As an educator at a university, I am dedicated to teaching English language and literature. My motivation stems from witnessing my students' learning and progress. However, I often find myself working in isolation due to a fragmented staffroom with traditional beliefs. Thankfully, I collaborate with progressive colleagues on various projects, which enriches my professional journey.

Recently, I noticed a 10-year-old English language student in my class who is very reluctant to speak but more forthcoming in writing tasks. This behavior has been consistent over time; she looks down when asked questions and often waits for the opportunity to pass. My colleagues have also observed this pattern, and it seems the class has become accustomed to her silence. Concerned about her reluctance to engage verbally, I sought guidance on understanding the reasons behind her behavior.

During my conversation with Noa, we explored several possible explanations for the student's reluctance to speak. We discussed academic struggles, shyness, self-consciousness, personal issues, and a fixed mindset regarding speaking proficiency. The theories of Carol Dweck regarding mindsets were particularly enlightening, as they suggest that students who believe their abilities are static may avoid tasks where they feel weak. We also considered the impact of past negative experiences with teachers and emotional issues that might be influencing her classroom participation.

Ultimately, I concluded that emotional issues could be preventing this student from engaging in speaking activities since she performs well in writing tasks. This realization prompted me to reflect on the importance of fostering group dynamics within my lessons to help her integrate more fully with both her peers and myself.

From this discussion, I felt a sense of clarity regarding the situation. I committed to reading more about emotional difficulties in the context of special educational needs and observing the student's reactions specifically to activities designed to enhance group dynamics.

In conclusion, this experience has reinforced my belief in the power of collaboration and reflection in teaching. As educators, we must remain vigilant and responsive to our students' needs. By creating supportive environments and understanding their emotional landscapes, we can help them thrive academically and personally.