A Take 2 Attitude

Whether you call it a do-over, a mulligan, or a second chance, the take-two is something that I strongly encourage. I have always believed that everyone deserves a take two. It doesn’t work in all scenarios, but I would argue that, more often than not, school is the perfect place to cultivate this. Similar to a growth mindset, the take-two is about learning, so it needs to be encouraged whenever possible.

The take two is alive and well in my classroom. I have had students stand at the front of the room to present only to realize that they really weren’t ready or hadn’t followed the outline as they should have. I could let them continue and be unsuccessful. Instead of learning from failure or shame, I believe strongly in the notion that we grow most from success. As such, I will quietly call the student over and suggest they do a take-two. What am I teaching them if I let them stand in front of their peers without giving them the change to bring their A-games? Isn’t it better to embrace this as a learning opportunity, have the student reflect on what they needed to do to be ready and give them a second chance? You’d be amazed at what students will do when given that take 2.

If a handful of students are unsuccessful on an assessment, I give them a take 2. If more than a handful of students are unsuccessful, I give myself a take 2. The students and their teacher can only learn from failure only if given the chance to grow from failure. There is a whole area of research being devoted to studying failure. Whether it's an actual failure or a perceived one, giving a retest is an immediate chance for a learner to improve their test taking and learning skills. Whether it is study time, approach, style, or merely learning how to answer the question with regard to the marking scheme, spending time providing a take-two has residual value because th teacher can help the students fill in gaps, develop in whatever area of need, and meet with success. They learn how to do better next time without having to wait until next time.

Another aspect of this is the belief in the learner. A retest or any other kind of do-over gives students a second chance at believing in themselves, and it is a way to use the insight from the first test to tailor the next steps in learning for the individual. Some have critiqued that it gives students too much of a crutch, but I see it more as a lever. Due dates shouldn't be valued over another chance at learning.

This year, a colleague communicated that he did not believe in the retest. When pressured by his students about a retest, he justified not giving them by telling them that, "There are no retests in life and certainly not any in high school." This was something that was shared with me on more than one occasion and a point I have argued with colleagues before. When you teach Grade 8, a lot of your time is spent thinking about, preparing for and discussing high school. I have never held the belief that just because something is coming, you have to start doing it right away. I believe in backwards designing their preparation for next steps, but I'm not into the preemptive strike. If there would be no second chances in the future, why not let them enjoy the benefits while they still can? I think the take 2, though is about more than second chances. I believe that it is about learning. Sometimes, it takes another go to get it right. If you never have another chance, how will you ever really improve?

I feel so lucky to be teaching the same subjects to the same grade this coming school year. I have the chance to revisit the things that worked well, and work on the areas, of which I am aware, for improvement. There are times, though, where we can’t wait until next year to do better. I have taught lessons and returned the next day to try again. I have even stopped mid-lesson and asked for a take 2. Sometimes it’s because I want to restart. Sometimes it’s because I want to redirect. Sometimes, it’s because it’s clearly not working and I need time more time to reflect.

Having a take two attitude means you give yourself a second chance. Coupled with a growth mindset, a take two attitude also gives teachers permission to give their students another chance. That second chance may be just the thing they needed to help them learn and grow. It will also show them that you believe in them, which gives them a sense of efficacy.

A few months ago, our daughter was about to play and sing Leonard Cohen’s Hallelujah. It took months for her to learn it on piano, and it became a central part of her bat mitzvah service, even writing her speech around the biblical allusions in the text. On that night, in front of family and friends, her performance was interrupted after only two bars. She was way off key. I mean waaaaay off. I couldn’t let her continue. I knew that stopping her would be abrupt, but I also knew in my heart that she would be even more upset that all her months of hard work and preparation would be for not. In the end, she forgot about the interruptions and her anger because she was so busy enjoying the accolades from her heartfelt belting of this powerful song. Without a take two, the ceremony would have been less momentous.

Life, and even high school, is full of second chances. You can’t rely on them, but when the opportunity presents itself, it’s worth embracing. We can give ourselves permission for a second shot, and we can give our learners the time, place and space for that essential do-over that can make all the difference for them. I read somewhere that the best gift in life is a second chance. It doesn't cost us anything, but it can do so much for our learners and our selves. When you get the chance for a second chance, take it. When you have the chance to give someone a second chance, make it! Change comes from chances.