Day 16 - Why Do Successful Students Fail More Than Others?

We must push our students to learn how to learn, not just memorize to forget.

Hey Fam,

Thanks for stopping by.?

Have you ever noticed how some of the most successful students stumble and fall more often than others??

What I find in many of my top students is this spirit of curiosity and a perception that setbacks are stepping stones on the path of their ambition. Notice I didn't say my "A" students; I said "my top students." These students tend not to get caught up in their grades but stay focused on the learning process, which is a characteristic that is incredibly valuable in a constantly changing world. They adapt to new challenges, viewing each lesson as an opportunity to stretch their edges rather than a task to complete for a grade.?

These students embody the essence of a growth mindset, which prepares them for real-world situations in which success is measured by their ability to navigate and learn from the unexpected.

Students with this mindset view failure as a fundamental part of the process towards skill building and success. Failure, in this context, is reframed as an opportunity—a valuable lesson that paves the way for personal and professional development.

Educators with "teaching intelligence" (TQ) possess the unique ability to create a learning environment where students feel safe to take risks and face setbacks.?

They know how to tailor their approach to students' needs, encouraging them to see beyond the immediate frustration of failure. They push their students to get comfortable with being uncomfortable because, on the other side of failure is a lesson that could change their life.

Here are some strategies that I've used with my students that have been successful.

1. Express personal failures.

By sharing personal stories of failure and how they led to learning and success, we can reframe it as a normal, even necessary, part of the learning process. (This also builds trust with students.)

Try starting a new unit or project by sharing a story of when you faced a challenge or failed at something, emphasizing what you learned from the experience. Encourage students to share their stories in small groups, encouraging a classroom culture where failure is seen as a stepping stone, not a setback.

2.?Set learning goals, not performance goals.

Performance goals (aiming for a grade) can lead to a fixed mindset, whereas learning goals (aiming to understand a concept) promote a growth mindset.

Work with students to set personal learning objectives at the start of each topic or course section. These goals should focus on understanding concepts deeply or improving skills rather than achieving a specific grade. Regularly revisit these goals, discussing progress and strategies for overcoming difficulties.

3. Celebrate effort over results.

Recognizing and rewarding effort and perseverance encourages students to value these qualities in themselves and understand that consistent effort can lead to improvement and success.

Create opportunities to celebrate effort in your classroom, such as sharing moments when someone pushed through difficulty or tried multiple strategies to solve a problem. This could be through a "grit spotlight" in class discussions showcasing different students' efforts and what they learned from the process.

4. Build a culture of questioning and curiosity.

A growth mindset increases in spaces where curiosity is encouraged and questions are celebrated as opportunities to explore and understand, not just to get the right answer.

Encourage students to ask questions, no matter how basic or complex, and treat each question as valuable. Create opportunities where students compete to see who can ask the "most creative question" about a topic. Dedicate time to explore some of these questions, research answers, and discuss what you discover. This practice validates their curiosity and models how great questions lead to learning and growth.

I've had many students believing they weren't "enough" because of some grade they got in a class before they arrived in mine.?

I understand grades are important, and in many systems, they measure student learning. Grades don't measure student learning; they measure student memorization. Real learning comes from understanding and applying what you know to new problems.

In my class, we focus on that kind of learning – where it's okay to try and fail because that's how you grow. So, try encouraging your students to forget the "number" or "letter" on the page and work to find out what they can do with the knowledge in their heads.?

We must push our students to learn how to learn, not just memorize to forget. Our responsibility is to inspire thinkers, not just grade makers.

Thanks for your time today.?I appreciate you.?

Much Love,

Dr. Jae