2.3 Not Everything Has to Be Fixed

As teachers, we often fall into the trap of believing that we are supposed to “fix” our students. They make mistakes, and we dive in to correct them. They do the wrong thing, and we reprimand them. Instead of being their models and guides, we become their judges and critics. And we often, if not always, do this at the expense of emphasising their strengths.

But aren’t we supposed to ‘fix’ them? Unfortunately, all of this “fixing” really only teaches our students one thing: “I am not good enough. I make mistakes all the time. I can’t do anything right.”

If our students are consistently being “fixed,” they are likely to feel that they can never meet expectations or get things right. This can erode their confidence and hinder their willingness to take risks and try new things.

By shifting our approach from fixing to supporting, we create a classroom atmosphere that nurtures growth and self-confidence. Encouraging students to embrace their strengths and learn from their mistakes not only enhances their academic performance but also builds their emotional resilience. Let’s commit to being mentors who inspire and uplift, helping our students become the best versions of themselves.

Let’s talk about it!

> Can you share a time when you supported a student through a mistake in a way that built their confidence rather than undermined it? What was the outcome?

>? What strategies can we use to create a positive learning environment that empowers students to take risks and develop resilience without fear of judgement?

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