This week, I faced a poignant moment in my teaching journey when a student, Marija, began crying during her first English lesson. The tears were unexpected, and it turned out that her insecurity about her English proficiency was the root cause. This situation was both surprising and challenging, as I had not been informed about her background beforehand.

In response, I took Marija outside the classroom to comfort her, reassuring her that it's okay not to know much English yet and that we're all here to learn. This approach seemed to help, as she returned to the classroom with a faint smile and participated positively for the rest of the lesson.

Throughout our conversation, I felt a mix of empathy and concern for Marija's well-being. Initially, I was worried that I had mishandled the situation, but reflecting on it with Noa helped me see the value in my supportive response. Noa guided me to consider various factors, such as language insecurity and the adjustment to a new environment, which might have contributed to Marija's reaction.

As the conversation progressed, my feelings shifted from concern to a sense of accomplishment. I realized the importance of a bilingual approach, especially for younger students, and committed to encouraging open communication in my classes. Moving forward, I plan to establish early communication with parents to better understand my students' backgrounds.

This experience reinforced the significance of empathy and adaptability in teaching. By fostering a supportive environment, we can help students overcome their insecurities and thrive in their learning journey.