This research deals with the tension between conflicting values ​​and the teacher's behavior as a movement across sequences to promote an optimal classroom climate. The purpose of this qualitative phenomenological study was to examine the contribution of critical thinking about classroom atmosphere to students in their practical training for teaching. The teachers’ role is full of tensions and contradictions, and navigates between different needs and demands from parents, students, colleagues, and superiors. Optimal navigation between these poles and tensions may assist the teacher in creating an optimal educational climate in the educational setting. The study examined the perceptions of female teaching students regarding the tensions in their work during practical experience. The research tools were conversations between the course instructor and focus groups from within the course and reflective diaries – written by the students in the course forum throughout the year. Participants were 75 teaching students at the Israel Teacher Training College who studied in in the course "The Educator's Personal and Professional Identity" as part of training in special education. The study was conducted in 2023-2025. The students were asked to point out aspects of daily life in the classroom that express each of the axes, and to suggest an additional axis that they believe is missing and should appear. Awareness of the existence of opposing and conflicting aspects of a teacher's work in the context of classroom management and establishing a pleasant and optimal classroom climate is extremely significant in the teaching training phase. This awareness helped the participants to understand the complexity of the profession and anticipate future difficulties. The research indicates a growing basis for critical thinking how to integrate the poles on each axis for the well-being of the student, the teacher, and the educational framework. Especially in special education.