Critical Commentary The overall journey has been journal writing, which I have gone through many times to learn, unlearn, and relearn. In this journey I realized and experienced how important unlearning is for teachers because the process of unlearning leads to the careful gaze of self-analysis. Through this process, I experienced three stages of meaning. In the first stage I reflected on the selected diary entries. This reflection helped me discover the strategies I need to adopt to build positive relationships with my students. In the second phase, I articulated my learning gained through narrative investigation of the journal entries. In the final phase, I explored moments in which I guided my students' learning in order to create a sense of belonging to a learning community.1) Phase I: Building positive relationships: By examining the narratives of my daily reflections, I I realized that every moment of classroom teaching was important to me and I wanted to discuss those events in my journal entries. However, “Teachers don't always learn. However, all teachers learn some of the time, and some teachers learn most of the time” (Hiebert 2002). The process of writing narratives helped me move from “learning some of the time” to “learning most of the time.” It gave me the courage to criticize my teaching style leading to the habit of learning by thinking about and realizing the potential flaws in my teaching. The process of critique and self-analysis of my teaching allowed me to see a different perception in my journal entries. I realized that initially, especially in the early grades, I was only responsible to the students. I always referred to their actions as the cause of the failure of my planned lessons, as I reflected in my diary on the 8th...... middle of paper ...... about being a teacher who teaches but also about a learner who learns. This discovery will also help me in my home context as it will keep me well equipped with strategies for getting along with students like Seema and Amin who rarely participate in classroom activities. The goal behind using this approach was to get students to think, ask questions, discuss, present, and work collaboratively to learn from each other. It was implied that they were becoming more aware of their own learning processes and were experimenting with the idea of ​​being responsible for their own learning within the learning community. However, there are still some unexplored domains that I intend to investigate in the future. I look forward to future lessons with a positive apprehension to further evolve this document by encouraging student voices to create an effective learning community.