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I absolutely have see my MT deliver her lessons with momentum and flow, especially with our current Novel Study unit. She invites the students to read at their own pace, but assigns weekly small-group Literature Circles for discussions on specific sections. She doesn’t do these every day, so she also reviews characters, themes, and definitions that are recurring in the novel. This Winter/Spring Unit is somewhat of an assessment that has formed from months of reading comprehension, spelling tests, and making words activities. The novel also contains heavy topics, so she is strategically is doing it now, after months of her setting up a Brave Space in her classroom and knowing her students.

Similarly, I have also observed lesson flow regarding singular lessons.The Science teacher at this same school demonstrated the strategy of "scaffolding", especially when beginning to introduce new concepts. For example, to start talking about Osmosis, she first reviewed Diffusion, and connected the two. This way all students saw the flow of the unit, and could make connections to their own learning.

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I have seen my MT cultivate momentum and flow in his classroom simply by choosing to teach music that the students are interested in, therefore capturing their enthusiasm. He does this in two ways. One way is by showing the students a video of a performance of a piece of music, so they can hear what it sounds like and maybe discover some things they like about the piece before having to attempt to play it. Another way he does this is by asking students what music they would like to perform in the class. Students usually come up with some pop song medley's they like, or film scores they would like to play as a band.

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I have seen my MT utilize this when she teachers our Grade 8s math lessons. Both her and the students have a mutual understanding of how the structure of the lesson is done, which allows my MT to flow through it perfectly. She also allows a lot of time for thinking and questions, which allow the students to continue with the flow of the material.

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My MT carefully plans out the structure of a class in order to make sure the lesson flows flawlessly from one activity to the next. He does this by considering the big picture of what he wants to accomplish by the end of the lesson. He then sequences the activities in the lesson in a way that makes sense and is the most efficient.

-Sophia F

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I have seen my MT build momentum and flow in their lesson delivery by incorporating a variety of effective strategies. One key approach is promoting a lot of group work and collaboration, which helps students stay engaged and learn from each other. Additionally, my MT uses culturally relevant examples in her lessons, making the content more relatable and meaningful to the students. These methods not only enhance the learning experience but also create a dynamic and cohesive classroom environment.

-Tylar

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My MT builds momentum and flow in her lesson delivery by using clear lesson objectives. To ensure clear lesson delivery she uses a well-structured approach that keeps students engaged and allows them to follow along easily. Each lesson begins with a clear learning objective which is essential.

- Kausa

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My MT shows the agenda right at the beginning of every class so students know what to anticipate. She begins with an introduction and a question of the day so everyone gets talking and interacting. She then moves on to the lesson and then a work period and/or group discussions. With all of the students knowing the routine and having opportunities to contribute, it helps the class to flow into the next activity.

-Georgea

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I have been able to see my MT use different skills to cultivate the flow depending on the class. She will use tactics to grab students attention when she is teaching a lesson, and then gives students lots of time to work on worksheets or groupwork. She also does a great job brining students back together to take up homework etc.

Samantha

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I have seen my MT build momentum and flow in the classroom by introducing a work package at the beginning of the year called an individual learning project. This package includes every worksheet for the semester and students hand it in completed for 15% of their grade at the end of the term. Students know exactly where to find questions, updates, and worksheet info on their google classroom and they know the process that each class will follow.

-Victoria

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I have seen my MT utilise momentum and flow in her lessons. She allows students ample amount of time (all in-class) to work on projects, assignments, and assessments. She also includes overarching topics from her lessons into conversation and debrief with her students. My MT is able to connect her lessons and material to make large branching connections through everything.

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I have seen my MT build up momentum and create a flow in their lessons through a structured course of action of what goals she is trying to achieve during class and how she would go about it once the class has actually started. When teaching students how to play instruments, she would play music videos of songs the students would enjoy and want to learn, demonstrating herself and letting them play through the music as best they can with some instructions on how to properly play them.

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In my practicum, my MT builds momentum and flow through starting with theory, warmups, then repertoire/individual practice, which steadily increases student engagement on their instruments.

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From my observations, I have realized that my MT is constantly assessing students. During the lesson, she observes students' participation and focus during the lesson. If she notices that students are understanding the mathematical concepts taught during the lesson, she will continue building on the momentum and maintain the flow of the lesson. If she notices that the students are struggling with the content during the lesson, she will slow down the flow of the lesson and address the misunderstandings.

Darren Tsvetanov

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In my classroom, my MT builds momentum or flow by doing an engaging activity, relating a lesson to their lived experiences, or by getting them involved through asking questions

-Siarah