{Teaching Reflections}

 What? I taught displacement and velocity using GeoGebra to visualize position–time graphs. The majority of students successfully identified slopes as positive, negative, or zero.

So what? One student struggled with calculating total average velocity. He questioned why we include the time spent at rest if no movement occurred. This was an opportunity to clarify that average velocity is based on the entire trip and requires considering the total time, even when stationary. I explained it as “we need one constant speed that would take the same total displacement in the same total time.”

Now what? In future lessons, I plan to:

• Use more real-life analogies (e.g., road trips with breaks) to make the concept intuitive.
  
  

• Incorporate a short check-for-understanding task after explanations to catch misconceptions earlier.
  
  

• Build in student discussion time so peers can reason through the idea together.