The Value of Error and Trust in the Classroom: A Perspective from Experience
DOI:
https://doi.org/10.22201/ceide.16076079e.2025.26.5.12Keywords:
meaningful learning, teacher support, educational diversity, academic self-esteem, emotional climate in the classroomAbstract
What happens when a student begins to believe they “can’t learn”? This case study follows the journey of Mateo, a teenager who, throughout his time in different schools, faced fear of mistakes and frustration with mathematics. His story reveals how the emotional climate, the relationship with teachers, and the way learning is conceived can make the difference between blockage and confidence. More than an individual account, this work invites reflection on the teacher’s role as a sensitive companion and mediator of knowledge, capable of recognizing each student’s rhythm and potential. Understanding that teaching is also an act of caring can transform not only how students learn, but also their experience of inhabiting school.
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