This article presents some interpretive un-g of a critical moment in my teaching profession. Diflcerent hm the widely conducted Classroom Action Research (CAR) which tends to be focused on the very practice of teaching-leaming activities in the classroom the article refers to post-activity evaluative comments fiom students as data to start the discussion. The students giving the evaluative comments were paSticipants of my course unitsof IspeaRing Iand Dkcowse Analysis Under- graduclteProgram English Department Faculty of letters StateUniversity of Malang Indonesia. In the light of Ortega s concept about the exuberances and deficiencies of utterances and the notion of the said and the unsaid of discourse the article interpretively assesses the tensions instead of unidirec- tional-determiniic understanding of the seemingly-simple-yetGomplexteaching-learning activities. The article also argues that students evaluative feedbackas discourse bears paradoxes indeterminacy and tentativeness. The corollary is that teachers need not be impulsive and instead need to be open to students evaluative amp amp back be it positive or negative.