Critical commentaryThe overall journey consisted of writing journals, which I went through repeatedly to learn, unlearn, and relearn. During this journey, I realized and experienced the importance of unlearning for teachers, as the process of unlearning guides deep self-analysis. Through this process, I experienced three significant phases. In the first phase, I reflected on some journal entries. This reflection has helped me discover the strategies I need to adopt to build positive relationships with my students. In the second phase, I articulated my own learning that I had acquired through narrative inquiry into the journal entries. In the final phase, I explored times when I led my students' learning to create a sense of belonging to a learning community. 1) Phase I: Building a positive relationship: By working through the stories of my daily reflections, I realized that every moment of classroom teaching was important to me and I wanted to discuss these events in my journal. However, “teachers do not always learn. However, all teachers learn some of the time, and some teachers learn most of the time” (Hiebert 2002). The process of writing stories helped me move from “learning some of the time” to “learning most of the time.” This gave me the courage to critique my own teaching style and make a habit of learning while reflecting and realizing potential flaws in my teaching. The process of critiquing and self-analyzing my own teaching allowed me to see a different perception in my journal entries. I realized that in the beginning, especially in the first few classes, I was simply responsible to the students. I always referred to their actions as a cause of failure of my planned lessons, as I thought in my journal of the 8th...... middle of paper ...... about the fact of being a teacher who teaches but also a learner who learns. This discovery will also help me in my family context because it will provide me with strategies to get along with students like Seema and Amin who rarely participate in class activities. The goal of this approach was to get students thinking, questioning, discussing, presenting, and working collaboratively in order to learn from each other. This implied that they were becoming more aware of their own learning processes and experiencing the idea of ​​being responsible for their own learning within the learning community. However, there are still some unexplored areas that I intend to explore in the future. I look forward to future classes with positive trepidation to evolve this article further by encouraging student voice to create an effective learning community..