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I think learning from mistakes is essential, especially because the new generations have parents who are very busy with work and tend to say yes to everything their children ask of them. Most of them feel very bad when something goes wrong or if they simply miss an exam. They like this activity a lot, especially because it teaches them how to look for new ways to solve their problems, be persistent, and be focused on their goals.

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we'll use simple online tools like Mentimeter or Google Forms. Students can write about their experiences at their own pace, and we can see everyone's thoughts together. When we brainstorm in groups, we'll use online tools like Miro or Microsoft Whiteboard, so students can work together even if we're not in the same room. Our presentations will be on Zoom or Microsoft Teams, where each group can share their ideas, and we can all talk about them online.

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My students are 13-18 in an upper secondary school. Learning from failure is very important, not only at school but in everyday life. From this events students learn to face difficulties and to adapt with tenacity to new and difficult situations, overcoming challenges and learning to face life from a different perspective

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It is very important to build resilience and restart from mistake or failure. Go on!

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In Self-reflection instead of sticky notes, use the Slido Q & A collaboration tool. I would share the results of the discussion on the interactive whiteboard. I would use students' phones to collect opinions (BYOD method). The advantage of this solution: everyone can see students' opinions on an ongoing basis, which in my opinion is more legible than sticky notes. The added value is the protection of the environment (forests), which must be cut down to produce the cards.

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I think this activity is quite eligible for teaching the strategy of ''learning from failure''. I would only add some starting points to the activity, helping them brainstorm. I would write the positive and negative sides of failure to make it clear to compare them. With the help of the activity, my students will have the opportunity to adapt to new and hard situations while overcoming the feeling of failure.

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I think that this type of activity tends to produce a lot of conversation in the classroom and there isn't enough time to go through all the activities.

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I think that this type of activity tends to produce a lot of conversation in the classroom and there isn't enough time to go through all the activities.

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In my opinion, learning from failure is useful. I would have given my students a list of specific keywords to use on the topic. I would start by watching videos and collecting words related to the topic. Then I would read inspiring stories so they can create their ideas about failure and resilience as opportunities. Afterward, they can conduct research about the topic and collect all their works in a wakelet.

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In my opinion learning from failure is a really important aspect in everyday life. It helps us develop the ability to adapt to new situations and overcome challanges, also in education.

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As I teach in a Low Secondary school I would have given my students a list of specific words to use on the topic. I would start by watching videos and collecting words related to the topic on the IWB. Then I would read inspiring stories so they can create their own ideas about failure and resilience as opportunities. I would open the discussion and sharing of ideas and then the work in groups and presentations of different opinions also as a a sort of debate.

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I think that failure can happen at any time in our lives, but this should not be a negative situation for us, but rather an instructive way to achieve better things by finding the reasons for our failure. I think we can combine this idea with inspiring life stories and increase students' motivation.

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In my oppinion I would only modify Defining Failure to show students the positive aspects of failure, such as learning, growth, and development distributing handouts with quotes about failure from notable individuals, such as entrepreneurs, scientists or  artists.

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My class is 3 in Primary School.I teach my students that there is no such thing as failure, but that there is only time for the conditions to mature to achieve our goals. We should teach them that we should always look at life positively, just like when we fall down while playing a game, we get up and continue the game.

Materials:

Games and Toys

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Rising Strong Together: Navigating Challenges and Building Resilience

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Rising Strong Together: Navigating Challenges and Building Resilience

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To make the school project fit better for my year 9 students, I'm planning to use some online tools. Instead of a regular whiteboard, we can use online boards like Google Jamboard or Padlet for our discussions. This way, everyone can share their thoughts in real-time, making our online talks more exciting. We'll also watch videos on platforms like TED-Ed or YouTube, where people close to the age of my students share stories about overcoming tough times. This should make our discussions more interesting and relatable.

For our personal reflections, we'll use simple online tools like Mentimeter or Google Forms. Students can write about their experiences at their own pace, and we can see everyone's thoughts together. When we brainstorm in groups, we'll use online tools like Miro or Microsoft Whiteboard, so students can work together even if we're not in the same room. Our presentations will be on Zoom or Microsoft Teams, where each group can share their ideas, and we can all talk about them online. I'll also create a chart using easy graphic tools like Canva or Piktochart to show everyone's commitment to the project. To check how well everyone is doing, we'll use fun online quizzes like Socrative or Kahoot. These changes are meant to keep the project goals but make it more fun and easy for my year 9 students online.

Anabela

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I would focus on concrete examples, inspirational stories coping with failures and showing resilience. Then the students can think of their own examples and finally provide definition of their own.

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For self-reflection I would play Kahoot! as playing games would lessen the stress talking about students' personal experience.

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Given the age of the children in the kindergarten and their level of development, I have to create strategies where affection is their support. Using the curriculum for pre-school education, I promote activities in the area of expressions, especially drama and physics.

My main aim is to help them to be able to express themselves in front of their peers without fear of criticism (which hurts them a lot at this age). Then reinforcement, always reinforcement, because many times they take refuge in "I can't". But they can, and they're so happy when they see their results. Here I'm talking more about plastic expression.

Every moment are moment to reinforce, to help, to play, and to learn by playing.

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In my opinion this is a key learning for real life.

I found this activities ideal for my Administrative VET students, aged 18+

All of us need to deal with failure.

It´s important to remember that sucessful people have faced failure but achieved success through resilience.

Self- reflection about failure seen as a natural part of the learning process, can provide opportunities of healing, growth and improvement.

In groups they can develop resilience strategies and make a poster with their resilience commitment.

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Title: Embracing Failure to Develop Resilience in Primary School Students

Objectives:

To help elementary school students understand the concept of failure as a development opportunity and increase resilience in the face of challenges.

To equip students with strategies to overcome failure and to develop a mindset of growth and adaptation. To foster a supportive, encouraging classroom environment that values perseverance and learning from mistakes.

Materials:

Whiteboard or flipchart.

Markers.

Sticky notes.

Inspirational quotes or stories about resilience.

Age: Suitable for primary school students (ages 6-11).

Work process:

Introduction (5 minutes): I begin by discussing the concept of failure and its negative repercussions. I ask students to share their thoughts on how they typically perceive failure.

Defining failure (10 minutes): I engage students in a discussion about the meaning of failure. Ask students to write their answers on the board or sticky notes. I emphasize that failure is a natural part of the learning process and every failure can be a springboard for further development and it produces learning and improvement.

Inspirational Stories (15 minutes): Share inspirational failure stories with students about people/literary characters who faced failure but achieved success through resilience. I facilitate a class discussion highlighting the lessons that can be learned from the message conveyed by these stories.

Self-reflection (10 minutes): Hand out sticky notes and ask students to write about a personal experience of failure and how they felt at the time. I ask the students to stick the sticky notes on a failure tree and each one present their personal example, and I discuss with them about common themes and feelings in the class.

Developing resilience strategies (15 minutes): I divide students into small groups and give each group handouts, then ask them to brainstorm and write strategies for developing resilience in the face of failure. Each group should come up with at least five strategies.

Group Presentations (10 minutes): Each group presents their strategies to the class. I encourage open discussion and feedback from other groups, allowing the exchange of ideas.

Classroom Resilience Pledge (10 minutes): In class, I create a poster titled The Tree of Promise. I ask each student to write down a promise they will make to build resilience in their own lives. I display the promise chart in the classroom.

Evaluation: I monitor the active participation of students during the activity, note their involvement in discussions and group work. I assess their understanding of the concept of failure, their ability to reflect on personal experiences and their contribution to resilience strategies. In addition, I monitor whether they follow through on promotions, which are a visual indicator of their willingness to take responsibility for building resilience.

It creates a safe, supportive environment throughout the activity, emphasizing that failure is an opportunity for growth and that we are all subject to error and that is the only way we can learn and grow. I encourage students to have an open mind to grow up nicely and I am willing to encourage and support them in any situation.

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Since my students are young, I need to adapt the activity to their developmental level. I can choose stories and inspirational videos appropriate to their age. I can gamify using a tool such as kahoot or learning app to develop endurance strategies. By giving case studies, I can help them develop strategies through games. I can use drama to help them make their presentations. We can also combine these improvisations through video. I may need to process the issue for a few days.

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ortaokul 5.sınıf öğretmeniyim .Başarısızlıktan Öğrenme etkinliğini sınıfımda ;

Başarısızlık sadece bir durak, asıl önemli olan öğrenme yolculuğun kendisi olduğunu hatırlatarak, Hayatın her adımında, başarısızlıklar bize ders verdiğini, hatalarımızı anlayarak, zayıf noktalarımızı güçlendirebileceğimizi ve yeni bir adım atmak için direnç kazanabileceğimizi anlatabilirim. Başarısızlık, aslında gelecekteki başarılarımızın temelini oluşturan bir öğretmendir...

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To adapt the "Learning from Failure" activity for my VET (Vocational Education and Training) students, aged 18 or more, a practical and career-focused twist can be added. After the self-reflection where students write about their personal experiences of failure, they can be encouraged to share these experiences in small groups, focusing on how these failures have influenced their professional development or skillset. This sharing session can be guided by questions like, "How did this failure contribute to your learning in your vocational field?" or "What professional lesson did you take away from this experience?" This adaptation makes the activity more relevant to their vocational training, encouraging them to see the value of failure in professional growth and skill development.

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With my 18 y.o students on the way to decide for the world of university or the working world, I could focus on specific steps:

Change the way failure is perceived,

Create a safe space to experiment and take risks: without fear of judgment.

Focus on effort and perseverance: not just their outcomes.

Help students analyze their mistakes: (brainstorming/Circle time )

Embrace resilience and self-compassion: sharing my own experiences and demonstrating empathy.

Nurture a growth mindset: they can improve through effort.

Provide constructive feedback:

Foster peer support and collaboration:

Connect learning to real-world challenges: Help students apply resilience skills to everyday situations.

Celebrate small successes: Acknowledge and reinforce progress, no matter how incremental.

These are fundamental Life skills that should be introduced at school to better prepare students face the new reality waiting for them.

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My class is the 9th grade in special vocational education, my children are 17,18,19 years old.

In "defining failure" I would try to draw more from students' past experiences and draw from their past to define what failures are and what they learned from the mistakes they made. In these children many failures come because of the deficiencies they have. These children have special educational needs, and some have severe or associated impairments.

In "self reflection" I would ask to use a computer and write on a shared jamboard so that they have everyone's answers already recorded in the app.

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My class is a 2 class in primary school, my children are 7 years old.

In "defining failure" I would try to bring out more of the children's previous experiences and start from their past to define what failures are and what they have learned from the mistakes they made.

In the "self reflection" I would ask to use a pc and write on a shared jamboard so as to have everyone's answers already recorded on the app.

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With my young learners I would use colorful visuals, such as pictures or drawings, to convey the concept of setbacks and challenges in a more child-friendly manner. I would also shorten the duration of sessions.

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MY CLASS IS FIRST COURSE PRIMARY EDUCATIO

Goals:

1. Introduce children to the concept of overcoming challenges in a positive way.

2. Promote resilience and learning through recreational activities.

3. Create a supportive and encouraging environment that celebrates effort and continuous improvement.

Materials:

1. Cardboards and colors.

2. Small toys or figures.

3. Sheets of paper with happy and sad faces.

4. Short stories or illustrated stories about overcoming.

Work process:

1. Introduction (5 minutes): Start by talking about facing problems and how that helps us learn and grow. Use toys to act out simple success and failure situations.