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I used to think that materials are the worksheet, textbooks and things like that.

Now I think that all artifacts created by teachers and students, and provided by the environment, are useful for my classes. It is important to analyze everything and adapt appropriately according to the context.

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I used to think that the way I designed the materials for my classes was enough to achieve the best results.

Now I believe it´s necessary to rethink my design approach my design approach to take into account important aspects like culture.

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I used to think that materials needed to be perfect the first time, so I spent lot of time creating them. I believed that if something wasn’t flawless from the start, it meant I had failed as a teacher. Now I think that designing materials is an ongoing process of improvement. I understand that it is normal, and even necessary, to revise, adapt, and adjust materials based on students' needs, contexts, and real classroom experiences.

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I used to believe that materials had to be formal, perfect, or highly polished, and that anything simple wasn’t enough, now i think a material could be anything that is used with the purpose of producing learning.

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Throughout my teaching experience, I have tried to design different materials for my lessons because I always believed that creating something new and original was important for student engagement.
However, I used to think that designing materials had to be a very time consuming process.

This course helped me realize that, while thoughtful preparation is important, we also need to find a balance
Materials don’t always have to be extremely elaborate or sophisticated.
Even a simple toy something as accessible as an item bought from Dollarcity, can become a meaningful material if it is used with a clear pedagogical purpose adapted to the students needs.

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I used to think materials were only teacher-selected handouts or "resources". Now I believe materials are kind of community/cultural artifacts, everything that invite students to inquiry, and empower them to reflect about themselves and otherness.

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I used to think I wasn't qualified to create my own teaching materials. Now I think our classroom experiences provides exactly the perspective needed to create meaningful learning materials.

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Honestly, I once read that materials can be anything that is conducive to learning and still hold it as true 🤷🏼‍♀️

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I used to think the burden of designing could only be borne by teachers and publishing houses.

Now I think that learners can help enrich the set of materials that can be used in class.

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As most people I relie on textbooks and worksheets that I found in google or websites; nonethelees, now, I am aware of the variety of materials we are expose to and how everything we consider meaningful can be used to fullfil the lesson goals as well as how I can reshape, design, adapt, or create an authentic material for my students.

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I used to think that even though I loved being creative and hands-on when designing, I was chained to a lesson plan — a structure that, most of the time, held me back from unlocking my full potential. Now I think that designing while following what is expected, though not always easy, is absolutely possible. It starts with transforming our own beliefs: letting go of the idea that if something doesn't come from a famous method or approach, it won’t work. We can take bits and pieces from many different sources and adapt them as we see fit. Also, when thinking about involving students, we need to start breaking away from the notion that we plan for them without truly taking them into account. Designing with them in mind, and even with their participation, opens up richer, more meaningful learning experiences for everyone.

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I used to think teachers were relegated to the role of adaptaters and from time to time we would get to design.

Now I think that teachers have the duty to evaluate materials, reclaim authority, validate our actual use of comercial materials, and inform designers about it so that in the future instructional materials can be informed by use and not just idealistic conceptions of language learning.

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I used to think that teachers are not just a facilitator of knowledge and understand through experince that their role goes beyond conducting a regular classes. there many aspects we need to consider about and many challenges that still we are learning to manage withing the classrooms. There is always pressure and questions about how well am I doing my job? and it is there when reflection and the need to improve becomes essential to understand whether my attempts and resources are enough to generate meaningful learning.

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I used to think materials were only textbooks and that they were like "God's word" for my class, now I know materials are anything I can bring to the classroom and that I can use, create or adapt anything I feel I need for my lessons, without having to relay exclusively on a textbook.

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I used to think that materials were very specific things created solely to make teaching and learning easier — from textbooks to worksheets, to any kind of resource designed with that particular focus. Now I realize that I was only seeing the tip of the iceberg. Everything around us, everything that exists, can become a material for the learning process. More than just tools to achieve a goal, I now see materials as bridges — bridges toward knowledge, creativity, and skills that go beyond the classroom, reaching into the world itself.

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I used to think that materials are just simply the texbook, digital devices and worksheets. Now, I consider materials in ELT education are not just tools for language practice, but meaningful bridges that connect linguistic knowledge with learners' identities, cultures, and real-world experiences. Effective materials must inspire, represent, and empower students, making the learning process authentic, inclusive, and transformative.

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I used to tie myself to the "resources" provided by the school, now I know that materials or resources created or adapted by me or by my students are valid as well, and now I'm more aware of the aspects I need to focus on when wanting to bring anything to my classroom

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I used to think that being a good teacher meant providing students with everything they needed, neatly packaged and ready for them to absorb — like offering knowledge on a silver platter. I believed that making things easy and straightforward for students was the ultimate goal.

Now I think that true teaching goes much deeper than simply delivering information. A good teacher works with students, guiding them to build their own understanding and helping them develop the tools to learn independently. It’s not about handing over answers, but about creating meaningful learning experiences together. I have also realized that being a good teacher means continuously seeking to grow ourselves — staying informed, updated, and connected to new ideas — not just because it’s expected of us, but because we are genuinely committed to learning. Teaching, I’ve learned, is not just a duty; it’s a passion that requires willingness, curiosity, and constant self-improvement.

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I used to think that designing materials is just a matter of googling the first source that you find and that's all. But little by little, I have understoood that is a complex process where you have to take into consideration what is the level of your students, their needs, the main goal and their context. Also, materials can be meaninful when you create something that is according to what they like and when they feel that are heard.

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I used to think that materials were only those provided by the school or those I used to learnt English with. However, I think materials are a wide variety of elements that, depending on the person its purpose can be valuable.

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I used to think that materials were simply the textbooks, worksheets, and exercises I found to practice the content of each class. Now, I think that materials are living resources, such as texts, visuals, digital tools, and even student-generated content, that form a rich ecosystem for learning. Materials aren’t an end in themselves but a springboard for interaction, critical thinking, and creative expression, shaped by ongoing feedback and adapted to evolve alongside my learners’ journeys.

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I used to think that using a textbook was enough to provide students with a complete and meaningful language learning experience. Now I think that materials must be critically adapted to reflect students' cultural realities and identities. Through my reflections and teaching experience, I have realized that my role as a teacher goes beyond simply delivering pre-designed content; I must act as a cultural mediator, creating or adapting materials that validate my students' backgrounds and make learning more engaging and empowering. This shift in vision has made me more aware of the importance of designing inclusive, context-sensitive resources that truly connect with learners' lives.

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I used to think that lesson design meant following a rigid template, presentation, practice, production, without much deviation. Now I think that design is a flexible, iterative process rooted in learners’ needs, interests, and cultural backgrounds. Therefore, planning not just for linguistic progression but for genuine engagement: weaving in real-world tasks, multimedia, and learner reflection so that every activity speaks directly to who my students are and what they care about.

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I used to think that the English teacher’s primary role was to provide students with different materials for them to practice and learn. Now, I believe that an effective teacher is first and foremost a facilitator, someone who creates meaningful opportunities for students to discover, experiment, and negotiate meaning together. Rather than simply delivering content and materials, I see my role as guiding learners through challenges, modeling curiosity, and co-constructing knowledge in a classroom that values student voice and agency.

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I used to think the teacher was going to be "too serious" or too "boring", but actually I was happily surprised. So Now I think that the Professor has a great way of delivering the classes, allowing us to participate as much as she intervened, and even though the virtuality makes it a bit harder, I was able to get the meaning of everything that was explained and said in each session.

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I used to be the one who provided all the materials in my classes, and had some issues when lesson planning, considering the construction of the materials. However, now I think my students can be active participants in the learning-teaching process.

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I used to follow the materials, activities, and proposed assessment exercises given by the school textbooks and their interests. Now, I think my students' needs, interests, and the need to know about their context while comparing others from a critical perspective is crucial.