1) Work on handwriting.

Growing up I never had the best handwriting, but it was something that I always knew was important. Having legible work and notes for students to copy is key to student learning. Being left-handed makes writing with pens, pencils, and white board markers a constant battle. My goal for PSIII was to improve my handwriting one step I've taken to doing this was buying a whiteboard at home. By practicing letters and prepping lesson plans on the board I have seen a drastic increase in my writing.

2) Assessment over Google Classroom.

During the times of COVID, the unpredictability of whether students will be in class or not is unknown. In the past two months, I have worked with the students using Chrome books increasing their efficacy. By doing this, it allows me to have students complete summative assessments online. The use of drag and drop, fill in the blank, and matching questions has been an effective way to demonstrate students' knowledge. Although this may seem easy, approaching differentiation and technical glitches have been a problem I am hoping to minimize.

Talking too much. As much as we teachers wish our students can sit there calmly and listen to us talk about course material it will never happen. Not every kid has the same attention span. Students want to move and engage with material sometimes too quickly but it is in out human nature to do so. Thus, over the course of PSIII, I have tried to minimize unneeded information. By pre-planning questions that students will most likely wonder, concise lesson timing, and activity time I have found a drastic increase in student work time and engagement. By covering relevant information and similar questions to their independent work students will be able to apply their knowledge. More so, by giving students more time to work through problems I believe they will develop better problem-solving skills.