Error is the door to learning the fear of error is the main barrier we have to progress and develop. The simple possibility of error produces terror, paralyzes us, prevents us from taking that step that we lack to achieve what we want. The consequence is clear: here you do not risk anything, there is no creativity, there is no innovation. The known solution is rewarded. And is that the error is the key to learning. It is and has always been like this; There is no more to look at how children do it: Learning means taking a step towards the unknown, a risk, a fear to overcome. On the other hand, error usually leads more easily to the reflection or analysis of the process and the result, because when something goes well the first time, we really do not learn, because in success it is very difficult to have reflection, only the satisfaction.
Since error is the door to learning, we must accept it as normal. And for this, trust is basic. In conclusion, the great challenge for didactics today is the methodological treatment of errors as a raw material for learning and didactic development. A professional position of the teacher is required before the errors of his students. A renewed pedagogical contract is necessary, in which the work of errors gives meaning to learning. And where, by showing the unity of the desirable knowledge to the student, this makes error a central part of his personal development.
The error is usually considered as something bad, something that denotes the ineptitude on the part of the students, making that, the fact of being wrong is seen by them as a taboo. The error is fundamental so that children can learn, since they can be "taught" that there are some unpredictable actions or situations, of which no one is exempt from happening. Therefore, today it is essential to change this paradigm, towards the need to consider error as the door to learning.
In the didactic interest of students' errors, he argues that the problem of error is linked to the problem of truth and the ultimate source of knowledge. Doctrine proposed by Socrates, according to which man can err individually and collectively; but he must aspire to objective truth by examining his errors through self-criticism and rational criticism
In this same sense, he affirms that "only those who do nothing do not stop making mistakes". The daily life of human beings is full of errors. Every person makes mistakes, that is, he is wrong to not do the right thing in the different activities he does. It usually happens most of the time without realizing that it is a mistake, so it continues to be done until the consequences arrive. However each mistake has a learning.The vision that is given to the error in educational institutions changes completely. How many times is a source of anguish, stress and even violence made of error? On how many occasions it is asked, or a student is passed to the board, and with the simple tone of voice that is used, it causes situations in the students that could be translated into a forgetting of the answer, caused by the fear that is infused or the fear of making mistakes. In addition, as there is a permanent struggle that claims that each group is the number one, which performs best, which would be the reflection of what is expected of the ideal world; perfect for the teacher, then, he does not consent to the idea of falling into error.
It is appropriate to consider the fact that the student is mistaken and aware of it, because this serves as a starting point to focus the course of the school process. It is more important to teach conscientiously, to know what students learn. In addition, it is time to end the red marker syndrome, used to highlight the bad, by the labeling that produces in students, much less to recite what they learn, knowing that you can learn from the error, in the same way that Practice makes a master Well, nobody is perfect. So it's time to put aside the idea that mistakes in the teaching and learning process are one of the biggest problems facing education, since you can make error a new way to access knowledge.
The error in the teaching process, suggests stimulating the expression of error through a non-threatening classroom climate, where there is no submergence to failure, that every culture punishes for having committed it. In return, encourages the opportunity to give the person who learns, so that they can participate freely, where they feel that their ideas are heard, where they can develop skills, that they tend to overcome these obstacles.
This is a great challenge for the school academy in terms of methodology and teaching, to use the error that students make as a raw material for the development of learning. But this requires a professional position of the teacher, who reflects on the practices and methods used in the classroom, because, in some way affect the type of mistakes committed by students, therefore, must make sense of learning, marking the difference between what is learned significantly and between a school disappointment.
Even adults also learn from the trial and error, I think is the best excuse to re-feed an activity. In a project "the evaluation" allows us to observe what errors we detect to re pose and improve. It seems to me a very good reflection, since the error, I also think that it is not bad but the beginning of something good, in many occasions when a child has an error the parents tend to throw the quarrel and this should not be the case, but that should "reinforce the error".
