ITC has prepared me to become professional through tasks such as making a cover letter and CV. The files below demonstrate my teaching professionalism:

Reflection and Metacognitive

This class was evaluated and observed by my co-teacher. This class is the fourth week of unit 2. In this week, students start the study of the summative project. They need to think about what their dream job is, and then analyze the value and significance of their dream job in the community according to the knowledge they have learned.

In this lesson, students need to recognize how people work together on a project and how everyone's work is connected. First before I review the content of the brainstorm again to the new knowledge, and through a video to let the students to a deeper understanding of the diversity of the community and people's work is how to connect with each other, and then let the students experience in the form of examples and feel it is true that occur in their lives, they are also one of them.

In this class, I encountered some problems with network equipment, but I quickly calmed the students' emotions and continued the study of the course. Online teaching, the teacher's teaching became very limited, but I gradually adapted and learned to adjust how to not be controlled by equipment and flexible.

Reflection and Metacognitive

This lesson was also evaluated and observed by my co-teacher. This lesson is the penultimate week of unit 2, and is almost at the end of the unit. In this class, students read a story intensively to further understand the real situation in real life. With the emergence of COVI-D 19 in the past two years, the whole world and community have undergone great changes, and people's lives have also changed. So students need to know what the world is like, students need to know who are helping to keep the world working through the story book.

This lesson is the third and final part of the story book. Students read again and reflect on what they can do for the community in this pandemic situation. And students were given a video to better see what helpers were doing in the outbreak.

In this teaching process, my students learned online, and their enthusiasm was not very high, and they seemed not very focused. In this situation, I did not know how to adjust the students' state. My co-teacher gave me feedback that in this case, I need to learn to make some adjustments to my teaching according to the students' state, for example, let students play a small game or let students do small exercises, which can help students concentrate more. Teaching online is difficult to control and manage the state of students, especially children. They don't understand a lot of things, they don't know much about computer equipment, kids are more touch and feel and experience. They are less sensitive to abstract or inaccessible things. It is also very hard for me to teach without the encouragement of students, but I still need to continue teaching, which is what I need to learn to adjust myself and the classroom situation.

To sum up, by teaching interdisciplinary courses to first-year students, I have gained a deeper understanding of the differences in teaching, which is totally different from my own ideas. When I just entered this class, that is, when I started my first teaching, I needed to design a Summative project. My idea was to make a illustration story book and combine the knowledge points they had learned before. I thought what I need to do is to tell the students what instruction is and how to do it. I never thought that I need to give an example, I have to make it by myself first, then I can teach the students step by step. I just want to give ideas, but I don't want to put in the effort to think and create the paradigm.

Therefore, I realized that my communication thoughts still exist in the realm of adults or big children. When I say my thoughts or give a hint to adults, they will understand and create. However, they are first-grade children who have just come out of kindergarten and are still in the baby stage. Although I know they are very creative, they cannot understand my thinking, so I need to change my teaching method and thinking mode. So I need to design, and teach my students every step they should do, how to create and design, some content is fixed, some are free to create, for example, the first is to introduce the family, the second and fifth pages are to explain each family member in detail. Not only in this class, but also when I teach art class, I have the same feeling, I need to make an example or teach students step by step how to create.

Example for making Cover page for the Illustration book- family tree

Student example: (and Art class example)

Also in my teaching, I found that the UBD and TBD programs important, and they were like a big frame that would make my idea of unit together, otherwise my teaching would be decentralized, or there would be no backbone. The degree of acceptance and the depth of learning will be greatly reduced. For example, in my initial teaching, my guiding questions were all wrong, which would lead to my deviating course direction or failure to achieve the real teaching purpose. First of all, I must know the structure and central idea of the whole unit, and how to extend and transfer it.

In addition, I also saw that students' abilities in teaching were different from my expectation. I needed prediction for students' abilities, and I had to have a comprehensive understanding of students' observation, ability and personality, so as to better help my teaching, or I could not timely understand students' reactions. In particular, online and offline students' abilities and conditions are completely different, which is beyond my imagination. I can also see the influence of external factors and environment. You can learn more about individual student observations and learning in my observation notes. Although I were constantly making adjustments, the content of TDL course is too rich, which requires teachers to have rich experience and in-depth research on this course. Often this course requires the cooperation of multiple teachers or other teachers, and it is difficult for me to complete many large projects by herself. For example, in the "Dream Big" speech, I needed another teacher to supervise or help for making this show in the class. At the same time, because of the general characteristics of TDL where students are usually excited or active, it is sometimes difficult for the me to manage the class and requires the occasional supervision or assistance of another teacher.

All in all, I can effectively analyze students' abilities and differences through the transdisciplinary (TDL) courses of first-year students. Through TDL program, I see students' abilities and personalities that they can't show in other programs. At the same time, there are some problems were found, such as the need for a second teacher in the first grade, and the environment was also an important factor. In this teaching process, I can clearly see the progress of students' growth and the overall progress. Many projects that cannot be presented in other subject can be conducted across disciplines through summary projects, such as reading, speaking, Writing in English, artistic creation and painting, God and self-knowledge in the Bible, scientific experimentation, sociology, music, etc. The universality of the TDL program helps students learn other subjects according to their different abilities and develop in a well-rounded way, which is exactly what the Bible teaches. It guides students to understand their own abilities and develop in an all-round way with God as the core, rather than shaping people by human thought. TDL emphasizes the natural growth and true self of students. On this basis, teachers shape and promote the image of God of students.