As I started comparing student responses from the pre-survey, post-survey, and interviews, I noticed a few things didn’t completely align. At first, that made me second-guess whether I was reading the data the right way. But honestly, the more I thought about it, the more I realized those contradictions were the most revealing part of this process. They reminded me just how complex students’ experiences are, especially when it comes to something as personal as making mistakes in math class.

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Understanding vs. Emotion

One of the most significant contradictions I noticed was that in the post-survey, many students said they felt more confident participating in class and that they saw mistakes as part of the learning process. But then, in the interviews, those same students admitted that they still hesitate to speak up if unsure of their answer. A few even said they felt just as nervous as they did at the beginning of the year.

At first, that seemed like a contradiction, but the more I sat with it, the more I understood. Students might believe mistakes are helpful, but that doesn’t mean they’re emotionally comfortable making them out loud in front of everyone. There’s a big difference between knowing something in your head and feeling it in your gut. And honestly, I get that. Even adults think that tension sometimes.

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Teacher Support vs. Student Perception

Another contradiction came from how students viewed my role. Most of them said in the surveys that I encourage learning from mistakes and that it helps them take more risks. That was encouraging to hear. But then, some students mentioned in interviews that they weren’t always sure how their mistakes would be received, especially if they’d already gotten something wrong earlier in class.

That was a little tough to hear. It reminded me that even if I think I’m being supportive, students don’t always feel it the way I intend. They notice everything about my tone, body language, whether I move on quickly or pause to explain. One student even said that how I respond to other people’s mistakes influences whether they’ll speak up. That stuck with me.

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No Reaction” Still Feels Like Judgment

In the surveys, many students said their classmates don’t react when someone makes a mistake. However, in the interviews, many students said they still feel judged or uncomfortable even if no one says anything out loud.

That was an important realization for me. Silence doesn’t always equal safety. Sometimes, quiet or a lack of encouragement can make students feel isolated or self-conscious. I realized that creating a supportive environment isn’t just about preventing negative behavior. It’s also about actively showing students what positive support looks like.

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These contradictions didn’t frustrate me; they taught me a lot. They reminded me that student growth isn’t a straight line. A student might say they’re more confident and still hesitate. They might know mistakes are helpful and still feel embarrassed. And that’s okay, it just means they’re in the middle of the process.

As a teacher, it reminded me that how I respond always matters. Even if unintentional, one slight reaction can stay with a student and affect how safe they feel taking risks. These reflections pushed me to keep working toward a classroom where students don’t just know mistakes are okay they actually feel it.

In terms of my research question, “How do students feel about a classroom atmosphere that normalizes mistakes?” these contradictions show that while progress is being made, it’s still a work in progress. And that’s worth paying attention to.

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