As a high school automotive teacher, I can create a safe and engaging learning environment by establishing clear routines, maintaining physical and emotional safety, and fostering respect and support. I can support students’ executive functioning by breaking down complex projects into manageable steps, using visual aids and checklists, and incorporating time-management tools. I can differentiate instruction through hands-on activities, varied learning modalities, flexible grouping, and assistive technology to ensure access for all learners. I can boost engagement by connecting lessons to real-world automotive careers, offering student choice, and using positive reinforcement. Regular check-ins and collaboration with families and support staff… >>>

When an observer enters the automotive classroom and sees students working in flexible groups across three different automotive lifts while another group focuses independently on computer-based industry-recognized credentials, it may initially look like chaos. However, this is controlled chaos—a purposeful and well-organized learning environment where hands-on practice and digital learning happen simultaneously. Each group is engaged in activities designed to build specific skills, whether practical mechanical work or industry-standard certification preparation, fostering collaboration, independence, and real-world readiness. What seems busy and scattered is actually a strategic approach to meet diverse student needs and learning styles within one cohesive classroom.

I foster a classroom culture where mistakes are seen as valuable learning opportunities, not failures. When students know it’s safe to take risks, they feel more confident to experiment with tools, diagnose problems, and apply new skills without fear. This encourages critical thinking and creativity, which are essential in automotive work where every problem can have multiple solutions.

To be flexible and build assessments to better improve all students. I would also like to introduce more simulations for hands-on training. 

I want to implement the one minute summary with the students after the exit ticket. 

To be flexible with assessing the students due to multiple barriers. 

That formative assessments are required to monitor and provide ongoing feedback and that summative assessments are overall the grasp of the curriculum. 

I learned that UDL assessments help remove barriers and give students different ways to show their learning. I plan to apply this by offering choices in how students complete assessments, so they can use their strengths.Reflection will also be important to keep improving and focus on student learning.

I agree with the importance of daily check-ins. They not only help us understand students’ emotional state but also create stronger connections in the classroom. I’ve found that even a simple question at the start or end of class can provide valuable insights and set a positive tone for learning.

One of the main things I’ve learned is that barriers to assessment are not just academic but also emotional, technological, and environmental. Students may struggle with access to resources, language, or even self-confidence, all of which can impact their ability to demonstrate what they know. Moving forward, I plan to apply this by creating multiple ways for students to show their learning, such as projects, discussions, or visual work, instead of relying only on traditional written tests. I also want to involve parents and caregivers more in the process, since their insights can provide valuable context to better support students.