National studies continue to indicate that the graduating STEM student body is not representative of the diversity of the U.S. population. In addition to, or in the absence of, institutional change, instructors must learn how to implement equity-focused pedagogical changes in order to better support their students. This article describes my experience introducing a weekly reflection protocol in a proof-based mathematics course with the dual goals of promoting metacognition and opening an additional communication channel with my students. Towards these goals, this intervention was largely successful and I provide examples of how I was able to use what I learned from my students to better support them throughout the semester. Drawing on the "Deep Teaching Model" for faculty development, I share how this experience continues to be a critical component of my evolving teaching practice. Though this intervention on its own may not solve the representation and equity problems in our field, the self-awareness I developed through this experience has positioned me as a more effective instructor, mentor, and advocate.