Teaching based on planned lessons
As a teacher you need to follow through with your plans to keep on track with your pacing guide and also to inform any visitors coming to your class who may need to observe or help. As a reflective practitioner you do make adjustments sometimes weekly, daily, or hourly depending on the comprehension and application ability of your students. You may plan a whole unit with other topics or subjects in mind to make connections between SOL concepts in a multidisciplinary or interdisciplinary way. A standard lesson template that I have used helps me understand key points for the day to return to as well as emphasize when sharing my lessons with other parties whether that includes parents, other paraprofessionals, administrators, fellow educators, or others alike. This template can work for any subject separating the key parts of the lesson while tying together all the key ideas to make the lesson make sense and cover the important content needed for the related standards.

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Providing for individual differences in the classroom
Through my various experiences, I have worked hard to cater to individuals who need additional help as well as consider each individual student within my classroom when I create lesson plans. Whether I am recording individual information for their portfolio, or completing a case study to then use in a parent conference, I take time to get to know each student. I make sure to consider each student with specific as well as general details to make the lessons more personal and engaging for them. I try to take surveys or talk with students to see what they like or do not like so I may incorporate that into my pedagogy, especially for struggling students. I also try to include multiple learning styles or intelligences into my lessons so the material will reach a wider audience and potentially create more of a lasting memory for my students when they learn.

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Use motivational strategies and actively engage students in learning
Finding ways to motivate students intrinsically can be a challenge for teachers but extremely rewarding when you follow through. I worked with a struggling student for an extended time completing a
intervention problem-solving project in order to improve his motor skills and in turn raise his academic achievement. I started making major breakthroughs when I could start incorporating superheroes and other hobbies or interests of his. A student coming in nearly a grade and a half behind in his reading and writing skills now looks to be just about on grade level with many of his peers. I listen during informal parts of the day to see what topics of conversation come up. Sometimes I join in and ask what their favorite game or toy is most recently. They seem shocked and thrilled when I include them in a lesson or example. I watched my first graders eyes sparkle when I mentioned Minecraft in a word problem.

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Use a variety of effective instructional strategies appropriate for the content area(s)
I try to add variety even within a structured unit frame during instructional lessons. Even if the students need regiment for certain topics, I try to add a kinesthetic exercise, jeopardy game, large visual structure like a timeline, or day of painting that is relevant to the lesson but more engaging and fun for the students. I try to incorporate technology and practical uses for the knowledge as well context of the information we are learning about with each lesson.

Promote critical thinking skills
Though I was student teaching in a primary classroom, there was still a lot of room for higher level thinking skills. I used upper grade formats to practice giving formative assessments, lead discussions, and create engaging activities for students to really think about the bigger picture for some of these topics. I would always ask "why?" This sometimes made students frustrated, especially at first when they were not used to thinking in that way. Over time, the students were able to articulate their thoughts well. As long as you lay the foundation and know what is developmentally appropriate for your students, you can incorporate higher levels of Bloom's Taxonomy with extension questions for almost any lesson just by probing your students with "why" or "how" or even "show me". This makes students prove their knowledge which can be a great way to assess your students as you teach.