Matthew Bishop

Student engagement isn’t about making lessons louder or flashier. It’s about meeting basic psychological needs: relevance, autonomy, competence, and connection. Students engage more when they understand why something matters, feel some control over how they learn, believe they can succeed, and feel seen and supported

Planning effective questions means intentionally designing questions that align with lesson goals and promote deeper thinking, not just recall. Using a mix of question types, adequate wait time, and follow-up prompts increases engagement and helps guide instruction in real time.

Leveraging technology for student success means using digital tools intentionally to support learning, engagement, and accessibility, not just for convenience. When aligned with clear objectives, technology can enhance collaboration, provide timely feedback, support differentiation, and help students take ownership of their learning. I intend to apply this by choosing tools that directly support instruction, improve efficiency, and create more meaningful learning experiences rather than using technology for its own sake.

Planning impactful lessons means being intentional with objectives, activities, and assessments so time is used effectively and learning actually happens. Clear goals, active learning, differentiation, and regular checks for understanding help keep students engaged and reduce the need for re-teaching. The goal is purposeful, student-centered instruction, not just covering content.

Using a single evaluative method for every student will rarely translate to group success. Rather, you should cater your lesson to the individuals level and engagement. 

Having ELL students in your class it is easy to put them together so they can communicate. In actuality it is better to challenge them and yourself by placing them in groups where they must adapt to understand. 

This has taught me that patience and clarity is the best methods when teaching ELL students.

It is crucial to keep the cultural differences of the ELL student in mind when creating lessons and presenting content. 

Global and multicultural fluency is about understanding, respecting, and working effectively with people from different cultures and perspectives. I learned that these skills improve communication, reduce conflict, and prepare students for diverse workplaces. I plan to apply this by encouraging respectful dialogue, exposing students to multiple viewpoints, and designing activities that build cultural awareness, empathy, and adaptability in real-world contexts.

Career management is an ongoing process, not a one-time decision. I learned that students need help developing skills like goal setting, adaptability, self-advocacy, and reflecting on strengths and interests as they change. I plan to apply this by guiding students to set short- and long-term goals, reflect on progress, explore career options regularly, and practice adjusting plans based on feedback and real-world experiences.