20
How To Learn From Failure
Completed by 1 learner
Ages 11-13
Live One-Time Class
Average rating:
5.0
Number of reviews:(1 reviews)
Live video meetings
Meets once
1-10 learners per class
55 min
What’s included
1 live meeting
55 mins in-class hoursClass Experience
Does your student get upset, or feel down after making mistakes and failing? Does she or he try to avoid challenging situations to avoid failure? Does your student want to get better at overcoming failure? Everyone fails but knowing how to deal with failure to create a positive outcome is a skill that can help young people become more confident, resilient, and successful. In this course, students learn skills to help them grow from mistakes and failures. These skills give students the tools they need to reduce the negative impacts of mistakes and failures and give them confidence to keep pushing forward, which improves their chances of success the next time they undertake a difficult task. Skills to overcome failure can be used in difficult social situations, academics, while playing sports, and during any circumstance that requires effort where success is not guaranteed. When students implement these skills, they feel better able to handle adversity, more confident in their abilities, and more resistant to feeling bad after mistakes and failures.
Learning Goals
Students will learn how to improve in five skills that will help them overcome failure: Assessing, Reframing, Adapting, Perseverance, and Optimism. Students will learn how to improve their ability to get through the toughest challenges by focusing on these skills.Other Details
Parental Guidance
We use fictional examples of failure that may resemble similar individual experiences for students. Although this course is not intended to be therapeutic or offer therapy for personal experiences, it provides skills that the student can use in her or his personal life. The teacher will not ask students for details relating to their own personal experiences.
Supply List
A notebook to write questions, answers and take notes; and a pencil or pen for writing.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
The techniques and strategies presented in this course are drawn from the following sources, research during the teacher's undergraduate and graduate studies, as well as from 12 years of personal experience by the teacher who worked directly with youth in capacities to increase resilience, coach mentality and contribute to overall character development:
Chari, Suresh. "Review of Understanding and Enhancing Decisionmaking Skills." The International Journal of Clinical Leadership 16 (2008): 163–66.
Cotton, Kathleen. n.d. Review of Developing Empathy in Children and Youth. Education Northwest. https://educationnorthwest.org/resources/school-improvement-research-series.
Cotton, Kathleen. “Teaching Thinking Skills - Education Northwest.” Education Northwest. Last modified 1995. https://educationnorthwest.org/sites/default/files/TeachingThinkingSkills.pdf.
Manassis, Katharina. Problem Solving in Child and Adolescent Psychotherapy: A Skills-Based, Collaborative Approach. New York: Guilford Publications, 2012.
Measuring Resilience & Youth Development: The Psychometric Properties of the Healthy Kids Survey. Regional Educational Laboratory Program, n.d.
Parker, Jeffrey G., Kenneth H. Rubin, Stephen A. Erath, Julie C. Wojslawowicz, and Allison A. Buskirk. “Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective.” Developmental Psychopathology (2015): 419–493.
Santos-Ruiz, Ana, Maria Jose Fernandez-Serrano, Humbelina Robles-Ortega, Miguel Perez-Garcia, Nuria Navarrete-Navarrete, and Maria Isabel Peralta-Ramirez. “Can Constructive Thinking Predict Decision Making?” Journal of Behavioral Decision Making 25, no. 5 (2011): 469–475.
Smith, Vernon G., and Antonia Szymanski. "Review of Critical Thinking: More than Test Scores." NCPEA International Journal of Educational Leadership Preparation. Vol. 8, no. No. 2 (2013): 16–26.
Walker, Olga L, Heather A Henderson, Kathryn A Degnan, Elizabeth C Penela, and Nathan A Fox. “Associations Between Behavioral Inhibition and Children’s Social Problem-Solving Behavior During Social Exclusion.” Social development (Oxford, England) 23, no. 3 (2014): 487–501.
Meet the teacher
Teacher expertise and credentials
I have a Masters of Arts, and completed courses in both undergraduate and graduate levels where I studied psychology, the effects of influence, cognitive processing errors/bias, how humans assess risk, how humans process trauma, and completed my Master's thesis with research on how education and community engagement can establish a positive trajectory in life, improve resilience and reduce negative influences. I have also completed several courses on how to train first responders and educators on methods for coping with trauma and emergency situations. I coached youth sports teams for 12 years at elementary, middle school and high school levels.Reviews
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