I remember taking a college-level pre-calculus course the summer before my freshman year for college. I struggled with it and not for a lack of trying. I visited the graduate instructor’s office hours weekly and spent hours trying to work out the problems. As this was a 6-week summer course, somewhere beyond the midpoint, I noticed the graduate i…[Read more]

To own up to mistakes and failures in class, to not be overly ashamed of things I don’t know. To be mindful of overt self-talk in those situations. I remember I used to be terrified of saying something wrong and then having to correct myself late in class. Now, when I make a mistake, I come back and own it without making too much of a fuss. Other…[Read more]

Cultivating a growth mindset benefits educators by looking at failures and even successes from a particular lens. Primarily, to see them as information to inform future action. For example, if a student excels/fails an exam, that’s information. I think it’s important to learn how to pass that ideology to students so that they can master a gro…[Read more]

From the discussion, I realized that it’s also our responsibility as instructors to explicitly promote the value and purpose of something (i.e., liberal arts education). It’s something that I take for granted as valuable and useful, but students may be unaware of this point and thus not their fault that they’re not motivated to engaged in liberal…[Read more]

“Failure is a greater teacher than success.”​

— Clarissa Pinkola Estés

💬 Discussion:

Respond to this quote: Comment, reflect, agree/disagree, share a similar or contradictory quote, or provide an example to support or reject this quote. You may use text, video, audio, etc.

This quote is an excellent reminder of reframing failure. Rather t…[Read more]