Evidence of Skillful Engagement - Winter 2025

Back to Dispositions

Skillful engagement in teaching requires both strategic planning and flexibility to adapt based on the students’ needs. For the new and current trimester that just began at my teaching placement, I have intentionally opted to delay finalizing a syllabus on day 1. This approach allows me to collect formative data on what students already know, and where gaps exist, ensuring that my instruction is responsive, rather than rigid and prescriptive. 

In my Ceramics 2 classes, where the students’ experience varies significantly, this has been especially important, because some students have strong foundational knowledge, while others have gaps in mastery of Ceramics 1 content. This makes it necessary to assess their skills as I form and adjust the specifics of my unit plans. By taking responsibility for student learning in this way, I am not only fostering a classroom where all students feel valued, but also continuously refining my lessons through ongoing reflection.

In my Ceramics 1 classes, where most students have no prior experience, my focus has been on establishing strong foundational skills, as well as a culture of respect for self, others, and materials within the classroom/studio. One key practice I have begun implementing is reinforcing the importance of cleaning up, not just as a task I want them to do, but as an act of respect for themselves and the next class. I point out that they sat down at clean tables because the last class respected them, and that we’re going to continue that cycle of paying respect forward. I’ve seen really great results so far. This doesn’t just prepare them as learners of high school ceramics, but as humans who will have to share space with others.

Below is a picture of the pre-assessments, formative assessments, ballots for norm-voting, student surveys etc. from the first few days of classes. These will inform my syllabus-writing.