Sujana Lama

In the dynamic landscape of education, where growth and development are the cornerstones of success, every journey begins with a spark of inspiration and a commitment to positive change. As educators, it is our responsibility not only to impart knowledge but also to cultivate skills that nurture resilience, encourage learning from mistakes, and empower students to navigate challenges with confidence and determination.

Inspired by a course (“Missed Takes or Mistakes?” Offered by Thinking Teacher (http://thinkingteacher.in) that I recently took, I set forth on a transformative journey of self-discovery and professional growth, with a focus on identifying and addressing common errors in the English language learning process.

As part of my coursework, I identified grade 4 and their English mentor, Seema as a focal point for implementing reflective learning strategies. Recognizing the pivotal role of classroom teachers in shaping students’ language proficiency, I collaborated closely with Seema to delve into the nuances of student learning and identify areas for improvement. I am excited to share this transformative journey with grade 4 students where we embraced mistakes as learning opportunities and prioritized task completion, leading to profound positive outcomes for both students and teachers.

Acknowledging mistakes as pathways to growth
Recognizing that mistakes are inevitable and integral to the learning process, I embarked on a journey to normalize the concept of making errors in the classroom. Through open discussions, reflective exercises, and targeted activities, a safe and non-judgmental space was created where students felt comfortable sharing and learning from their mistakes. By incorporating strategies such as acknowledging our errors as teachers, the aim was to shift the narrative surrounding mistakes from sources of shame to valuable learning opportunities.

The power of punctuation: A quest for improvement
In our journey, Seema and I also prioritized enhancing students’ understanding of language mechanics such as punctuation. Through engaging discussions and interactive exercises, we collaborated to deepen students’ understanding of correct punctuation usage with fun classroom activities that focused on punctuation. It was an adventure of continuous improvement for both Seema and me, as we navigated through common issues, constantly learning and growing.

Navigating the ‘b’ and ‘d’ conundrum: A fun exercise in learning
We undertook an exercise to tackle the confusion between the letters ‘b’ and ‘d’. This engaging activity allowed students to explore this challenge in a systematic manner, reinforcing correct usage over a three-day period. This exercise was designed to be both educational and enjoyable, providing students with a fun opportunity to navigate the ‘b’ and ‘d’ conundrum. Through hands-on practice and interactive learning, students gained a deeper understanding of these letters’ formations, ultimately overcoming this common hurdle in their language learning journey.

Learning from errors: A journey of reflection and growth
We introduced a unique interactive component to our classroom activities: dummy worksheets with intentional errors. Solved worksheets were handed over to students to observe and comment on. These worksheets served as powerful tools to emphasize the universality of errors and encourage students to actively engage in identifying and discussing them. To begin with, we informed the students that these worksheets were sourced from another school, reinforcing the idea that errors are common to all learners. This realization helped create a non-judgmental atmosphere where students felt comfortable. It also drew excited exclamations from them: “They make mistakes exactly like we do!”

This interactive component was instrumental in fostering a growth mindset and empowering students to take ownership of their learning journey.

Strategies for task completion: Empowering students to take ownership
Task completion was another area where Seema and I saw the need for growth. First and foremost, we introduced structured reporting systems for students reporting to teachers to provide clear guidelines and expectations for task completion. This involved establishing specific deadlines, outlining criteria for success, and implementing regular check-ins to monitor progress. By clearly delineating the steps involved in each assignment, students gained a better understanding of what was expected of them and felt more equipped to manage their workload effectively.

In addition to setting clear expectations, we also worked closely with students to establish realistic goals. This involved engaging in ongoing dialogue to assess individual strengths and areas for improvement. Through personalized goal-setting sessions, we helped students identify areas for improvement.

Moreover, we implemented peer support mechanisms to enhance the collaborative learning environment within the classroom. By encouraging students to work together, share ideas, and offer constructive feedback, we fostered a sense of camaraderie and mutual support. This peer-to-peer interaction not only reinforced learning concepts but also instilled a sense of responsibility and accountability among students.

Positive outcomes and continued growth: Celebrating milestones along the way
Our two-month journey bore fruit in the form of tangible and uplifting outcomes. We witnessed increased student participation, a shift in mindset towards mistakes as opportunities for growth, and noticeable improvements in task completion rates. Celebrating these milestones together was a testament to our shared commitment to growth and learning. Our intervention has created a classroom culture where mistakes are embraced, challenges are met with determination, and every task completed is celebrated as a step forward in our journey.

Looking ahead: Embracing the future with optimism and determination
As Seema and I reflect on this journey, we are filled with gratitude for the opportunity to grow together alongside our students. As we continue on this reflective learning journey, I am filled with gratitude for the opportunity to collaborate with dedicated educators like Seema. Together, we are shaping a brighter future for our students, one error at a time, through the power of reflective practice and student-centered teaching methodologies.

Seema and I are excited about the possibilities that lie ahead and the continued growth and learning that await us.

The author is HOD English at Suchitra Academy, Hyderabad. She can be reached at sujanalama5@gmail.com.