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coACTION Project ModulePage 14/24Whole School Approach For teachers interacting with children: Makingmistakes visible as learning bridges When teachers not only tolerate mistakes, but also systematically incorporate them, the learning atmosphere changes. Children realise: I can dare. This strengthens their self- confidence and resilience. What you can do: ● Say explicitly: ‘Mistakes are allowed - and welcome!’ ● Celebrate shared discoveries through mistakes (‘aha moments’). ● Ask: ‘What have you learnt from your mistake?’ ● Work with error analyses instead of pure correction. For teachers among themselves: collegial openness instead of a perfect façade The pressure to have everything ‘under control’ quickly arises, especially among colleagues. A positive error culture allows you to ask questions, discuss teaching ideas or work through mistakes together - without judgement. What you can do: ● Establish peer observation without evaluation. ● Introduce error discussions as part of educational conferences. ● Allow the team to say things like: ‘That didn't work - what would you do differently?’ For teachers interacting with the school management: trust requires fault tolerance For teachers to deal openly with mistakes, they need a school management that appreciates feedback. When criticism becomes a career trap, silence becomes a strategy. What you can do (as a school leader):