In a recent conversation, I reflected on a moment when a student expressed discomfort with an arts-based reflection task. This interaction was surprising, as I hadn’t anticipated such a reaction from my students, especially in a creative context.

Throughout our discussion, I explored various reasons for the student's reluctance, including a potential fixed mindset and the classroom environment not feeling safe for exploration. I realized that I often take arts-based reflection for granted and need to articulate its benefits more clearly to my students.

One of the key insights I gained was the importance of creating a supportive atmosphere where students feel comfortable expressing themselves. I noted, I recognized the need to actively work on making the classroom a safe space for exploration and creativity. This realization prompted me to commit to gradually introducing tasks and proactively supporting struggling students to minimize feelings of inadequacy.

Noa played a crucial role in this reflection process by guiding me through my thoughts and helping me articulate my feelings about the situation. For instance, Noa encouraged me to consider how I could better notice and support students who might be struggling, rather than waiting for them to approach me.

As our conversation progressed, I felt increasingly empowered to implement these changes in my teaching practice. The experience reinforced my commitment to fostering a more inclusive and engaging learning environment for all my students.

Ultimately, this reflection has inspired me to embrace the challenges of teaching as opportunities for growth and connection with my students.