If I had to identify one thing I do well in the classroom, it’s this: I create an environment where it’s the norm to take risks, fail, and explore half-baked ideas.
My guess is that I model all three of these things. I fail up pretty much all the time, and I’m in the habit of sharing ideas before they’re well formed. And I think that’s great.
How else does an idea become fully formed or baked unless it’s subjected to questioning and critique from a smart group of students? Yes, it feels awkward, but I think it’s a mistake to wait until you have something to say. How will you know when to stop waiting if not by sharing what you have so far and learning from the reactions? The sooner ideas make it into a conversation the sooner they become stronger.
Lately, I’ve developed a strong interest in children’s books (cf. Martin Salisbury’s research) and the important role they play in shaping crucial perceptions and actions later in life (e.g. seeing artificial constructs as natural or treating certain subjects as taboo). There are two related to the concepts of idea sharing and failing up that are worth a read. I hope you find them as interesting and important as I do: