Redefining Winning in Education: Lessons from Coach Frank Dick and Educational Thought Leaders

January 29, 2025kmcclintock5Leave a comment

I recently watched a clip from Coach Frank Dick, which offered a profound insight into the true essence of winning and redefined success in a way that deeply resonates with education (Abrahams, 2025). His message serves as a timely reminder for educators to reflect on how we define achievement, success and progress in our classrooms. Watch here

For years, education has shifted toward valuing the learning journey over the outcome. We’ve championed failing forward, the growth that comes from mistakes and the power of ‘yet’. However, Coach Dick’s perspective provides an even broader framework, one that challenges how we frame success and guides us toward a more holistic approach.

At its core, his coaching approach aligns with Self-Regulated Learning (SRL) – the idea that students take ownership of their learning, set goals, monitor progress and develop strategies to overcome obstacles. Education should be a journey of continuous growth, not just for students but also for Educators. True success isn’t measured by external benchmarks alone but by personal improvement – being better today than yesterday (Abrahams, 2025).

Personal Growth

Traditionally, success in education has been measured by grades, rankings and standardised test scores, reinforcing a competition driven mindset. However, educational thinkers such as Spencer & Juliani and Sir Ken Robinson advocate for a shift towards creativity, autonomy and lifelong learning habits, emphasising that deep engagement fosters intrinsic motivation and meaningful growth (Robinson, 2011; Spencer & Juliani, 2017). Likewise, Amanda Ripley’s The Smartest Kids in the World critiques test driven education, highlighting that high achieving school systems prioritise problem solving and deep learning over high scores (Ripley, 2013).

This perspective aligns with Coach Dick’s philosophy, which defines winning as continuous self-improvement rather than external validation. Similarly, Self-Regulated Learning (SRL) principles emphasise that students should set their own goals, track progress and reflect on their learning journey, fostering independence and resilience (Barr, 2024). By redefining success in education, we encourage students to embrace progress over perfection, equipping them with the skills needed for lifelong learning.

A powerful analogy for this shift can be found in athletic training, where the focus is not on winning medals but on beating personal records. This mindset transforms how we view success in education – moving away from the traditional “A grade” mindset to one that celebrates individual progress and deeper understanding. When students focus on personal growth rather than competing with classmates, they develop a healthier relationship with learning, asking themselves, “What did I understand better today?” instead of anxiously comparing test scores.

This personal growth approach benefits both academic achievement and student wellbeing. By removing the pressure of competition, students experience less anxiety about grades and develop a stronger sense of ownership over their learning journey. As they witness their own progress, they gain confidence and become more engaged in their subjects, leading to intrinsic motivation and a love of learning. This shift fosters resilient learners who understand that education is about continuous improvement rather than perfect scores.

Teachers play a crucial role in this transformation by creating tools that track individual progress and providing feedback centred on improvement, rather than simply marking errors. They help students identify their unique learning patterns, set meaningful personal goals and celebrate achievements – big or small. By maintaining learning journals, tracking progress and prioritising deep understanding over rote memorisation, students become confident, motivated learners who recognise that true success isn’t about being the best in class – it’s about being better than they were yesterday.

This approach transforms education into a journey of continuous improvement rather than a race to outperform others by fostering self-awareness, resilience and personal growth. When we redefine winning as progress rather than perfection, we empower students to embrace challenges, develop perseverance and cultivate the skills necessary for lifelong success.

Student Ownership and Self-Regulation

In modern education, student ownership represents a fundamental shift from passive learning to active engagement, where students take control of their learning journey. This approach empowers them to move beyond simply following teacher instructions to actively participating in decisions about their education. When students take ownership of their learning, they develop a deeper understanding of not just what they are learning, but also why and how they learn best.

At its core, SRL is the foundation of student ownership. Barr (2024) highlights how self-awareness and reflection are crucial in helping students adapt and take control of their learning process, while Knight (2016) emphasises the role of dialogue and feedback in fostering accountability and ownership. Similarly, Coach Dick stresses that both athletes and learners must take responsibility for their progress and make intentional changes to refine their performance. By embedding these principles in education, we empower students to become problem solvers who persist through challenges and take an active role in shaping their learning.

A key aspect of student ownership is goal setting and strategic learning. Rather than simply being told to improve, students identify their own areas for growth and develop personalized strategies to strengthen their skills. This shifts motivation from external pressures—pleasing teachers or parents—to intrinsic motivation, where students understand the value and purpose of their education (Spencer & Juliani, 2017).

This approach naturally fosters resilience and adaptability, as students must learn to monitor their progress, reflect on their challenges and adjust their learning strategies accordingly. The Anxious Generation (Haidt, 2024) warns against overprotecting students from struggle, highlighting that discomfort and challenge are essential for intellectual and emotional growth. This aligns with Coach Dick’s approach, which argues that winning is not about avoiding failure but about using setbacks as learning opportunities. By creating a classroom culture that normalises struggle and failure as part of growth, educators help students develop the confidence to take risks, rethink strategies and persist through difficulties.

Teachers play a crucial role in facilitating student ownership by providing structured opportunities for choice, reflection and decision making, while also offering guidance and feedback when needed. This might include self-assessment activities, learning journals, student-led goal setting and project based learning, where students choose topics that interest them and take responsibility for their outcomes. However, student ownership does not mean leaving students entirely on their own – teachers act as coaches and facilitators, equipping students with the skills needed to make informed decisions while ensuring they remain aligned with learning objectives.

By fostering student ownership and self-regulated learning, we prepare students for a world where lifelong learning is essential for success. They develop decision making abilities, time management skills and the capacity for self-evaluation, understanding the direct connection between their effort and achievement. Most importantly, they build the confidence and competence to direct their own learning, ensuring that education is not just about following a curriculum but about developing the skills to grow and adapt in an ever changing world.

A Positive Approach to Failure: Communication, Collaboration, and Growth

Failure is not just inevitable in learning – it is invaluable. A positive approach to failure shifts how we view mistakes and setbacks, transforming them from sources of shame into powerful learning opportunities. This perspective is essential for developing resilient, confident learners who are unafraid to take intellectual risks and tackle challenges. Coach Dick reinforces this idea, calling attention to true success being rooted in continuous self-reflection and growth rather than external validation. When students and educators engage in thoughtful conversations about failure, they build trust, problem solving skills and a culture that fosters persistence and improvement.

Creating a safe environment for risk taking begins with shaping classroom culture. Better Conversations (Knight, 2016) accentuates the importance of active listening, open dialogue and reflection in fostering a growth oriented learning environment. When educators normalise failure, openly discussing mistakes and modelling how to learn from them, they reframe setbacks as learning moments. This allows students to ask questions freely, share their thinking processes without fear of judgment and view challenges as opportunities rather than threats to self-worth.

The practical application of this mindset involves strategies that make failure constructive rather than discouraging. Teachers can introduce “error analysis” sessions, where students examine mistakes collaboratively to understand underlying thought processes and adjust their strategies. Another effective method is celebrating “magnificent mistakes” – errors that lead to unexpected insights or deeper understanding. These practices cultivate a growth mindset, reinforcing that abilities are not fixed but can be developed through effort, strategic thinking and learning from mistakes (Dweck, 2006).

The impact of embracing failure positively extends far beyond academics. Students develop crucial life skills such as resilience, problem solving and adaptability. They learn that setbacks are temporary and surmountable rather than permanent reflections of their abilities. This mindset encourages students to take on challenges with confidence, knowing that even if they don’t succeed immediately, they can adjust, improve and ultimately succeed through persistence and reflection.

Furthermore, a positive failure culture fosters innovation and creativity. When students are not paralysed by the fear of making mistakes, they are more likely to think outside the box, take intellectual risks and engage in creative problem solving. Instead of viewing failures as endpoints, they begin to see them as data points – valuable information that guides their learning, helps them refine their approach and builds their capacity for adaptability. This approach produces resilient, innovative learners who can persist through difficulties and adjust to new challenges.

The true enduring value of this mindset lies in its preparation for real world success. In an ever changing world, where adaptability, innovation and persistence are essential, the ability to learn from failure, adjust course and persevere through challenges is a vital skill. Students who develop this mindset in school are far better equipped to handle obstacles in higher education, careers and personal life. They internalise the truth that failure is not the opposite of success – but an essential part of it.

By actively cultivating classroom spaces that embrace open communication, collaboration and reflection, educators empower students to take risks, embrace challenges and build confidence in their ability to learn and grow. A culture that values growth over perfection ensures that students don’t just memorise facts or aim for high grades but become lifelong learners prepared for success beyond the classroom.

Implementation Strategies for Transformative Learning

Successfully implementing transformative educational approaches requires a structured yet flexible strategy that engages both teachers and students in meaningful change. At the core of this shift is student directed goal setting, where students take ownership of their learning by setting personal, achievable objectives. Teachers guide this process by helping students break down goals into manageable steps, set realistic timelines and identify success criteria, ensuring that learning remains both purposeful and aligned with curriculum goals.

Progress monitoring plays a crucial role in maintaining student motivation. Tools such as learning journals, digital portfolios and goal tracking systems help students visualise their growth. Regular check-ins with teachers provide opportunities for reflection, strategy adjustments and celebration of achievements, reinforcing the importance of learning as an ongoing process rather than just a series of outcomes.

Building a strong communication network further supports this approach. Peer learning groups, mentoring relationships and structured reflection sessions create a dynamic, collaborative environment where students practice communication skills, receive feedback and refine their learning strategies. Teachers model effective communication and provide structured opportunities for discussion through group projects, presentations, and student-led learning conversations.

Assessment must also evolve to reflect growth focused learning. Instead of relying solely on traditional grading, rubrics that value effort and progress, portfolio assessments showcasing long term development, and self-assessment tools, students can actively evaluate their learning journey. This shift emphasises process over product, fostering resilience and deeper engagement.

Professional development is essential for successful implementation. Teachers need ongoing support, collaborative learning opportunities and access to resources that enable them to facilitate student directed learning while maintaining high academic standards. Regular reflection on teaching strategies ensures continued effectiveness and responsiveness to student needs.

Creating a supportive school culture is key to sustaining change. Engaging parents and the wider school community through communication, student showcases and community involvement helps build broader support for student-led learning approaches. When schools prioritise consistency while remaining adaptable, they create an environment where students develop into confident, self-directed learners prepared for future challenges.

Conclusion: Redefining Winning for Lifelong Success

Winning isn’t about external validation or outperforming others – it’s about growth, learning and resilience. By redefining success as continuous self-improvement, educators can create environments where students take ownership of their learning, embrace challenges and develop persistence for lifelong success.

To apply these principles, we must:
✅ Encourage autonomy by allowing students to set meaningful goals.
✅ Foster resilience through safe spaces for risk taking and learning from failure.
✅ Rethink assessment to emphasise progress and mastery over competition.

Just as athletes focus on personal excellence rather than just winning medals, education should be a journey of learning, adapting and evolving. By shifting our approach, we equip students with the self-awareness, critical thinking and adaptability needed to succeed in an ever changing world.

Summary of the Alignment with Frank Dick’s Approach to Coaching:

Educational Concept	Key Educational Thinkers	Connection to Frank Dick’s Philosophy
Personal Growth Over Competition	Spencer & Juliani (2017), Robinson (2011), Ripley (2013)	Success is about self-improvement, not outperforming others. True winning means being better today than yesterday.
Learning as a Journey, Not a Destination	Robinson (2011), Spencer & Juliani (2017), Ripley (2013)	Growth happens through continuous learning, adaptation, and reflection, rather than just achieving top scores.
Growth happens through continuous learning, adaptation, and reflection rather than just achieving top scores.	Barr (2024), Knight (2016)	Just as athletes take responsibility for progress, learners must set goals, track progress, and refine strategies to succeed.
Embracing Challenge and Failure	Spencer & Juliani (2017), Barr (2024), Haidt (2024)	Winning is not about avoiding failure but learning from setbacks and refining strategies to improve.
Communication, Collaboration, and Growth Mindset	Knight (2016), Dweck (2006)	Success is driven by self-reflection and meaningful conversations, not just external rewards.
Resilience and Adaptability	Haidt (2024), Dweck (2006)	Just as athletes persist through obstacles, students must develop grit and problem solving skills to navigate challenges.
Rethinking Assessment: Mastery Over Grades	Barr (2024), Spencer & Juliani (2017)	Focus on progress and mastery rather than rigid performance metrics, reinforcing that improvement matters more than rankings.
Real World Preparedness and Lifelong Learning	Robinson (2011), Ripley (2013), Haidt (2024)	Education should prepare students for adaptability, continuous learning, and real world problem solving, just as athletes train for evolving competition.

References

Abrahams, D. (2025, January 25). What is Winning? [Video]. LinkedIn. Retrieved from https://www.linkedin.com/feed/update/urn:li:activity:7288396136950706180/

Barr, S. (2024). Educate to Self-Regulate: Empowering Learners for life long success. Melbourne: Amba Press.

Claxton, G., Chambers, M., Powell, G., & Lucas, B. (2013). The Learning Powered School: Pioneering 21st Centruy Education. TLO Limited.

Dweck, D. C. (2006). Mindset: How you can fulfil your potential. Robinson.

Haidt, J. (2024). The Anxious Generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Press.

Knight, J. (2016). Better Conversations: Coaching Ourselves and Each Other to be More Credible, Caring, and Connected. Corwin.

Ripley, A. (2013). The Smartest Kids in the World and How They Got That Way. NewYork: Simon & Schuster.

Ritchhart, R. (2015). Creating Cultures of Thinking: 8 Forces we must master to truley transform our schools. Jossey-Bass.

Robinson, K. (2011). Out of Our Minds: Learning to be Creative. Capstone Publishing Ltd.

Spencer, J., & Juliani, A. (2017). Empower: What happens when students own their learning. IMpress.

The Importance of Being Tech-Curious in Education: Adapting to a Rapidly Evolving Technological Landscape

April 25, 2023kmcclintock5Leave a comment

Throughout history, people have learned through the traditional roles of teacher and student. However, the emergence of technology has added a new dimension to this dynamic at an unprecedented pace. With the integration of technology, teachers, students, and the learning process are all adapting in an increasingly vibrant manner.

Subsequently, we must examine and understand the various technological approaches to learning and their application to the teaching and learning process. By doing so, we can better equip ourselves to meet the needs and expectations of modern learners, who are accustomed to utilising technology in their daily lives. As such, it is essential for educators to remain open-minded and adaptable to these new advancements to provide the most effective and engaging learning experiences for their students.

While the traditional roles of teacher and student remain fundamental, the integration of technology has ushered in a new era of learning that requires careful examination and adaptation. To meet the evolving needs of modern learners, educators must embrace changes and integrate new technologies into their teaching practices. The COVID-19 pandemic accelerated this process, forcing education to adapt quickly to remote and hybrid learning. As a result, teachers have to become more flexible and innovative in their approach to teaching. The pandemic highlighted the importance of adapting to new technologies in education. Teachers must continue to do so to stay current and provide the best learning experiences for their students.

One of the surprising benefits of remote learning was the rise of technological integration in education. The ability to connect with students from anywhere in the world allowed for greater flexibility and accessibility, regardless of physical location or schedule constraints. Teachers quickly learned to become proficient in technologies that supported remote learning, such as video conferencing platforms, virtual whiteboards, and online collaboration tools. This enabled us to provide students with engaging and effective learning experiences transcending traditional classroom boundaries.

While some may have found remote learning challenging, I personally found it to be a positive and galvanising experience. Despite the increased workload and irregular working hours, I noticed something special in my students that I may not have discovered in a traditional classroom setting. I saw shy, introverted students find their voice and gain confidence through the use of technology in remote learning. This inspired me to incorporate more technological approaches into the physical classroom to help even more students find their voice and thrive.

Integrating technology into education has brought about new and exciting opportunities for teachers and students. It is now our responsibility as educators to embrace these changes and adapt our teaching practices to meet the evolving needs of modern learners. By doing so, we can provide engaging and effective learning experiences that transcend traditional classroom boundaries and enable access to education from anywhere in the world.

In today’s rapidly advancing technological landscape, being technology curious as a teacher is more important than ever. Technology has changed the way we communicate, work, and learn. As educators, we are responsible for understanding and leveraging these technological advancements to provide our students with the best possible learning experiences.

Being technology curious means being willing to explore and experiment with new technologies in the classroom. This can range from using digital platforms to create interactive lessons to integrating augmented or virtual reality into lessons. Teachers curious about technology are eager to learn new tools and resources to enhance student learning and make their teaching more effective and engaging.

In addition to being willing to try new things, being inquisitive about technology also means having a growth mindset. This means being open to learning and willing to make mistakes to grow and improve. As technology continues to evolve, it is essential for teachers to remain curious and adaptable to change.

By being interested in the advancement of technology, teachers can also model lifelong learning for their students. By showing an interest in new technologies and staying up-to-date with the latest trends, teachers can inspire their students to do the same. This can help students develop critical thinking skills and a sense of curiosity that will serve them well throughout their academic and professional lives.

Being tech-curious means being interested in the advancements in artificial intelligence (AI) and technologies like ChatGPT. As AI continues to revolutionise various industries, including education, it is important for teachers to learn and understand this changing new paradigm. By doing so, teachers can incorporate new technologies into their teaching practices to enhance student learning and engagement. Additionally, understanding AI can provide insight into how it works and how it can be ethically applied to benefit society. By staying tech-curious, teachers can stay ahead of the curve and prepare their students for a future where technology plays an increasingly important role.

Despite living in a rapidly evolving technological landscape, why are some hesitant to adapt to the changing needs of modern learners? To meet the evolving needs of learners today, educators of all levels should prioritise becoming tech-curious to explore potential benefits for student engagement and learning. Educators must remain aware and adaptable, regardless of the level they teach. Recognising the shift in the educational paradigm towards a trilateral and interdependent relationship between teacher, student, and technology is crucial for all educators.

Image by Mohamed Hassan from Pixabay

A retrospective view of myself

September 23, 2016September 23, 2016kmcclintock52 Comments

Yesterday I read an interesting post by Anthony Epes on the Digital Photography School site that resonated with me. Not because of the photography tips he gave, although they were excellent, but because it made me reflect on who I am. What ignited a deep, soul search contemplation of who I am were the quotes that were scattered throughout. The following are my reflections, or musing if you will, that were sparked by two of these quotes in particular.

“At its root, perfectionism isn’t really about a deep love of being meticulous. It’s about fear. Fear of making a mistake. Fear of disappointing others. Fear of failure. Fear of success.” Michael Law

An interesting group of words to consider. Perfectionism and fear. How many of us really reflect on ourselves using these two words? Recently, I was in a situation that required me to consider this very notion. Was I trying too hard to please others? What was the cost to myself and others? Was this really the right direction for me? Had a friend not drawn attention to this possibility, I might still be walking through a world of perfectionism without realising the hold fear had taken over me. A world which I was beginning to apprehend was negative, fixed and was leading to a path of disintegrating failure and exhaustion. This was not my life. It was not truly living. How did I become so fixated on doing things perfectly? In doing so, I had allowed fear to subconsciously creep in and take up residence.

Michael’s words reverberate in my mind like ripples from a stone thrown in a lake. I am fearful of making mistakes. I am fearful of disappointing others. I fear failure and at the same time I fear success. As a teacher, I want to empower my students to go beyond their fears, to embrace taking risks. Yet here I was, looking at myself from a new perspective and with each new concentric ripple of the circle, I realise the magnitude of my flaws. How could I truly inspire my students if I was consumed by fear in a negative way. Retrospectively, I could see it was the source of all my worrying. Left unheeded, the circle of apprehension was vast and was not losing momentum. If anything, it was certainly increasing. Somehow I needed to change the direction of the ripples in my pond. I was losing sight of who I was at the middle.

Reading on another quote stood out for me:

“As long as habit and routine dictate the pattern of living, new dimensions of the soul will not emerge.” Henry Van Dyke

Ah-ha! Could this be it? Had I allowed myself to become complacent, self-satisfied or even smug with the success I was achieving? Had this success caused me to fear losing face if I make any mistakes? Would this really lesson who I was as a person if I did lose face a little? Was this a place I had put myself in or had others placed me there? I am not sure this particular question can ever be fully answered but I do realise that habits were definitely dictating my life but only because I was trying to play it safe. So I started to look a little deeper in to this particular ripple.

I enjoy positive feedback. Let’s face it, who doesn’t? The reality was I have become reliant on it, needing its validation almost as much as I needed air to breathe. The only problem was I do not think I was actually breathing anymore. Others no longer saw a need to praise my efforts because I was doing everything well. It was nothing new, why did they need to. As a consequence, I was not stretching myself. The habit of staying safe and doing things well without mistakes has diminished my drive for life, my inspiration, my creativity. Fear had taken over quite some time ago and I had not paused to realise. Henry was right. I needed a new dimension to my soul and I was not going to achieve it by playing it safe and continuing to do things as I always had.

Oddly at this point I might add that although I am beginning to see this new side to me, I also see and mostly feel the complete opposite daily. I feel I am a very innovative and creative educator constantly looking at new ways for students to learn. I regularly encourage them daily to step out of their comfort zone and to take risks. I inspire them to look outside the box for different alternatives or possibilities. What I realise I am not doing, is expecting the same of myself. And I should be. If I am to embrace being an educator with an innovator’s mindset, then I have to do this.
Defining moment: I am two sides of the same coin!

There are two perspectives, both with different aspects and facets. I seek purpose and security. I am a perfectionist and I am fearful. The problem is, I have only looking at one side of the coin without seeing that both side can be balancing. When a coin is thrown in the air, it is a rotation of both sides – no decision has been made by the landing. This is the point that I need to be at. I want to keep my coin in the air. Not because I do not want to make a decision but because I want my life to be a combination of both sides. I was to find the harmony or balance between the two. I want to remember to see both sides of the coin. In order to make good decisions, I need to view both sides. I think I have forgotten to throw my coin in the air for quite some time. Instead, I have left it sitting on the table too fearful of seeing what was on the other side, waiting for someone else to throw it in the air. That is not their job. It is my coin, my life. The responsibility remains in my hands.

In Anthony’s post he stated “It doesn’t matter if what you do is terrible, just do it.” I will probably always have the fear Michael talked about deep within me but I really need to embrace it instead of running or hiding from it. Only through embracing what I fear, will I be able to see that attitudes and perspectives are everything. I need to practice what I preach and step out of my comfort zone and take risks. Only then will I discover new possibilities and inspiration. You never know, this might just be the turning point in my life. The flipping of the coin. I seek to be brave but to do that I will need to break old habits and find a greater balance in my life. To do this I need more of what life has to offer rather than focusing on teaching. For example: More sleep. More music. More tea. More books. More sunsets. More long walks. More laughter. More dreaming. More creating. More road trips. More opportunities to take photos. Perhaps if I let go and open up a little more, I may just find a new dimension to my soul.

I had no idea the direction this post would take, nor the discerning view I would end up with. What I do think is clear, is that we all need to take a moment and reflect on who we are. If we are to be the change in this world of ours, we must first look within. For only then can we truly be transformational and make a difference. Only then can we be genuinely innovative. When was the last time you took a moment to reflect on who you are? When was the last time you shook things up and stepped out of your comfort zone? Isn’t it about time we paused to consider these two questions!

If you are interested in reading the article I reference in today’s blog, you can follow this link: http://digital-photography-school.com/inspire-creativity/

Learning from Mick, Al and Tom

September 21, 2016September 23, 2016kmcclintock52 Comments

Over the years, much has been said about mindsets. From fixed to growth; individual to social; and unproductive to creative. For me, mindsets are all about being innovative. We need to incorporate what Dweck calls a growth and positive mindset with that of the creative, confident thinkers who turn fear and envy into a driving advantage. I believe that in order to have an innovative mindset, one needs to express gratitude for what has passed before otherwise how do they learn? We need to be grateful for the mistakes we make and the trials we struggle with because these are the experiences we learn from. If there is no experience, the rest is really just a barrage of information.

This revelation got me thinking about the innovative mindsets of three remarkable men: Michelangelo, Albert Einstein and Thomas Edison. The way they saw the world and the possibilities that could be created through divergent thinking is inspirational and one we need to remember. Let me crudely summarise how they shaped an innovative mindset:

At the age of 87, Michelangelo said “I am still learning.” He understood learning was lifelong and happened each and every day. So what did he do that demonstrated an innovative mindset? He did not follow the crowd and do what his competitors did. He took a chance and did things differently. He saw opportunities to create and innovate on what others were doing and went further than they believed you could go. Because of this revolutionary thinking, he forged ahead artistically and redefined both sculpting and painting.

Albert Einstein declared that problems could not be solved with the same thinking that was used when the problem was created. He understood that you needed to look beyond the obvious, to explore possibilities and embrace mistakes. Constantly questioning the world, enabled him to be the innovative and distinguished person we know him to be. He expressed that education was “not the learning of facts, but the training of the mind to think.”

Thomas Edison did not see the world the same as others and appeared to struggle with ‘traditional schooling’. His teacher sent him home from school with a note saying he was mentally ill and was no longer allowed to attend school. When he asked, his mother read the letter to him saying “Your son is a genius. This school is too small for him and doesn’t have enough good teachers for training him. Please teach him yourself.” How fortunate that his mother saw something deeper in her son and did not share the original letter. Thomas went on to patent 1093 innovative inventions during his life, an achievement not equalled even today. He also knew the value of persistence and learning from mistakes. He is famously quoted as saying “I haven’t failed. I’ve just found 10 000 ways that won’t work.”

So what does having an innovative mindset mean for teaching, learning and life? Everything! We need to reflect on the innovative nature of these men. All three thought beyond their immediate adversaries and saw extraordinary possibilities and were willing to give it a try. They saw the need for constant questioning. They realised the benefits of persistence in order to overcome a defect. As educators and learners, we need to go beyond what everyone else is doing. We need to think not only outside the box but beyond it by looking for something unique that could make profound and pioneering changes. Change can be an overwhelming challenge but I think Chandor sums it up by saying “When it feels scary to jump, that’s exactly when you jump. Otherwise you end up staying in the same place your whole life.” I for one do not what to end up in the same place forever. I want to make a difference, however small.

Michelangelo, Albert and Thomas, I thank you for leading the way and showing us potentialities and giving us the confidence to try ourselves also. Therefore, I am actively embracing an innovators mindset and I am so excited for the journey ahead.

Can we rebrand learning?

September 18, 2016September 23, 2016kmcclintock5Leave a comment

Somehow I feel we have lost sight of what learning is. When did it become all about achieving results? Did we not start learning the minute we were born? Every minute since our birth, we have been constantly learning, constantly making mistakes, constantly making adjustments and refining what we know. What would have happened if we gave up after falling over when taking our first steps? A silly notion really but we certainly did not give up on achieving our goal – we persisted until we achieved that goal. However, our learning did not end there! Did we then not learn how to run, jump, and hop?

Over the years I have seen students who focus on the end result, what grade they will get, who they are better than and how easy it was. Then there are those who struggle and persist just as they have learnt to do from birth. They thrive on the challenges they face and strive to solve problems in unique ways. Which students do you think make the better progress?

I have been inspired by Carol Dweck’s ideas around Growth Mindset as well as Guy Claxton’s Learning Powers. There is something in both of their views that ring true to me. It resonates around the process of learning and not the end result. It is the student who learns to focus with a positive attitude when faced with adversity that will achieve in life. They are doing what they have always done and do not give up once a result has been achieved. They are constantly reflecting on the process of their learning and constantly making adjustments, or improvements if you will.

Learning is not work. Nor is it a chore.

Learning IS continuous! It is all about process and requires persistent struggle.

Learning is developed through what Guy Claxton refers to as the four R’s: resilience, resourcefulness, reflectiveness and relating to others. Carol Dweck defines that skills can be developed through effort and hard work while embracing challenges. Both believe that feedback is fundamental in identifying areas to improve in order to know themselves as learners. Setbacks are opportunities.

Should learning be rebranded? I believe it can and must. The focus should not be solely on the student, but on families also. Teachers can only do so much to encourage the process of learning. Sometimes it feels like an uphill battle. This battle is not with the parents or the students. The battle lies in our attitudes towards learning and what is rewarded: grades or process? Until we make headways with this argument, I am uncertain we can we can change the heading of education. What I can do, is change the way learning is viewed in my classroom.

For me, I am rebranding learning for students to value the process of learning greater than the grades they receive. I am rebranding learning so they are actually learning, not just working. Learning that celebrates the mistakes made and the possibilities of many solutions. Here’s hoping it will make a difference to the students in my care!

Passionate-Teacher

Thoughts on teaching, learning and life

Education