In a recent conversation, I reflected on my experience with a student named Levent, who consistently showed reluctance to participate in class. Despite my efforts to engage him, he remained disengaged, leading me to explore potential reasons for his behavior.

I discovered that Levent's dreams of pursuing business over academics and his possible insecurity about his English proficiency might be influencing his lack of participation. This insight was surprising and prompted me to consider how I could better tailor my teaching strategies to meet his needs.

Throughout the conversation, I felt a mix of satisfaction and challenge. I was pleased with my ability to identify potential reasons for Levent's behavior, but I also recognized the difficulty in engaging a student who seems uninterested. Noa played a crucial role by guiding me to reflect on my observations and consider different approaches to encourage Levent's participation.

Initially, I felt uncertain about how to address Levent's disengagement, but as the conversation progressed, I gained confidence in my understanding of his motivations. I committed to creating a discussion in our final class that aligns with his interests, hoping to provide him with an opportunity to speak.

This experience reinforced the importance of understanding students' individual needs and interests. Moving forward, I aim to continue developing strategies that foster a supportive and engaging classroom environment for all students.

In teaching, sometimes the smallest insights can lead to the most significant changes.