The Modern Day Problem with a Student's Perception of Failure

Here's the modern day issue with dealing with failure.

Student perceptions are not a reflection of the necessary reality.

Allow me to clarify.  Students will oftentimes cite outstanding failures in school systems or institutions and say that their failure is just the beginning for reaching greatness.  Though I have no doubt that many great individuals of today have dealt with failure at some point in their lives, they had the motivation to innovate their way around the rigid nature of the school system.

I cannot tell you as an educator how frequently I have been told by my failing students that some of the greatest human beings who have achieved great things were total failures in school (Thomas Edison, Albert Einstein, Bill Gates, etc.).

Don't get me wrong, I have complete faith that my students will find success later in life - I don't expect their lives to be defined solely on their ability to answer my exam questions. However, it is my professional responsibility to develop their capacities whether the students care about them or not.

Here are my usual responses to these infamous citations:

• What's important about these individuals is not that they were called failures by their superiors at the time, but what they did in response to that feedback.  So unless you intend to emulate their efforts, then the label of being a failure is pretty accurate.
• You are not Thomas Edison, Albert Einstein, Bill Gates, or whoever you think your life will be modeled after for failing your classes.  These individuals made names of themselves through self-discipline, resilience, and perseverance (not by pointing at someone else and saying "That'll be me someday"). 
• If you take an unbiased look at everybody that were labeled failures, the notable successes are statistical anomalies - which means the law of averages usually points towards these labels as having merit.  To claim that failing at something means you'll automatically aspire to greatness is hardly a healthy outlook on the reality of the here and now of your present situation.
• You're ignoring the historical context of their achievements.  For instance, when Edison was around, there was an absence of things like light bulbs, movie theaters, and indoor plumbing...  You can typically do great things when you start with nothing.  This generation doesn't start with nothing (we have global positioning satellites in geosynchronous orbit!), but students anticipate they'll achieve great things at the same exponential rate as Edison after failing basic courses in high school...
• Your current reality trumps your optimistic outlook on your life every time.  There's a disconnect with your citation of famous individuals.  It's a deflection and a distraction from the current reality that you were not good enough in a measurable way.  Sadly, having a positive outlook does not change your current circumstances...

I usually try to address these citations immediately, since students are often caught in the trap of aspiring to something they have little capacity to pursue.  The key word here is capacity.  Don't get me wrong, students are typically motivated to do great things so it's not an issue of motivation, it's an issue of competence and capacity.

When students confuse their motivation for competence then it's dangerous towards their development as students, especially when we're really only covering the basics (reading, writing, simple arithmetic).