• What do you like the most about your profession?What I like most about my profession is seeing how children grow, learn, and how, step by step, they achieve things that seemed very big and impossible for them. I feel very happy when I explain a topic or a word in English to them, they get excited and repeat or translate it, and they understand and put it into practice. This shows me that they are on the right track, and it makes me very proud and happy for them. I have always enjoyed creating a safe and dynamic space for everyone and with everyone.

• What is the greatest satisfaction you have had as a teacher?The greatest satisfaction I have had as a teacher is seeing my students' progress and knowing that, thanks to my classes, they feel motivated to continue learning, that the strategies I have given them have been effective, and that they feel more secure and confident in their abilities. Every small step forward and bit of growth is a personal achievement for me.

• In your opinion: What is the sense of being an English teacher?In my opinion, the meaning of being an English teacher is to open a door to new opportunities, to continue learning and training, because you never finish studying or learning; it is a constant construction of knowledge. English is a tool for communicating with the world, learning about other cultures, and broadening horizons. Being an English teacher means accompanying students on this journey and giving them an advantage in their academic and personal lives, so that they can function as independent citizens in the

1. To be an excellent mediator, one must be up to date with the many changes that are constantly in motion. Based of personal reflection of Richards, over the past 30 years, he highlights the emergence of new trends and methodologies in language teaching. Educational contexts are constantly evolving, student’s expectations, available technologies, and multicultural classrooms all affect teaching. For me personally, this is a challenge because I’m still building my teaching identity. I want to make sure, I’, not only learning theory, but also understanding how to apply new methods in real classrooms.

2. Richards emphasizes the shift from viewing students as passive recipients to seeing them as unique learners with their own styles, motivations, and backgrounds. As a future teacher, I want to develop the ability to recognize these differences in my students and adapt my teaching accordingly. This is not easy, it requires empathy, flexibility, and continuous observation. I also want to create a classroom environment where students feel safe, respected, and motivated to learn.

3. Traditional assessment often focuses too much on grammar and memorization. Which Richards critiques. Instead, he promotes authentic assessment that reflects real communication. For me, as pre-service teacher, this is a challenge because I’ve been mostly evaluated with traditional tests myself. Now, I need to unlearn that mindset and explore better ways to evaluate learners’ communicative skills. I want to design tasks that involve speaking, collaboration, presentations, and problem solving, like in real-life situations. I also want use feedback as a learning tool, not just a grade.

· Use authentic and communicative tasks, include role-plays, real-life simulations, and problem-solving activities.

· Bring in real materials, use songs, videos, new articles, and social media in English.

· Integrate educational technology, use language learning apps, interactive games, and digital platforms.

· Promote student autonomy, teach strategies for learning independently and encourage self-monitoring.

· Create safe and motivating environment, foster participation without fear of mistakes.

· Include, projects, portfolios, and self-assessment with constant feedback.

Ideas for mediating pleasant English language learning experiences outside of classroom:

· Encourage rea-world exposure to English, recommend movies, music, podcast, and Youtube in English.

· Promote reading for pleasure, suggest short stories, blogs, or books in English as their level.

· Use online communities and social media, invite students to join forums or groups where English used.

· Organize extracurricular English activities, set up conversation clubs, competitions, or theater projects.

· Support mobile and flexible learning, recommend short daily practices with apps or flashcards.

· Involve family and friends, encourage sharing what they learn and practicing English socially.

· Divergent thinking and flexibility, creativity isn’t just about one correct answer. It involves divergence, generating many ideas, seeing multiples possibilities, thinking outside conventional boundaries. Flexibility of thought and openness to new perspectives are key.

· Creative ideas often grow when students bounce ideas off each other, collaborate in small groups, share perspectives. Peer interaction can simulate innovation be use different viewpoints mix.

· Giving students feedback not just on correctness but on their thinking process, how they arrived at ideas, what was original, what could be improved. Having students reflect on their work, their choices, what they would do differently encourages deeper learning and more creative growth.

One of the most important takeaways is that creativity is not limited to the arts or to highly talented individuals. Instead, it is something that can be encouraged in everyday classroom activities. Richards highlights how creative teachers are those who are flexible, reflective, and open to trying new methods. This made me reflect on how I usually follow structured lesson plans, and how adding space for student choice and experimentation could make lessons more dynamic and meaningful.For example, I now see the value of using open-ended tasks that allow students to explore different solutions or interpretations. Rather than giving them one correct way to complete grammar or vocabulary task, I could ask them to create short dialogues, write alternative endings to stories, or present role-plays that connect with real-life situations. The video also emphasized the importance of psychological safety in fostering creativity. This means creating a classroom environment where students feel comfortable making mistakes, taking risks, and expressing original ideas. As a future teacher, I realize I must be more mindful of how I respond to student errors, but as learning opportunities. I want to build a space where students are not afraid to speak up and try something new.