Once Daniel had stopped the chaos, Izuku was happy enough to commence his class which went like this:

As Midoriya's students filed into class, Midoriya stood at the front with a warm smile. He started the day's lesson with a clear purpose. "Alright, everyone! Today, let's focus on evaluating our progress in a way that fits each of your unique strengths," he began, glancing at the students with a look of genuine understanding. "Some of you excel in field exercises, while others show your abilities best in strategy discussions. So, instead of just one test, we'll mix things up with simulations, one-on-one feedback, and skill challenges tailored to each of you." He knew that effective assessments required meeting the needs of his diverse students, like Mike's preference for physical challenges or Lisha's strengths in collaborative work.

As the students moved into their exercises, Midoriya paused to address their self-awareness. "While you're working, try to ask yourselves, Why did I make that choice? How did it affect my performance? By thinking about your decisions, you're practicing something called metacognition—knowing how you think. Reflecting on your choices, especially in battle or planning, will help you improve over time," he encouraged, modeling the process by thinking out loud. "For instance, if I decide to leap into action, I ask myself, Was that the best approach? It might seem simple, but learning to question and reflect will help you reach your full potential."

Later, during a break, Midoriya gathered the students for a discussion. "Being heroes means working with all kinds of people—different backgrounds, perspectives, and personalities. In our class, I want each of you to feel respected and valued for who you are." He emphasized the importance of tolerance and diversity, encouraging them to support each other and listen openly, no matter their differences. "Manrika, you bring strategy. Kiritsugu, your discipline inspires the whole team. When we recognize what each person brings, we're stronger together," he said, fostering an environment of respect and unity.

When it was time to talk about setting personal goals, Midoriya offered a patient smile. "It's easy to want to be the Number One Hero right away, but it's even more important to set goals you can work toward little by little. Let's try to set small, achievable steps. Maybe that's increasing your agility, improving one skill in your quirk, or focusing on teamwork," he said, encouraging everyone to build momentum. "Achieving these smaller goals will help you reach your bigger dreams."

As the day wrapped up, Midoriya turned to his students, his voice warm and encouraging. "And remember, I'm here to support you every step of the way. If you ever need help, advice, or just someone to listen, come see me." His sincerity made it easy for his students to trust him, knowing that their teacher genuinely cared about their growth. By showing them kindness and respect, he established a strong bond, creating a classroom where they could all thrive and pursue their dreams of heroism together.

Soon enough the bell rang and class ended, all the students gathered their things and said their goodbyes to Izuku who smiled and waved goodbye as they left his classroom. Daniel got off the wall made himself visible to Izuku, and walked over to him once the room was empty and it was only them in the room.

Daniel: "That was quite the class there, you sure you didn't want to become the number one teacher?

Izuku: (chuckles) "Yeah yeah, what can I say? I'm a natural at it I guess"

Daniel: "It would seem so"

Izuku: "But enough about me, what were you able to notice there? I want you to tell me what five things you noticed there, and what would be your answers for them"

Daniel: "What I noticed from you're teachings and of the class right?"

Izuku: "Yep"

Daniel: "Then, I would say that I noticed that you tailored his assessments—using simulations, one-on-one feedback, and skill challenges—to fit the unique strengths of each student, you encourage students to reflect on their actions and thought processes during exercises, guiding them to consider their choices and self-evaluate, you emphasized the value of each student's unique contributions, promoting mutual respect and inclusivity, you also encourage students to set realistic, incremental goals, helping them build toward larger aspirations, and you lastly expressed his genuine support and openness, encouraging students to come to him for guidance, which builds a trusting and supportive teacher-student relationship"

Izuku: "Correct! Now what would be your answers for all those five areas?"

-> Daniel: "For an effective evaluation method consider each student's unique strengths and needs. For students who excel in written expression, essays or reflective journals may be suitable assessments, allowing them to demonstrate their understanding in depth. For those who are more verbal, oral presentations or discussions might be better suited, enabling them to analyze and interpret texts aloud. Some students may benefit from creative assessments, like creating a storyboard or graphic organizer to represent themes, character relationships, or plot elements. Additionally, using formative assessments, such as quick reflections, peer reviews, or one-on-one check-ins, provides ongoing feedback that helps students track their growth and understand areas for improvement. By offering a variety of assessment methods and adjusting them as needed, we can ensure each student has the opportunity to demonstrate their learning effectively, supporting their progress and confidence in English."

While Daniel answered the question, both he and Izuku sat down on some chairs in the classroom.

-> Daniel: "Now I noticed that you used metacognition, so developing metacognition starts with helping students become aware of their thinking patterns and learning strategies. One effective approach is to encourage students to ask themselves questions before, during, and after reading a text or writing an essay. For example, before starting a reading assignment, students might ask, 'What do I already know about this topic?' or 'What am I hoping to understand by the end?' During the reading, they can pause to reflect with questions like, 'Am I understanding the character's motivations?' or 'Do I need to re-read to clarify this part?' After finishing, they might summarize the main points and evaluate their understanding, asking, 'What did I learn, and how can I apply this insight to future readings?'

Additionally, journals or reflective writing prompts can be valuable tools for metacognition, as they allow students to articulate their thought processes, identify strategies that work well, and recognize areas for improvement. For instance, after writing an essay, a student could reflect on which part of the writing process felt challenging and why, or what they learned about structuring an argument. By guiding students to regularly engage in self-reflection, we foster their ability to self-assess and adapt their learning approaches, which builds independence and confidence in their skills."

Izuku nodded hearing his answer, and was slightly surprised by it.

-> Daniel: "Now this whole diversity stuff happening modernly, not much with it because how far in a not-so-good way is going, but I will be fostering an environment of tolerance, diversity, and respect. Beginning by selecting texts and topics that reflect a variety of cultures, backgrounds, and perspectives. When students read stories from diverse authors and discuss different life experiences, they gain a broader understanding of the world and develop empathy. For instance, after reading a story from a different cultural background, students can discuss how the characters' experiences compare to their own, encouraging open, respectful conversations.

Also, establishing norms for discussions, such as active listening and respectful language, helps students feel comfortable sharing their thoughts. Teachers can model respectful dialogue by acknowledging each student's contribution, and encouraging phrases like 'I see your point' or 'I hadn't thought of it that way.' Group activities and peer reviews also provide students with opportunities to work with classmates they might not interact with often, helping them appreciate diverse viewpoints and build collaborative skills.

Finally, setting a strong example as a teacher is key. By celebrating each student's unique strengths and encouraging inclusive interactions, we create a classroom culture where everyone feels valued and accepted. When students feel respected and included, they are more open to learning from each other, which strengthens tolerance and respect in the classroom."

Daniel spoke honestly at the start before fully giving his answer which was understanding and determined.

-> Daniel: "In an English class, helping students set achievable goals starts by encouraging them to focus on specific skills they want to improve. For instance, instead of setting a broad goal like 'becoming a better writer,' a student could aim to 'use more descriptive language in my essays' or 'identify the main theme in each chapter.' These smaller, focused goals make it easier for students to see progress and build confidence. We can also help students break down larger tasks into manageable steps. For example, if the goal is to complete a research paper, the teacher could guide students to set mini-goals for each stage: choosing a topic, finding sources, drafting an outline, writing the introduction, and so on. With each step, students can see their progress, which keeps them motivated and helps them avoid feeling overwhelmed. Regular check-ins and reflections are also helpful in tracking progress. By reviewing their goals weekly or after each assignment, students can assess what they accomplished, celebrate small wins, and adjust their goals if needed. This process not only makes goals more reachable but also teaches students how to set realistic expectations and build confidence in their abilities."

Four answers down, one more to go. Daniel took a deep breath and gave his answer to the last area.

-> Daniel: "Now if I hope to build a relationship with my students, building a strong relationship with students starts with showing genuine interest in who they are, both as learners and as individuals. By asking questions about their interests, favorite books, or why they like certain stories, the teacher can connect classroom activities to things that matter to them, which makes learning more engaging and personal. Creating an open and supportive environment is also key. Encouraging students to ask questions, share opinions, or even respectfully disagree helps them feel comfortable expressing themselves. For example, during a class discussion, a teacher might say, 'I love hearing different perspectives—let's see what everyone thinks about this character's decision.' This approach builds a space where students know their voices are valued. Regular, positive feedback is another powerful tool. Noticing and acknowledging each student's effort, whether it's in a well-written essay, a thoughtful comment, or an improvement in reading skills, reinforces their progress and shows that the teacher cares about their growth. Finally, keeping communication open by being approachable—such as offering help after class or creating a suggestion box for questions and ideas—ensures students feel supported and heard. By fostering these connections, the teacher creates a trusting, respectful classroom where students feel valued and motivated to participate."

Izuku: "Whoa you know that after today, I would say you got a good view of what you want, the question now would be can you remember all this and commit to it in the future?"

Daniel: "I hope so because as much as I tell myself that I know what I want to do, there is the fear of failing in my promises and failing in the students"

Izuku: "You saved the world way too many times Danny, I think you'll be just fine along the way I just know it" (places his hand on Daniel's shoulder) "Believe in yourself"

Daniel: (smiles) "Thanks" (stands up) "Well, I must thank you Izuku" (starts leaving the room) "Until next time old friend take care"

Izuku smiles, and Daniel leaves the classroom before starting to walk down the large and long hallway. Silently walking down the halls of Union Academy, a place he thought he never return to, but on his way to the exit, he stops when he locks eyes with a familiar individual. An individual who never once treated him as an actual human being.

Daniel: "Well well, Glynda Goodwitch"

Glynda: (eyes widen suddenly before sighing) "Daniel"

Daniel: "That's me"

While Daniel stands there staring at Glynda, out of his shadow comes Igris. When he appeared, Igris stood silently behind Daniel while glaring at Glynda with his sword out.

Daniel: "It sure has been a while"