shared in a TED talk (2010).  (If you haven't viewed it, WATCH IT…truly remarkable!)  Tough supports an educational setting based on students taking chances and learning without a safety net in order for success to emerge from failure.  I can incorporate his suggestions into my teaching practices by providing students with opportunities to engage in accessible, yet demanding mathematical tasks and problem solving experiences.  

On the flip side of the coin, failure can cause a person to “shut down.”  I have two stories to share that demonstrate this phenomenon.  A friend of mine went through a divorce over a decade ago.  His failed marriage impacted the way he has come to view relationships, marriage, and love; he says he will never marry again.  In the classroom, I have had students tell me, “I’m stupid.  I can’t do this.” or “I’m not good at math.  I give up.”  Students often provide two reasons for this thinking:  1.  The student had a failing experience in math before (on homework, quiz/test, or an entire course).  2.  The fear of failing.  (It is my job as a teacher to harness this failure and turn it into a positive learning experience for the student.  I desperately try to promote confidence in my students that they CAN do math!  I anticipate that this will continue to be one of my main challenges as a math teacher throughout my career.)  The debilitating side of failure can limit a person’s opportunities, whether that is hindering learning for students or diminishing the chances my friend will make a committed connection to another person in the future.

These two anecdotes provide examples of failure experienced on a personal level, but failure also exists on an institutional level (as many of the suggested readings in Cycle One go into detail about).  Whatever the source of failure, I’ve come to the conclusion that failure is a part of living life.  I’ve experienced failure before and I can guarantee I will experience failure again.  Failure does not define a person; what matters is HOW a person responds to failure.