After two weeks of leading my own classes, I introduced a Refusal to Engage form as a way to support students who weren’t willing to participate while still holding them accountable for their learning. Instead of immediately resorting to consequences, this form gave students an opportunity to pause, reflect, and take ownership of their choices before further intervention was needed. It provided a productive alternative to disengagement, ensuring that students had a chance to reset without disrupting the creative flow of the classroom. This artifact demonstrates my ability to adapt to the complex and dynamic nature of a high school learning environment. Students have off days, and instead of treating disengagement purely as a behavioral issue, this strategy helped me meet students where they were while still maintaining high expectations. In one instance, after the form was used, a parent came to class the next day to sit with their student because they were disappointed in their child’s refusal to engage. This response reinforced that the form wasn’t just about momentary accountability, but also about building long-term responsibility for learning. As a student teacher, my role was to implement and adapt classroom management strategies that balanced flexibility with structure, ensuring that students remained engaged while still being held accountable for their participation. Adopting this approach alongside my mentor teachers allowed me to proactively manage classroom challenges, creating a positive, supportive, and creative learning environment even when student engagement fluctuated.