As a fourth-year student in the Department of English Language and Literature, I currently teach English to third graders at a private language school. My classes are held every Tuesday and Thursday, where I aim to enhance my teaching skills while navigating the cultural expectations that influence my methods.

In a recent conversation with Noa, I reflected on my experiences with an adult learner who showed reluctance to engage in writing activities, primarily focusing on speaking. I discovered that her tiredness from work and her belief that speaking is the only effective way to learn were significant barriers. This realization prompted me to consider a more balanced approach in my future lessons, integrating writing more seamlessly into our speaking activities.

Throughout our discussion, I felt a mix of emotions, from initial struggles to a growing understanding of my learner's perspective. I recognized that her previous teacher may not have emphasized the interconnectedness of language skills, which contributed to her fixed mindset about learning.

From this conversation, I took away valuable insights regarding the importance of a balanced approach to language learning. I committed to using an indirect strategy in my lessons, focusing on one activity at a time to ease her into writing. Additionally, I want to monitor how well she accepts this new approach and its effectiveness in fostering her engagement.

In closing, I am inspired to remember that teaching is a journey of continuous learning and adaptation. By fostering a comfortable and inclusive environment, I can help my students embrace the full spectrum of language skills, ultimately leading to their success.