Cognitive distortions: Fallacy of control.

In this stuff with my students works the distortion called "Fallacy of control".

This is a fallacy to mistake what we can change for what we cannot change. Being aware of this fallacy urges us to examine the alternatives we have for taking actions and responsibly for our life. But we cannot overestimate our responsibility for the happiness and pain of others, Being realistic in evaluating the power and influence we have and we do not have over ourselves and others will help us against frustration and despair.  We can take real actions without wasting time and energy. 

At the same time, we cannot underestimate the degree of control we have for own actions. We are not helpless, powerless, nor perpetually a victim. 

I can change in my classroom:

• My  present and future  behavior,
•  How I respond to the behavior of other
• How I respond to the behavior of others,
• How I use  time,
• My initiative, drive, commitment, tenacity, focus,
• The promises I keep
• Preparations and plans I  make,
• Impulse control,
• Integrity, authenticity, congruence, reciprocity
• The path I take,
• When and how I use my power.
• Reappraise, apologize, forgive, let go, and take responsibility for myself.
• Deciding to do my best, or less than my best
• What I say, how I say it, who I say it to, and when I say it,
• The authenticity of my expression
• Who I greet, and how I greet them,
• Facial expressions, body language, gestures, posture,
• The attitude I project,
• What I write, say, and share,
• The topics I avoid, and those I engage, when I am  patient, when I show impatience.
• Authentic information or deceptive, manipulative, incomplete, or disingenuous disinformation.
• The promises I make, when I say “Yes”, and when I say “No”.
• The symmetry of the power relationships, including: deference, respect, fawning, condescension, leadership, or disrespect.
• What  I willing to tolerate, and what I take a stand on,
• Facts I have gathered,
• Understanding,
• The evidence I consider,
• The theory of knowledge I use to choose my beliefs.
• Expertise, skills, and how I apply my talents,
• My self-image, including my understanding of my authentic self.
• The focus of my attention, what I regard as important and what I regard as unimportant, your priorities.
• My  explanatory style; optimistic or pessimistic,
• How I balance inquiry and advocacy,
• My  level of innovation,
• My  compassion, empathy, and understanding of others.
• Interest, investigation, imagination, and curiosity,
• My  level of emotional competency.
• What I hope, dream, and aspire to:
• My goals,
• My hopes and aspirations.

I cannot change:

I cannot change another person´s beliefs or thoughts, perhaps I can influence them, but I have to recognize and accept what I cannot change.
I cannot change up to what point my students want to learn Basque, neither change their achievement motivation by intrinsic motivation. 

I cannot change  .......what I do not acknowledge.


So,  I am not bad teacher if I am not able to change the motivation of my students. I am not bad teacher if my students fail.

......nobody fault not even the romans.....