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I liked very much the video. I believe every student has a gift and it is our job to help them to discover it and encourage them to make the most with it. I've been teaching for more than 18 years so I already have former students with great careers who sometimes come back to their old school and tell me how the primary school influenced them in taking their decisions. So, I strongly believe that the teachers need to observe and encourage students to develop their strenghts and try to make a living of them.

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During my time working in high school, I would identify talented students and bring them together to form a music group. Even after all these years, when we still keep in touch, they tell me that I played a very important role in their lives and that they experienced some of their happiest days thanks to me.

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I remember this story as it was yesterday, but it was many years ago when I just starting my teaching career. I had a student whose name was Vitaliy and all my colleagues said that he was absolutely indifferent to studying and they advised me not to pay attention to him as he was just sitting and doing nothing at the lessons. I was young and unexperienced but I felt that it's not right that this was was left by everyone. He was very quiet and shy, he hadn't got any friends and all the time he was sitting and drawing something. I asked him to show me his pictures. He didn't want to do this. SO, next time I brought my own pictures and showed him. He liked them but made some remarks about the colour and the position of the objects. I was impressed as when I was a kid noone taught me about it. I asked him if he could draw some portrats of famous poets to our Literature week which we were going to organise at school. It was the first step of our long and close friendship. Since that time he started to show his interest to English language as I asked him to find some information about the poets he'd drawn in English for other students. It was 30 years ago, but he still congratulates me with all the holidays and by the way, he is the owner of a famous exhibition center in Chernihiv. His child dream has come true.

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Neslihan Primary school teacher,Niğde /Turkey

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Neslihan Primary school teacher,Niğde /Turkey

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Hello, I am a teacher of 25 years. I have been working in Niğde, a small province in the Central Anatolia region of Turkey. I spent 20 years of this tenure working in a village school. My school was disadvantaged in many ways. Despite this, I never gave up my determination to learn and teach new things. I am proud that my students are involved in very beautiful professions at the end of their efforts.

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I have been giving English classes to second bacalaureat students for 2 years.

One day, one of my students was shy and didn't participate with his claasmates.So I took a step forward and talked to him privately in order not to embarrass him in front of them . I opted for suggestopedia so as to engage that student in class actictivities and to make him interact with others in small group activities. I used games so as to make him comfirtable and open to what we do in class.

this worked in a suprising way, whereas, the students become friendly with others and he overcomed his fair toward participating in classroom

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Last year, I have two students who failed the official examinations and decided to drop out, I called them and convinced them to give themselves another chance, we studied together and finally they passed. I felt so proud of them that they were able to do it. I believe that we should be there to interfere when they decide to give up so that we convince time to give it another try.

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I am a primary school teacher. On some occasions I have come across students who do not trust in themselves and their possibilities, because sometimes they have heard comments from their environment telling them that they are not capable or that they have no aptitudes. It is important that we as teachers value their aptitudes and highlight their full potential, proposing challenges that they can overcome. Little by little they will see that they are capable of facing difficulties and will be proud of their achievements. It is a long and complicated process but it is worth it.

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I have been teaching foreign language for over 24 years in high schools, and I have seen numerous students in my classes. In my professional life, I have often met students in difficulty who returned to school after some time to thank them for the work I had done. Everything seems normal to me: dialogue, moments of tension, moments of joy, moments of stress but also a lot of passion in what I do. Young people need this too, examples to discover who they are and their passions.

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I have been teaching for over 20 years now and have had a different experience with various students in my classroom. This school year I teach 1st graders, students age 14. During one of the classes one of the girls asked to answered a question about her hobby started crying. I did exactly the same as in the video. I asked her to stay after our class to talk. She told me she sometimes can't control her emotions and she can't help it. We exchanged different stories. I told her about me being a shy student myself. I suggested her going to our school psychologist to help her. In the evening I got an email from her mother in which she thanked for the conversation with her daughter and that she felt much better afterwards. I was really surprised. It was just a conversation and for that teenager it meant so much. During one of our next lesson I forgot to plug in our classroom laptop and didn't notice it was about to go dead. The girl stood up, came up to me and told me to plug it it. Nothing special someone can say. For her it was her way of expressing her gratitude for this one conversation we had together.

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By using Project-Based Learning (PBL) in eTwinning projects, I make learning English more exciting. My students work together on real-world challenges with peers from different countries, boosting their language skills and enthusiasm. This interactive approach fosters teamwork and global understanding, making English language acquisition a motivating and engaging experience.

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At my school we usually receive students who are in care of children's homes. It is very gratifying to see how, with attention and affection, they manage to achieve their graduate degree and a hopeful future. The best thing is when, after a while, they come back to visit us and tell us what they have achieved.

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I am deeply aware of the crucial, and privileged role that a teacher has, as he/she has to guide and support them.However ,at the same time, it is very challenging to be able to "open" an "emotional dialogue" with the students as in this video.

In my career I have always been an observer and listener making students comfortable and respected. I believe that listening, and observing help the students to open dialogue and trust the teacher as a person who helps them trust their values. Besides the students, in a relaxed atmosphere, can open their mind and feeling to listen to themselves, to be able to recognize their aims, to become well-rounded individuals who are ready to make a difference in the world.

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It is important that our students have role models, these role models can be from among parents, teachers, educators...

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I was the class teacher of a student who did not come to school regularly and achieved poor results. But he was obviously smart, bright, talented. He was not motivated and our education system definitely did not work for him. When he didn't come to school, I called him on the phone and asked him to get out of bed and come... I had conversations with him after school. I understand you, some things are really boring and dry, but let's make it to the end of high school. And we did! Him, his parents and me. Today he is a successful programmer in an international corporation and regularly sends me a message for my birthday or an anniversary that he would not be where he is today if it weren't for me. He wouldn't even finish high school. I'm always touched by that message, because I really think it's true. And that I have a positive role in his upbringing and destiny.

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My class teacher in the secondary school was a history teacher. My class teacher in high school was a history teacher. I have always been passionate about history and also became a history teacher. Now I teach in the high school where I learned and last year a student came to us and from the beginning told me that she didn't like history. I told her that by the end of the school year it would be her favorite subject. Then I said this jokingly to encourage her. I even forgot about our discussion, although during the year I saw her very involved in the history lessons and in all the historical projects. But what to believe?! At the end of the year she came up to me and told me that she never thought she would love history so much. I'm sure one of my students will definitely become a history teacher and continue this story.

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One of my graduates came to me some years ago, right after the graduation, saying she wanted to study in the Netherlands, but wasn't sure her English is good enough for an online interview. I said I was sure she could make it and offered to practise with her. We did, she got to the uni after the interview. Many years later, she visited me and over the coffee admitted that if it hadn't been for me, she wouldn't have even tried... she said that me believing in her, encouraging her was the impulse that had helped her to overcome her fear and start her adventure. She works in the Netherlands, and visits me almost every year :)

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Being an English language teacher and meeting students only twice a week I don't have the oppotunity to know much about my students.

However, a student of mine has made an impact on the importance of encouragement when it comes to our roles as teachers.

During my classes, student X was the most active one, answering all questions, involved in all the projects, just an amzing child with good knowledge in English. I never thought of asking other teachers about his performance as to me, he was absolutely great. Once, during a recess, a teacher comment about how worried she was of my studnet X and his performance in maths and science. I was puzzled and asked for more information. It seemed that this child was having struggles with maths and scince and underperfromed, while English, history and Romanian language he managed very well. I started planning my lessons around understanding our strength and weaknesses. We managed to identify the importance of discipline and determination in achieving success.

Student X was very vocal about how difficult it was to be good at all subjects and by admitting his weaknesses we could come up with a plan of making a change.

Student X has not all of a sudden beocme successful, but he started asking questions, collaborating with his peers and changed his attitude towards what he couldn't do into making it work.

This made me realize how attetnive we should be with our students, thise who perform well or underperformers.

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Maria (Spain) and my adult students who will become Nurse Assistant

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Maria (Spain) and my adult students who will become Nurse Assistant

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In the bustling halls of my vocational and technical training college I had the privilege of teaching a remarkable woman named Nuria who at the age of 43, she embarked on a journey to become a nurse assistant, a pursuit that was not without its challenges. Her job was up to that moment running her vegetables shop 24/7.

Nuria was also a mother, a wife, and the primary breadwinner for her family, she bore the weight of numerous roles with an admirable strength. However, despite her evident resilience, Nuria struggled with a persistent belief that success in the academic realm was elusive for her.

During our one-on-one discussions, I discovered the depth of Nuria's commitment to her family. Juggling a demanding job, caring for her children, and attending classes was no small feat. Her days were a delicate dance between responsibilities, leaving little room for self-reflection or acknowledgment of her efforts. I tried to motivate her to focus her effort on her as well and made her feel she is courageous and would achieve her goals. I tried to make her see that focusing on her education did not mean to abandone her family (her son was 18 years old)

In the end, it was not just a story of academic success; it was a tale of empowerment and self-discovery. Nuria, at 43, had proven that age was no barrier to dreams.

I was witnessing this metamorphosis was a privilege, a reminder that the pursuit of knowledge is not confined to the young but is a lifelong journey, open to those with the courage to embrace it.

She wrote me a message (she said that she was too shy to talk to me about it) to thank me all the help I gave her, especially in the time she was about to give up but, in my opinion, I only gave her a mirrow to help her see how corageous and powerful she was and that she could achieve anything related to courses because she was intelligent and hardworking woman.

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I remember this kid, 10 years ago. He was a very intelligent one, but wasn't succeeding in his studies. He was (sadly) considered one of those who will never achieve anything in life. I was his English teacher on his last year in primary education, and I was really surprised that his level of understanding and production was really good, but he was not interested in learning. I saw his potential, and even though he wasn't really interested, I made him an eTwinning pupil admin (when back in the day it was possible), so he had to take the responsability of the content that was upload there. I told him I needed his command of the language for this important task (along with his participation in the project). The change was simply amazing. Once he was given the chance to bright in sth, his attitude started changing and he started succeding, not only in my classes, but in general.

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There're so many cases that we come across and overcome them. I've been working as ESL teacher at a local school for 20 years . During this period so many students are motivated by us - real teachers... We may forget them 😔, but they never forget the changes that we have made on them...

I've met a student of mine in subway this week and don't recognize him as he is nearly 30 and he isn't the same as I saw him years ago...

He hugged me and appreciated that I helped him to get rid of robbing things. It's so emotional to know that you have able to done something in your short life , especially as a teacher...

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A success story Can a person with special needs manage to finish college, get a master's degree, get a job and be successful? My answer is yes. And how is that possible. I am a mildly disabled person. My path was not easy at all. At school I was first rejected by the teacher - so my parents had to transfer me to another class. Then when they grew up, my friends insulted me with the words: stupid, weak, tinker... In high school it was perfect. I was the favorite of all my classmates. They simply adored me. The problems started when it was time to work - I was faced with the words we can't. we don't have a place, we don't have a chair. But I didn't give up. Now I am employed as a social worker in kindergarden and first work a E-twinning project in my kindergarden.

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Once upon a time, in a small town nestled between rolling hills and whispering woods, there was a school called Maple Grove Elementary. It was a place where laughter echoed through the halls, and where students, like colorful butterflies, fluttered eagerly from classroom to playground, soaking in the wonders of learning.

In this bustling hive of young minds, there was a teacher named Mrs. Thompson. She was not just any teacher; she was a beacon of warmth and kindness, a guiding light for her students. Mrs. Thompson had a way of seeing the potential in each child, nurturing their dreams like delicate blossoms in a spring garden.

Among Mrs. Thompson's students was a shy boy named Alex. He had always felt like a small pebble in a vast ocean, unnoticed and unremarkable. But Mrs. Thompson saw something special in Alex, a spark waiting to ignite. With gentle encouragement and unwavering support, she helped him find his voice.

One day, Mrs. Thompson assigned the class a project: to create a piece of art that reflected their dreams and aspirations. Alex felt a knot of anxiety tighten in his chest. How could he, a boy who had always felt invisible, create something worthy of Mrs. Thompson's praise?

But as he sat at his desk, pencil in hand, inspiration struck like a bolt of lightning. Alex began to sketch, his hand moving with a newfound confidence. He poured his heart and soul into his artwork, each stroke of the pencil a testament to his dreams.

When the day came to present their projects, Alex stood before the class, his palms sweaty and heart pounding. But as he unveiled his masterpiece – a vibrant painting of a soaring eagle, its wings outstretched against a blazing sunset – a hush fell over the room.

Mrs. Thompson's eyes shimmered with pride as she gazed at Alex's creation. "Bravo, Alex!" she exclaimed, her voice ringing with genuine admiration. "You've captured the spirit of determination and courage. Your talent shines brightly, just like the eagle in your painting."

In that moment, Alex felt a surge of joy unlike anything he had ever experienced. Mrs. Thompson's belief in him had ignited a flame within his heart, illuminating a path of endless possibilities.

Years passed, and Alex never forgot the impact Mrs. Thompson had on his life. He went on to pursue his passion for art, inspired by her unwavering faith in his abilities. And though time may have scattered the petals of memory, the seeds of kindness that Mrs. Thompson had planted continued to bloom, casting their gentle radiance upon all who crossed their path.

For in the tapestry of life, it is often the smallest threads – a word of encouragement, a gesture of kindness – that weave the most enduring patterns of inspiration and reflection. And in the heart of every student who passes through the hallowed halls of Maple Grove Elementary, the spirit of Mrs. Thompson's kindness lives on, a timeless reminder of the power of a kind heart.

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Lina, Secondary School. Valencia. Spain.

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Lina, Secondary School. Valencia. Spain.

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I will always remember my first trip to England with students. I noticed one of the students was allways in a bad mood, speaking with her mother (that is what I thought)...so afet some days I talked withe other students and they said me that she had a boyfriend very possessive, always checking on her, even some of them suspected she had suffered physical violence. So as soon as a get to Spain I talked to her parents and thanks God she got rid of him and now is a happy girl.

This I am so proud!!!

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She was my student, I wasn't her class teacher, but somehow she believed me and she would ask me for advice. She is Roma child, the oldest in the family with other ten toddlers.Anyway in their tradition girls get married after primary school or stay at home to take care of younger brothers and sisters. Like many other Roma families they were extremely poor, and other kids were teasing her because she was "smelly", they didn't have bathroom at all. Despite all these problems she was an excellent student. I persuaded her to take an entry exam at medical school far away from her family. I've told her if she doesn't "run away" she'll end up like her mommy, who was happy when she had hysterectomy, because she won't have any babies.Now she works in hospital, she has decent salary and save money for Law University. I'm proud of her.

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Francesca, VET secondary school English teacher

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Francesca, VET secondary school English teacher

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Being a teacher of EFL with a specific training on SLDs, I often discovered dyslexic students in my classes that had not been diagnosed before and had gone through primary and lower secondary school with a constant stigma of being lazy and trouble-making. Giving them voice and letting them use the appropriate tools for success was actually being a Mr. Jensen to them.

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As a social and national education teacher - I try to be a good model and role model in the lives of students...

Example: The students clean the school yard in a friendly and nice manner on my shift day.

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Hello!

I am a primary school teacher in Romania. Last year I took over a class, with whom I will work for five years. Many problems with discipline, social integration and difficult schooling, for many of them. At first I thought I would give up on the projects, but it was precisely these that contributed to motivating the students and disciplining them. They worked together, made friends, experienced success and had beautiful learning experiences. I had the opportunity to observe them better, to motivate them, to value their activity, that's why now we communicate and collaborate and grow together.

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I have been a teacher of English and Spanish for many years and over the years I have seen many of students with low self-esteem often due to being misunderstood by teachers and often parents. I know that by caring about them, adapting teaching and materials to enable and empower them, I have sometimes made a difference. For example, a dyslexic girl who was always very angry during the lessons and never smiled, changed her attitude completely when I started creating materials ad hoc for her. She gather confidence in speaking and writing in Spanish. More recently, the mother of one of my students told me that her son behaves and actively participates in my lessons because at the end of last year I had trusted him although his marks were not very good. However, this does not happen with every student. To create such a positive relationship, there must be mutual trust and both parties must be ready to listen and open towards the other.

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There are always children in class who don't try because they have heard many times that they are not able to do things well or that they have never been recognised for a small achievement. We You have to try to put emphasis on these children and bring out the best in them so that they change their attitude and their way of seeing things. This will help them to improve.

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I am a kindergarten teacher. In classroom with the youngest, it is important to give them roles and tasks that are challenging. In this way, a small child gains self-confidence and self-confidence. My role is to help the child find what he is interested in and what he is good at.

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Hi! I am Neslihan. I am an English Language Teacher in a regional boarding secondary school.

I am a young teacher.

I have been teaching English for 5 years and this is my third year in

eTwinning. Last term we got 7 quality labels with my students.

I am fascinated by the story of Mr.Jensen! He is such an idol for young teachers like me!

I really want to be a teacher like Mr.Jensen, I want to help my students and touch their hearts.

As a teacher, I show my love and respect to my kids. I listen to them and look at their eyes.

They show their true colors for me and I witness their all pure emotions and thoughts.

I don't want to be a perfect teacher for them, I want to be happy and then I want to make them happy.

There is a saying about this topic: students do not need perfect teacher, they need happy teacher.

Make my students happy is my ultimate goal.If they are happy in my class, they facilitate even their own learning

while they preparing cute love letters and notes for me...

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This video tells us an amazing and touching life story! It's amazing how, we teachers, can influence our students decisions and lives. I can share a few very simple examples of how participating in eTwinning projects was important to my students.

This story is about a girl who was my student for three years (7th - 9th grade). Is funny because I thought she loved Natural Sciences, but she was always drawing in classes. She didn't struggle but she didn't have the best grades, so when I caught her drawing I used to talk to her and say "Have you ever thought about taking a course on scientific illustration? You might be pretty good at it". Once, while working in eTwinning projects, I was out of ideas to share with the partners in order to have a final collaborative work. I asked the students for ideas and this student gave a brilliant one, which we used. She had an important role coordinating it. Why am I sharing this? Well, I kept in touch with her (eTwinning/Erasmus+ projects) and she was great sharing why eTwinning projects are important to students. Last year, she told me that she didn't really like Natural Sciences that much (she's studying Arts, of course), but she loved how, in these classes, she had the opportunity to share ideas, her opinion was heard and she was able to learn without knowing that she was learning. She also shared that it was a place where she felt her strengths were valued and highlighted, she felt empowered. This testimony was very important for me!

I think we all could share many different cases of how a simple thing we did or said had a huge impact on the people that surrounds us. This is a very interesting activity, thank you! There are so many incredible testimonies in this wall!

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I think that a teacher who is passionate about this profession is often Mr. Jensen, even if the future feedback of the students does not reach him directly, as we saw in the video. For me, mr. Jensen was my teacher from first grade. She knew how to find the way to my heart and determined me to become a teacher and help my students discover themselves. I hope with all my heart that I also managed to be Mr. Jensen for my students, because I don't think there is a more beautiful and noble profession than that of an educator.

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I am mr Jensen....

I appreciate the motivation and creativity.

It is important to develop skills, competention starting from what student likes to do. Students must be encourage.

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I am a teacher at a technological high school. My students are very sympathetic and sensitive. They come from disadvantaged backgrounds, without support from their parents. I have many examples to give you, but I consider myself a Mr. Jensen because I managed to support a child to finish high school, to fight for his dream of becoming a chef. Everyone considered him a problem student and he was at risk of being kicked out of school. I tried to help him and encouraged him to transfer to the cooking class because he did not meet the initial qualification. He followed my advice, finished school among the first ten students in his class, and now enjoys the experience of being a chef at one of the famous restaurants in Cluj. Where those around strike, the teacher must dress with light and warmth.
Good advice and an outstretched hand save souls!

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I am a primary school teacher.We always have students with a lower level and who don't trust themselves. Once I took advantage of a minimal activity that the student did well to congratulate him excessively and set his effort as an example for the rest of the students.

His attitude changed and from that moment he started to believe in himself more and the results started to improve.

As teachers, we always tend to encourage students. I admit that I am like Mr. Jensen, because in every generation of students I have educated, I have had special students. I mention that I managed to get them to be reliable citizens.

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I am an English secondary school teacher who has to deal with a lot of students who haven't got a clue about English, so I praise them constatly for every single little improvement they make. It takes away their teenage frustration and they start to listen and take notes...by the end of the school year theyove improved a lot and they start to understand hoe English works.

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I am an English teacher. I teach in a high scool where our students have great problems at home, they are a long time alone at home. I always try to listen to my students and ask them about everyday. I think it is more important for them to be a good person and having anyone listening to them than learning English. Many of them are not going to learn it but they could try to believe better. Last year we had an Erasmus exchange and I had a girl who leaves in a shack, where there is no electricity nor water. She is a really good student. She is also an undocumented person so she couldn't leave our country for the exchange. So I had her partner in my house for one week and she could enjoy working on our Erasmus here in Spain. Now she knows she can do whatever on her own and works for her papers in Spain.

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I am an English/ French teacher. I taught students from primary up to high school. I remember one day, teaching French as the second language, I invited students to participate in contest writing a story about our country. Of course students didn't feel uncomfortable because they didn't manage French so well. But I motivated and helped them to participate in this contest. One student got the first place and she was very happy. After years, I forgot about this, she wrote a post on Facebook mentioning how happy she was and she thanked me that I helped her to overcome her fears and participate in the contest, gaining the 1st place. That helped her to be confident and then to choose to go and study linguistic field.

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Sometimes we as teachers also have some special needs and have to be evaluated, nevertheless, situations are not friendly to us. Then our students empower us and we are grateful to them.

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I think every devoted teacher is a liittle bit or much of Mr. Jensen and I am not an exception ! I can proudly say that I am Mr. Jensen. Everything which I remember began with eTwinnng Projects ,when my students turned out to be more open ,more motivated and exciting. Even the students showing weaker results at the lessons became interested in learning English .Some of them are good at drawing, some are at singing and others are dealing with online tools.

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Hello!
Like my colleagues, I too am "Mr. Jensen" in experiential paths it often happens that I have to strengthen and shape attitudes in children who appear disruptive within a context.
I learned to relate to always having different options in achieving a goal, trying to maintain the enthusiasm of the process in an inclusive inductive mode.
Unlike Mr. Jensen, the trip was with several children in the same group from whom I drew their hidden potentials with quite a bit of effort.
....but the challenge is continuous in meetings with new students, the important thing is to look for strategies to implement.

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As a secondary school teacher in a modest district of an industrial city in Germany, I have encountered various challenges due to not being a native German speaker. The administration has expressed concerns about my teaching style not aligning closely enough with the traditional German approach. Despite these challenges, this semester I have been teaching computer science to the lowest level class in the seventh grade, which includes several students with special needs. The students are typically segregated based on their academic levels.

Upon bidding farewell to the students last week as they will not have computer classes in the upcoming semester, they surprisingly applauded. Seeking clarification, I discussed this gesture with their tutor. She explained that the students were showing their appreciation, having come to value my structured and sequential method of teaching. This approach has made them feel capable, valued their achievements, and provided necessary interventions to ensure no student was left behind. Furthermore, we organized a field trip to a center where the students were able to engage in 3-D printing and build a small robot, programming it as part of the learning experience.

Through this journey, I have come to believe that many students in this group possess untapped potential which is not fully recognized by the German education system.

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I remember few stories about some students of mine ... when other teachers told them that they would not be able to follow certain studies, I ecouraged them to try, at least, not to regret it later. And I was right! They have followed their dreams and now they have succes in their life.

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I have been a Math teacher in Serbia for more than 20 years. I think teachers have a huge responsibility in a student's life. Because the teacher has an influence at an early age and adolescence. Sometimes you can see students absorbing every word, remembering what you least expect them to remember. Almost 15 years ago, I had a student who was weak in math, but he was fantastic in acting. I understood his frequent absences from school due to filming, I stayed to work with him to make up for what he missed. He didn't forget it. Recently he has spoken so beautifully evoking memories that my heart was full. It was not in vain. But they know without fail when you are being honest with them and can appreciate it no matter how strict you are. Without false modesty, I always try to be Mr. Jensen. I hope I succeed in that!

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Students involved in EPAS Programme have recognized the great impact it had on their lives and the sorrow they feel, being so close to graduation. Great doors opened to them.

Gabriela from Romania.

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MJ Verdú, English Primary teacher/ Spain

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MJ Verdú, English Primary teacher/ Spain

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I am an English Primary teacher. I remember one of my students from year 6. He always failed all the exams in all the subjects. I told him that he was intelligent to pass them, but he needed to believe in him. He never did homework, so one day I got angry with him and I told him that he needed to be with me after school to do his work. (of course, I helped him to do it). He was angry because he could not attend football training. Fortunately, the next week, he passed the test. It was the first exam he passed in all his own life! He realized that if he did homework he could pass the exams but he couldn’t do it alone. So, he asked me for help. Obviously, I gave him. We stayed some days after school or at break time if he wanted. He preferred not to attend football training and be with me doing homework!! I remember one day that her tutor phoned me because he was searching for me to solve some doubts about the test that we would do the following day. She was astonished because he never asked her for any doubt. Finally, he passed the subject with a good mark, but he passed also the rest of the subjects in Primary school. He only needed someone who believed in him and helped him individually.

I need also to say that, at the beginning of the school year I asked children about their future. This child didn’t want to do anything with his life. His family lived by grants with not too much and it was ok for him. But, some years later, he saw a schoolfellow. He wanted her to let me know that he was working on helping people. He currently is a nurse who works in an ambulance.

I feel full with my job. This is my REWARD.

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"I Am Mr. Jensen" could be a thought-provoking film that dives deep into the complexities of identity, morality, and the human mind. The film follows the journey of Mr. Jensen, a seemingly standard man who is faced with exceptional circumstances that force him to address his own convictions and values.

Through successful communication, sympathy, and strength, I was able to direct mystudents through a troublesome period Covid 19 and eventually accomplish victory . This involvement strengthened my conviction within the significance of solid administration and the positive affect it can have on my students the best results.

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What sets "I Am Mr. Jensen" apart is its exploration of existential themes and philosophical dilemmas. Through Mr. Jensen's internal struggles, this prompts me to reflect on my own lattitude and contemplate the nature of existence.

I led by example by staying calm under pressure and maintaining a positive attitude. I made sure to acknowledge and celebrate small victories along the way, which helped boost morale and keep motivation high. I also demonstrated flexibility with my colleagues and students by adapting our project plan as needed to accommodate changes and ensure we stayed on track to meet our goals.

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I am a teacher working in a vocational school .I always try to help students discover their talents ,enhance their self confidence, change the way they think and be open minded by involving them in etwinning and erasmus projects. I have seen students transforming through this procedure and I really feel grateful.

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Having started working with etwinning projects in my English classes back in 2007, I have always sought to use them to instil confidence in some students with less than high aptitude and ambition. Assigning them the appropriate role in the project, e.g. reading aloud an excerpt from a literary work during a videoconference, or illustrating a text created by others, applying a tool (QR code), has always increased their motivation and, consequently, their desire for further performances. One such mediocre student, who last year read an excerpt for the Day of European Authors, today receives a scholarship for excellence.

ETwinning inspires students to look for relationships with their peers out of the projects too. One of my students shared with me that during the summer break she managed to meet face-to-face a partner from Poland while on a family excursion there.

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Hello I am an English teacher and I hadn't seen this video until this time. it was a fantastic example of how important we are beyond the subjects we teach. We can impact lives in a way that sometimes we don't realize. I hope someday an adult that was my student can say something about his/her experience in my class like this young man. THank you for making us reflect and bear in mind that our job is more than a job. It is life changer.

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Everyday I try to empower my teachers´colleagues with my up to date knowledge and good mood. And also to my students.

I feel satisfied when I teach them attitudes better than knowledge or when people trust me and I give advice.

Sometimes for me it´s difficult to understand people, in this case I let myself be guided by goodness.

I would like to highlight that as teachers our role is to sow but we do not always reap the harvest

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Nowadays I am an elementary teacher, but from 2004 to 2013 I was an art teacher to students aged 10 to 12.

A few years ago I met a lady who recognized me and came to talk to me. She told me that her daughter was at university and that she had continued her studies because of what I had told her one day...

The school was located in a difficult socioeconomic environment and many teachers did not believe in the potential of the students. I remember that this student was sad one day because one of her teachers told her that she would never go to University. When the student spoke to me, I told her that she was too young to be certain like that and that I believed that one day she would take a course and be successful professionally.

In this case, the power of our beliefs is true. The student was devastated by what the teacher said to her, but she also believed in the strength of my statement.

But we can all do small things for our students that make/can make a difference:

- listen to them

- respect their feelings

- encourage them for small or big achievements

- value individuality

- etc

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I have a very shy boy at school. He was in a high school, but then he changed to our school. We are living in a small town and there are not so many opportunities in our school. It's not been easy to inspire him to find internship in guide services. But two weeks ago I asked if he could be a guide to Slovenian group when they are coming to our village Levi. I said that he can think about it and he is good in English so he could guide in his own home area. Next day he said that yes he can do it. Every day step by step he has started to plan the route, stories, interesting places to present to our group.

And finally today he said that thank you (=me) that you have helped me and I think I can do it with your support. Maybe one day he will be a good guide.

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Teachers are models to their students, especially in early years period.

After 25 years of work in clasroom, I can say that teacher has really big impact on students.

I meet my students in city, in walk and many of them say that they remember my stories for ever. One of them is about friendship .All of them remember it.

Also, music was a part of our everyday routine. I played piano or accordian. Many of them continue to attend music school.

Also, they had occasion to participate in etwinning projects and have video conferences with their peers, they learned about foreign languages, flags, about culture and tradition of other countries.

All of them say that they remember this, that they are good in English, they like to travel, to learn about other countries.

I am happy when I see them and when they tell me they remember my teaching.

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This video is very inspiring and has to think how it's important for a teacher to be tolerant, to see and recignize a child' soul. It's a real inner power to be able to touch a kid's heart and see his or her talants.

As for me I'm proud to be a techer from Kherson, one of the most resilient city in Ukraine. Because of the war in my country my city was occupied about 9 months. It was liberated from the occupiers on the 11th of October, 2022. Still it has being bombing and destroing all this time...

After 2 month of occupation I and my family were lucky to moove and be safed. But we decided to stay in Ukraine.

I continue to teach distantly my students of Kherson secondary school. Despite of bombing, problems with electrocity and Internet connection I try to inspire my students every day. Sometimes it's really difficult because our students feel lonely, miss for their friends and relatives who had to move abroad or in another less dangereous regions of Ukraine. Some of my students are still living in Kherson. They couldn't walk and visit their favourite places, they see deth around them and suffer. Almost each of them lost their friend, relative or neighbour in this war. I try to recognize their feeling, their mood. For me it's really important to support my sudents, to be on the same wave. I try to make my lessons positive. You know, I can share some case in my last year practice. One my student of the Grade 9 spent 9 months of occupation alone with her little brother at home. Her parents tried to work, to find some food and simply survive. The children stayed at home because it was really dangerous to go out. They could be stolen or killed. After the city was free Maria, my student, couldn' stop crying. She was really happy. But soon because of bombing her mother moved with kids to the nearest city. But they couldn't live away their home. Now they are living in Kherson and worry... I can't show you a deep sadness in her eyes. But I try to be friendly, to smile, to say something positive, use some supportive activities or technigues. Sometimes Maria becomes to smile at my lessons. And it's the best award for me.

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This video is very inspiring and things like this happen so often in kindergarten. We MUST look at a child as an individual and always try to find the best in a single person. At the moment I am working in a class of 3 year olds and I have a boy who is very talented for different languages, but he is shy and has a lack of social skills. When we have story days I always encourage him to bring a story in different language as well, not only slovenian and he is so proud. With being acknowleged for who he is his social skills improved, and he started to play more with other children as well.

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As a lower secondary school teacher in Italy, I am deeply aware of the crucial role I play in the lives of my students aged 10-13. This is an important time of growth and development, and I understand that my attitude towards my students, their activities, and their behavior is of great significance.

I strive to create a positive and harmonious atmosphere in my classroom, where everyone feels comfortable and respected. I believe that listening and fostering open dialogue are essential for building trust and creating value. By actively supporting my students' learning journey, I aim to inspire them to reach their full potential.

I firmly believe that learning should be enjoyable. I encourage my students to step outside their comfort zones, try new things, and build their "cultural backpack," as I like to call it. My daily goal is for my students to leave my class with a smile, knowing that they have not only learned something new but also had fun in the process.

I feel privileged to be a part of this journey with my students. I am committed to providing them with the support and guidance they need to thrive academically, socially, and emotionally. It is my hope that my lessons will leave a lasting positive impact on their lives, helping them to become well-rounded individuals who are ready to make a difference in the world.

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I still remember lively the first days in my new school. It was around 2002 year and my expectatives about the school broke into thousand of pieces, how wrong I was!!!

The neighbourhood was full of gipsies families and the first days of school were hardly and tough. I was absolutely devoted to teach as I had been teaching in my previous schools. It was a huge failed because I wasn´t adapting to the context, these children were demanding new ways of learning, and theatre came into their lives and mine.

The level of attendance, behaviour and interest towards school, subjects and teachers change radically.

I'm absolutely sure I learned more from them than my students from me. It is very clear that the teachers must adapt to our work context and not the opposite and, of course, the success of our teaching is discover the values of our kids, all of them have a great gift to be exploted.

Big hug, colleagues.

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I have been a math teacher for 25 years. I will tell you a story  with a student of mine who was very shy and withdrawn when I met him as a sixth grader. The student was always the first to solve math problems, but very rarely raised his hand to present his solution. Noticing his giftedness in mathematics and in a conversation with him, I entered the student in mathematics competitions in which he had never participated before. We needed participation in several matches for him to gain confidence in his abilities and start achieving significant results in them.The student finished elementary school and successfully continued his education. 8 years passed when one day my phone rang and I heard his excited voice telling me: Teacher I won the NASA challenge. Thank you for believing in me... I was speechless, and the tears of joy began to flow by themselves.

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Really loved the story. It shows that we teachers should be aware of our students not only academic knowledge but also their emotional feelings.

A couple years ago one of my students' mother had died and that girl did not want to live either. It was terrible to see that in such terrible situation. But I could made friendship with her, we had talks for hours after classes, I organized a birthday party for her and step by step I could make her laugh and love the life again. Now she is a student at the University of foreign languages and she will be an English teacher too.

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I have been a math teacher for more then 20 years and it is always heartwarming when my former students come to visit me at school and thank me for been a part of their school life. Many of my former students are successful in different areas now and they are always happy when I ask them to come to school and to talk with my students in order to share their experience about how to be successful. Connecting former and new students I can see that they all share the same values: hard working, passionate in learning new things and sharing knowledge, which are the characteristics of a true leader. :-)

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My story may sound uninteresting. Although I am a language teacher, I am rather short on words, but if there is one thing I like to do, it is to listen. I naturally pick up little everyday details from each student that have been, without knowing how, meaningful to them. A simple remark about a change of hairstyle, a new jumper or a different shade of lipstick - in the case of the more adolescent girls - can mean a radical change of attitude at the start of a class.

I still remember one of my first students. Very, very shy. She never wanted to express herself in public out of embarrassment, but one day I paid her a compliment before one of the presentations, and then she agreed to do it. That was the first of many brilliant speeches in front of her class. Today she is a teacher too.

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Maja from Serbia, English teacher in a primary school

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Maja from Serbia, English teacher in a primary school

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This is a story about a student who even wasn't my student. He was in another class, but I met him many times at school trips and events at school. He had a lot of problems in his class. They marked him as a trouble maker, they had fights quite often, he had injuries almost every month. I felt sorry for him. He lived only with his father. So one day I said to my colleague: 'OK, I will take him.' I talked with my class first and they said ok teacher, we will be good to him. To keep the story short, we gave him a chance. He finished school in peace, studied well and went to Sweden. He is a successful man now and he says thank you teacher for accepting me and believing in me.

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As a high school math teacher, I have to deal with my students' fears and lack of motivation. I remember the case of a student who had given up mathematics because he was totally unmotivated. He had had a series of problems at home that had caused him to completely disconnect from the subject. In addition, he had always been told that he was not good at mathematics, so he did not want to study anymor and consequently, he was failing the exams. I was talking to him several times until I got a commitment from him to at least try. We started working on exercises that I was sure he could do. As he was doing activities correctly he became more confident. There came a time when I asked him to give me a hand to explain the contents to other classmates, since it seemed that when he spoke they understood him better than they understood me. This motivation made him start studying to help me with other students. He went from hating to studying mathematics with the intention of becoming a teacher and communicator.

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The video is very inspiring and it shows the power the teachers have and a proper way to use it .

As an English teacher who works in a rural area, I had a variety of students. I remember one situation particularly well. There was a girl who performed well at school but one time she didn't participate in the activities. I thought -Ok, it was one of those days. Next class, she also kept silent and didn't want to share. I approached her and tried talking to her. Apparently she had some health problems. I immediately called her parents, talked to my colleagues and asked them to pay close attention to her. Her parents felt ashamed and afraid to talk to us but we made it clear we were there for the sake of the children. It was only one class- someone might say - but that was the very class we realized we had to do something to help her. I was very proud of my colleagues and myself.

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Hello !

I work as an educator in elementary school, and there have been many situations where I have recognized issues in young people that we managed to solve together. Sometimes successfully, and sometimes it was a longer process. Currently, I am working with a 13-year-old girl who is growing up in a very challenging environment, with divorced parents, a brother with behavioral problems, and at one point, she couldn't cope with all of it and exhibited disruptive behavior.

After our conversations, pointing out all her qualities and potentials, and emphasizing that she is not responsible for solving family problems on her own, the girl blossomed. Following that, she changed her behavior and received several awards and praises for her work. She is very creative, draws beautifully, sings, and writes poems.

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A teacher can make the difference between success and failure. The impact of the teacher is extremely high and sometimes he can even become a model. I work with students that have special educational needs and together we learn daily to overcome obstacles.

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Many of our students are really fragile, maybe because of the Covid years, and they often have anxiety disorders.
I find in creative writing a good therapy to manage difficult situations, I'm sure that writing is a supporting activity because it forces the students to enter in a cloud, their own place, where they can feel better and safe. I tried to explain them the technique of stream of consciousness, that we study in Literature, as a way to go over negative feeling , and I've always had very good results.

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Hi everybody! I don't have a that kind of story but I have had many students who has become a Teacher of English or wants to become a Teacher of English. Although some students are shy and quiet, they like English and keep impoving themselves. I think this is because they feel comfortable in my lesson. I love watching their improvement in time.

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I teach English in a Primary school in a rural area. However, apart from English, I always try to teach my students other staff (Safer internet, music and songs, SDGs and recycling, etc.) In summer, some of the older kids (and some ex-students of mine also) work as waiters or helpers (their parents and generally family members have restaurants etc in this tourist area) for pocket money... What they did last summer: they gathered 4 extra large plastic bags with bottle caps for recycling (out of the customers' tables. They brought them to me at the beginning of the school year in September with the mug in the photo (on the other side of the mug you can see "Everything happens for a Georgia"...)

I was speechless....

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Melisa, secondary school teacher, Bosnian and Herzegovina

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Melisa, secondary school teacher, Bosnian and Herzegovina

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The litlle things that we do for others are the ones that makes us great. It is really nice to have opportunity to do it every day of our lifes.

I'm a teacher for almost 8 years, but I think that I was that the whole my life. If I need to choose one story to tell that would be the one about the student with a lot of problems in her family. Beside all the problems she said to me that the math classes are the best one, she forgot about the whole world and for that 45 minutes she can be whoever she wants to be.

I think that is the best reward in the world.

We need first to be a great persons and then a great teachers.

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Children with special educational needs often arrive at my school who need to find their way in the world. Thus, the subjects I teach, literature and history, are often the most difficult for them... The challenge for me is to capture their attention, curiosity and motivation towards studying the language and events of the past. Sometimes I succeed, sometimes I don't, but my passion and enthusiasm are always received by the students. This is already a great achievement for me!

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Cornelia, primary school teacher Romania

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Cornelia, primary school teacher Romania

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More than 20 years ago I had a very good student in my class but she was not keen in studying foreign languages- as she studied French in the curriculum and she found it very difficult. Her parents insisted to give her some English private lessons. After a month I told to her and her parents she should study foreign languages because she was so good...We met again one month ago when she came back from the USA where she lives now and she told me that episode changed her life because she is working now as a translator for 5 foreign languages and she is still learning a new one...I have to confess I didn't realize how powerful impact had that moment for her.

As a conclusion, I strongly believe each dedicated teacher has some Mr. Jensen episodes in his/her career because this is our mission: “A good education can change anyone. A good teacher can change everything!” Unknown

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Some years ago I taught a young student whose passion was running. He had some problems with some subects because the lack of time and he got very frustrated. I supported him and now, he is the champion of Spain and he will take part in the next Olympic Games. We, his teachers and family, are very proud of him.

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LUISA MARRO, English language teacher, Italy

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LUISA MARRO, English language teacher, Italy

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Some students may appear very shy when directly involved in media activities; and sometimes this shyness is expressed like rudeness. Last October my students and I were working on e-twinning project and we had to record a presentation about our school. Jessica, a dwarf girl, with some marveollous blue eyes but also some scorches on her neck, refused to work with the video saying she was shy and not good at English. When I tried to involve her or probably I forced her, she reacted very badly and very rudely. We argued because she said I was forcing her doing something she could not manage. What a bad day it was! The following days and weeks I spent lots of time talking to her after the class encouraging her and I discovered that she was not confident with English because she had always thought she was too bad and all the teachers agreed. In January we have worked on another video about the making of Neapolitan pizza with students' presentation, of course. Jessica asked me to have a role in the video with her English sentences to utter. I was simply HAPPY!

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One of my students was this kind and shy girl who couldn't make friends. She was intellectually superior to her peers so the only equal she felt she could really talk to was me. I realized that I should help her in making friends but also in reaching her full potential as she was very good in English. So, I shared with her a few novels that I liked to read and we talked about them after the lessons once or twice a week. After graduating she went on to study abroad in Slovenia and at the moment she is studying in Czechia for her masters degree. I couldn't be happier!

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Two years ago I had a very difficult class. The students did not like studying, made noise and so it was difficult for all the teachers to start projects with them. When I heard about a three months theater project running in my school I took the opportunity and I started a theater project in German with them under the guidance of a drama teacher. Although the beginning was difficult, the results in the end were amazing. All the students took part in groups in small plays, they wrote their script after reading a book in German and they directed it with the help of the drama teacher. I was very happy to see my students cooperating and being creative in this way.

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A teacher leader plays a crucial role in the classroom by not only focusing on instructing students but also by taking on leadership responsibilities that contribute to the overall effectiveness of the educational environment. From my own experience I can state some key roles and responsibilities of a teacher leader in the classroom: instructional leadership, providing Feedback, collaboration and team Building, mentoring and coaching, advocating for students and of course handling classroom Issues

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I think I'm yet to see my students as this boy, I've been teaching for "just" 10 years. But I had one student who struggled with English (I'm an English teacher) and I asked him if he plays computer games or watches films in English. He said he doesn't, so I told him to try for an hour a week and it will help him because he will notice that people use the language he is trying to learn. He struggled until the end of the year and the summer break came. When we returned from the summer break, he came into my classroom and his eyes lit - he said that now he can speak and communicate with friends in English. He found one computer game which he liked and all the players typed in English so he had to do it to in order to participate. he aslo found one tv show which he liked to watch so his language changed dramatically.

I just led him through the process, he did it himself.

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This illustration captures the essence of a vibrant and collaborative educational environment, where the support and empathy of the teacher transform difficulti

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Juan Antonio Rincón Carballo, Primary Bilingual Teacher

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Juan Antonio Rincón Carballo, Primary Bilingual Teacher

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I'm a primary bilingual teacher in Extremadura. Empowering through language: My approach starts with the power of positive language. A simple "Juan, your handwriting is improving every day" can turn a difficulty into a tangible success. This strategy, applied consistently, transforms not only the pupil's self-esteem but also their performance across any area of learning.

Transforming difficulties into possibilities: Faced with challenges, I turn to collaborative work, individualised attention, the sequencing of tasks from simpler to more complex, and the use of manipulative materials. These techniques not only address difficulties but also turn them into opportunities for collective growth and learning.

Nurturing hidden potential: I utilise cross-curricular themes to connect with my pupils' interests and passions, such as the research project on invasive species affecting our rivers, born from a class debate. These initiatives encourage curiosity, engagement, and meaningful learning.

The importance of empathy: Understanding the reality of each family allows me to gain my pupils' sincerity and trust. This mutual understanding is crucial for creating a safe and welcoming learning environment where every student feels valued and understood.

Resilience in the face of mistakes: In my classroom, mistakes are seen as essential parts of learning. They are not scolded; instead, they are used as opportunities for development and continuous improvement.

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Yes, I felt like Mister Jensen many times too. But I want to tell about a student who, according to my colleagues, was self-employed and disinterested, but who instead hid a profound discomfort. Not excluding him but enhancing his way of approaching school, I managed to make him feel part of the school community and today he recites poems or pieces of literature in class, bringing his creative and artistic theatrical streak to the service of everyone.

If I too had considered him crazy for his way of approaching himself, none of this would have happened.

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This video is truly remarkable and serves as a powerful source of inspiration for bringing positive change to the classroom. It reminds me of a poignant experience when a mother approached me about private French lessons for her son who was struggling academically. As we embarked on our journey together, our sessions were not just about language; they became a platform for meaningful conversation.

With each small victory, I made it a point to acknowledge his progress and emphasise that his efforts were truly commendable. I introduced psychological elements into our discussions, delving into his feelings and experiences during various activities. As time went on, a transformation took place and after the holidays he surprised us all by speaking French well. This breakthrough not only improved his language skills but also had a positive impact on his overall academic performance.

The key revelation was that the boy lacked self-confidence and what he needed was not just language training but psychological motivation. This insight has since become a cornerstone of my teaching approach. I strive to incorporate psychological techniques into my teaching, look for opportunities to praise and encourage my students, and foster an environment where every achievement, no matter how small, is recognised and celebrated.

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Music has always accompanied my life and for me it has been one of the greatest passions ever. Every day in my daily life in primary school I try to value art in all its forms and leave children free to experiment with various forms of art to express themselves, because I believe that they are all opportunities to grow, express themselves and offer their talent to the world. When a child is discouraged or has little self-confidence, I always try to motivate him through his most sublime qualities and values, especially if these concern art and artistic expression.

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I'm a primary school teacher. At the beginning of each French lesson, I start with a simple warm-up game with my students to increase focus and encourage learning. Collaborative work on pedagogical projects has increased their self-confidence and allowed them to acquire many skills. Diversifying activities and engaging in cultural activities at school helped students overcome many learning difficulties.

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Our job is to empower...to help students find their talents and their goodness within themselves...to believe in them and help them believe in themselves. We are there to make them aware that they have wings...that they can use them to fly and they are confident enough to do it.

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Many years ago I used to teach literature in a secondary vocational school. As the students were interested in mechanics and technical knowledge, they didn't really study for my lessons- however they had to as literature is the part of the final exam process.

About 10 years after his graduation I met one of my students in a supermarket and we started to talk about family, school, etc. And then he said, that he loved to read the poems of my favourite Hungarian poet. At that time, when he was a student, he didn't understand what these poems are about, but as I was so enthusiastic while talking about them, when he grew up, he started to read them. And he was so thankful for me for getting to know these beautiful poems.

This is one lesson that can show me, that you would never know what seeds you are planting and where. Your work will pay off.

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I am a secondary school teacher actively engaged in the Erasmus program. One student shared with me that participating in the Erasmus program has opened doors he never knew existed. He was so thankful and happy.

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Nazlı ATINÇOĞLU Aydınlıkevler Primary School, Mersin/TURKEY

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Nazlı ATINÇOĞLU Aydınlıkevler Primary School, Mersin/TURKEY

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Hello, I am a classroom teacher who has been working for thirty years. I am aware that project work is important for my students to be self-confident. In project activities, I have my students do activities that will develop their skills in nature. I think drama is very important in education and I make sure they are on stage in groups or individually.

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I believe that a true teacher leader can change the atmosphere in the classroom and build a strong relationship, where the center focus is a student. True leader is a great communicator, collaborator, observer, carer and motivator.I have many students who really trust me and I am absolutelly convinced that they will reach their goals , as we put relationship first.

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This story is emotional...it gives chills to the skin. It reminds us how important the work of each of us is and how fundamental it is to observe what happens in class to be a starting point for personal and social reflection. The fragility of our students is felt in their daily difficulties. Never before has empathy and ........ time been needed more than in this historical period.

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Hi! I'm Cristina. Teacher in the sports ladybug class, third, from Baia Mare. Every child is unique. If it is allowed to develop according to the power of example. Because, he is the result of the examples around him. I consider the power of the example as leadership, collaborative, innovative, cooperative. Why not, provocateurs.

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Hi! I'm Cristina. Teacher in the sports ladybug class, third, from Baia Mare. Every child is unique. If it is allowed to develop according to the power of example. Because, he is the result of the examples around him. I consider the power of the example as leadership, collaborative, innovative, cooperative. Why not, provocateurs.

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I'm a secondary school English teacher. We always have students from rural regions. They have no self-confidence and they never believe that they will be successful in their academic way. Especially one of them was shaking with excitement in every trial exam. I tried to connect with her. She has a serious problem with her anxiety. I gave her time and we create a program to improve their academic success and decrease her anxiety. I showed the way and let free to study and create their own way. At the end of this adventure, she really reached her goals and dreams. After those days, she started to believe herself and live with less anxiety.

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In the classroom, making a difference often boils down to the simple act of listening to your students and engaging in open and honest conversations with them. It requires seeing them not merely as potential adults, but as complete individuals with unique strengths and weaknesses. By acknowledging their individuality, we create an environment where each student feels valued and understood. This approach fosters a sense of trust and encourages students to share their thoughts and concerns freely. When we embrace the idea that every student is a whole person with their own set of abilities and challenges, we unlock the potential for meaningful connections and transformative learning experiences within the classroom.

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Once during the lesson, I called one of my students to the cave, but he said that he did not want to come. I asked quietly, walking closer to him.

- Can we find out the reason?

- Teacher, I am afraid that I will make a mistake, my friends will laugh at me.

After hearing this, I told them that it is not funny to make a mistake, but that we need to be even more careful at such a time. We ended up developing classroom rules with the students, and one of those rules was not to laugh at a friend who made a mistake.

After that day, there was no longer a student who was afraid of making mistakes in the classroom. Now, when they make a mistake, I have students who correct their mistakes with a smile.

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It's the little things in our classroom that can make a difference.

Two years after their graduation, three former students of mine told me that they stopped smoking because of my English class. At first, I was baffled and didn't understand, but when they told me the story, it all made sense.

A couple of years ago my dad had suffered from a heart attack, in the following weeks I travelled between school and hospital a lot, which had a huge impact on my mood. As I am a cheerful person in general, my 10th grader got wind of my personal situation. So, we talked about heart attacks and the reasons for it in class. I also told them that from a very young age I hated the fact that my dad smoked, but I never really had the guts to tell him.

Weeks later the 10th graders graduated from our school and I never really looked back. But some of the students apparently did. They made a conscious decision to stop smoking, because of our talks in class.

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We experienced a difficult period when we worked during Covid19. With the Pandemic some fragile pupils had to cope with unfamiliar routine, alone, at home, without face to face interaction. One of my students really isolated and was not able to share his problems and to ask for help. I tried to connect with him, and I gave him time to adjust to the different situation, showing the way but letting him free to make choices. In the end he succeded in solving his problems. Some time after the pandemic he wrote a reflection in an essay stating that he had found great comfort and support interacting with me. The most touching sentence he wrote was " I wouldn't be the person I am now and I wouldn't be here if it wasn't for my English teacher who believed in me and supported me when I was in need".

This is something it is worth working for.

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I'm a primary school English teacher.

We always have students with a lower level and who do not trust themselves. On one occasion I took advantage of a minimal activity that the student did well to congratulate him in an exaggerated way and set his effort as an example for the rest of the students.
His attitude changed and from that moment on he began to believe in himself more and his results began to improve.
I am a primary school English teacher. We always tend to have some students