Students are usually interested in developing a résumé: leadership positions, extra-curricular activities, service projects, etc. They carefully choose and articulate each crumb of success and arrange them so that they will present the best possible version of themselves.
But what about creating a failure résumé? A recent blog post by Angela Skinner Orr entitled “#FML (Fail My Life): A Failure Résumé” inspired by Tina Seelig’s 2009 blog post “FAIL in order to SUCCEED” has me thinking about the power of reflection as an important tool for teachers.
One of the most important traits of an excellent teacher is a growth mindset—constantly searching for ways to improve one’s craft. Reflection—the act of stepping back and analyzing what worked and what didn’t work, either in writing or in collaborative discussion—is an important practice to develop.
As we reflectively process an experience or decision, we are not only generating new ways to benefit from what happened, we are also thinking about our own thinking and what we can learn from it. This deepens our understanding of how thinking and learning operate, and we can use that new learning for the benefit of our students and ourselves.
When we incorporate the results of our reflection into our practice, we may try new concepts or approaches, or we may try old concepts in new ways. These re-boots can then serve as fuel for future reflection.
I’m especially excited about helping students become more reflective. Learners become better at thinking when they better understand their own cognition. That failure résumé is a brilliant exercise for just this kind of activity, and Orr’s blog post can serve as an excellent model.
I would suggest introducing the failure résumé by telling a story to your students. Tell them about a time you struggled or failed. I guarantee they will pay attention. There is just something about a teacher telling a personal story revealing vulnerability that students respect.
Last year I told my class a story I’d never told anyone before. We were studying Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner” in which a mariner kills an albatross for no apparent reason and suffers both internal shame and public humiliation because of his act.
I began, “This reminds me of a time when I did a really stupid thing that I’ve never told anyone about.”
Do you think students who were moments ago less than enthused about the Coleridge poem perked up a bit? Oh, yeah.
“When I was about ten or eleven, I was really into archery. We had a big field behind the house, and I set up targets. Eventually I got pretty good at it. Across the road from the field our neighbors had an old barn and some ponies. I was free to roam their property, including the barn which was home to quite a few pigeons in addition to the ponies. One day I was shooting arrows in our field and then wandered over to the neighbor’s barn carrying my bow and arrow. The ponies were outside, but the rafters were full of pigeons.”
(Yes, the students are still locked on, and Coleridge is far, far away.)
“For absolutely no reason, I drew an arrow, took aim, and shot one of those roosting pigeons, sticking it grotesquely to the wooden barn wall. I immediately felt terrible about it. I climbed up a little ladder, pulled the arrow and the pigeon from the wall, went outside and threw the pigeon in some weeds, and put the arrow back in my scabbard.
“Until just now, I have never told that story. I have never understood why I did such a terrible thing, but I wish I knew why I did such ‘a hellish thing.’ I always think about this though when I read what the sailors say to the Mariner: ‘God save thee, ancient Mariner! / From the fiends, that plague thee thus!– / Why look’st thou so?’
“I can relate to why the Mariner looks stricken. Is it guilt, shame, or confusion about why he did this thing? I’m not sure, but I know something of how it feels to do a stupid thing that I don’t really understand.
“Now, shall we go on with the poem, or does anyone else have a story about a time something similar happened?”
And Coleridge always takes a seat on the bench for several minutes. When we go back to the poem, it’s with renewed interest and focus. It’s no longer a dead-white-guy poem; it’s about a situation newly infused with empathy.
Telling stories makes the learning “stickier.” Maybe it’s the inherent energy of a story and how human brains are wired to learn especially well when concepts are embedded in a story. Maybe it’s what happens when a teacher challenges the stereotype and becomes a little more human. Either way, modeling courage and maturity before students consider their own struggles or failures is likely to lead to more powerful reflection.
Tell stories. Reflect on how the stories affected the learning. Help students tell stories. Help students reflect.
As always, thank you for reading, and I’m eager to know your thoughts.