During my school internship I had various "pre-established" assumptions that were immeasurably challenged through both critical reflection and practical experiences. Prior to my teaching practice, my main hegemonic assumption was the general “mantle” of teachers as firm, authoritative and “dictatorial monarchs” of the classroom and if pupil misconduct occurred in this environment, a reprimand was carried out to ensure successful classroom management. In this reflective report, I will address the main reasons behind this hegemonic assumption, its impact it has had on me as a teacher, the general analysis on this assumption and its inferences it has for me as a future teacher. Hegemonic assumptions according to Brookfield are “assumptions that we believe are in our best interests but which actually work against us in the long term” (Brookfield, 1995). I believe this 'subconscious stunt' has hindered my overall success as a teacher as I feel it has prevented me from establishing myself as a better teacher. How could this happen? How could this happen "unintentionally"? My assumptions regarding classroom control prevented me from creating a solid foundation for the “fruits” of strong student-teacher relationships to “bloom” and thus the “weeds” of classroom climate persisted. Indeed, at times, the "prolonging" of these problematic periods created a slight barrier between me and the student, as perhaps we were "against" each other and were not in complete reciprocity or harmony. How was it possible for us to really learn if the students described me as a simple dictation figure, oppressive and dominant within the class, who gives instructions and "commands" them? “In the eyes of students an important component of successful learning is the perception of teaching… in the middle of the paper… 'philosophy' has now been 'reprimanded'. Indeed, Brookfield's lenses allowed me to "dive" into the "pool" of reason and logic of my teaching assumptions. I am now very 'awake' to how and why I took on these ideas, to their challenge and impact on me as a teacher, and to their 'evolution' during my teaching. I have gained immense recognition and awareness of the key characteristics of teaching, namely pupil motivation levels and managing a classroom. Essentially, the theory provides the foundation on which I can be an expert teacher. However, if I neglect student opinions in favor of literature, I will not be as knowledgeable as I could be. Overall, this was a very insightful and enlightening metamorphism for me as a young science teacher and my "newborn" knowledge is central to my future maturation as a science teacher.