When is failure a failure? Maria Joao Pires has an answer...
The 1st Movement of Mozart's D Minor Concerto is an obsession about feeling loneliness and despair. That is exactly as virtuoso pianist Maria Joao Pires must have felt as she realised that she had practiced the wrong concerto for a summer concert series.
This clip is a wonderful example of agile leadership. In the moment of panic, the conductor takes control, not with a baton or by stopping the orchestra, but with a beautiful embracing smile, and a jovial reassurance that she would manage.
Pires then takes the leadership role on, summoning her memory, her expertise, talent and prior learning, to tackle the new concerto she hadn't been prepared to play in the first place.
When we talk about failure in learning, it is vital that we talk about failure and what we learn from it. Failure for failure's sake is a tragedy. Pires had 'done her homework' and knew the other concerto (and probably many others) by heart, from experience. She had also done her homework in being able to 'make the show go on', regardless. But no doubt, she'll rehearse with the orchestra before future live performances, she'll make the time to have that preparatory phone call. Thankfully, her learning gives her the opportunity, post-performance, to try again and get it right.
Most learning in school, though, does not give time for failure to be learned from. Instead, even though half or more of the students in the classroom may have scope for improvement, teachers feel compelled to "move on", to "get on" to the next piece of content, or to get onto the test. Really, in an ideal world, the student makes the decision about when they are 'done', ready to move on to the next thing, and often they will know what that next thing is.
Where the teacher holds all the planning in their hands, though, when the teacher perceives curriculum and success criteria as teacher-destined documents, and not as documents to flesh out hand in hand with students, this 'ideal world' does not happen.
Make the first step of 2015 towards letting students really do their homework: give them the curricular and success criteria tools we've normally kept behind the teacher's desk, and work out with them how their projects, their ideas and their ambitions meet them halfway.