Meet the Teacher: Caroline on encouraging teamwork and self-reflection

With more than 30 years of experience in education, Caroline reflects on the experiences that have shaped her approach to teaching. She explores the importance of thoughtful lesson planning, establishing clear expectations from the very beginning, and creating space for meaningful dialogue among learners.

Thinking back on your teaching journey, what was a defining moment for your teacher identity?

The most defining moment in my teaching journey was my very first class. I was 17, teaching dance to a group of 12-year-olds. Standing in front of them, sharing a common passion, encouraging them to try again and give their best, I instantly felt the joy of teaching. From that moment, I knew I would always love teaching, whatever the subject or age. That first experience shaped how I see myself as a teacher: someone who builds teamwork, motivates others, and also encourages learners to reflect on their own progress and learn to self-correct with gentle guidance.

Is there a routine or technique that you use to hone a feeling of power or efficacy, i.e. what is your power pose or ritual?

Even after more than 30 years of teaching, I still prepare my lessons carefully. For me, a well-planned lesson is like a well-planned trip: you know where you’re going, what you want to explore, and where you might need to stop to refuel or fix the car.

That sense of structure gives me the freedom to improvise and follow new directions when something unexpected happens in class. Because when you know your route well, you can take a detour and still find your way back.

Do you recall a moment when you felt disempowered as a teacher?

At the beginning of my career as a university lecturer, I faced something I hadn’t expected from young adult students: a small group showed disrespect toward me and their classmates. They talked constantly during lessons and even laughed at a neurodivergent student who was sharing her thoughts. They also openly questioned the evaluation criteria, saying it was too long or too demanding.

I realised then that I had taken for granted the idea that adults wouldn’t need classroom rules, as I used to set with my teenage students. That experience taught me an important lesson. Now, I always start my first class by clearly establishing shared rules and expectations. It sets the tone for respect and inclusion.

What does teacher empowerment mean to you?

For me, the feeling of empowerment often comes from the support of the institution I work for. I feel empowered when I’m trusted to explore new pedagogical approaches, when I’m given the time and resources to keep learning, and when my intellectual integrity is respected in the way I manage my classes and plan my lessons.

How do you create spaces for conversation in your lessons?

In my classes, I like my students to talk to me, yes, but especially to each other. As teachers, we sometimes assume that students already know one another well, but that’s often not the case. I usually adapt existing activity models so they become personal, focusing on their lives, their interests, and their concerns.

I also enjoy showing them films that deal with topics that matter to them. The conversations that follow often become opportunities for students to make connections between the story and their own experiences.

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What empowers you as a teacher?

Explore Caroline’s response on our Padlet and share your own reflections with the community.