As an educator, I recently had the opportunity to observe students during a test on conditionals. This experience opened my eyes to the significant impact that our presence as observers can have on student performance and anxiety levels.

During the observations, I noticed that many students reacted with shock and fear upon seeing us in the classroom. This led me to reflect on how their anxiety might stem from not expecting us to be there, possibly wanting to cheat, or simply feeling uncomfortable under supervision. The conversation with Noa helped me unpack these reactions and consider the broader implications for my teaching practice.

Throughout our discussion, we explored various factors contributing to the students' anxiety, including test anxiety and previous negative experiences with supervision. I realized that being present during tests could inadvertently create pressure and discomfort for students, affecting their performance negatively.

I felt grateful for this enlightening conversation. It provided clarity on how my actions can influence student experiences and outcomes. I took away valuable insights about the importance of creating a supportive testing environment where students feel at ease.

Moving forward, I am committed to avoiding attendance during tests to reduce pressure on students. Additionally, I plan to seek out resources on test anxiety and attend workshops to better understand how to support my students in overcoming these challenges.

In conclusion, this experience has reinforced the idea that our role as educators is not just about imparting knowledge but also about fostering an environment conducive to learning. As we navigate our teaching journeys, let us remain mindful of how our presence can shape student experiences and strive to create spaces where all learners can thrive.