REFLECTION

What did I learn from this research process as an educator?

This research process has reinforced something I’ve always believed: as an educator, classroom culture matters as much as the content we teach. I saw firsthand how I respond to mistakes, directly affecting how my students view their learning. Many became more confident when mistakes were openly discussed, but some still struggled with fear and frustration. That showed me that simply saying “mistakes are okay” isn’t enough. I need to be more intentional in how I model mistakes, guide students through analyzing their errors, and help them see mistakes as learning opportunities rather than failures.

What did I learn from this research process as a researcher?

As a researcher, I learned how important it is to listen to students and let their voices guide my understanding. Looking at the data, I realized that not all students experienced growth similarly, which made me ask more profound questions. Why do some students hesitate to participate, even in a mistake-positive environment? What can I do differently to reach those students? The numbers alone don’t tell the whole story; the patterns, student feedback, and how their responses connect to what I see in my classroom give the research meaning.

How did I grow?

This process has helped me improve my approach to teaching and learning. I’ve become more reflective about how I react when students struggle, and I’ve started thinking more about creating an environment where all students feel safe taking risks. It’s easy to assume that if I tell students mistakes are okay, they’ll believe it, but now I see that I must prove it through my actions daily.

What did I change/learn about my practice?

I’ve also made some changes in my practice. I now spend more time openly discussing my mistakes and allowing students to analyze and learn from their errors rather than just correcting them. I’ve also started incorporating more peer discussions around mistakes to help students see that they’re not alone in their struggles. Most importantly, I’ve learned that growth takes time and not just for students but for me as an educator. This research has pushed me to be more intentional, more patient, and more focused on helping students develop confidence in their own learning journey.