DISCUSSIONS

How do students feel about a classroom atmosphere that normalizes mistakes asopposed to one that does not?

Why My Findings Are Important

This research confirmed something I’ve always believed deep down, and how we respond to classroom mistakes truly matters. I’ve seen it in the day-to-day moments: the student who hesitates before raising their hand, the one who whispers “I think I messed up,” or the one who finally shares an idea out loud after staying quiet all year. But now I have student voices and real data that back up what I’ve felt all along: when mistakes are normalized, students learn more, feel more confident, and participate more.

That said, it wasn’t all smooth. Some students still held back. Even in a classroom where I worked hard to create a safe space, not everyone could fully embrace the idea that mistakes are okay. That didn’t discourage me, it helped me see that just saying the right words isn’t enough. As Boaler (2015) points out, when students are given supportive feedback and shown how mistakes help them grow, they can develop a mindset that supports deep learning, but this transformation takes time. For some of my students, especially those penalized for past mistakes, that shift didn’t happen as quickly. They need more and more modeling, more encouragement, and more time.

I found it especially powerful how many students said that discussing mistakes openly helped them feel more connected and less alone. That aligns with research from Hoth et al. (2022), who explain that when classrooms promote a positive “error climate,” students are more likely to engage and learn from their mistakes. My data supported that. Students appreciated hearing that others struggle too, and they learned just as much from what went wrong as they did from what went right.

What makes these findings important is that they go beyond academic achievement. This is about identity, emotion, and mindset. When we create space for students to make mistakes without shame, we give them permission to grow. I now see more clearly than ever that normalizing mistakes isn't just a teaching strategy but an equity issue. Every student deserves to feel safe.

How My Findings Influence My Classroom

This study has made me rethink not just what I teach but also how I respond to every moment of uncertainty in the room. I’ve always told students that mistakes are okay, but now I realize that’s not nearly enough. I need to model them, show them, and celebrate them consistently.

Since diving into this research, I’ve become more intentional about responding to mistakes. I’ve stopped myself from quickly jumping in to correct an error, and instead, I try to ask, “What do you think happened here?” or “Can you walk us through your thinking?” I’ve seen students go from shutting down after a mistake to leaning into the process of figuring it out. Boaler (2019) discusses how learning flourishes when students are given space to engage with their mistakes and understand the why, not just the what. I’m seeing that play out in real-time.

I also started giving students more space to reflect on their thinking. Whether through journals, quick written check-ins, or short group conversations, I want them to get used to asking themselves, “What can I learn from this?” instead of, “Why did I mess up?” That simple shift in language builds confidence and encourages resilience.

Something else I’ve become more aware of is the quieter students, those who aren’t raising their hands but who are still engaged. I’ve started offering more low-stakes opportunities for them to share thinking without feeling like they’re performing. Even things like partner problem-solving or anonymous warm-up responses have opened up participation.

Most importantly, I’ve learned that this kind of classroom culture needs constant care. It’s not a bulletin board or a quote on the wall. It’s in how I respond when a student gets something wrong in front of their peers. It’s in my tone, the look on my face, and how I guide the class through those moments. Hoth (2022) emphasized that teachers help shape whether errors become learning opportunities or something to fear, and my findings reinforced that.

This research has reminded me that when students feel safe messing up, they’re more likely to try. And when they try, they grow, not just in math but also in confidence, curiosity, and perseverance.

How My Findings Influence My Teaching

This whole process has made me think deeply about how I model learning. If I really want students to be comfortable with mistakes, I have to show them my own mistakes and what I do with them. When I walk through an error and fix it in front of the class, I’m not just teaching content but showing them how learning works.

One thing I’m changing is how I respond when students are wrong. Instead of just saying, “That’s not it,” I’ve been working on guiding them to find the mistake themselves. That small shift makes a big difference in how students feel. Boaler (2019) talked about how struggle and mistakes lead to brain growth, and I see that more clearly now than ever before.

How My Findings Influence My School

This experience made me realize that mistakes shouldn’t just be normalized in my classroom; it needs to be a school-wide shift. If students walk into one class where mistakes are treated as part of learning but into another where they feel shamed for being wrong, that sends mixed signals.

What would happen if every teacher made room for learning through errors? What if we all modeled our thinking, showed our missteps, and talked openly about failure? Hoth (2022) talked about building a positive “error climate,” and I think that’s something worth aiming for as a school. We could learn so much from each other just by sitting down and talking about how we each handle student mistakes.

How My Findings Are Situated In The Literature From My Literature Review

Everything I saw in my classroom connected so clearly to what I read. Boaler (2015, 2019) and Hoth (2022) both talk about the power of normalizing mistakes and how it builds student confidence and engagement. I absolutely saw that. Students who once froze when they didn’t know the answer started taking chances. They asked more questions. They spoke up more.

But I also noticed something the research doesn’t always emphasize: Not every student gets there at the same pace. Some students still hold back, even with support. That part made me think deeply about equity. If I want all of my students to feel confident, I can’t just create a safe environment, and I need to support each of them individually as they work through the fear of being wrong.

Other Explanations For My Findings

Some of the hesitation I still see probably goes deeper than in my classroom. If students have spent years being made to feel bad about mistakes, it’s going to take more than one semester to undo that. I also think peer pressure plays a more significant role than we always realize. Even if I’m supportive, students might still be worried about what their classmates think.

Personality plays a role, too. Some students just have that perfectionist mindset, and they put a lot of pressure on themselves. I need to find ways to help those students let go of the idea that being “good at math” means never being wrong.

Limitations Of My Study

I have to be honest about a few limitations. First, this study only took place in my own classroom, so I can’t say for sure how it would look elsewhere. Also, students may have told me what they thought I wanted to hear, especially on the surveys.

And then there’s the time factor. If I had an entire year or more, I’d see even more growth. Boaler (2015) said that these mindset shifts take time, and I completely agree. Some of the seeds we planted this semester haven’t had enough time to grow fully yet.

Next Steps

Looking ahead, I want to focus on the students who are still holding back. I’m considering doing one-on-one check-ins to learn more about their needs. I also want to dig deeper into peer influence, how students’ willingness to take risks changes based on who’s in the room and how others respond.

One idea I’m excited about is having students lead conversations about mistakes, sharing their own, and reflecting as a group. I also want to start connecting with other teachers to learn how they approach this work. There’s so much value in those conversations, and I know I have more to learn.

This project reminded me that creating a mistake-friendly classroom is a process, not a one-time fix. I’m proud of the progress we’ve made, but I’m even more motivated now to keep going.