During my teaching practice, I developed teaching strategies that reflected my understanding of the various ways students develop and learn, as well as my commitment to addressing their emotional, intellectual, and interest-based needs.

At the beginning of the semester, I conducted a student inventory to get to know my students better, their interests, learning preferences, and talents. This tool allowed me to identify which activities would be most meaningful and motivating for them. For example, I discovered that many enjoyed games and group dynamics, so I implemented introductory activities that included different types of games to capture their attention and emotionally prepare them for learning. Additionally, I promoted teamwork to encourage collaboration and mutual support. When organizing these activities, I made sure to form balanced groups so that students could complement each other’s strengths and needs. This approach not only facilitated peer learning but also helped strengthen social skills and self-confidence.

Thanks to this planning, I was able to ensure that the activities addressed both their interests and different learning styles, creating an inclusive and motivating learning environment. This approach not only facilitated my students’ academic development but also their emotional growth, making them feel valued and supported throughout the learning process.

With this evidence, I demonstrate my full command of various skills integral to this competence. As evidenced by my academic evaluation, it shows my mastery of knowledge in classes beyond my concentration. These courses have aided me in planning my classes and activities with my student groups. While my concentration is in English, integrating various subjects is necessary to ensure students continue to apply what they learn daily. Additionally, since students learn differently and have varied interests and talents, implementing arts, sports, and other activities in the classroom based on their preferences can lead to greater progress and better understanding.

To illustrate how this evidence relates to competence, I must highlight the significant learning I have acquired during my years of study to achieve good grades and gain knowledge that aids in expanding my teaching methods. English classes outside of college not only strengthened my language proficiency but also provided insights into using it for educational purposes. Similarly, literature classes helped me develop broader thinking across different areas and explore how classic literature can be incorporated in an engaging manner to capture students' attention. Lastly, Spanish classes reminded me not to neglect my native language and emphasized the importance of maintaining students' connection with their roots, even when teaching English. This understanding underscores why it's crucial to take classes beyond our concentration, as it equips us with a diverse skill set necessary to excel in our chosen field. In my case, these classes contribute to fostering dynamic teaching approaches that prioritize student learning and enjoyment.