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What was a joy-moment for you today and everyday with teaching?

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Yes! Differentiation is so important in the classroom as students have different ways of learning. I like to do a learning style survey in the beginning to get a read on the room. This helps me guide instruction and students may give feedback on my Google forms that help me change instruction along the way. I like to do different types of instruction/activities throughout the semester. This includes notes on the screen, many videos, hands-on activities and labs, coloring, and the list goes on.

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I like to get constant feedback from students as we continue on through the semester. I send Google forms out to ask how classwork/comprehension/etc is going for them and that really helps as I make it free response. I also like to go around during activities/instruction and ask how everyone is doing or get a quick thumbs up or down on progress.

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I love coming to work everyday and teaching my students. I'm not intimidated by them or their parents/community. I'm slightly intimidated by the idea that I come from a different background than most of my students. It's hard to relate to my students sometimes and relate the class to them just based on the fact that we come from two different worlds basically.

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I sent out an end of year form to see how the semester went and how I was as my students' teacher, and I saw it multiple times that "he cares". A big goal of mine is to always be intentional in my relationships with students and I think that helps with their perception of me. They also think I'm fun and enjoy the way I teach.

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Do you really want to do all your work today?

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Do you really want to do all your work today?

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Yes,  I take into account that no two of my  students are alike.  No matter what all may line up. I know my students are not alike and can even surprise me by their behavior patterns changing up or grades increasing or decreasing in a week.  Sometimes it can be a minor setback.

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Yes,  I take into account that no two of my  students are alike.  No matter what all may line up. I know my students are not alike and can even surprise me by their behavior patterns changing up or grades increasing or decreasing in a week.  Sometimes it can be a minor setback.

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I know which instructional strategies work best with my students several ways.  The first way is I ask the student to tell me what I have asked them to do.  Second, I go around the room looking, asking questions and offering help.  Third, sometimes I ask them what is another way this assignment could have been completed.  I take the students responses and in the future assignments, I test their theory.  The students feel valued when they have input in their classroom and assignments.  

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I know which instructional strategies work best with my students several ways.  The first way is I ask the student to tell me what I have asked them to do.  Second, I go around the room looking, asking questions and offering help.  Third, sometimes I ask them what is another way this assignment could have been completed.  I take the students responses and in the future assignments, I test their theory.  The students feel valued when they have input in their classroom and assignments.  

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I love this question.  No I am not intimidated by any of my students, parents, or community in which  they reside.  I know I am never to old to learn from someone else.  Just as I teach my students and converse with their parents, I learn about them and the communities they live in.  Students have been able to share ideas, their culture or community activities with us which enabled great social emotional learning.   

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I love this question.  No I am not intimidated by any of my students, parents, or community in which  they reside.  I know I am never to old to learn from someone else.  Just as I teach my students and converse with their parents, I learn about them and the communities they live in.  Students have been able to share ideas, their culture or community activities with us which enabled great social emotional learning.   

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My students perceive me as caring and concerned about them not just in reference to academics.  I treat them just the way I wanted my children to be treated when attending school, which is firm and friendly.  Meaning  there is a safe place in this room and opportunities for error.  Nevertheless in the end you can succeed if you truly want to and I am here willing to go the extra mile if they want to succeed.

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My students perceive me as caring and concerned about them not just in reference to academics.  I treat them just the way I wanted my children to be treated when attending school, which is firm and friendly.  Meaning  there is a safe place in this room and opportunities for error.  Nevertheless in the end you can succeed if you truly want to and I am here willing to go the extra mile if they want to succeed.

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Did you put on your students' shoes today?

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Absolutely! I identify that students are not the same, and when I start comparing others' I quickly try to shift that mindset. Students are not the same, and when we compare one to another, we place constraints around each. Students have different strengths and weaknesses, and each one is not going to perform the same nor grow up to do the same things! Allowing students to be different and grow differently is good... however, we must remember to water them both whatever way is equitable. We as teachers do not want to compared, and neither do our students! Remember to put yourselves in the shoes of your students' from time to time.

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I know which instructional strategies work with my students a few ways. One, and the most basic is when we're in the heart of learning, I walk around, ask questions, clarify any questions, and compare what I have observed to actual work. This seems to be the most time consuming, but it is effective. Another method I use if after we complete an activity, assignment, discussion, etc., I give that autonomy back to the students. I ask the students how they felt about what we just did. Did they feel engaged, did they have fun, did they learn anything, and I always throw something silly in like "are you thinking that we should never ever do anything like this again?" Usually, students are open and honest, and some like to choose the last option. Whatever feedback I get, I make sure students know why we did what we did and let them know that I am willing to bend however they need me so that they can maximize and enjoy their learning. Of course, fun is not always an option, but there are lots of time that fun is! Students like that autonomy and they enjoy having a say in their learning-- as long as we are doing what we need to do!

Students are more likely to engage if they feel they are given a voice. Of

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I am not intimidated of my students, their parents, or the community in which they reside. Someone who fears or is intimidated by these things cannot fully connect with their students. Regardless of the circumstances, students must know that we as their educators are their alliance. We are their support, and being intimated, may cause a student to be timid when they need someone to open up to or to be there for them.

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My students know that I care about them. They see it in the way I treat them-- not giving attention only to students that ask for help but also to the ones that do not. I greet them the same every morning, no matter if we had a bad day in my class the day before or a good day; my students know the stage resets every day and that I do not hold grudges for bad days. Although I am not inside my students' minds, their interactions with me shows me how they perceive me and the treatment of themselves. They know they have an opportunity tomorrow to do better and be better and that I will not treat them any different regardless of what happened in the past.

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Students can look beyond the level they are learning in my class.  I provide a road map for achieving the highest level in my subject.  I provide them the connection between other STEM subjects and math.

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Students can look beyond the level they are learning in my class.  I provide a road map for achieving the highest level in my subject.  I provide them the connection between other STEM subjects and math.

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A school wide implementation of expected results:  It could be an academic knowledge, or adecipline, or a behaviour expectation, or a cellphone usage.

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A school wide implementation of expected results:  It could be an academic knowledge, or adecipline, or a behaviour expectation, or a cellphone usage.

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Yes.  But I find myself working with the students who need most help.  I sometimes feel that the structure does not give opportunities for top students to reach higher level.  The assignments, projects are all set to cater to the lowest denomination.  The top students do not have enough incentives to get challenged at a higher level.

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Yes.  But I find myself working with the students who need most help.  I sometimes feel that the structure does not give opportunities for top students to reach higher level.  The assignments, projects are all set to cater to the lowest denomination.  The top students do not have enough incentives to get challenged at a higher level.

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There is no panacea.  One strategy may work with some set of students and a second strategy may work with a different set. I feel the strategy selection process is a live and dynamic one. I look at the participation to continue with a strategy

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There is no panacea.  One strategy may work with some set of students and a second strategy may work with a different set. I feel the strategy selection process is a live and dynamic one. I look at the participation to continue with a strategy

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I am still working on some of the students to trust me and get helped.  In a subset of these students, I am not getting support from the parents.

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I am still working on some of the students to trust me and get helped.  In a subset of these students, I am not getting support from the parents.

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The students see that I am making an effort to help them succeed. 

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The students see that I am making an effort to help them succeed. 

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Do your students know you?

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The first semester I had a great group of kids who were mostly average learners. I noticed that I taught at an average level so the AIG kids got a little lazy, but overall everyone got the same instruction and it worked. This semester however, I had 6 OCS students plus numerous SPED in addition to mostly 9th graders. This was the complete opposite of first semester. I was unable to find a way to teach each level of student and found myself teaching the bare minimum to serve the lowest level student. The AIG kids were bored. I didn't know how to accommodate that level of OCS, SPED, and AIG all in one class of 30 students. It was certainly a learning experience and I hope to learn some strategies to combat this for next year.

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Not only do I observe the students and how they acquire knowledge from different activities, but I also just ask them what they prefer. How do they feel they learn best?

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I don't believe I am intimidated by my students or their communities. I do however believe I would be fearful of hostile parents. That is something I hopefully can work on as I encounter it.

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I think my students perceive me as knowledgeable and understanding. I strive to make sure they know that things don't have to be difficult, but that things do need to be done and completed.

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I am very transparent with my kids, and I expect the same in return. I want my classroom to be a low-stakes environment where they feel comfortable being themselves, asking questions, making mistakes, encountering challenging, and enduring triumphs together. If students realize you're authentic with them and genuinely care, students are much more inclined to listen, learn, and apply their knowledge. Nobody learns from somebody they don't like.

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These kids are quite literally our future leaders. It's our jobs as educators to teach them HOW to use their voice, not WHAT to say while using their voice. There are some conversations that I don't have a seat at the table. During those time, I notice kids begin to question why I'm quiet or what my opinions are. But I think it's important as teachers to stay silent sometimes, we want our kids to navigate their own thinking and opinions. We can teach them how to have civil and analytical conversations, but not every single person you encounter will have the same experiences.

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I put foolishness as my header for this question because I LOVE moving around my room, dancing, doing interactive things, etc. I feel like if the students see me having a good time in a learning environment then they will realize my classroom is a low-stakes environment, they can be themselves, and we can have fun while learning.

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Relationships are the forefront of an efficient classroom. But after you've established strong relationships, you have to know how to engage kids. I like to engage my kids by letting them have a voice in their own education. I love to get their opinions, learn their interests/hobbies, and how they learn best. Then, I can create lessons/materials that would be of interest to them and I love seeing the kids get excited when they're represented in lessons.

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My students are at an advantage in my classroom because I truly love what I teach. I majored in Geology and my whole life I had a passion for the ocean, so teaching Earth Science and Marine Ecology is perfect for me. I am able to expand further than what I need to teach from the standards, so they get a deeper understanding of the topic at hand. Another advantage is that we are just so close in age. I am able to relate to them and things that they're talking about/that they are into more, and we can have fun with this. We are able to chat about random things while also learning and working on assignments in class which is cool.

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I do! I feel we shouldn't ignore their outside influences per se like the book says, but focus instead on how we can overcome those influences that may be holding students back in the classroom. My classroom has a sign that says "The future of the world is in this room today" and I like to use this to inspire myself to inspire my students. Knowing that I have a hand in what the future of the world looks like helps me to push them to higher standards. It's hard in this time of covid and constant transitions to stay inspired sometimes, but knowing what kind of potential is in my classroom helps me push my students to fly.

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A goal of mine before teaching was to find the joy in everyday, especially in the classroom. Having something that you love about everyday really helps make teaching fun and helps me want to come back to work everyday. Most of my joy moments come from my students. In my last answer, I said that I love getting to know my students and celebrate all that they do, so that's where most of my fire comes from. Getting to teach what I love everyday helps too... One of my students the other week actually told me "someone should not love science THIS much" (hahah). I took it as a compliment.

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Getting to know my students and being there for them. I strive for being intentional with my students and truly getting to know them and be with them in the classroom. Having that rapport with students helps my students stay interested in what I actually have to say. I try to relate to them on a personal level, support them on achievements in the classroom, celebrating things outside the classroom (like getting a job or sports), and just being there as a listening ear. High school is such a transformative time in life, and I LOVE supporting my students in this time.

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I believe the passion I have for learning gives my students an advantage because they can see that if you set your mind to something and have the motivation to complete a goal, project, activity, etc. you can greatly enhance your options in life. I tell me students all the time with the resources and information available today, they can learn so much for minimal cost.

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I believe that allowing students to see and understand that mistakes and failures along the way are part of success. It is unrealistic to think and push that failure is not an option. This idea is only hurting those who do end up failing. Rather failure needs to be seen as part of the steps to success and learning from the mistakes that were made. We do not want to discourage our students. Seeing and acknowledging those failures and mistakes helps my students to understand that this is normal and part of the process. We can then reflect and look back, and in reflecting we acknowledge together that they are capable of success, but the path to get there may look very different for each individual.

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Bringing the fire to the classroom everyday can be difficult because I am not naturally an over the top enthusiastic person. However, I believe that if your students can see that you are passionate about the content and explicitly explain to them why you care so much, you can get them on board with you. No only is passion for the content important, but likely more important is showing students through our actions that we are passionate about them as individuals. This way even if you are not the most passionate about a certain topic you can still hang onto the students.

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I am still trying to better achieve my signature move, which is implementing hands-on activities that allow my students to interact with our content in a way that helps them to see the connection to their individual lives and passions.

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My Signature move is creating and implementing culturally relevant instruction everyday.