My CFE experience provided me with both great educational opportunities to further my career goals and wonderful memories. On the professional side, I have had a fantastic opportunity to see another approach to my inquiry exploration of classroom management in action. I was able to see a teacher who modeled classroom management through a social and emotional approach. While my teacher supervisor set clear expectations, boundaries, and routines, she also recognized the need many of the students had for social and emotional support and made sure to prioritize the fulfilment of these needs above all else. For example, she opened each day with a temperature check and began each Monday morning with a chance for students to share a highlight of their weekend. She talked to students about recognizing the emotions in their bodies, and encouraged them to share both moments of joy and sad experiences with both her and their classmates. She used gentle language, gave children who were struggling space, and did not force academic expectations when students were not emotionally capable or ready to meet them. On the other hand, she also enforced consequences for children who were struggling, such as stopping PE games when students were out of control, and encouraged students to solve their own problems when possible. Watching her model these techniques, I have come to realize that, to a certain extent, social and emotional learning is not just one tool used to tackle classroom management, but is the center of classroom management. This experience has also enabled me to meet my professional goals of becoming prepared to lead any classroom I may be put in with confidence. By spending time in a primary classroom that contrasts with my practicum experience in a Grade 6/7 classroom, I have learned about resources and books that I can plan lessons around or have available for students, how to run basics of Grade 2 curriculum such as teaching subtraction and doing calendar, the importance of routine for primary classes, some of the unique challenges of primary classrooms such as students being quick to report on the behavior of other students or not yet knowing how to participate in cooperative games, among other related things. I believe that this will help me successfully work in any grade, either as a TOC or a classroom teacher. Luckily, my experience has also provided me with fantastic memories that I will hold dear. Reading with students, especially the most vulnerable, and watching them glow under the individual attention provided wonderful opportunities for me to bond with and get to know them. Watching the students bravely take to the stage and succeed in the talent show filled me with pride. When I talked to them at lunch time or during art time, students often made me laugh, asked questions that made me think, or opened my eyes to a renewed sense of curiosity, as only young children can. I know that I will always fondly remember this classroom as I hopefully embark on a journey of taking many more classrooms of students into my heart as a teacher.