Before starting the school internship, I definitely had some particular assumptions about the school and what I was about to experience. One assumption that I think was also my biggest problem was the lesson plans. Personally, I thought these should be followed religiously in class with little room for error. Now, I can see that this is a prescriptive assumption, something that we think should happen. In the long run this assumption didn't help me in the slightest and therefore it can also be defined as a hegemonic assumption. For me, confidence was the main factor that drove me to feel the need to stick to my lesson plans. Since it was our first time on SP, nervousness was obviously a big factor at the beginning. As a result, I felt I needed to have a plan and stick to it to feel comfortable while teaching. While I thought this helped me and my teaching, I can now see that it was more of a hindrance than anything else. Looking back, I can see that my lessons were often rushed and with little time for students to question me. I spent so much time cramming content into my lessons that the lessons themselves were often seen as disorienting because I had so much to do. Students were often left with unfinished assignments because I felt we needed to move on. As a result, it has affected students' understanding and learning, making many students unable to fully understand some concepts. This is obviously an ineffective way of teaching. Mohanna, Chambers, and Wall (2008) tell us that a good teacher is adaptable and reacts to lessons on the spot. Unfortunately my assumption prevented me from doing this as I was always trying to cover the material I had for the lesson. This is an assumption I definitely got halfway through the paper… of a teacher realizing how difficult it is to be an effective communicator. I have grown as a person and learned a lot about myself after the last six weeks, which will help me build the foundation for my next school placement. Brookfield once said: To challenge an assumption that has hitherto been accepted uncritically and unconditionally is to take a risk. Yet this very challenge to assumptions is the heart of critical teaching (Brookfield 1987, p. 90). Challenging the assumptions that are essentially our foundation is described as a risk in the teaching career. However, becoming a successful teacher requires taking risks. If things were always done without changes, teaching would be very monotonous for both students and teachers. As teachers, it is our responsibility to be as prepared as possible when we enter the classroom.