TQS Reflection 4

The first week after the break was a busy one. It felt like the first day again; the jitters
were back but quickly disappeared once I started teaching again. We had a few kids out
sick for most of the week, so the low numbers made for lots of catching up and
reviewing the information more than usual. It was suitable for the students who were
here but also helpful for students who were away. Although it was organized chaos
leading up to the break, it made coming back from the break easier and a smoother
time return. I feel like education is all about the hills and valleys while I try my best to
find the equilibrium, but this should become easier as I get more experience.

As for TQS 4, having an inclusive classroom is something that I value, and I feel it is
more intrinsically implemented in the classroom than when I was in school. The simplest
way to create an inclusive classroom is using a variety of universal instruction to ensure
that every student is getting what they need. Strategies to help students with ADHD
focus, such as movement breaks or exercising to help activate working memory, can be
used the entire class and not have students singled out. We had a professional
development session on helping students with ADHD, and it was incredibly beneficial for
the students I have in my class. Another easy way to support ADHD students that
support students is a visual schedule, and this benefits those who need help focusing
and also students who feel anxious when they are unsure of what comes next. Having
universal strategies is an easy way to support students who need it without singling
them out.