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....
