FINAL THOUGHTS

Knowing myself, I knew from the very beginning that this portfolio would not be a simple academic record. I tend to reflect deeply, to question everything, and to write as I feel things while they are happening. That is exactly how I approached this subject: honestly, critically, and emotionally. This blog has become a space where my thoughts about teaching English, education, and myself as a future teacher have slowly taken shape.

Throughout this course, Didactics of English has constantly taken me back to the classroom—but also much further back. It has made me think about how I learned English as a child, about the teachers who marked me (for better and for worse), and about how powerful a teacher’s words, attitudes, and expectations can be. Teaching a language is never just about grammar or vocabulary; it is about emotions, confidence, motivation, and identity.

Some experiences from my past inevitably resurfaced while writing these posts. Moments where I felt underestimated, moments where a teacher did not believe in me, and moments that pushed me to question my own worth. Those experiences—even the painful ones—are part of who I am today. They shaped my sensitivity towards students, especially those who struggle, who feel different, or who believe they are “not good enough.” That is why inclusion, ACNEAE, and realistic teaching practices are not abstract concepts for me; they are personal.

This subject has helped me understand that teaching English is not about following one single method or trend. It is about knowing your students, adapting, observing, and constantly adjusting. It is about designing sequences that make sense, creating safe learning environments, and offering opportunities rather than barriers. And yes, sometimes it is about questioning what does not work—even when that feels uncomfortable.

Teaching English, for me, is not about producing perfect speakers. It is about helping students feel confident, curious, and willing to try. It is about creating spaces where mistakes are part of learning and where every child—regardless of their starting point—feels seen and supported.

Looking back, I see how much this course connects with my practicum experience. It feels closer to the core of teaching than many other subjects. It has reminded me why I keep choosing this path, even when it is exhausting, demanding, and emotionally intense. Teaching is not a straight line, and neither is learning to teach.

As I close this portfolio, I do so knowing that it is not perfect—just like teaching itself. It has ups and downs, long reflections, moments of doubt, and moments of clarity. But it is real. And for me, that authenticity matters far more than presenting a polished, flawless version of reality.

This may be the end of the blog, but it is certainly not the end of my reflection. It is simply another step forward—carrying everything I have learned, everything I have questioned, and everything I have lived—into the classroom I hope to keep growing in.

As Hendrix once said, “Teaching that leaves a mark is not done from head to head, but from heart to heart.” This sentence perfectly summarises what this subject has meant to me. Beyond theories and frameworks, what truly remains is the emotional connection, the intention behind our teaching, and the impact we have on our students’ lives.

I close this portfolio with gratitude—for the learning, for the reflection, and for the reminder that education, when done with honesty and heart, always leaves a trace.