Day 1&2
This session helped me understand that our actions, responses, and relationships are deeply connected to our awareness of self and others. Concepts like the marshmallow experiment made me reflect on patience and delayed gratification—not just in students, but in myself. It reminded me that meaningful outcomes often require us to pause and wait rather than react instantly.
The Johari Window pushed me to think beyond what I already know about myself. It highlighted that there are parts of me that others can see but I may not be aware of. This made me realise the importance of feedback and openness in both personal and professional growth.
I realised that I don’t always pause. In many situations, especially in a fast-paced classroom, I tend to respond quickly. The idea of “pause, respond, reflect” made me question my own practice. Am I reacting out of habit, or am I responding with intention?
The concept of amygdala hijack particularly stood out to me. It gave me language to describe moments when emotions take over and responses become impulsive. I could relate to situations where I may have reacted quickly instead of thoughtfully. This awareness made me reflect on how I can better regulate my responses.
One of the strongest takeaways for me was the idea of psychological safety. I began to think about my classroom environment—not just as a place for learning, but as a space where students feel safe to express themselves, make mistakes, and take risks. I realised that learning cannot truly happen unless students feel emotionally secure.
The idea of leadership response also made me reflect on my role as a teacher. Leadership is not just about instruction; it is about how I respond in challenging moments. My reactions set the tone for the classroom, and I have the responsibility to model calm, thoughtful, and respectful behaviour.
Going forward, I want to consciously practice pausing before responding. Even a small pause can help me move from an emotional reaction to a thoughtful response.I also want to be more open to feedback, to reduce my blind spots as highlighted in the Johari Window.
Creating psychological safety in my classroom will be a priority, ensuring that every student feels heard and valued.Most importantly, I want to build awareness—of my thoughts, my emotions, and my responses. Because I now understand that awareness is the first step towards meaningful change.
This session did not just introduce new concepts; it shifted my perspective. It reminded me that effective teaching is not only about strategies and content, but also about self-awareness, emotional regulation, and the environment we create for our learners.