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Drawing on growth-mindset theory, it reframes pedagogical failures as teachable moments. It also presents experiences of major teaching backfires, including a vignette addressing racism, law, and disorder.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/train-wrecks-3m-national-teaching-fellows-explore-creating-learning-and-generative-responses-from-colossal-failures/599068/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/train-wrecks-3m-national-teaching-fellows-explore-creating-learning-and-generative-responses-from-colossal-failures/599068.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the paper say educators’ insecurities block teaching improvement?","Question",{"text":63,"@type":64},"It argues that insecurity prevents teachers from taking big risks and critically reflecting on failures, which limits the chance to improve teaching and deprives students of exceptional learning opportunities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the theoretical frame add to standard messages about failure?",{"text":68,"@type":64},"It notes that telling students failure is essential, or urging professors to take risks, will not be sufficient by itself. The perspectives on failure must be explored, reconsidered, and supported by room to make mistakes.",{"name":70,"@type":61,"acceptedAnswer":71},"How does growth mindset theory relate to failure in teaching?",{"text":72,"@type":64},"The paper contrasts fixed and growth mindsets, arguing that teachers with growth mindsets value learning over appearing intelligent and are more willing to attempt new methods despite the risk of mistakes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599068,1793149954,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Train Wrecks: 3M National Teaching Fellows Explore Creating Learning and Generative Responses from Colossal Failures  \nWilliam B. Strean, Patrick T. Maher, Kim Brooks  \nWe allfail. We also like to look good and avoid looking bad. So, even though we know that taking risks and trying new approaches are important for enhancing our teaching and students’ learning (Strean, 2017), we rarely talk about our failures. Our claim in this paper is that our insecurities create a substantial barrier to improving and enriching our teaching practices. If we do not find time to take big risks, and then to explore and critically reflect on failures that result sometimesfrom those risks, we lose out on the chance to become better teachers; morefundamentally, we deprive our students of the chance to have extraordinary opportunities to learn.  \nNous connaissons tous des échecs. Or, nous voulons projeter une image positive de nous-mêmes. Ainsi, même sinous savons qu’il est important deprendre des risques et d’essayer de nouvelles approchespour améliorer notre enseignement ainsi que l’apprentissage de nos étudiants (Strean, 2017), il est rare que nous parlions de nos échecs. Dans cet article, nous avançons l’idée suivante : notre manque d’assurance constitue un obstacle considérable à l’amélioration et à l’enrichissement de nos pratiques d’enseignement. Si nous ne nous donnonspas du temps pourprendre des risques importants, puis pour réfléchir de manière critique sur les échecs quidécoulent parfois de cette prise de risque, nous laissons passer une occasion de nous améliorer en tant qu’enseignants. Qui plus est, nous privons ainsi nos étudiants d’occasions d’apprentissage exceptionnelles.  \nTheoretical Frame  \nTelling students that failure is an essential part  \nof the learning process will not free them  \nfrom their concerns. Similarly, urging professors to take risks and be open to failure in their teaching will not be sufficient for them to change their behaviour. Our perspectives on failure need tobe explored and re-considered and we need room to make mistakes on the path to better teaching. We believe the approach that Dweck (2015; 2017) has  \ndemonstrated to be effective with students offers a useful way to position our consideration of teaching fiascos. Dweck differentiates fixed mindsets, which lead to giving up, from growth mindsets, which are associated with grit and resilience. Students with fixed mindsets “are invested in looking smart and never looking foolish”(2015, p. 10) . Professors can have even greater commitments to appearing intelligent and avoiding any displays of incompetence. Research (Gero, 2013) using Dweck’s framework shows that teachers with more  \nof a growth mindset value learning over looking good and avoiding risks. Similar to students with growth mindsets, they were more interested in learning than in their reputation as a good teacher. Teachers with a growth mindset believe that the value of attempting new teaching methods outweighs the risk of making a mistake; the development of teaching ability merits taking risks in aid of improvement. We believe that fostering growth mindsets is a useful underpinning for considering our pedagogical mishaps.  \nWe wish to contribute to discourses that are seeking to make failure more visible, while normalizing and destigmatizing it such as Stanford’s Resilience Project, Success-Failure Project at Harvard and the Princeton Perspective Project. One of our favourite examples from Smith College called Failing Well provides students a certificate of failure upon entry, a kind of permission slip to fail. It read, “You are hereby authorized to screw up, bomb or fail at one or more relationships, hookups, friendships, texts, exams, extracurriculars or any other choices associated with college … and still be a totally worthy, utterly excellent human” (Bennett, 2017) . Wouldn’t it be nice to receive a similar allowance when stepping into the classroom? Productive analysis of failure is ess","cbCaik1NL66SZN3b","https://ap.wps.com/l/cbCaik1NL66SZN3b","pdf",937892,"English","# Theoretical Frame\n## Reconsidering failure and mindsets\n# The Set-up\n## Experiences of learning from backfires\n# Vignette One: Racism, Law, and Disorder","[{\"question\":\"Why does the paper say educators’ insecurities block teaching improvement?\",\"answer\":\"It argues that insecurity prevents teachers from taking big risks and critically reflecting on failures, which limits the chance to improve teaching and deprives students of exceptional learning opportunities.\"},{\"question\":\"What does the theoretical frame add to standard messages about failure?\",\"answer\":\"It notes that telling students failure is essential, or urging professors to take risks, will not be sufficient by itself. The perspectives on failure must be explored, reconsidered, and supported by room to make mistakes.\"},{\"question\":\"How does growth mindset theory relate to failure in teaching?\",\"answer\":\"The paper contrasts fixed and growth mindsets, arguing that teachers with growth mindsets value learning over appearing intelligent and are more willing to attempt new methods despite the risk of mistakes.\"}]","Train Wrecks - 3M National Teaching Fellows Explore Creating Learning and Generative Responses from Colossal Failures | PDF",1792088113]