My name is Melissa Bland, and I have been an educator for 18 years. Teaching mathematics has been a passion of mine for as long as I can remember, and both personal and professional experiences have shaped my journey in education. I was born in Meridian, Mississippi, but my path has taken me through different places and roles, each contributing to my understanding of how students learn and engage with mathematics. Today, I call Fort Walton Beach, Florida, home, where I live with my family. I have been married to my high school sweetheart, Ken, for 26 years, and we have two wonderful children, Andrea, our 26-year-old daughter, and Kendrick, our 22-year-old son.

​

Currently, I teach at Navarre High School in Santa Rosa County, where I have had the privilege of working with students at various levels of mathematics. Over the years, I have taught various courses, including 7th and 8th-grade math, Algebra 1 Honors, Geometry Honors, Algebra 2 Honors, Math for College Readiness, AP Precalculus, and Financial Literacy. I have witnessed firsthand the diverse ways in which students approach mathematical concepts, the challenges they face, and the strategies that help them build confidence and mastery. These experiences have influenced my teaching philosophy and continue to shape my approach in the classroom. 

​

Academically, I hold a Bachelor of Science in Mathematics with a minor in Psychology from the University of Mississippi, along with a Master’s in Curriculum and Instruction from Belhaven University. My certifications span across multiple states, Mississippi, Louisiana, Alabama, and Florida each providing me with opportunities to work within different educational frameworks and student populations. My background in psychology has also played a significant role in my teaching, allowing me to consider not just the mathematical content, but also how students think, process information, and develop a sense of mathematical identity.

​

One of the most profound observations I have made throughout my teaching career is how students' confidence and willingness to engage in mathematical thinking are often shaped by the classroom environment. Mathematics can be an intimidating subject for many students, especially those who feel that making mistakes is a sign of failure rather than a part of the learning process. I have seen students hesitate to participate, fearing that one wrong answer might label them as "bad at math." Conversely, I have also seen the transformation that occurs when students are given the freedom to struggle, experiment, and view mistakes as an essential part of growth.

​

This brings me to the central focus of my research: How do students feel about a classroom atmosphere that normalizes mistakes as opposed to one that does not?