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A day in a school is never the same. Students' friends, attitudes, and interests constantly change, and as the teacher, I must adapt to these fluctuating needs. In terms of teaching, this means that I need to devise multiple ways to communicate effectively and support my students' engagement in my classroom everyday. While completing my practicum assignment this past semester, I noticed that students are infinitely more engaged in the lesson when the teacher relates the topic to their own lives. The content of a course may be fascinating to the teacher, but unless it is presented in a relatable, engaging manner, students will quickly become disinterested and disengaged. As the teacher, I need to get to know and understand my students to plan a variety of different lesson plans and learning strategies that motivates and engages students in the content material. In order to achieve this goal, I asked my students to complete a survey at the beginning of my graduate practicum. I then collected and read each of my students' responses, and used them throughout the year to better inform my teaching decisions and methods.
As a teacher, I also need to acknowledge that education is individual, and understand how this affects my lesson planning and classroom teaching. Not every student is the same, and so not every student will respond in the same way to teaching. As a teacher, I must adapt to my students’ needs in my lessons, so that I can provide the best education for all of my students. This means that I need to provide for individual differences among my learners in the classroom. In each of my lesson plans and in my unit plan, I offer recommendations for accommodations and adaptations based on my students' individual needs. When teaching these lessons, I implemented these adaptations according to each of my students, and was prepared with possible alternative accommodations.

Additionally, when preparing for a lesson that involves class discussion or debate, I prepare essential questions in advance to prompt my students or guide the discussion, if necessary. These questions are designed to spark student interest, to guide them to that "lightbulb" moment. In the fall, when I taught a Socratic seminar lesson using John Gast's "American Progress" painting, I created guiding questions that worked to further enhance the discussion and spur student thought and response. As the teacher, I work as a facilitator of discussion and mediator of student thought, and developed these teaching skills throughout my student teaching experience.