Sep 22, 2026 · 30 min · 10 segments
Instructors are trained to look for mistakes. But does every mistake need to be corrected immediately? In this episode, Chip breaks down when to let a mistake go, when to teach it, and when to stop…
So, you know, do we correct too much? You know, in today's world, think about it, we've been programmed our whole lives to look for the red mark.
Okay, what I mean is you go to school, especially if you've been in the public school system for years, and you get your paper back, you get your homework assignment back, whatever, and I don't know about you, but for me, one of the first things I did was a glance at the grade, boom, okay, 85, it's okay.
And then you start looking like, where's the red marks? What did I miss? What did I miss? What did I miss? Right? And so we're programmed a lot of times, I think, to look for what's wrong instead of look for what's right.
And, you know, we talk about how to correct, praise, correct, praise, especially whenever the student is pretty young and like a fragile egg, young in their training, I should say.
If we're just constantly looking for something to correct, are we really doing the students any good? You know, that's part of the issue here.
And another part is, are we trying to serve our own ego? And this is, man, this is such a complex issue.
But if I'm young in my instructing, many times I want to impress the lead instructors and And I want to impress upon my students of what a masterful teacher I am.
And so we're constantly looking for what's wrong and trying to make corrections.
And in our mind as a young instructor, we're thinking, oh, they see how good I am because I catch every mistake and I have them fix everything.
So anyway, correcting students, you know, what's a good way to do this? So let's break this into some components very quickly.
So, you know, do we correct too much? You know, in today's world, think about it, we've been programmed our whole lives to look for the red mark.
Okay, what I mean is you go to school, especially if you've been in the public school system for years, and you get your paper back, you get your homework assignment back, whatever, and I don't know about you, but for me, one of the first things I did was a glance at the grade, boom, okay, 85, it's okay.
And then you start looking like, where's the red marks? What did I miss? What did I miss? What did I miss? Right? And so we're programmed a lot of times, I think, to look for what's wrong instead of look for what's right.
And, you know, we talk about how to correct, praise, correct, praise, especially whenever the student is pretty young and like a fragile egg, young in their training, I should say.
If we're just constantly looking for something to correct, are we really doing the students any good? You know, that's part of the issue here.
And another part is, are we trying to serve our own ego? And this is, man, this is such a complex issue.
But if I'm young in my instructing, many times I want to impress the lead instructors and And I want to impress upon my students of what a masterful teacher I am.
And so we're constantly looking for what's wrong and trying to make corrections.
And in our mind as a young instructor, we're thinking, oh, they see how good I am because I catch every mistake and I have them fix everything.
So anyway, correcting students, you know, what's a good way to do this? So let's break this into some components very quickly.
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