Technique 49: Normalize Error

(Part of chapter 7, "Building Character and Trust")

Normalizing error means expecting wrong answers and then working toward correct answers.  It means normalizing the process of learning -- not understanding something, and then working toward understanding it.  It is important to expect wrong answers as normal.

Regarding wrong answers:

If making mistakes is normal, then the teacher does not have to chasten a student for making a mistake, nor excuse the mistake.

In fact, if wrong answers are truly a normal and healthy part of the learning process, they don't need much narration at all.  It's better, in fact, to avoid spending a lot of time talking about wrongness and get down to the work of fixing it as quickly as possible. (p 221, 222)

One interesting example in the book is when "Noah" gives a wrong answer.  The teacher doesn't identify the answer as wrong at all.  Instead, she says "What's the first thing we have to do in solving this kind of problem, Noah?" (This is an example of Name the Steps.)  When the teacher does this, she introduces a bit of suspense into the situation.  This gets students' attention focused even more, as they wonder if the answer is correct or not.

If you do need to identify an answer as incorrect, do it quickly and move on.  Just say "Not quite right," or "I know what you're thinking", and then move on to helping the class learn how to get the correct answer.

Regarding right answers:

For right answers, just acknowledge that the answer is correct (or praise the student if the answer is exceptional), and then move on.  A teacher should expect both correct and incorrect answers in the classroom, so making too big a deal about either is not good.


My response:

I use a Q and A format in my intro to programming courses: the students are expected to read a section of the textbook, and then when we meet on Monday, I give them a series of questions for which they need to know the answers.  Then, we go through the questions again and I give the answers.  Because of this format, the students often come up with wrong answers.  I find it difficult to find kind ways of saying, "No, that's not correct" without making the student feel dumb -- even though I don't think they are dumb.

I think I could do better by Explaining Everything about how I expect students to make mistakes -- it is normal.  So, making a mistake is nothing to be ashamed of.