The second part of this lesson was about students’ essay peer editing. While helping students edit their papers, I found that what I thought was a simple part of the lesson was confusing and difficult for students to apply. I realized that I was not clear about the students’ understanding of the new content when I taught it and that I was automatically bringing my ideas to the student’s level. I lacked the steps to extract the students’ understanding level before the new content was taught. Also, the group of students in the class was not very consistent, and I needed to grasp the difficulty level of the content in advance. Also, in my culture, people are uncomfortable with being interrupted or checked by the teacher during individual exercises or group activities. Also, some people do not want their writing to be seen or evaluated by other students. Therefore, when I tried to help individual students edit their drafts or give advice today, some showed reluctance or even refused my help. I am considering whether I should help them cleanse their papers more personally or ask them if they want to do peer editing first. Providing students with a more acceptable and comfortable way to learn is more conducive to increasing their trust in the teacher, thus motivating them to learn and leading them to open up in the classroom. By helping individuals with their dissertations, I also realized that it is necessary to determine the amount of teacher guidance based on the level of the student.