„During classes, I try to give each student a chance to speak and ask for their individual opinion, while at the same time wanting to impress upon them that there is no wrong answer, but rather an unthought-out one. I try, wherever possible, not to give them the ready answer, but to reach the main idea through guiding questions. This approach works a very large part of the time.“ - Veli

„I try to follow a systematically clean and clear structure in my activities, hoping that it will become clearer to the children what we have achieved in previous lessons, what we are currently learning, and what our future directions are. I strive to select diverse materials that illustrate what we are talking about, serve as a basis for raising questions and seeking answers, and are entertaining, motivating, or inspiring. I want the topic we are working on to be presented from different angles. On the one hand, this helps us change the focus of the activity without boring the children, and on the other hand, I hope it helps them discover areas of personal interest. New information is repeated without being pushy and through experiences, and new skills are added. There is always a task with a real product or achievement that allows the children to experience personal satisfaction.“ - Agi

„I try to do various activities with the children, I make them search for things at home, watch videos, I often ask questions to lead them to certain conclusions, I show pictures, and sometimes I have lessons where the students talk mainly.“ - Deni

“I would say my strengths are that I try to make connections with other subjects and previous art activities every hour. We use things from their homes/surroundings. I engage the individual children as much as I can, I ask if they are managing, I ask questions, I ask if they have questions, etc. The global theme is at the center of most activities, and I also listen to the things that excite them and reflect them in the themes of future activities.“ - Dari

„For me, questions are the essence of the learning process. I believe they are also the easiest and most adequate way to connect with children and be aware of their level of understanding. This, in turn, allows for the creation of learning content tailored to individual differences. When I work with a group in a discussion format, I sometimes let the natural leaders formulate the summaries. For children who are not naturally inclined to speak in front of a group or are insecure, in such cases, I think that by observing the participation of other children and seeing that their opinions are valued, it will make it easier for them to decide to get involved.“ - Galya