There are many studies was conducted to analyze the relation between teacher's knowledge and student's achievement. But, none of the study that discuss about teachers accidentally-mistakes in solving physics problem. The aim of this study is to describe didactogenic or the teacher's mistake which accidentally happened that can cause students misconception based on gender. The participants of this study were 6-man teachers and 6-woman teachers who represented six subdistricts in Pontianak City. They were asked to assess about several physics' problems by answer, correct and incorrect. Three concepts in the study were Newton's First Law, Newton's Second Law, and Newton's Third Law. There were eight questions represented the concepts. The Results reveals most of teacher's comments have didactogenic both men and women. There are five (5) men and four (4) women had didactogenic on Newton's First Law, All participants on Newton's Second Law, six (6) men and five (4) women on Newton's Third Law. According to the results of this study, the man teachers have more didactogenic than woman teachers. Incorrect answer can make teachers do more didactogenic than correct answer. This study recommends in order to analyze cause and impact of teachers didactogenic, and how to decrease it.