As an educator, I recently had the opportunity to reflect on my teaching experiences with two distinct classes: one composed of economists and the other of mechanics. This reflection was facilitated through a conversation with Noa, a conversational agent designed to help me analyze and improve my teaching methods.

In our discussion, I shared my observations about how I handled these two classes differently compared to my professor. The economists, who are traditionally seen as higher-achieving students, responded well to my adaptable teaching style, which included more engaging activities that allowed for open expression. In contrast, the mechanics class initially seemed unmanageable due to previous experiences with my professor, but I discovered that they were simply in need of a different approach. By establishing ground rules and fostering a communicative environment, I was able to connect with them effectively.

Throughout our conversation, I felt motivated by the insights gained from reflecting on my experiences. I recognized the importance of leveraging my youth and novelty as a new teacher to establish connections with students. Additionally, I acknowledged that adaptability in teaching methods is crucial for engaging students effectively.

From this reflection, I committed to using the novelty effect to quickly establish rules and relationships with students while remaining adaptable in my teaching approach. Furthermore, I plan to seek regular feedback from students to continuously improve my methods and better align with their needs.

In conclusion, this experience has reinforced the idea that understanding student dynamics and being open to change can significantly enhance classroom management and engagement. As educators, we must remain flexible and responsive to our students' needs—after all, every class is unique and deserves a tailored approach.