When a mistake makes a student want to give up

Manal Raoui  |  manalraoui.com

A student discovers an error and crosses out the whole answer. “I don't understand any of this.” They may tear up the page or refuse to look at the correction, then leave the task. During group work, a student may go quiet after a classmate points out a problem with their idea.

The student can lose work they could build on and miss an opportunity to understand what happened. The teacher may reassure them by saying, “You can do it. Try again.” That can help them settle and return to writing. They also need to learn to interpret what happened without turning it into a judgment of their overall ability.

Help students describe the error more specifically. They identify what did not work, what remains useful, and what they can learn or change. “I can't do this” may become “I used the wrong piece of information at this step.”

That description makes a return possible. A student can be upset by a mistake and still learn to look at the attempt when they are ready.

Introduce the visual aid to the class

Use a fictional or anonymous example to introduce “A mistake tells me something about my attempt.” Show the difference between describing a part that needs attention and judging the person who did the work. Keep the aid visible. It helps students see the error as information they can use when they are ready to return. The aid does not supply the method for correcting the error.

Bring the student back to a specific part

Point to the aid if the student is able to use it. If a quiet question would help, ask, “Which part needs another look? What can you keep?” Give the student a moment to settle if they need it. They can preserve useful work and choose a way back without having to explain the error in front of their classmates.

Signs of progress

Look for students who:

• make fewer sweeping judgments about their ability
• describe more precisely what needs attention
• keep parts of the work they can develop
• return to the attempt or revision with less reassurance

Add individual support where needed

Introduce the aid to everyone first. Some students will manage with a visual reminder. Others will need help looking at an attempt and finding a part they can work on.