Tag Archives: perseverance

Favourite question

Inquiry Hub is a school where students need to be self directed. A good portion of a student’s day is determined by the student. On any give school day students can have 1-3 hours where they are deciding what they want to work on. There is always work to be done for courses. There’s always a student chosen inquiry to work on. There’s always a distraction that can pull them away from their work, since they have full access to their laptops and the internet, and access to any other personal device they bring to school.

It’s a subject of a future post, but I’d love to develop a K-12 Inquiry Hub with a vision where it’s a school for every kid. But we get students at grade 9, and if they come to us without self-directed skills, and distractions prevent them from independently working and getting things done during their school day, or if they don’t self advocate when they are stuck, then our school becomes a really challenging place. It becomes a place where a student is always overwhelmed, or catching up on work, and never doing their inquiry projects… which is precisely why they came to our school.

When we interview our applicants (an interview with students and parents), we have a series of questions we ask, which really help us uncover their learning habits, and if they will thrive in our school. One question that we ask near the end doesn’t always tell us a lot about this, but it’s my favourite question. “Tell me about a time when you really had to work hard to accomplish something.” I then elaborate, “You felt a great deal of accomplishment when you were done, but it wasn’t easy.” And, “It doesn’t have to be school related.”

This question is about grit. It digs into a personal story of perseverance. And students often share some really interesting stories. We often learn about an aspect of their lives that we would not have learned otherwise, like the student has their black belt in Karate, or they’ve done 8 years of dance. I also like asking it at the end of the interview, because it finishes the interview with students thinking about something that gave them a good sense of accomplishment.

Last night we did our last scheduled interview, and I’m looking forward to a freer evening schedule, but overall, I really enjoy the process we go through and we end up with some truly amazing kids in our school. Students who thrive and find their tribe.

If at first you don’t succeed

As the saying goes:

“If at first you don’t succeed… try, try again!”

Working with students, what you sometimes see is:

“If at first you don’t succeed… quit before someone sees you fail.” Or, “If at first you don’t succeed… avoid trying altogether.”

What the saying should say:

“If at first you don’t succeed… try, something different.” (Try a different approach, don’t just try the same thing over again in the same way.)

When things aren’t working, students seem to have two main gears: keep moving forward, because curiosity points to getting unstuck. Or ‘Park’ because it’s not worth the effort or embarrassment.

Teaching students that effort matters more than results or that a failing result can still be a learning opportunity, is to teach them to be resilient and to persevere. This doesn’t mean everyone gets a participation badge, this isn’t just about another quote, “If you did your best, that’s all that really matters.”

No, this is about creating an environment where students aren’t afraid to bite off more than they can chew… to be so ambitious about their goals that a failure to achieve them still puts students much farther than if they had set the bar too low and succeeded.

This is about creating opportunities for students to do something epic, rather than just something every other kid is doing, with a sample you share of the expected result… a cookie cutter task where students produce the same round cookies, but get to decide where the pretty sprinkles go to make their cookie look a little different than everyone else’s.

If you want students to really succeed, well then they have to start a task with the real potential for failure. They have to struggle with uncertainty of success. They have to learn that not reaching a perfectly successful goal can be an opportunity to learn more and different things. Because without authentic struggle, learning is shallow and fleeting.

“If at first you do succeed… the task probably wasn’t hard enough to truly learn something new.”

Failure is a frame of mind, not an outcome

I’ve written a lot about learning and failure. In a post titled, Learning Through Failure vs Failing to Learn, I said,

“When we talk about learning from failure, we are not actually talking about failure, we are talking about perseverance, and resilience, and tenacity. We are talking about coming up to resistance and unplanned outcomes and working through them to achieve a goal. We are talking about students learning significantly more than if everything went their way.“

Listening to many students at Inquiry Hub, you hear them talk about this in an amazing way. They share the very ethos behind this idea:

For anyone that didn’t bother to watch these two short clips, here is what Thia said in the second one,

“Inquiry projects aren’t about always being successful. It’s about trying something new, learning new skills, creating something. It isn’t always about being the best at it, or succeeding in it. You might have a failed inquiry, and that’s completely ok. It doesn’t always have to be a success for it to be a good quality project. It’s all about the process.”

What’s interesting is that if you don’t understand this idea, it sounds like accepting failure is ‘OK’. If you don’t recognize that students are talking about putting themselves ‘out there’ and trying something beyond their comfort zone, then it sounds like they are giving themselves a participation badge for just showing up. But if you truly understand and embrace the idea of learning through failure, you aren’t talking about failure at all.

Elon Musk just had a rocket explode upon landing and called it a success because of the data they collected.


I’m sure there are people who get this. I’m also sure there are people who laugh, “Ha, you call that a success? What a loser.”

A real loser is one who doesn’t try. A real loser is one who gets an outcome they don’t want and quits. A real loser is someone that makes excuses rather than steps up to make things right.

People who do epic things, and people who try epic things and don’t succeed, understand that failure is a frame of mind, not an outcome. They understand that learning is a journey, not a destination.

It’s not a failure if it leads to success

I love this video:

https://youtu.be/0cF2LyYGDWA

It reminds me that the path to success isn’t always easy, and failure isn’t failure when it leads to success.

On a personal note, I started a 30 Day Challenge to do a 30 second freestanding handstand.

Progress until last night was pretty good:

https://twitter.com/datruss/status/1243331006767210497

https://twitter.com/datruss/status/1245227496930340864

But last night didn’t go as well as I hoped:

But here’s the thing, I’m pushing myself pretty hard. Also, I just want to handstand for 30 seconds but I’m actually doing the training to walk on my hands. On top of that, I’m trying to do a 5 step plan in 30 days, and 1/3 the way through I’m on step 3.

I need to slow down. The videos show me that my core is a weak spot. My shoulder no longer hurts, but it isn’t fully recovered from an injury. I’m going to hit my goal if I’m smart, and don’t rush, and if I do every step really well before moving on. Back to step 2 I go.

Meanwhile at work, I see similar things happening. With Covid-19 shutting down schools, we have educators scrambling to figure out how to teach students online and from a distance. All around me I see teachers trying to do too much, too fast, and getting frustrated. I shared this on Twitter recently:

When everything is so new and so challenging, mistakes will be made. Those mistakes will not be seen as failures in the long run if we learn, grow, and improve ourselves along the way.