Learning sits in the middle →

Learning occurs through experiences. Trying something without the preconceived knowledge of what the result is going to be.

Let’s think of teaching as a spectrum. On one end, we have instruction. On the other, total freedom to do as kids please. When it’s all instruction, we take away thinking, connection, and reflection altogether. Kids learn to rely on being told what to do, rather than being creative and fearless to find a way.

On the other end, too much freedom leads to making choices without any direction. Get it “right” and they’ll likely repeat what they feel is “right,” even if that’s not actually the intended outcome of the activity.

Now let’s talk about facilitation—the middle.
This is where the structure is clear, but the solutions are theirs to find and execute. If they get it wrong, they rethink and try again. If they get it right, it reinforces their competence. They have the ability to complete a task.

Coaches and parents need to commend that competence, even if it’s marginal. And they need to let kids know they are completely safe to try again if they don’t quite figure it out the first time around. Not being able to complete it teaches them something. They haven’t failed, they’ve gained valuable experience of what to do or what not to do next time.

Most importantly, it takes away the fear and shame of getting it wrong. It encourages kids to try. And try again.

We must acknowledge competence, even when it’s small. And allow for the messy period of not getting it right, the chaos, the imperfection.

Learning dwells in those moments, not in periods of executing instruction.