In a recent session with Noa, I reflected on a challenging classroom experience where students were unusually rowdy and disruptive. This behavior made it difficult to conduct the lesson effectively, as I couldn't hear the students who wanted to participate. The situation was exacerbated by a prior biology exam that left students tired and in need of a break.

Through the conversation, I realized that my leniency might have contributed to the students' behavior, as they felt there were no consequences for talking. Additionally, the materials I prepared were not engaging enough to capture their attention. Noa helped me identify these factors and consider how they might interact to influence classroom dynamics.

I felt a mix of frustration and determination during the reflection process. Initially, I was surprised by the extent of the disruption, but as I worked through the session, I gained clarity on the underlying issues. Noa played a crucial role by prompting me to explore different theories, such as Csikszentmihalyi's theory of flow and Glasser's choice theory, which helped me understand the importance of engaging materials and meeting students' needs.

By the end of the session, I committed to analyzing future situations more thoroughly and maintaining a notebook to track insights and strategies. This reflection process has equipped me with practical advice for handling similar challenges in the future.

Reflecting on classroom dynamics not only helps in resolving immediate issues but also fosters long-term growth and improvement in teaching practices.