Voted for @Mishael-Naqash today. Initially I looked past the project because it already had so many views and votes. But I had time to look at it again and I really like the message behind it: Encourage students to post about their studying is a great way to motivate at-risk students, especially girls. I am most touched by her message to her students: "Go ahead - I am with you". I think it's important for teachers worldwide to say this.

Submission videos do not work on mobile so I could only vote since today June 19th. I voted for @MUZAF85babefc9c Exploring Educational Opportunities seeing that he had a great topic for the flipped classroom: Career exploration and model development - it's something not too unfamiliar with students so they can actually benefit from finding out some information at home beforehand. I really love their creative models. One question though: What student misconceptions did you correct during the project? I would really like to hear what corrections the teacher can give in this universal topic. Thank you so much for participating!

• from a fellow teacher of English in Việt Nam.

Today I voted for Shumaila (there're multiple accounts under this name so I'm not sure which one to tag) for her The Quirky and Creative Way for Teaching Continents of the World flipped classroom on continents of the world. I feel she's among the few that demonstrates an actual working flipped classroom, rather than throwing the full recorded lesson to students online. From my experience, that rarely works as intended because if students already struggle with your carefully explaining it in class, the same thing in video form is not going to magically solve all their issues. Shumaila has the easy, familiar part for students to review first: the existence of the 7 continents and some basic info. Then in class, she reviewed that then had a harder task of placing the continents on a map, then answering some written questions, which build on learned materials. One note is that I saw that they view the video in class, which still cuts into class time just like unflipped classrooms, so for students to truly self-review maybe they can view it at school before the first period? Or the teacher can print out the map / video content for view at home before class, because I know there's a technology issue that not all students have smartphones at home.

Great work in my own category is Bridging Learning Gaps With Inclusive Technology by @Anum-Rafay. She used Google Lens - something I thought about myself but just does not really work in my specific lesson that day. She brought up the concrete, proven benefits of using inclusive technology in a large class that students are not brushed off and left behind. I would really like to see her talk more about how she teaches the students to smoothly use the technology, and how specifically to use the tool as students get better at that task type or as some homework gets graded. I wonder if the students have phones with Google Lens, or it's just one teacher's phone - it'll be much harder if it's the latter case.

Imagine going for teacher training and 45 minutes you're learning the song of the school, the next 45 minutes you're going around the school learning about the history of it, then the next 45 minutes discussing academic development. Tired? Students go through that every day, having to make their brains take in and adapt to vastly different things in so little time. Yeah, at school I did very well, but I had to fight against other students for the spotlight so my questions are answered, my vision is seen - and lots of the time I place my head on the desk, drained.

Is that the best public education can offer? I have not taught there for that reason - I always run out of time trying to meaningfully support students. I teach English, and in a reading lesson, after I start to make the topic understandable, then focusing on some highlighted key words, then practicing two model reading sentences, I run out of 90 minutes. If I have 45 minutes at a time in a class of 45 students, I'd either run through things like a show (how I did in internships), or do nothing measurable.

What's your experience? Any ideas?

Imagine going for teacher training and 45 minutes you're learning the song of the school, the next 45 minutes you're going around the school learning about the history of it, then the next 45 minutes discussing academic development. Tired? Students go through that every day, having to make their brains take in and adapt to vastly different things in so little time. Yeah, at school I did very well, but I had to fight against other students for the spotlight so my questions are answered, my vision is seen - and lots of the time I place my head on the desk, drained.

Is that the best public education can offer? I have not taught there for that reason - I always run out of time trying to meaningfully support students. I teach English, and in a reading lesson, after I start to make the topic understandable, then focusing on some highlighted key words, then practicing two model reading sentences, I run out of 90 minutes. If I have 45 minutes at a time in a class of 45 students, I'd either run through things like a show (how I did in internships), or do nothing measurable.

What's your experience? Any ideas?

From my experience, a certain number of students will push against critical thinking, and consider you a not-so-good teacher if you ask for it in exam-based classrooms. So take that what you will.

@Tabbasum Thank you for your wonderful words - a lot of the submissions deserve praise this year. I like your roleplay activity on chemical buffers too. I don't know if the analogy is thought by the students or something, but they sure have such a lot of energy performing the roleplay haha. I have to ask, did you give them any feedback for improvement after that roleplay? If so, what? Thank you for your response!

I agree with you in the case of textbook questions, or lower-order thinking tasks. Creating exactly according to certain demands is something AI still struggles with. Also, students need fast, reliable Internet, good prompting skills, and possibly good English to make use of AI - all of these are critical pain points for teachers.

I'd like to hear more about other time-saving benefits.

I would like some discussion here: Rural citizens and rural education have shown itself as close-minded sometimes. The US is not the only example, but it is a big one now. I think good teachers there, no matter of what they believe, must provide an open-minded education for their students. They have a responsibility to represent the larger communities to the students as is, not just their version. Normal teachers don't, but good teachers do. What's your point and experience with this?

Great work in my own category is Bridging Learning Gaps With Inclusive Technology by @Anum-Rafay. She used Google Lens - something I thought about myself but just does not really work in my specific lesson that day. She brought up the concrete, proven benefits of using inclusive technology in a large class that students are not brushed off and left behind. I would really like to see her talk more about how she teaches the students to smoothly use the technology, and how specifically to use the tool as students get better at that task type or as some homework gets graded. I wonder if the students have phones with Google Lens, or it's just one teacher's phone - it'll be much harder if it's the latter case.

Today I voted for Shumaila (there're multiple accounts under this name so I'm not sure which one to tag) for her The Quirky and Creative Way for Teaching Continents of the World flipped classroom on continents of the world. I feel she's among the few that demonstrates an actual working flipped classroom, rather than throwing the full recorded lesson to students online. From my experience, that rarely works as intended because if students already struggle with your carefully explaining it in class, the same thing in video form is not going to magically solve all their issues. Shumaila has the easy, familiar part for students to review first: the existence of the 7 continents and some basic info. Then in class, she reviewed that then had a harder task of placing the continents on a map, then answering some written questions, which build on learned materials. One note is that I saw that they view the video in class, which still cuts into class time just like unflipped classrooms, so for students to truly self-review maybe they can view it at school before the first period? Or the teacher can print out the map / video content for view at home before class, because I know there's a technology issue that not all students have smartphones at home.

Voted for @Mishael-Naqash today. Initially I looked past the project because it already had so many views and votes. But I had time to look at it again and I really like the message behind it: Encourage students to post about their studying is a great way to motivate at-risk students, especially girls. I am most touched by her message to her students: "Go ahead - I am with you". I think it's important for teachers worldwide to say this.

Submission videos do not work on mobile so I could only vote since today June 19th. I voted for @MUZAF85babefc9c Exploring Educational Opportunities seeing that he had a great topic for the flipped classroom: Career exploration and model development - it's something not too unfamiliar with students so they can actually benefit from finding out some information at home beforehand. I really love their creative models. One question though: What student misconceptions did you correct during the project? I would really like to hear what corrections the teacher can give in this universal topic. Thank you so much for participating!

• from a fellow teacher of English in Việt Nam.