Cómo aprender del fracaso

Completado por 1 alumno

Edades 11-13

Clase única en vivo

En esta clase única, los estudiantes aprenderán cinco habilidades que los ayudarán a abordar, lidiar y superar el fracaso.

Alix Two Elk

Puntuación media:

5.0

Número de reseñas:

(1 opiniones)

Videoconferencias en vivo

Se reúne una vez

1-10 alumnos por clase

55 min

Acerca de Descripción general del aprendizaje Maestro Reseñas

Qué está incluido

1 reunión en vivo

55 minutos horas presenciales

Experiencia de clase

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.

Metas de aprendizaje

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.

Otros detalles

Orientación para padres

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.

Lista de útiles escolares

A notebook to write questions, answers and take notes; and a pencil or pen for writing.

Recursos externos

Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.

Fuentes

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.

Conoce al profesor

Alix Two Elk

Se unió el March, 2021

5.0

1reseñas

Perfil

Experiencia y certificaciones del docente

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.