Engaging with both general and special education settings during their teacher training was significant for the author because it provided comprehensive exposure to the diverse demands of the teaching profession. This dual experience equipped the author with a broad understanding of different teaching environments, facilitating the development of a versatile skill set. In general education, the author honed lesson planning and relationship-building skills, while the special education setting enhanced their knowledge of IEP procedures and student progress monitoring. This diverse training approach contributed substantially to the author's overall preparedness and adaptability, two critical competencies for modern educators facing varied educational challenges .

Upon first entering a special education environment, the author faced the challenge of having very little prior experience, resulting in significant concern about their ability to adapt and succeed. However, they overcame these challenges through practical exposure during their placement. By observing the processes involved in IEP meetings, progress monitoring, and end-of-year assessments, as well as by working closely with a first-year learning support teacher, the author became more informed and better prepared for the special education setting. This hands-on experience enabled the author to develop a clearer understanding of the special education processes and build confidence in their abilities .

The author's experience in special education, including exposure to IEPs and observing an IEP meeting, significantly enhanced their professional growth and confidence. Prior to their practical placement, the author had limited experience with special education settings, which was an area of concern. However, during their placement, they had the opportunity to gain firsthand experience in this environment, which included observing progress monitoring and end-of-year assessments. This exposure allowed them to feel more comfortable and prepared to engage in special education teaching. The chance to observe a first-year learning support teacher also provided important insights into organizational strategies and the flexibility required in teaching, helping to reduce their anxieties and stress and increasing their confidence in handling their own classroom in the future .

The author's teaching experiences at Jeannette McKee were marked by a notable diversity among students and staff, which they thoroughly enjoyed and would miss as they moved to their student teaching placement. The author anticipated that their student teaching environment would not be as diverse as Jeannette McKee, suggesting that they valued the rich, varied cultural and educational experiences provided by a diverse school setting .

Observing a first-year teacher helped the author better appreciate the realities of starting a teaching career, impacting their perception of readiness. The author observed that it is common for new teachers not to have everything perfectly organized initially, which normalizes the process of trial and error in developing effective teaching methods. The experience offered reassurance that finding a system that works is a progressive journey and not an immediate requirement upon entering the teaching profession. This insight reduced the author's stress and anxieties about starting their own career, instilling confidence in their ability to navigate challenges they might face as a new teacher .

Feedback played a crucial role in the author's development and confidence in teaching sixth-grade science lessons. After teaching a lesson on the phases of the moon, the author received comprehensive and constructive feedback from the supervising teacher, which included not only areas where they performed well but also highlighted areas for improvement and aspects to consider for future teaching. This feedback process helped clarify the author’s strengths and targets for professional development, bolstering their confidence in their ability to teach effectively and encouraging them to step out of their comfort zone. This reflective practice contributed to a clearer understanding of their competencies and developmental goals as a future educator .

The author's reflection on their personal journey underscores the importance of self-assessment in professional growth by highlighting how personal introspection and evaluation of one's strengths, interests, and experiences can lead to a better understanding of one's true career calling. The shift from pursuing psychology to education was driven by the author's self-reflection on what they enjoyed and excelled at, such as finding fulfillment in teaching children during their child development class. This self-assessment led to decisive actions, such as changing their major, which ultimately aligned their career path with their passions and strengths, leading to enhanced confidence and competence as an educator .

The author transitioned from psychology to teaching due to a combination of personal experiences and self-reflection. Initially, the author aimed to become a therapist due to a desire to help others as they had been helped. However, during a difficult period, they realized they did not have a strong passion for psychology and recognized that they were not yet fully recovered personally, which would affect their ability to practice effectively. This led to self-reflection on positive experiences in a child development class, where the author enjoyed working with preschool students, prompting the realization that becoming a teacher, especially in an elementary setting, was a better fit for their skills and aspirations .

The author found their child development class impactful because it allowed them to engage directly with preschool students, where they enjoyed teaching mini-lessons. These positive learning experiences highlighted their love for being around children and their aptitude for teaching, particularly at the elementary level. This realization was a turning point that led to the author changing their major to education early in their college career, directly influencing their decision to pursue a career in teaching .

Interacting with a first-year learning support teacher provided the author with several benefits for teaching preparation and reduced their anxieties about starting as a teacher. Observing a new teacher who was exploring various teaching methods, and understanding that it is normal not to have everything perfectly organized at the beginning of their career, helped the author realize that finding a personal system that works takes time. This experience demonstrated that constant adjustment and learning are natural parts of the teaching process. Additionally, recognizing the importance of forming relationships with other teachers who can offer guidance further eased the author's stress and instilled a sense of ease about embarking on their teaching journey .