During my experience, I endured many challenges, successes, and key moments that will stick with me throughout my future. Come and explore these highlights with me!

Right from the start, the classroom was welcoming and inclusive. The main teacher was delightful to collaborate with, which was so important to find the best instruction for the diverse group of students!

Collaborative learning activities played a critical part in creating peer support and engagement among students. Encouraging teamwork and collective problem-solving in these activities enhanced  both academic learning and promoted social skills and empathy among students.

The main teacher and I would also use both formative and summative assessment to gain more information about students' areas of strength and growth, in order to understand the most effective approach to tailor instruction.

One student particularly stuck out to me during this experience, creating a key moment for me as a teacher. She had dyslexia, which strongly impeded her writing skills.

In order to address her needs, we utilized assistive technology as a transformative tool, enabling the student to overcome traditional barriers associated with dyslexia and express thoughts and ideas more independently and effectively.

The student happily celebrated the success of her writing that was now clear and understandable. Her supportive classmates joined in after reading her published work, contributing to the positive learning environment.

Creating a supportive environment was one of the greatest strengths of this classroom. The walls were plastered with posters that celebrate diversity and promote respect. The main teacher made sure to foster a culture of mutual respect and encouragement, where every student felt a sense of belonging and acceptance.

While this experience brought me so much success as a teacher, I also ran into some challenges I had to overcome! Navigating these opportunities helped shape my understanding of how to better support students with differentiated needs.  N