I differentiate instruction by assessing students' varying needs, interests, and readiness levels and then tailor my teaching methods accordingly. This includes offering multiple options for students to engage with the material, using tiered assignments, and providing choices in how students demonstrate their understanding. I also often have discussion days where I meet with students individually for a few mibutes while the rest of the class is working on a project, activity, or assignment.

To promote active learning, I use techniques such as think-pair-share, group projects, interactive simulations, experiments, and discussions, and other hands-on activities. I am a big believer that active learning encourages students to engage deeply with the material, collaborate with their peers, and gain a sense of investment in their own learning.

I use formative assessments regularly to gauge student understanding and adjust my instruction as needed. This includes quick checks for understanding, exit tickets, quick quizzes, peer assessments, observational checklists, and informal observations.

One of my favorite formative assessment, which I incoporate many times every day, is "Give me five!". When we are covering new material or concepts I will often stop and say "Give me five". The class then knows to put their hand in the air and show me between zero and five fingers, as follows:

• 5 fingers: I knew this already and am ready to move on.
• 4 fingers: I feel confident that I understand this.
• 3 fingers: I think I get it, but I am not entirely confident.
• 2 fingers: I sort of get it, but I have very little confidence.
• 1 finger: I am trying but I really do not understand.
• 0 fingers: Sorry, but I tuned out a while ago and have no idea.

I build a positive classroom community by establishing clear expectations, fostering mutual respect, and creating opportunities for students to collaborate and support each other. This includes implementing team-building activities, establishing classroom norms collaboratively, encouraging open communication, and employing peer mentoring help cultivate a sense of belonging.

In addition, I use very positive language in the classroom and find ways to constantly reinforce the idea that making mistakes is a natual and important part of learning. I stress that the courage to try is a far greater and more admirable quality that natural talent. I keep a close notice on students who help others and make sure they know I am grateful for their efforts.

I support students with diverse learning needs by differentiating instruction, providing accommodations, and collaborating with special education staff. Using a mix of interactive activities, real-world applications, and collaborative projects helps keep students engaged when they might otherwise feel like giving up. I also believe in setting high expectations and providing regular, constructive feedback to motivate students to excel.

As someone with a strong background in data analytics, I also am a big believer in using data from assessments to identify areas where students need extra help. These can lead to discreet and targeted interventions. This is particularly important in math, which constantly builds on itself.

Student feedback is crucial in my teaching practice. I regularly solicit feedback through surveys, reflections, and informal conversations. This helps me understand what is working well and what areas need improvement, allowing me to adjust my strategies to better meet student needs. As I mentioned early, the "Give me five!" technique has proven to be an invaluable source of feedback, but it is in the moment. It is also important to get periodic feedback regularly.

Addressing behavioral issues in the classroom requires a proactive, consistent, and empathetic approach. My motto is "Firm, Fair, and Consistent", but I never forget that these are kids and human beings and may have challeges and difficulties far outside my knowledge.

I think it is crittical to set clear expectations, use positive reinforcement, and apply restorative practices when conflicts arise. I also work with students to develop self-regulation skills and create individual behavior plans if needed. Another effective strategy is to faithfully committ to positive parental contacts, though email, online messaging, or even hand written cards. (I have received tremendous expressions of gratitude from parents after receing a positive, hand-written note about their high school student in the mail!)

Another motto I try to live by is "Experiencer First, Formalize Later (EFFL)". To this end I try to integrate real-world applications by connecting the curriculum to real events, career-related skills, and everyday life scenarios as often as possible. This approach helps students understand the relevance of their learning and motivates them by showing how it applies beyond the classroom.

Supporting social and emotional development starts by creating a safe and supportive classroom environment, teaching SEL skills, and incorporating activities that promote empathy, self-awareness, and relationship-building. I also provide opportunities for students to practice these skills through collaborative projects and reflective exercises.

One example I use regularly is a game called "Who Am I?" At the beginning of the semester (with updates through the year) I have srudents answer 6 quirly questions (like "What 3 items would you want if you were stranded on a deserted island") on a notecard. A couple of times a week I will take a break during class and give the answers from a randomly drawn card without revealing who it is. The class then gets to nominate three possible students before voting on which they think it might be. If correct the class gets some sort of small reward (candy, reduction of homework, end class early, etc.). After the student is revealed, I ask follow-up questions and let that person talk a bit more about it. The kids LOVE it, get to know more about each other, and feel included.

I manage time effectively by always planning lessons with clear objectives, breaking activities into manageable segments, and prioritizing key content. I also try to develop clean "transitions" to maintain a smooth flow throughout the lesson.

Another strategy is the use of classroom jobs. Random students are offered a chance to be "Time Keeper", "Board Writer" and "Classroom Spokeperson" on a rotating basis through the year. In return they get "bankable" extra credit points which can vbe used when desired. These "jobs" not only help with time management, they help students feel invested in the classroom.