Five Facts About Failing

There has been a sweeping movement in education (especially math education) that has placed a high level of importance on students learning through failing. The general thought is that when a student tries to solve thought provoking, challenging problems, the instructor should cultivate an environment that embraces the power of learning new techniques by stretching slightly beyond the student's current abilities. While I completely agree with this philosophy, I have seen far too many instances where school leaders claim to support this research based strategy, but then put such a heavy hand on the faculty that they squelch their willingness to innovate because of risk of failure.

Below are five facts that I believe are critical to successfully failing.

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1. Leadership must model an appreciation of failing to learn. As Julius Campbell famously said in Remember the Titans, "Attitude reflects leadership, Captain." When leaders put pressure on teachers to never fail, teachers' attitudes towards failure inevitably trickle into the classroom. No matter how many times a leader says, "you have to let students fail in order to succeed," if they are not modeling this concept, very few of the faculty members will actually buy in. 
2. The only way to harness the power of failing is to maintain a focus on the process rather than the immediate outcome. Coaches know this. University of Alabama football coach Nick Saban, repeatedly reminds his team that each individual must focus solely on his responsibility. He must value the process and ignore the scoreboard. The same is true in innovative education. Teachers must place the onus on the learning process rather than focussing on test scores or PBL products. In my role as a Fab Lab instructor, I have to constantly remind myself and my students that the goal is to become better thinkers and doers. Today's product may not work, but it is only truly a failure if we do not learn something from the development process.
3. Failing becomes failure only if we do not (a) evaluate the experience; (b) assess the results; (c) modify the original strategy; (d) move on and improve. 
4. Fear of failing stifles innovation. Leaders must realize that their employees will never innovate if they are afraid of the repercussions of failing. It is impossible to feel empowered to innovate if you are constantly looking over your shoulder. Leadership's expectations must be demonstrated by their actions. Want to foster an innovative culture? Then model innovation. Get "caught" trying new things, messing them up, learning from the mistake, and improving.
5. Failing is not the goal, but it is the marker of potential growth. As Hamilton Heights' basketball coach, Zach Ferrell, tells our players every day at practice, "If you're not failing, you're just going through the motions." It is impossible to get better if you never leave your comfort zone and stretch a little beyond your current abilities. In basketball, a player who can easily crossover dribble should be trying a more difficult move in practice even though she may lose the ball. In the classroom, a great orator needs to move out of his own way and try something beyond lecturing in spite of the fact that he may fail to communicate the message as effectively. Trying new skills is always risky and often unsuccessful, but is a critical component of success!

It should be noted that many of these observations have come primarily by watching my current administration demonstrate how to do this. I am blessed to work in a school that that provides me the support to try, fail, modify, try again, and repeat.