Finding errors and correcting them
“I have discovered the secret to learning,” says James (in Lois Brown Easton, The Other Side of Curriculum, 2002). Saying that, James reveals an important change in condition. This shift did not come about accidentally, but is the result of discovering of how to practice. It reflects both his increase in competency and in maturity (taking responsibility for his own well-being).
Immature belief leaves the burden on others, and leads to incorrect conclusions. “I used to think that learning was the teacher’s responsibility, Now I know that it’s mine. I used to wait for the teacher to put learning into me, and when it didn’t happen, I knew that there was something wrong with me.”
“There was something wrong with me.”
Finding errors and correcting them (practice) becomes the main basis for establishing competency; it is effective when it takes place within the framework of a relationship. Today’s result depends upon yesterday’s progress and the presence of a mentoring adult. We’re putting these ideas into, well, practice. Students try things, find the shortcomings of the effort, and try again. We let them, and guide them, “rather than closing the conversation off … mistakes are the accidents of ignorance, but they are at the heart of the curious mind.” (Deborah Meier, The Power of Their Ideas)
These opportunities are found in what we call our “complex spectrum.” We’ve begun with the robotics activity, our greenhouse is producing a variety of growing things, producing musicals, and in an increasing number of other projects. This year, students chose the musical and cast it themselves (with the approval of the “director”). We learned some lessons: The Wizard doesn’t have all the answers, Perseverance brings reward, No matter how many times you practice things go wrong and you can still go on. We help with the necessary discovery.
“Now I know that … I need to be in charge of how that learning gets into me.” (James, in Easton, 2002)
Thomas V. Jahl, Headmaster, Cono Christian School