During a recent reflection on my teaching practice, I encountered a significant moment when two students expressed dissatisfaction with the amount of speaking practice and their lack of improvement in speaking confidence. This feedback was surprising, as I had provided numerous opportunities for speaking during classes. However, it prompted me to consider whether their expectations were aligned with the course's structure.

The conversation with Noa helped me explore various explanations for the students' dissatisfaction, such as external factors like their engagement with the language outside of class, and the possibility of them feeling intimidated by their peers. Noa guided me through a reflective process, allowing me to identify these potential issues and consider how they might have contributed to the students' feelings.

Initially, I felt a mix of self-reflection and concern, questioning whether I had failed to meet my students' needs. However, as the conversation progressed, I appreciated the opportunity to hear their honest feedback and recognized it as a chance for growth. By the end, I felt refreshed and motivated to adapt my teaching approach based on their feedback.

I committed to seeking more specific feedback from students in the future and increasing communication to better understand their challenges and expectations. This experience highlighted the importance of aligning teaching methods with student expectations and the value of early feedback in fine-tuning my approach.

This reflection serves as a reminder that growth often comes from unexpected feedback, and adapting to meet students' needs is a continuous journey.