The post discusses the concept of independence in teaching ESL literacy learners at CLB 1L, emphasizing that true independence does not equate to the absence of support. It cautions against the premature removal of support, which can hinder a learner’s confidence and engagement. Instead, independence should be seen as a gradual development characterized by small, meaningful actions like initiating tasks and making choices, even with ongoing support. The post offers a redefined understanding of independence that centers on observation and readiness, advocating for a more empathetic teaching approach that respects learners’ dignity while promoting their gradual autonomy.