Have you recently applied for a teaching job? If you have, then you may have come across the question of what usually happens in your classroom. For me, I have taught kindergarten, primary, secondary, university and adult classes, and while my approach is adapted to the students in the class, the underlying principles always stay the same. The main factors that change are usually the goals and outcomes, and the tools. So, what DOES a typical classroom with me look like?

I like to think of myself as a creative and dedicated teacher, and as such, my classes are a dynamic and engaging learning experience for students. I prioritize the mental well-being and personal development of each student, while also fostering their cognitive progress through the use of 21st century skills. Holistic interconnectedness between all subjects is something I feel strongly about, and therefore I like to use topics, problems and activities from various other subjects in my classes, regardless of whether I am teaching ESL, social studies or something else.

My class atmosphere is inclusive and collaborative, encouraging active participation and critical thinking. There is a strong focus on learning to be independent. I incorporate innovative teaching methods, such as the use of technology, to enhance the learning experience and keep my students engaged. Overall, I aim to make my class a positive and stimulating environment for students to grow and excel academically.

In primary/elementary classes:

• I incorporate interactive and hands-on activities to make learning more engaging and memorable for students. For example, using a class-made map to learn about different continents and countries, and creating a class museum to learn about different historical events.
• Also, I use storytelling and role-playing to help students improve their listening and speaking skills. Having students retell a story in their own words, or act out a short skit in English, with a few adaptations, always turns into fun activities.
• ESL classes benefit from using technology to enhance, for example when students use an app to record themselves reading aloud and receiving feedback on their pronunciation and fluency, or improve vocabulary and grammar skills by playing edu-games.
• Incorporating interactive and hands-on activities in social studies classes makes learning more engaging and memorable for students. For example, using a class-made map to learn about different continents and countries, and creating a class museum to learn about different historical events.
• Incorporating environmental education in social studies classes is always a hit (see photo below). For example, having students learn about different habitats and ecosystems by taking a nature walk to a local park or nature reserve to learn about and observe different animals and plants in the area. Another way to do this is by using gardening and farming activities to teach science concepts such as photosynthesis and the water cycle. You can also use games and puzzles to teach about different environmental concepts, like puzzles to learn about the food web or using a game to learn about different types of pollution.
• Using art and craft activities to teach about different cultures and their relationship with the environment can be very exciting. For example, teaching about traditional Thai houses and their relationship to the surrounding environment.
• Wherever possible, I like to incorporate coding and programming activities in STEM classes, by using ScratchJr to teach basic coding concepts of sequencing, loops and conditions, or using robots or even storytelling to teach simple algorithms.
• Students like to use digital tools to create and share learning projects, like creating a class-made e-book or using a class blog to share writing and research projects.
• Selected online resources, like some videos and interactive games, can enhance learning and engage students. Historical events or scientific concepts can be greatly enhanced by the right resource. It is important to verify everything thoroughly, though.
• For every age-level, incorporating social-emotional learning activities is important. I like to use mindfulness exercises to help students regulate their emotions, or role-playing activities to teach about empathy and kindness. These can also be used during discussions and activities to teach about different cultures and their customs, and to appreciate diversity, and respect for others.

For secondary/high school classes, besides using activities and projects similar to the earlier mentioned ones in elementary, creating a personalized learning experience for each student by using formative assessments and providing individualized feedback is both popular and encourages good progress.

I always try to incorporate current events and real-world connections, keep things as relevant as possible. News articles and videos related to current worldwide political events are great ways to discuss the concept of democracy in class, for example. When teaching about civic responsibility, I have used community service projects, like having students organize a food drive for a local charity or clean up a park in their community.

In secondary, technology probably plays an even more important role, and this can be used in various ways. Incorporating virtual reality and augmented reality technology in social studies classes to enhance learning about historical events and places. As some examples, I could name using virtual reality to take a virtual tour of ancient Egypt or using augmented reality to learn about the different parts of a cell in biology, or using a 3D printer to create models of different molecules or using it to create different prototypes, or learning about automation by creating simple robots using Lego Mindstorms or other robotics kits.

Secondary students are also more mature, and concepts like debating and discussions are easier to introduce, for example about different conservation efforts or different perspectives on environmental issues. Similarly, when teaching about global issues and the role of citizens in addressing them, we have found ways to discuss the United Nations sustainable development goals and brainstorm opportunities to address them in the local community.

In university, classes are often more specific, with more narrow aims. This can lead to projects and activities that focus on different topics and goals. Nevertheless, real world experience is a must at this level, like having students volunteer at a homeless shelter to learn about poverty and inequality.

At this level, I try to incorporate emerging or established technologies in the respective field of study where possible, and there are many examples, like computer science students working on a project to develop a mobile app for a local non-profit organization, or students studying engineering learning about smart cities and the Internet of Things, or working on a project to design a solar-powered microgrid for a remote village,

Incorporating discussions and activities to teach about ethical and moral issues related to their field of study. For example, using case studies to learn about different ethical issues in business or using debates to learn about different perspectives on moral issues.

Ultimately, what matters to that students retain a level of focus and interest, which ensures a sufficient measure of progress, academically. This should go together with a level of mental and emotional progress, which has been shown in many studies to be just as important, if not more so. Fun and games (as long as they are chosen with purpose)!