Christian education

Helping students overcome a fear of failure

The goal of genuine learning isn’t to pass tests

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Among the most common mental attitudes hindering the pursuit of a genuine education by young people is fear of failure. When the focus of the student’s attention turns away from the subject matter of a course and how well it is understood and applied, concern will be directed rather to formal considerations like:

• “How much has to be done in order to pass this test?”
• “How many pages must be written for this report?”
• “What will the final grade be on my report card?”

Whether or not one can use algebraic formulas successfully, can write a clear and grammatical sentence, can appreciate the literary merits of Shakespeare, or see the fallacy in materialistic philosophy – all these and similar, educational concerns are lost in the scramble to make sure that one has enough points to pass the course. The worst thing that could happen, in the mentality of many students, is that they would receive an F for a course, rather than that they would have failed to understand a course.

It stands to reason, then, that parents and teachers who want students to receive a genuine, intellectually maturing, personally enriching education – and not simply formal marks on a report card filed away – will aim to overcome the student’s obstructive fear of failure.

Why do students have such fears? Generally because they have not developed successful habits of study (inside and outside the classroom) and are aware of their lacking. They are just not sure how to tackle the challenge of new work, new concepts, and stiff assignments.

How can parents and teachers help students to overcome fear of failure? There are things that can be done. There is no need to throw our hands up in despair, imagining that it is somehow a fortuitous matter of “chance” (fate, luck) that some students do well and others do poorly in schoolwork. Every student of normal ability (i.e., every student who is free of physical or mental handicaps) can do well in schoolwork. As blunt or even as harsh as it may seem at first, we will eventually have to face up to the grim truth that there is no such thing as a (normal) student who cannot do passing work. There are simply some students who will not (choose not) to do passing work. Now they may very well desire to have at the outcome of the course a passing mark. They want that end – BUT without being willing to pursue the means to that end.

The age in which people commonly believed in magic has not passed. It has simply taken on a more sophisticated front. Parents and teachers who believe that (or operate as though) the difference between successful and unsuccessful students is a mystery beyond our control assign good schoolwork, in effect, to magic or chance – beyond any cause-effect explanation. Students who want a passing grade at the end of the course, but who ignore or refuse the means to that end, are hoping for a magical deliverance. We live in a universe where events (effects) have their corresponding causes. There are appropriate causes of good performance in school. This is bad news and good news. The bad news is that students who fail cannot “cop-out” and blame their failure on something beyond their control. The good news is that something can indeed be done to improve a student’s work in school. There is hope because there exist proven methods of achieving success as a student.

What help can we offer them? What are some principles of educational success?

1. Don’t leave things at the Ramada Inn

The first piece of advice which we can give students who fear failure is not to leave things at the Ramada Inn. Let me explain that remark. This last summer my family took a vacation, traveling up the coast to Monterey and San Francisco, then across to Sacramento and Reno. In Monterey we stayed at the Ramada Inn. Imagine that when we left the Ramada Inn we inadvertently left behind the overnight case, only to realize that fact an hour and a half on the way to San Francisco. What a painful discovery that would be! We certainly needed the items in the overnight case, and yet to get the case we would be forced to backtrack an hour and a half on the road.

If this had actually happened to us, what do you suppose we should have done? Well, one thing we could have done is to continue traveling up the road, bemoaning the fact that we were going to be inconvenienced. We could have complained that the Ramada Inn was an hour and a half (now an hour and three quarters) drive back to Monterey. We could have driven on and on, hoping against reasonable hope, that the overnight case which was an hour and half (now two hours) behind us might miraculously catch up with us before we stopped that night. But when all the murmuring and imagination had been indulged, the fact would have been that we knew we had to go back to the Ramada Inn. The trip could not successfully continue until we went back and picked up what had been left behind. The sooner we realized that hard fact, the better for the continuation of the vacation.

The same principle applies to schoolwork. As a course progresses through a semester, more and more new material and new concepts (or skills) are set forth to the student. Later material presupposes the foundation laid by earlier material. Growth in understanding is cumulative. Consequently, when a student does not understand something which has been taught, does not do the necessary homework which has been assigned, does not complete the reading which goes with a unit of teaching and yet continues on in the course, that student is set up to fail the later portions of the course. Understanding the later material depends on a previous understanding or exposure to the earlier material. When something has been left behind, the trip cannot successfully continue.

Students are sometimes funny – unrealistic, really. They figure that they can tune out part of a lecture, omit a reading assignment, or not bother to ask for help when they do not understand something in a course, and then tune in and begin understanding at some later point. But as with vacation travel, so also with schooling. The sooner we realize that we must go back to the Ramada Inn (or to the material, which has not been read or understood), the better it will be for us. Students simply must keep abreast of what is being taught in the course, not hoping to go back later and fill in the gaps in their understanding. And if they do fall behind, then it is important to go back and pick up what as omitted, and so the sooner we do so, the better.

2. Learn how to read

A second rule to be observed for achieving success in school is that students must learn how to read. A shocking suggestion, perhaps, because the assumption commonly held is that high school students already know how to read. But that is held because we erroneously think that reading is merely a matter of knowing how to sound out words, recognize punctuation, and understand basic vocabulary. That is, we are often satisfied simply with the mechanics of reading – getting the encoded message on the page through the eyeballs, into the (reasonably alert) brain. I do not doubt that most (if not all) of our high school students can do this. Reading mechanics – the basics – have been mastered.

But reading has not.

Once the basics have been learned, students need to learn how to tackle a reading assignment in such a way that they understand its meaning, point, and structure. They need to master skills of comprehension and retention. In a word, they need to learn how to analyze and interpret – not simply translate – the message encoded on the page(s) of their assignment.

Let me suggest a proven method of reading. Never plan to read an assignment only once; good readers will read at least twice and usually three times.

1. Read
The first time through should be a quick and casual reading to familiarize yourself with the material and find out the main point(s) the author intended to communicate.

2. Write
The second time through you should take notes for yourself, attempting to outline (roughly) the material presented so that the way in which the author gets to his conclusion is made clear; also write out important lists which may appear in the reading, along with key sentences which express important insights or necessary declarations (as far as the author is concerned).

3. Highlight
Only after these two steps have been accomplished should you go through the assignment again the third time and underline (or highlight) the words, phrases, or sentences which will help you to review and recall the material later. Keep these underlinings to a minimum, for too many such markings will simply force you later to reread most of the assignment again – which defeats the purpose of underlining. By the time these three steps have been completed, the reading assignment will be clearly recorded in the mind.

The reading notes, along with underlinings, will facilitate quick and effective review of the material, which should be accomplished once a week until the end of the term. This method of reading may appear to consume more time initially than the less rigorous style practiced by most students, but in the long run it saves not only time (for instance, rereading the entire assignment every time a quiz is possible) but also emotional energy which is lost over the fear of failure at exam time.

This article was first in two parts in the September and December 1981 issues of The Conqueror under the titles “On Not Leaving Things at the Ramada Inn” and “Learning How to Read in High School.” They are reprinted with permission of Covenant Media Foundation, which hosts and sells many other Dr. Bahnsen resources on their website.

News

Are you still able?

A nation-wide challenge to experience life without screens

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It used to be different, not all that long ago.

• Carrie is a teen who always had the kind of contagious smile that would get her friends smiling right back, no matter their mood. She used to shoot hoops with her younger sister after dinner. She enjoyed heart-to-heart chats with her mom while doing her hair. And she treasured many of the devotionals that her dad read to her by the glow of her small bedside lamp.
• George, a mechanic and all-around handyman, has always counted himself blessed to be married to his wife of 26 years. He was the kind of dad who’d get down on the ground to play with his kids. While three of his kids have moved out, his two youngest children still live at home. George has served as a deacon in his church, where his love of tinkering was a help not only to his own family but to some of the older couples in his ward.
• Liz’s life changed after losing her husband eight years ago. But she did an amazing job doting on all five of her children, her 23 grandchildren, and the seven great-grandchildren. She’d always make it out for every one of their milestones to give out hugs, and to remind her growing clan of God’s goodness and love.

Then, not right away, but over the weeks and months and years, things changed.

• Carrie’s sister, mom, and grandparents now don’t see much of Carrie. OK, they see her, but not her eyes. Carrie is mostly head down, scrolling on her phone and messaging with people they don’t even know. Her mom has a hard time remembering when they last shared a good chat, or when she last saw her daughter’s beautiful smile. Dad’s devotionals were replaced by someone Carrie follows on Instagram who posts short reflections… which Carrie reads when she has time.
• George’s wife knows that her husband is still committed to their marriage. But she is having a hard time competing with the attention he gives to his various YouTube subscriptions. His ward doesn’t see him much outside of church, and he seems to spend more time watching clips about fixing cars than actually fixing them. And lately his scale seems to be out by at least 10 pounds.
• Instead of dropping by with a card, Grandma Liz now sends a WhatsApp message when her children and grandchildren celebrate a birthday. She has become very hesitant to head out her front door. It’s all the nightly news she’s been watching, which is making the world look like an ever-scarier place. Even when she makes a grocery trip, she stays out for as short a time as possible.

Carrie, George, and Liz all go to the same church, and share this in common too: they have all slowly become dominated by their screens. None of them think it’s a real problem, but, if pressed, they will agree that they spend more time on their screens than they did a couple of years ago. But isn’t that just life today?

Increased screen time may well be one of the biggest changes our world has experienced in the past half-century, with one estimate putting the global average for daily Internet usage at 6 hours and 38 minutes.

The correlation between screen time and anxiety, mental health challenges, and weight gain is well-known now. What isn’t so well documented, or discussed in church, is the impact that screens are having on our pace as we “run with perseverance the race marked out for us, fixing our eyes on Jesus” (Heb 12:1-2).

Putting screens in their place

When Reformed Perspective did a deep dive into this topic last spring, we promoted The Tech-Wise Family by Andy Crouch. Crouch correctly shifts the focus from whether a particular type of technology can or can’t be allowed, to instead how these technologies can be put in their proper place, so that priorities like family, friends, and faith remain priorities.

But how is this going for you? Screen time, like money and sex, has become a sensitive topic – okay to talk about in generalities, but don’t get personal! We’re all quick to be defensive and shut down the discussion if anyone dares raise the topic of our own usage.

That’s why we challenged our readers to a 10-day screen fast in the last issue. The goal of such a fast isn’t to eradicate screens from our lives. But don’t we all see wisdom in implementing a reset? Let’s test it out, to determine just how reliant we are on our devices, and what sort of impact this dependence may be having on our relationships, including with our LORD. Last month our Assistant Editor Marty VanDriel gathered a group and gave the challenge a go, and you can read about how their screen fast went.

Now we’re issuing the challenge again because some generous supporters have presented us with quite the offer. For every person that commits to, and completes, a ten-day screen fast from July 21 to 30 they will donate $100, split between two charities (Word & Deed and Reformed Perspective). They will give up to $20,000!

Could you do it?

Do you have what it takes to put your screens aside for 10 days? (The screen challenge allows exceptions for necessary activities, like your job and making a phone call.)

It may be hard to do this by yourself, so would you consider asking some of your family, friends, and siblings in the LORD to join you? If you can get a group of 10 together, that can serve as a great accountability and encouragement. Plus, it will lead to $1,000 going to two very good causes.

And if you don’t think screens are much of a challenge for you, we encourage you to ask your loved ones if they think you should give this screen fast a try.

This challenge isn’t so much about saying no to screens as it is about saying yes to other priorities. That’s why we’ve put together 35 ideas for fun, productive, and meaningful activities you can challenge yourself to do during these 10 days.

Enjoy some time travel

Can you remember not having your phone in your pocket, or not hearing the ping of a new message on your tablet?

Although we think screens are essential, we have the power to make necessary changes in our lives. A screen fast can serve as an important reminder to yourself that you don’t have to keep living the way you have.

Instead of scrolling, Carrie can shoot some hoops with her sister again. George can go for a walk with his wife, and drop by the home of the young man in his ward who hasn’t been coming to church much lately. And Liz can write a card and deliver it in person to her granddaughter.

Yes, you can ignore this screen fast, and hope that your family members and friends don’t bring it up either. But before you brush it aside and reach for your phone, consider for a moment what you want your legacy to be at your funeral. Which Carrie, George, and Liz do you want to be? The one before the screen addiction, or the one after?

To register for the screen fast click here. Let’s do this together!