BUILDING A STRONGER COMMUNITY

LIC – 10
ART – 1

Date: 20-12-2021

Theme
Normalizing Mistakes to ensure
Psychological Safety
Dr. Sampurnanand, S.K.V ,No-1 , C- Block, Yamuna Vihar,
Delhi- 110053

• MS. SEEMA WADHWA (HOS)

• MR. SANJAY PRAKASH

SHARMA (MENTOR)

• MS. SUSHMA KHANNA (TDC)

 ART MEMBERS
1. MS. ANURADHA 15. MS. SHIPRA ROHTAGI (HAPPINESS)
2. MS. BRIJESH KUMARI 16. MS. YOGITA TIWARI
3. MS. SEEMA KANT 17. MS. MEENAKSHI GARG (DESHBHAKTI)
4. MS. RENU 18. MS. DEEPIKA TYAGI
5. MS. GULSHAN KUMAR 19. MS. NIDHI KUMARI (PRIMARY INCHARGE)
6. MS. SUSHEELA 20. MS. ANJANA GUPTA.
7. MS. INDU CHOUDHARY
8. MS. DAYA VASHISHT
9. MS. MAMTA GAUR
10. MS. POONAM LATA
11. MS. MANJU VERMA
12. MS. SANJEEV KUMAR
13. MS. VANDANA
14. MS. SUMAN LATA (EMC)
 community agreement
1. Listen attentively.
2. Keep Mobile phones on silent mode.
3. Respect each other’s opinion.
4. Appreciate other’s work.
5. Participate enthusiastically and keep your point
concise.
6. Be focused.
7. Be willing to share your reflections.
 1) LIC Program at Glance
LIC 1: - Building Connect.
LIC 2: - Look for Understanding and Respond.
LIC 3: - Lesson Planning.
LIC 4: - Teaching Learning Strategies.
LIC 5:- Classroom Routines, Do Now, No Hands.
LIC 6:- Supporting student discussion, student reflection diary.
LIC 7:- Social Emotional Wellbeing.
LIC 8.:- Revisiting LIC 1 to LIC 7
LIC 9 :- Building stronger community (by practices like
Engagement, Collaboration, Cooperation and Coordination).
OBJECTIVES of LIC 10
 Importance of psychological safety (emphasise on why this is
also important for Mission Buinyaad implementation) .

 Discussion on normalizing mistakes.

 Creating action plan on normalizing mistakes .

ACTION PLAN FOR LIC 10
Creating action plan on normalizing mistakes .

a. What steps will they take to implement this in their

classrooms?
b. What challenges might they face? What can be done about
those challenges?
c. What support do they need?
d. What change do they expect to see as a result?
 Psychological Safety as Learner

 Psychological safety is being able to show and employ one's

self without fear of negative consequences of self-image,
status or career.

 In psychologically safe teams, team members feel accepted

and respected.
Psychological DANGER/Safety
 Getting Comfortable with Mistakes.

 Approach through curiosity : Instead of assigning blame (“You haven’t been observing
any classrooms in the past few months”), approach the situation through curiosity (“I
noticed you weren’t able to do any classroom observations in the past few months. I’m sure
there must be several reasons for that, shall we see what they may be?”)

 Cultivate a growth mindset : Many times, people feel afraid to make mistakes
because they think it will show them and their abilities in bad light. Emphasising on
mistakes as opportunities to learn and grow will help shift the focus from how people think
they may be seen to how much they can improve.

 Use your own examples: Show your own vulnerabilities to make people comfortable
with theirs. Through examples from your personal and professional life, demonstrate how
sharing mistakes and failures is not something to be afraid of.
Ways in which we can make students
comfortable with mistakes
 Role reversal
Dixit ji is a Hindi teacher in a government school. He
shared with us an interesting strategy from his class: I used
to think a lot about how to bring the attention of learners
towards their 'mistakes' in Hindi. In fact, I found that
'mistakes' (linguistic errors in Hindi subject) are actually a
step in the learning process which each child corrects on
their own if their attention is drawn to it. The most
challenging task is to draw the attention of the children
towards it.
 Role reversal
I remembered when I was in school my teacher use asked me to correct
every mistake by writing the correct matter ten times. I felt this activity
exposes a small error as a crime to the children, the punishment for
which is to correct it and write it again and again. Thus, correcting an
error and writing it again and again did not prove to be a suitable way to
attract the attention of children. I was looking for a way in which children
would playfully identify the so-called error on their own and that would
fill them with self-confidence, not guilt. I thought of a new strategy for
this – Role Reversal! I looked at the spelling errors of all the children in
the class, made a list of errors and told the children – I am going to write
something on the blackboard. All of you must find the mistake in my
written words and correct that mistake on the board.
 Role reversal
The children were happy to hear this. They take pleasure in such
challenging tasks. The thought "we will catch our teacher's fault" was
very encouraging to them, even though they knew their teacher was
making the mistake intentionally. They recognized every error. It's a
simple matter. Not every child makes every mistake. Therefore, it
was enough for the children to identify and correct them in the class,
and when they corrected the error and wrote on the board, the
attention of those children also went to them, who had not noticed
before. This method was very successful. Now I have started using it
again and again. I started writing sentences instead of words. This
also made them cautious about the use of punctuation marks.
 Role reversal
I also started asking if I have made any mistake, then what must have
been my thinking behind it. I found that they no longer repeated the
mistakes corrected on the blackboard. This approach makes mistakes in
the classroom a game. In this, the children took on the role of the teacher
and the teacher takes their place. It also gave me an opportunity to know
the thinking of the children that if they are writing a word in a different
way, then what is the reason for it. In this method all the children stand on
the same level. Everyone has equal opportunity to correct mistakes. When
they correct a mistake, it instils in them a new confidence – I know, I
understand. This method filled my children with new enthusiasm and
vigour. Now they are not afraid or ashamed of mistakes, but identifies
 Building a culture of appreciation
 When you communicate genuine, realistic appreciation and
encouragement to your students, it’s a powerful way to nurture
self-esteem and resilience.
 Usually we focus on students’ negative behaviours, but it’s
extremely important to recognize and nurture their positive gifts,
qualities, and strengths Emotional support and encouragement are
simple and highly effective ways to promote students’ self-esteem
and resilience.
 Make a consistent effort to focus more on your students’ positives
than their negatives–and back that up with words and actions of
support.
Building a culture of appreciation
Practice
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