Reflecting and Growing as a Teacher

As I continue on my teaching journey, I’m constantly growing and adapting. Every challenge I face helps me build more confidence, with reflection and a willingness to adapt leading the way. This has become even more significant as I think about how to make information more accessible to all of my students. My PGCE studies, especially focusing on inclusion and supporting autistic learners, have deepened my understanding of the varied needs in the classroom, and they’ve inspired me to refine my teaching methods even further.  

I’m excited to keep evolving. I know that my analytical mindset will help me create lessons that not only work but also show compassion.

Reflecting on my own experiences as an autistic person helps me anticipate the obstacles my students may encounter, and I aim to design lessons that support them effectively. Ultimately, I want my students to leave my classroom with a strong sense of accomplishment—knowing they’ve met their goals and achieved something important. I want them to feel like they’ve made progress, to look back on what they’ve learned and created, and to feel motivated to push themselves further.  

For me, the balance between structure and freedom is key to great teaching. As both an artist and a teacher, I know that clear frameworks help students feel grounded and confident. When they understand the goals and expectations, they can focus on their creative exploration, without stressing about where to begin. A solid foundation allows students to approach their work with confidence, easing anxiety and encouraging them to engage more deeply.  

Once that foundation is in place, I believe in giving students the freedom to experiment. Creativity thrives when students feel safe to take risks, ask questions, and embrace mistakes. I want them to see assignments as opportunities for growth, not just tasks to complete. By offering choices in how they approach their work—whether through medium, theme, or concept—I hope to empower them to take ownership of their projects and celebrate their own unique ideas.  

As an autistic teacher, I deeply value the clarity that structure provides, but I also know the creative process needs room to breathe. Creativity often comes from pushing boundaries and making connections in new ways. By striking a balance between structure and freedom, I want to inspire students to think boldly, experiment without fear, and realise their true potential in a way that’s meaningful to them.