In a recent session with an adult learner, I faced a familiar challenge: her reluctance to engage in writing activities. This reluctance seemed rooted in her tiredness after work and a belief that speaking was the sole path to language mastery. However, a breakthrough came when I initiated the class with a speaking activity, gradually transitioning to writing. This approach seemed to ease her into the task, and she responded positively, albeit with initial hesitation.

Reflecting on this, I realized the importance of a balanced approach in language teaching, where all skills are interwoven. Her previous experiences might have emphasized speaking, but integrating writing is crucial for holistic learning. Noa helped me explore these insights, suggesting that her energy levels and mindset might be influenced by Choice Theory and Mindset Theory. This understanding guided me to plan future lessons with a more indirect approach, focusing on one activity per class to maintain her interest.

Throughout the conversation, my feelings evolved from frustration to optimism. Initially, I struggled with her resistance, but as I noticed her gradual acceptance of the new strategy, I felt encouraged. Noa played a pivotal role in this transition, offering a space to reflect and strategize without judgment.

Moving forward, I am committed to monitoring this strategy's effectiveness and learning more about easing transitions for students with fixed mindsets. This experience reinforced the value of adapting teaching methods to individual needs, reminding me that patience and creativity can lead to meaningful breakthroughs in education.

In teaching, sometimes the smallest adjustments can lead to the most significant changes.