Over time, I actively used feedback to shape my teaching style, build stronger classroom relationships, and increase my instructional effectiveness. One of the consistent strengths noted was my enthusiasm and energy in the classroom. My ability to engage students, particularly those who were quiet or hesitant to participate, is a strong suit of mine, and creating an environment of excitement and curiosity, especially during science-based lessons like Birds and Wetlands and Investigating Our Feathered Friends. I also developed a strong rapport with students by learning their names quickly and consistently, a detail that is key to fostering connection and trust. 

Another area of strength that grew over time was my ability to adapt to changes and tech challenges with flexibility and grace. Observers noted that I stayed composed and flexible, particularly when things didn’t go as planned. I was also complimented for maintaining classroom expectations and redirecting tangents without shutting students down, a skill that became stronger over time with practice. 

At the same time, early feedback pointed to several areas for improvement: timing, increasing my use of Spanish (especially with Spanish-only speakers), and refining my instructional pacing. Timing remained a challenge, but I learned to better stair-step instructions, especially in activities involving binoculars or transcription, and incorporated more Spanish into each lesson. With support, I gradually moved from relying on pre-made slides to facilitating off-book, which allowed me to tailor content more effectively and connect each lesson to each other. 

Crucially, I took feedback seriously and used it to push myself. After noticing I was less confident with Spanish-speaking students, I set explicit goals to engage them more directly. By the time of our field trips and final lessons, I had built strong connections with native Spanish speakers, facilitated lessons entirely off-book, and brought genuine awe and curiosity into outdoor learning. 

In the final weeks, my mentors noted a marked increase in my confidence, especially in facilitating without a script and in trusting my teaching instincts. I learned not just how to stand in front of a class, but how to lead with clarity, warmth, and presence, an arc made possible by reflective practice and feedback I took to heart.