During a recent observation of students taking a test on conditionals, I noticed their initial shock and fear, which was surprising. This reaction prompted me to reflect on the impact of our presence as observers. The students seemed unprepared for our attendance, which might have heightened their anxiety, potentially affecting their performance.

Throughout the conversation with Noa, I explored various explanations for the students' reactions, such as test anxiety and the element of surprise. I realized that our presence, even while seated quietly, might have made them feel scrutinized, leading to discomfort. Noa helped me consider different perspectives, including the possibility of previous negative experiences influencing their behavior.

I felt that the session with Noa was enlightening, as it guided me to understand the situation better and consider strategies to reduce student anxiety. Initially, I was concerned about the students' reactions, but by the end of the conversation, I felt more equipped to address the issue.

The main challenge was understanding the root cause of the students' anxiety, which was resolved by considering multiple factors and theories. Noa contributed by prompting me to think critically and explore various explanations, ultimately leading to a plan to avoid attending classes during tests to alleviate pressure.

Reflecting on this experience, I committed to researching test anxiety further and seeking advice from experienced educators. This insight will help me create a more supportive environment for students during assessments.

In teaching, understanding and adapting to students' needs can transform challenges into opportunities for growth.