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Here's why: such frustration is a precursor to deep, lasting learning. That's right, students' grasp of new concepts and skills is often better when they struggle through the process of learning those concepts and skills than when teachers error-proof that process.

elping students troubleshoot their errors like this should be a primary role of every teacher. There's nothing to troubleshoot, though, if kids never run into troubl

Lesson planning should thus be more about anticipating students' errors and preparing to help them learn from those errors than trying to develop presentations that prevent all errors. Provide students activities that involve applying information, and be ready to help them when they get tripped up