In a recent conversation with Noa, I reflected on a 10-year-old English language student who is reluctant to speak in class but engages well with writing tasks. It was surprising to discover that this behavior has been consistent over time, and my colleagues have also noticed it. The class seems accustomed to her silence, which raises concerns about her emotional well-being and classroom dynamics.

We explored various possible explanations for her reluctance, including academic struggles, shyness, and past negative experiences with teachers. I concluded that emotional issues might be at the core of her reluctance to participate verbally. As I shared, She seems comfortable with her peers but not with teachers, which makes me think she may have had unpleasant experiences in the past.

Throughout the conversation, I felt a shift from concern to a sense of agency. Noa helped me identify actionable steps, such as incorporating group dynamics into my lessons to foster a more inclusive environment. I committed to reading more about emotional difficulties and observing the student's reactions to the activities I prepare.

By the end of our discussion, I felt empowered and equipped with insights to address this challenge. I realized that creating a supportive atmosphere could help her feel more comfortable participating.

In the journey of teaching, we must remember that understanding our students' emotional landscapes is as crucial as the academic content we deliver.