TLAC Strategy: Normalize Error
What is this strategy?
Normalizing error is an important strategy in terms of motivation and building trust. This technique is simply making students feel normal when they make an error or get the wrong answer. After all, learning from our mistakes is a fundamental part of schooling and building character. Normalizing error means the teacher should avoid shaming or humiliating wrong answers. For example, do not say something like, “No Sally, we went over this yesterday, you should know.” By doing that, you are making students afraid to offer up their answer because they don’t want to be embarrassed for getting making a mistake. Also, do not make excuses for students when they make a mistake. That portrays to them that errors aren’t normal, when in fact they are healthy and an important part of learning. Errors do not need much narration at all; the teacher should point out the mistake and immediately move onto the track of getting the correct answer. The mistake should be fixed as soon as possible, either by asking the same student to try again or by asking another student to help out. The Normalize Error strategy also addresses how a teacher should not fuss over right answers. If the teacher is overly excited about a student getting a correct answer, then the student will think he/she is surprised they got it right. This would result in the student thinking the teacher thinks he/she is not smart. In addition, teachers should praise students for working hard, not for being “smart.” This will make more students participate and take on new challenges.
Why should this strategy work in terms of theory or research?
This strategy should lower the risk levels and make more students participate. By normalizing error and letting students know that they expect both right and wrong answers, teachers motivate students to take risks. The Expectancy x Value Theory of Motivation can be support the effectiveness of this theory. If things have a high risk, for example students will get humiliated in front of the class if they get a math problem wrong, then they are not going to be motivated to participate. Teachers should make questions or problems low risk, for example getting points just for trying or normalizing error, in order to motivate students to participate. This technique is also a good method for establishing a good emotional environment where kids feel safe. By normalizing error and not fussing over right answers, teachers are managing their classrooms efficiently by not wasting learning time.
What would this look like in your classroom?
I definitely plan on using this strategy in my classroom to create a safe learning environment for my students. I want my students to feel comfortable taking risks and making mistakes. By including many low risk activities/assignments, I hope to motivate my students and communicate to them that hard work leads to success. Also, in my future classroom I plan to not harp on the fact that the answer is wrong, rather jump right into fixing it and learning from it. Overall, I hope to show my future students that making mistakes is a vital part to the learning process!
Normalizing error is an important strategy in terms of motivation and building trust. This technique is simply making students feel normal when they make an error or get the wrong answer. After all, learning from our mistakes is a fundamental part of schooling and building character. Normalizing error means the teacher should avoid shaming or humiliating wrong answers. For example, do not say something like, “No Sally, we went over this yesterday, you should know.” By doing that, you are making students afraid to offer up their answer because they don’t want to be embarrassed for getting making a mistake. Also, do not make excuses for students when they make a mistake. That portrays to them that errors aren’t normal, when in fact they are healthy and an important part of learning. Errors do not need much narration at all; the teacher should point out the mistake and immediately move onto the track of getting the correct answer. The mistake should be fixed as soon as possible, either by asking the same student to try again or by asking another student to help out. The Normalize Error strategy also addresses how a teacher should not fuss over right answers. If the teacher is overly excited about a student getting a correct answer, then the student will think he/she is surprised they got it right. This would result in the student thinking the teacher thinks he/she is not smart. In addition, teachers should praise students for working hard, not for being “smart.” This will make more students participate and take on new challenges.
Why should this strategy work in terms of theory or research?
This strategy should lower the risk levels and make more students participate. By normalizing error and letting students know that they expect both right and wrong answers, teachers motivate students to take risks. The Expectancy x Value Theory of Motivation can be support the effectiveness of this theory. If things have a high risk, for example students will get humiliated in front of the class if they get a math problem wrong, then they are not going to be motivated to participate. Teachers should make questions or problems low risk, for example getting points just for trying or normalizing error, in order to motivate students to participate. This technique is also a good method for establishing a good emotional environment where kids feel safe. By normalizing error and not fussing over right answers, teachers are managing their classrooms efficiently by not wasting learning time.
What would this look like in your classroom?
I definitely plan on using this strategy in my classroom to create a safe learning environment for my students. I want my students to feel comfortable taking risks and making mistakes. By including many low risk activities/assignments, I hope to motivate my students and communicate to them that hard work leads to success. Also, in my future classroom I plan to not harp on the fact that the answer is wrong, rather jump right into fixing it and learning from it. Overall, I hope to show my future students that making mistakes is a vital part to the learning process!