Through learning about student monitoring and behavior, I’ve come to realize how important it is to look beyond surface-level actions and understand what my high school Health Science students may be experiencing internally. Monitoring students goes beyond keeping track of attendance or behavior—it involves observing patterns, emotional shifts, and engagement levels. I’ve learned that understanding student behavior means being aware that silence, anger, or even cheating often signals a deeper issue. Silent students, for example, may not be disengaged but may need safer, low-pressure ways to participate, such as writing or small group discussions. Thinking breaks will be a regular part of my routine, offering students a chance to process, reset, and refocus. When students express anger, I’ve learned not to react defensively but instead to listen and provide a calm space for them to decompress. Cheating, while disappointing, often reflects fear or a lack of confidence, and I’ll address it by reinforcing trust, offering support, and focusing on growth over perfection. I’ve also realized that teaching sometimes requires making difficult decisions, whether it’s enforcing consequences or intervening when something feels off. These “hard calls” are necessary to maintain a fair and supportive environment. With these insights, I feel more prepared to create a classroom where my Health Science students feel seen, supported, and capable of both academic and personal growth.
