As an educator at a university, I strive to provide my students with engaging and meaningful learning experiences. Recently, I encountered a situation that prompted me to reflect deeply on my teaching practices and the dynamics within my classroom.

During a recent class, I introduced an arts-based reflection task. To my surprise, one of my students approached me expressing discomfort with the activity. He stated, This is not for me, I'm not that kind of person. This moment caught me off guard and made me reconsider how I present such tasks to my students.

In our conversation facilitated by Noa, we explored various explanations for this student's reaction. We discussed the possibility of a fixed mindset, where he might feel that he is not inherently 'artistic' and therefore avoids engaging in creative tasks. We also considered other theories such as Maslow’s Hierarchy of Needs, Bandura’s Self-Efficacy Theory, Vygotsky's Zone of Proximal Development (ZPD), and Deci & Ryan's Self-Determination Theory, which all suggest different reasons why students might shy away from certain activities.

Through this reflection process, I realized the importance of explaining the rationale behind arts-based reflection tasks. It's crucial not to assume that students understand the benefits or feel prepared for such activities. Additionally, I recognized the need to create a safe environment where students feel comfortable exploring their creativity without fear of judgment.

Moving forward, I am committed to introducing arts-based activities gradually by starting with simpler tasks that can build confidence among my students. I also plan to be more proactive in noticing when students are struggling and offering support early on to minimize feelings of inadequacy.

This experience has been enlightening for me. It reinforced the idea that teaching is not just about delivering content but also about fostering an inclusive atmosphere where all students can thrive. As educators, we must remain attentive to our students' needs and adapt our approaches accordingly.

In conclusion, every challenge presents an opportunity for growth. By embracing these moments of discomfort and reflecting on our practices, we can enhance our teaching effectiveness and ultimately support our students' learning journeys.