model emotion-free mistake making. They actually instruct teachers to commit an error on purpose and then let students see them say, with a smile, “Oh, gosh, I thought there were five blocks in this pile! Let me count again! One . . . two . . . three . . . four . . . five . . . six! There are six blocks! Great! I learned I need to touch each block as I count!” Whether you can make deliberate practice as ecstatic as flow, I don’t know, but I do think you can try saying to yourself, and to others, “That was hard! It was great!”
