In a recent reflection, I noticed a challenge when my students struggled to differentiate between the past perfect continuous and past perfect simple tenses. Despite previous explanations and exercises, confusion persisted, leading me to explore potential reasons. I realized that the lack of practice time and lengthy exercises might have contributed to their misunderstanding.

During my conversation with Noa, I considered various explanations, including the possibility that shorter, music-integrated exercises could enhance engagement. This insight was particularly surprising, as I hadn't fully considered the impact of music on grammar lessons before. Noa helped me see that integrating music could tap into students' interests, making grammar more relatable and enjoyable.

Reflecting on the situation, I felt motivated and confident about implementing these changes. I decided to incorporate music in various forms, such as reading about musicians, writing songs using specific grammar forms, and listening to relevant conversations. This approach aims to maintain student concentration and foster a more dynamic learning environment.

Throughout the conversation, my feelings evolved from frustration to optimism. I realized that by adjusting my teaching methods, I could better engage my students and address their learning needs. The commitment to using music and shorter exercises marks a significant step forward in my teaching practice.

In the end, this experience reminded me of the power of creativity in education. By aligning lessons with students' passions, we can create a more engaging and effective learning experience.