SA STAKEHOLDER ANALYSIS 1

Signature Assignment: Stakeholder Analysis

Emily E. Pompa

SED 322: Classroom Leadership

Dr. Eklund

November 7, 2021
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Stakeholder Analysis

When attempting to alter a student's mindset on learning, the accountability of those

around them needs to be upheld. Teachers, parents, schools, and, above all, the students have

large roles to play in keeping the culture of error alive within the classroom, as well as at home.

Without the proper facilitation of a productive struggle in and out of the classroom, students

could potentially fail to place meaning on the mathematics that they are learning (NCTM, 2014).

Therefore, the importance of sustaining a mindset that is adaptable to the ideology of learning

from mistakes must be continuously enforced in and out of the classroom (Joe, 2021).

Teacher and Student Impact

Teachers are the ones that initiate the idea of creating a successful learning environment

from mistake-making. Furthermore, they bear the weight of how students will perceive the

ideology of error being a strong factor in learning (NCTM, 2014). The comfortability that the

teacher provides in presenting their mistakes, aids students in seeing the importance of such

errors within learning (Lemov, 2015). This ties into the ability of the teacher to understand when

student frustration from error should be used to leverage such learning. Rescuing students from

the learning process due to frustration holds the students back from making strong connections

(NCTM, 2014).

This is where the role of a strong facilitator is important for teachers, as they must

practice what it means to grow and learn from mistakes (Joe, 2021). Mistake making is not

simply forced, rather it is made as an example given mistakes that have been made by the

educator. Sharing mistakes as educators redefines the meaning of error in the classroom and

refines students' mindset on their own mistake making (Joe, 2021). The tone that is set by the
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teacher translates to providing the best possible environment for students to make mistakes

comfortably. Therefore, students must actively take on a role as the learner by initiating their

own growth, as well as their peers when endealved in a culture of error.

School and Parent Impact

While teachers and students are reimagining what mistake making does for learning, it is

important that schools and parents support such an idea. Fostering a culture of error must be

carried out everywhere students go in order to continue their growth. This support role provided

by parents and schools will sustain a successful learning environment for the school and the

students individually. The presence of motivation in a school from teachers, as well as

administration yields for a better outcome in learning and growth of both the teacher and their

students (Bekkegard, 2021).

The school as a whole has much to gain, yet only if their supporting role carries over to

the parents. As students are not in school, they are absorbing a lot of their personal ideas and

influences from parents (Filippello, Harrington, Costa, et al., 2018). This means that there is a

lapse in understanding of the importance of error when out of the classroom. The National

Council of Teachers of Mathematics (2014) reiterates this idea by acknowledging that students

are often trapped by the “feel good” mantallity that parents bring on. More specifically, rather

than encouraging a productive struggle, parents give their children an out by feeding into their

frustrations.
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Reference

Bakkegard, D. (2021, May 20). Simple ways administrators can support teachers. Edutopia.

Retrieved November 8, 2021, from

https://www.edutopia.org/article/simple-ways-administrators-can-support-teachers

Filippello, P., Harrington, N., Costa, S., Buzzai, C., & Sorrenti, L. (2018). Perceived parental

psychological control and school learned helplessness: The role of frustration

intolerance as a mediator factor. School Psychology International, 39(4),

360–377. https://doi.org/10.1177/0143034318775140

Joe, N. (2021, July 15). Embrace mistake making in math. Teach. Learn. Grow. Retrieved

September 16, 2021, from

https://www.nwea.org/blog/2021/embrace-mistake-making-in-math/.

Lemov, D., & Atkins, N. (2015). Teach like a Champion 2.0: 62 techniques that put students on

the path to college (Second). Jossey-Bass.

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring

mathematical success for all. NCTM.