Removing barriers for one student may create a barrier for another so multiple options for assessment are needed.

I plan to continue to use exit tickets to gage the effectiveness of lessons.

An open discussion of perceived barriers from the student and parents will help in the removal of those barriers.

Formative assessments allow students to find areas of improvement needed before they reach a summative assessment. The use of exit tickets to gather data on understanding will allow me to adjust instruction to ultimately reach the instructional goals of the courses I teach.

Formative assessments are frequent and have a low impact on grades. They should help guide the student to identifying areas of instruction that they need to focus on to reach the final instructional goal ie. a summative assessment.

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.