Here's how you can transform a failed lesson or activity into a valuable learning opportunity.

"If a lesson isn't going well." I have had lessons go poorly because the technology failed, because the lights went out, and because protesters invaded the space. You have no responsibility here except to keep calm and keep your students safe. BUT if the numbers don't add up OR the example was poorly chosen... engage the class to help you figure out the correct numbers and a better example. I own the mistake as soon as I find it and reinforce the CONCEPT which reveals the mistake/poor choice. "How can we redesign the question?" or "What would have been a better choice of example? "

I agree to this viewpoint that the teacher has to be vigilant about the activity and take a quick decision of making it more interesting. I also feel that focusing on the learning outcomes and consistent reinforcement of those outcomes while executing the activity helps students to be more responsive and acceptable even towards a failed activity.

As a teacher, if I observe that my lesson or activity is failing, I’ll go with cool and calm behavior and first understand what went wrong. Furthermore, I’ll collect feedback from participants to understand their expectations and perspectives. After receiving feedback from the audience, I’ll modify my lesson/activity plan. I’ll use new techniques and strategies to keep the audience engaged and involved. After implementing the new plan again I’ll analyze the value addition in my students' learning through my lessons and activities.

I understand sometimes the learning engagement fails to engage students. We deal with diverse group of learners. Sometimes the group activity creates conflicts among young learners and they can resolve the conflict and end up leaving the activity. Here as an educators intuition, quick thinking plays an important role. We need to come up with a different learning engagement that leads to the same outcome. I feel anticipation, what will work and what will not works and a quick action to change the activity, all these ideas comes with experience.

My point of view on how to immediately reflect on a failed learning or activity: 📌Identify the Gap: Ask yourself, "What went wrong?" Did you misunderstand the concept? Run into unexpected difficulties? 📌Pinpoint the Cause:Was it a lack of preparation, a faulty approach, or something else? 📌Seek Improvement:How can you address the cause next time? Do you need more resources, a different strategy, or simply more practice? Donot be confused jump back… Taking a few minutes to answer these questions can turn a setback into a springboard for future success. Regards ~ Dr Mukesh

When you notice a lesson isn’t hitting the mark, it's essential to pause and assess the situation. Reflect on potential reasons: Are students disengaged? Are instructions unclear? Is the activity too challenging? Identifying the issue helps you adapt on the fly. Drawing from my experience, I've found that being flexible and responsive can turn a struggling lesson around. For instance, if students seem uninterested, try incorporating a relevant technology tool or interactive element to reignite their enthusiasm. If the instructions are unclear, simplify and clarify them, possibly using visual aids or examples. If the activity is too complex, break it down into smaller, more manageable steps.

I had an experienced, where I observed one of my student was not focusing what was their class activities and participating with others. I had take some plan instantly. First of all, I try to understand why she was being felt embarrassed? After that, what was my learning outcome and how I will try to achieve? In addition, I try to feel her that the environment of the classroom was safe and she could join with her friend as her wish. Finally, I try to do some activities like group or pair work to enjoy the lesson. To conclude, she had joined in the pair work and did some activities. In my opinion, we have to plan some fun activities with some group or pair work to help students to achieve their lesson outcome.

Feedback is an improving tool for a students as well as teachers.Feedback supports students to understand what is to be done and how to improve their performance. It is also enables a teacher to see how teaching practice can be improved, and which teaching and learning strategies are more likely to be effective. provide feedback to help each student address their learning “gap”. It provides positive criticism and allows to see what everyone can change to improve their focus and results. It brings people together and creates a healthy communication flow.as a facilitator when we failed to deliver our lesson effectively we can change our strategy according to feedback.

Seeking feedback is important for the enrichment of future lesson. At the same time we must encourage students to send feedback on lessons and activities, by keeping following points 1️⃣Safe Space:Emphasize a supportive environment where all voices are valued. 2️⃣Clear Purpose:Explain how their feedback helps you improve future lessons. 3️⃣Variety:Offer options for feedback, like anonymous exit tickets, polls, or group discussions. 4️⃣Focus on "How”:Ask questions about what helped them learn or what could be improved. 5️⃣Respond Publicly:Acknowledge their feedback and share how you'll use it to enhance learning. Readers, kindly, add or share your views. Regards ~ Dr Mukesh

Feedback of activity participants would help you to identify the causes of failure and assist you to overcome these problems for next time.

After the lesson, seek feedback from your students. Ask them what they found challenging or unengaging about the activity. This not only helps you pinpoint specific issues but also encourages a culture of open communication in the classroom. Students feel valued when their opinions are sought, and they learn that their experiences can directly influence their learning environment. Use this feedback to adjust future lessons, showing that you're responsive to their needs.

A failed lesson is typically an opportunity for improvement. Oftentimes when the lesson fails, it’s because the students were missing information they needed prior to this skill being taught. It allows teachers to assess gaps in learning. Othertimes when lessons fail, it is because the students might not want to participate in the fashion that was required that day. Changing modalities can make for stronger instruction the next time around. Just like students, teachers learn best through failure as well.

Feedback can vary depending on the individuals involved. In my case, I engage with students aged 5 to 13, and the setting isn't conducive to using questionnaires. Instead, I opt for discussions and occasionally fun interviews. This approach helps students feel comfortable and allows them to express their genuine thoughts about my teaching methods and their effectiveness.

O professor " que cuida do seu autoconhecimento" não tem medo de feedback ao contrário, busca naturalmente, porque este transforma os problemas e novas soluções, e propõe o protagonismo para aluno e professor.

Acredito que se os professores tratarem os alunos como pessoas que podem ter uma opinião crítica, isso pode influenciar os alunos a buscar mais informações fora da sala

Feedback is very important. You should take it as the next milestone and should work accordingly. It should be constructive feedback.

Feedback is essential for advancement of whole group and you as a lecturer. Ask it at any stage, sometimes by simply asking if the pace is right, if there is something to clarify or if anything is unclear. There are ways to get more detailed feedback, at the end of class/lecture, but even this short questions can give valuable information.

Be flexible and adjust your lesson should your original plan not pan out. Consult other media, such as YouTube videos, if you need a simpler explanation. Or, do more research on the topic and address any confusions in the next class.

Most of the time the lesson plan is found above the level of an average student. Then there are students below average level therefore, a good lesson plan should be slightly below average with some material above average so that good students don’t get disinterested. Keeping in mind the level of each student, the teacher has to adjust his speed and the number of times need to repeat few aspects of his lesson. Teaching is a very complex issue.

For instance, in my neuroscience class, after receiving feedback on a lesson about synaptic transmission, I noticed that many students struggled with the concept of the synaptic cleft. Based on their input, I revised my lesson plan to include more detailed explanations and visual aids. In the next class, I brought cues and props, such as models of neurons and visual diagrams, to help illustrate the process. This approach made the material more engaging and easier to understand. This flexibility not only improved student comprehension but also demonstrated the importance of adaptability, showing students that it's perfectly fine to adjust approaches when something isn't working.

This is key! I learnt as a teacher, it is important to accept that your lessons may not always go to plan. Once you adopt this mindset, you’re able to adapt your lesson activities and plans with ease, and as a result, experience better learning outcomes from your students. As a TIP. When you plan your lessons, consider alternative lesson activities, to have as a ‘back-up’. 📌

Making a lecture plan does not mean "stick to it blindly". Follow your class, diverte from it when realize something valuable for understanding the lesson was unsaid or unclear. Always have a backup plan regarding methods used, make it versatile. It will keep the lecture interesting and more memorable.

Para que pueda ajustar, es clave que esté abierto y flexible Entonces vaya a su cuerpo Haga algún estiramiento, por eje: tóquese la punta de los pies, sin doblar las rodillas y deje caer totalmente la cabeza Pàrese con las dos piernas abiertas y respire y abra el pecho llevando hacia atrás los brazos, si en los dos ejercicios hay algo que usted no siente cómodo y en lo que debe hacer mucho esfuerzo, es justo ahí en dónde le cuesta: Ser flexible al cambio o abrirse a recibir ideas de otros. Ponga en full movimiento su pelvis

O professor deve estar sempre cinco minutos à frente . Ou seja saber cinco min antes se está dando certo ou se deve mudar .Nenhuma turma será igual a outra , pessoas são diferentes e agem deferente obviamente . Não receie em mudar , faz parte do planejamento .

After feedback, I re-plan my lessons instead of moving on. with feedback in hand, I plan again, taking care to work on the areas that my learners found confusing. I try to infuse games, videos, rhymes or pictures to help straighten every crease.

Após o feedback, realize um forum com seus alunos, e os ensine a desenvolver a habilidade de resolver problemas. Aproveite o contexto para exercitar a arte do pensar de forma crítica e organizada para que os argumentos sejam apreciados e respeitados.

Pivot. In entrepreneurship, pivoting is the strategy of recognizing that your current approach is not working or giving you the outcome you want, and purposefully trying a new approach. This requires letting go of assumptions, embracing new opportunities, and taking steps from a long-term point of view. It does not mean letting go of your core values, which should be your guiding principles. When you pivot, you keep only what is necessary and important, and shed everything that's superfluous, making space for new, and usually better, ideas.

La mejor manera de ver el error como posibilidad es: Hacer un juego en donde el éxito sea para los que pierdan Y hacer luego un recogimiento de cómo se sintieron realmente

I think it's important to explain our own "failure" or "error" in a trial/error perspective. Only people who do absolutely nothing do not fail. It is important to stay humble and state clearly that teaching is also a learning opportunity for the teacher. I have often been in that situation when your activity is just not working at all. I always take notes to improve it for the next group. Also, some activities fail with a specific group of students, but in other cases it works beautifully...all in all, being open about it and explaining what you were trying to achieve is very helpful. And it happens to absolutely everyone. People who claim they have never experienced a failed activity are dishonest 😉. Keep trying, keep innovating!

Both students and teachers make mistakes. As a teacher, you can show your students how to model resilience. For example, when they don't do well on a test, advise the student to take it as a learning experience and to not become discouraged. Perseverance and motivation should be developed early on in the student's life, thus contributing to their resilience.

Nuna é fácil uma sala de aula pra trabalhar com jovens, mas precisa existir uma ideia de que o professor não sabe de tudo e sendo assim precisa aprender e se aperfeiçoar

Educators can transform a failed lesson into a valuable learning experience by openly discussing the challenges faced and demonstrating resilience. We are a human. We do fail at times. They can share their disappointment and explain how they plan to learn from the experience. By involving students in brainstorming improvements, educators model problem-solving and adaptability. Emphasizing that setbacks are growth opportunities, they create a safe space for students to take risks and learn from failures. Through this vulnerable and honest approach, educators instill the importance of perseverance and cultivate a growth mindset in their students, preparing them to navigate challenges both in and outside the classroom.

As a Chemistry educator, while teaching complex concepts, it has always been an opportunity for me to foster resilience in students. When they struggle, I normalize setbacks and show that mistakes are vital for growth. Breaking down difficult topics and guiding students through steps to understanding not only helps them grasp material but also instills perseverance. This approach promotes a growth mindset. By openly discussing setbacks and transforming them into opportunities for improvement, students learn to view difficulties as stepping stones to mastery. Encouraging self-reflection and emphasizing resilience prepares students not just academically but also for navigating life's challenges with confidence and adaptability.

Considero natural que os alunos vejam nos docentes um modelo a seguir. Portanto, faz sentido discutir durante as aulas tanto as experiências positivas quanto as negativas dos docentes. Isso permite aos alunos compreenderem que enfrentar adversidades é parte do caminho, mas a maneira como lidamos com essas adversidades que irá determinar o nosso sucesso profissional.

Using a failed lesson as a teachable moment offers a powerful opportunity to model resilience for students. By openly discussing what went wrong and how you plan to address it, you demonstrate that mistakes are a natural part of learning and growth. This approach helps students understand that setbacks are not failures but opportunities for improvement. By embracing challenges and persevering through difficulties, students learn to view obstacles as stepping stones to success, fostering a growth mindset that will benefit them throughout their lives.

Ainhar a resiliência ao Mindset do Crescimento é a combinação perfeita, porque todos os esforços devem ser valorizados. Quando alunos compreendem as trilhas de conhecimento, começam perceber seu processo evolutivo.

You don't discover unless you experiment! Even a failed experiment teaches a lot. As a teacher it is your duty to encourage students to experiment, experience and learn instead of just one sided teaching. Failure teaches the following : 1) Mistakes that should be avoided in future 2) Outcomes or role of the mistaken step 3) It may help in a alternate sourcd of result 4) Boosts your confidence in future 5) Fosters a curious and innovative approach

If we are to judge success based on whether things went to plan, then most of my lessons were ‘failures’. Often I would ask my students to help my trouble shoot and just move on. This once happened when I didn’t have enough materials for a science experiment. Luckily, my students were quick on their feet and found alternatives. I turned this into a regular thing - I would remove items on purpose to see how well my students would problem solve. Turned out to be a very fun activity (for me at least 😂)

As a teacher, I don't really believe in this idea of 'failed lessons'. I believe a classroom is place where you as teacher either teach or learn. If you go prepared, you teach well but if you go unprepared, you learn well. So it's a win-win situation. While devising a plan for a learner-centered class, you always have your learners in head, so its not for yourself, its a shared property and a shared responsibility too. While delivering, if you sense that it is not going the way you have planned, you quickly turn your classroom into a mystery zone instead of turning it into some kind of failure. When its a mystery for you and your learners, your both will explore your strengths while working on a puzzle together.

Over the years I have found that creativity in the classroom, must be linked to the notion of failure. Students have to understand that failure is ok, and in fact the norm. Once our students accept that it is ok to try and fail, and then put it back together and try again. We see classrooms full of students innovating, experimenting, creating without the burden of being labeled a failure.

That is so incredibly important a lesson for all of us to learn and as a result grow - Adapting to new circumstances, adjusting our approach, and learning from adversity. I wish I had learned sooner about picking myself up after defeat and that we learn more from things not going as expected than going as anticipated.

Making yourself as a co-explorer and the whole purpose being adding value to each other, the class can become an interesting) sharing place . This may take time and based on the topic suitable changes can be made in the delivery of the content with/without technology.

As a French language teacher, I empower students to view failed lessons and activities as chances to experiment and learn. By embracing experimentation, we: 1: Explore new approaches and strategies, 2: Analyze what works and what doesn't, 3: Refine techniques and build resilience, Together, we transform setbacks into valuable learning experiences, fostering a growth mindset and linguistic confidence in the French language.

De la única forma en que el alumno establezca un lazo de confianza para poder sentirse a salvo dentro del espacio del aula, es solamente si el docente logró generarlo, sin perder el rol que tiene cada uno y la seguridad que le brinda como docente y adulto

Los humanos nos equivocamos, los docentes no estamos exentos. El error (por parte del docente y el alumno) es necesario para aprender y progresar. Saber que equivocarse está bien es exitoso, pero aprender y modificar es aún mejor.

Once you're in an established position, it's helpful to discuss things that went right and wrong during the process to success. Conversations help you reflect on your own experience and help others to be successful in their encounters as well.

The exchange of experiences among peers allows individuals to: (1) gain diverse perspectives: to broaden the coverage where one failed activity can be turned into successful action elsewhere, (2) identify mistakes: attributed to misplaced priorities in the process of teaching-learning, and (3) develop problem-solving strategies collectively. Peer feedback can offer support to those in their early career stage, boost morale of those struggling with the failed lesson plans or other activities, and reinforce the understanding that failure is a natural part of the learning process, ultimately promoting growth and resilience.

Sharing experiences is a powerful way to transform a failed lesson or activity into a valuable opportunity. By openly discussing challenges and setbacks with colleagues, you create a culture of collaboration and mutual support. This exchange of insights fosters collective problem-solving and innovation, helping to identify effective strategies and avoid common pitfalls. Sharing experiences also normalizes failure as part of the learning process, promoting resilience and continuous improvement. Additionally, it encourages reflective practice and professional growth, ultimately enhancing the quality of education for both teachers and students.

To provide students share their experience, through this process I can understand the understanding of the students.and to discuss with colleges and senior faculty how you have tackled this problem so it helps me to use their experience and discuss it and to save the time I get the solution which proves by senior faculty.

Working in a small village school has taught me that collaboration with my collegues from other schools, and sharing troubles or achievments is what I and my students need for sure. I have seeked and offered help on regular basis. Hand in hand with continous learning ( including me as a teacher and my students, as well) these collaborations and sharing of experiences is what has made my work easier, more rewarding and successful.

Sharing experiences with fellow educators is a cornerstone of professional growth in the field of education. Discussing lessons that didn't go as planned, along with the strategies used to overcome those challenges, creates a valuable exchange of knowledge and insights. Teaching is inherently collaborative, and by openly sharing our successes and failures, we contribute to a community of practice that values continuous learning and improvement. This not only helps us refine our own teaching methods but also empowers our colleagues to enhance their instructional practices. By fostering a culture of shared learning and collaboration, we elevate the teaching profession as a whole, ultimately benefiting the students we serve.

Finally, share your experiences with other educators. Discussing what didn't work and how you overcame it can provide valuable insights for your colleagues. Teaching is a collaborative profession, and by sharing your challenges and solutions, you contribute to a community of practice that values continuous learning and improvement. This not only helps you refine your own teaching strategies but also assists others in enhancing their teaching methods.

Its ok to discuss your experience with other teachers and take their advice. Take feedback. But the condition is that you listen even that comment WHICH IS NOT SAID too. Then reflect and try again. You need not to work hàrd to remember your failure; it will be there for you always if you really want to improve

En mi caso fue complicado impartir una asignatura que sacaba a los alumnos de su zona de confort, de la inercia y la costumbre de tener un libro, o una serie de libros, estudiarlos y plasmar ciertas partes en un examen. La asignatura de emprendimiento les hizo estar creando, iterando y pivotando sin demasiada red documental que sus propios experimentos. La barrera inicial fue más complicada de lo normal, una vez superada la curva de aprendizaje y motivación fue exponencial

By turning a failed lesson or activity into a valuable learning opportunity, you not only model a growth mindset for your students but also show them that setbacks can lead to growth and improvement. 1. Reflect on the Failure 2. Acknowledge Mistakes 3. Encourage Feedback 4. Redesign the Lesson 5. Focus on Learning 6. Implement Changes

Leading a lesson is a process comprising four key dimensions: Initialising, Facilitating, Accommodating and Generating. Initialising includes creating the context, environment, and provisions to invite curiosity. Facilitating includes providing the means and conditions to promote, assist and support the continuity of learning. Accommodating includes to adapt, adjust and reconcile differences between intended and outcome. Generating includes making meaning of the experience, application, implications, lessons learned and continuous improvement.

Transparency is vital in this situation. Addressing a failed lesson or activity is important by transparently acknowledging that it did not go as planned. This sets a tone of honesty and openness; encouraging a culture where mistakes are seen as opportunities for growth rather than reasons for blame. Additionally, implement changes transparently. When you reintroduce the lesson or activity, explain the changes made and why they were necessary. This demonstrates a commitment to improvement and shows students that their feedback is valued and impactful.

Cada día más el proceso de aprendizaje en cualquier materia debe estar impregnado de metodologías ágiles, prácticas, de ensayo error, de pivotaje e iteracción constante. En la asignatura de emprendimiento en Fisioterapia que he tenido la suerte de impartir, así como en innumerables charlas y talleres sobre Desing Thinking o Lean Startup es absolutamente revelador cómo el alumno comienza a enfrentarse al proceso con reticencias por no tener un guión definido que le ofrezca seguridad y acaba disfrutando, creando y vibrando por todo lo que es capaz de generar y aprender con la práctica

The good news after a lesson gone bad is that as educators, we have the opportunity to reflect, adjust, correct, and repair the lesson for the next day or for the next time we teach that content.

Reframe Failure as Growth: When I reflect on a failed lesson or activity, I remind myself that it is an opportunity to learn and grow. I focus on what I can do differently next time, rather than dwelling on what went wrong. By reframing failure in this way, I can turn a negative experience into a valuable learning opportunity that helps me improve and become a better teacher or learner.

It's all really simple: teaching is an artform. And yes sometimes you will mix a color in the paint scheme and totally destroy what you were working on; OR you will add something unique that makes something standout. Stick to your original way of doing things that you feel good about and simply make slight modifications at times instead of coming up with something that totally hits the iceberg and sinks your unsinkable ship.

I really enjoy preparing classes where I can have individualized conversations with a group of students while the others engage in another activity. The process of listening to students individually greatly helps in understanding specific demands. Additionally, I keep track of these conversations to assess the students' progress.

We can Engage in professional development opportunities to learn new teaching strategies and keep up with the latest educational research. Use educational technology to create interactive and engaging lessons. Tools like interactive whiteboards, online quizzes, and educational apps can enhance learning experiences.

To transform a failed lesson or activity into a valuable learning opportunity as a French language teacher, also consider: 1: Identifying the root cause of the failure, 2: Seeking support from colleagues or mentors, 3: Focusing on student learning despite the setback, 4: Embracing flexibility and adaptability, 5: Practicing self-compassion and self-reflection, 6: Documenting and reflecting on the experience to inform future improvements.