This post addresses new ESL Literacy teachers who grapple with self-doubt regarding their teaching efficacy and learner progress. It emphasizes that teaching literacy is emotionally challenging, as it involves working with students who may lack prior educational experiences and bear shame about their abilities. New teachers often question their pace and methods, yet these concerns stem from their commitment to their students. The post advocates for a slow, repetitive approach, reinforcing the importance of building foundational literacy skills. It encourages teachers to reflect on small successes rather than compare themselves to advanced levels, affirming that progress, though subtle, is significant.