Doing it wrong on purpose: A powerful teaching tool

Sometimes, one of the best teaching techniques is to intentionally do something wrong. While it might seem counterintuitive, this method is an incredibly effective way to engage learners and build deeper understanding.

Why doing it wrong works

When you're teaching a concept and need to introduce a new or contrasting idea, simply stating "here’s the next thing to learn" can feel abrupt. Instead, a more natural transition can be achieved by applying the previous concept to the new scenario — even if you know it’s going to fail.

By doing this, you achieve two things:

1. You simulate the learner’s thought process: If you weren’t there to guide them, the student would likely apply the previous lesson in a similar fashion. By voicing and demonstrating that choice, you validate their instincts.
2. You create a teachable moment: When the expected failure occurs, it offers an opportunity to explain why it didn’t work and what approach would be more effective.

Example in action

In my MySQL course, I spent time teaching how to apply indexes to columns. Then, when we transitioned to applying an index to a JSON column, I intentionally applied the same approach. Predictably, it failed, and we received a clear error message. Instead of this being a frustrating moment, it became a natural segue into learning how JSON indexing works in MySQL.

Alter table json_data add index on JSON. Well, okay, there's our first problem. JSON column JSON supports indexing only via generated columns on a specified JSON path.

This mistake wasn’t a setback; it was a powerful learning moment. It allowed the student to see firsthand why the initial approach failed and why an alternative was necessary.

Building trust through missteps

Doing it wrong can also build trust and credibility. By anticipating and acknowledging the learner's likely thoughts (“Why doesn’t this work?”), you demonstrate empathy and understanding. It shows that you’re not just delivering a polished lecture but guiding them through the authentic learning process.

Additionally, when students see mistakes handled thoughtfully, they become more comfortable making their own. Mistakes become a natural and valuable part of learning.

When to use this technique

While doing it wrong is effective, it should be used strategically. Here’s when it works best:

• When the mistake is obvious: If the error is one that most learners would naturally make, demonstrating it can create an aha moment.
• To introduce a contrasting concept: If the next lesson builds on or diverges from a previous concept, this method makes the transition feel logical and necessary.
• To engage learners in problem-solving: Errors often come with error messages or other feedback that can be analyzed together.

Use it sparingly

While this method is useful, overusing it can frustrate learners. Constantly setting them up to fail can lead to disengagement. Instead, apply it occasionally for key learning moments where the contrast between the wrong and right approaches will be most impactful.

Final takeaway

Doing it wrong, when done intentionally, is a fantastic way to create memorable lessons and deepen understanding. It keeps learners engaged, builds trust, and makes complex concepts easier to grasp. So next time you’re teaching, consider leading your learners down the obvious path — and then showing them why there’s a better one.