Learning Through Failure

Prof. Diverís Vega, English Specialist

As an educator, I have recognized that my experiences shape my approach to teaching, guiding me on how best to connect with my students and facilitate learning. However, sometimes, it is not the successes but the failures that teach me the most profound lessons.

I want to share one such experience from my graduate exam process that changed my perspective on effective communication and critical thinking.

For the exam, I was required to craft an essay of at least 20 pages on a topic related to education fundamentals. Driven by a passion for holistic teaching and empathy in the classroom, I chose the «ungrading mindset.» This concept emphasizes the teacher’s role in understanding and catering to the mental and emotional needs of the student rather than merely assessing them on standardized metrics.

Even though I recognized that grades would not be eliminated in this educational system, I visualized a classroom where grades took a back seat; alternatively, a deeper understanding between teacher and student takes center stage. To lend credibility to my argument, I referenced well-known philosophers such as Jacques Rousseau, Maria Montessori, and Paulo Freire, believing their philosophies could intertwine seamlessly with the idea of an ungrading mindset.

With each page I wrote, my excitement grew. Everything connected well from my perspective; above all, I genuinely believed I was on the verge of creating a compelling argument that could potentially impact the future of education. However, the reality was different.

To my dismay, the evaluators did not share my enthusiasm or particular points of interest. Instead of seeing a passionate appeal for a more empathetic educational system, the evaluators found that my arguments lacked clarity. They believed I had missed the mark on expressing the true essence of my theme and how it related to my field of study.

My initial reaction was one of disbelief and anger. How could something I believed in so strongly not resonate with the evaluators? After thinking and reflecting for a while, a critical lesson dawned on me: «Know your audience.»

Although experts in their field, the evaluators approached the essay with a set criterion and expectation. Perhaps, in my zeal to advocate for a different teaching paradigm, I failed to effectively lay the foundation of my arguments in the academic rigor they expected and did not consider their point of view.

Main takeaways:

1. Clarity & Relevance: Passion and enthusiasm are vital; nonetheless, it is equally crucial to articulate ideas in a manner that is both comprehensible and compelling to the target audience while connecting the topic to the real purpose of the work to be done.

2. Know the Audience: It is essential to step back and gauge how the message might be received by those evaluating your work, simultaneously considering their perspective and background.

In hindsight, the experience was invaluable even though falling short in the exam hurt. It reminded me of the balance we all must strive for, being true to one’s beliefs and ensuring effective communication. For my next attempt, I will take a more measured approach, grounding my passion in a framework that the evaluators consider more approachable. While I still advocate for the «ungrading mindset», I have learned to present it in a way that bridges the gap between innovative ideas and academic acceptance.

Ultimately, my journey with the «ungrading mindset» became more than just a graduate exam topic. It became a lesson in humility, communication, and perseverance. It reaffirmed the belief that every experience, whether success or failure, contributes to our growth.