Day 3 : School Internship Phase 1

On July 31, 2024, we reached the third day of our school internship, a journey that has been as enlightening as it has been challenging. This day provided a particularly valuable experience as I had the opportunity to teach a class at 8A, focusing on solving equations using the algebraic method. It was a day marked by enthusiasm, engagement, and the successful execution of a well-planned lesson. Reflecting on this experience, I am struck by the importance of preparation, adaptability, and the joy of seeing students actively involved in their learning process.

The lesson began with a warm-up session designed to gauge the students' prior knowledge. I asked a few basic questions about equations to understand their comfort level with the topic. This initial interaction helped set a comfortable tone for the class and allowed me to tailor the lesson to the students' needs. The main objective of the lesson was to teach students how to solve linear equations using the algebraic method, a fundamental skill in mathematics that forms the basis for more advanced topics.

To facilitate the lesson, I used a PowerPoint presentation, which proved to be an effective tool. The presentation was carefully crafted to include a mix of theory, examples, and practice questions. Visual aids and step-by-step explanations were incorporated to help students grasp the concepts more clearly. The slides were visually appealing, with the use of colors and animations to highlight key points and keep the students engaged. This approach catered to the diverse learning styles of the students, making the lesson accessible to everyone.

One of the highlights of the class was the series of activities designed to reinforce the students' understanding. I divided the class into small groups and assigned each group a set of equations to solve. This collaborative approach encouraged peer learning and allowed students to discuss different strategies for solving the problems. It was heartening to see the students eagerly participating and helping each other. The atmosphere was one of excitement and curiosity, as each group worked together to find the solutions. The sense of accomplishment they felt upon solving the equations was evident, and it was rewarding to witness their joy and confidence grow.

In addition to the group activities, I also conducted individual exercises. Each student was given a worksheet with a variety of equations to solve. This exercise served as a formative assessment, allowing me to gauge their understanding of the topic. As I walked around the classroom, I observed the students' approach to solving the equations and provided guidance where needed. It was a valuable opportunity to address any misconceptions and offer individualized support. The use of worksheets also enabled me to differentiate the tasks, providing more challenging questions to those who were ready for them and simpler ones to those who needed more practice.

An important aspect of this lesson was the emphasis on inclusivity. I made a conscious effort to ensure that every student felt included and valued. This was achieved through a variety of strategies, such as calling on different students to answer questions, using a range of activities that catered to different learning styles, and creating a supportive classroom environment where all students felt comfortable participating. Inclusivity also extended to the content of the lesson. I incorporated examples and scenarios that were relevant to the students' lives, making the learning experience more relatable and meaningful. This approach not only helped in maintaining their interest but also made the mathematical concepts more accessible.

Throughout the class, I was mindful of the importance of maintaining a positive and encouraging tone. I made it a point to praise the students for their efforts and progress, regardless of their level of proficiency. This positive reinforcement helped boost their confidence and motivated them to keep trying, even when they found the material challenging. The students responded well to this approach, showing a willingness to engage and a determination to succeed.

In conclusion, the third day of our internship was a fulfilling experience. The lesson on solving equations using the algebraic method at 8A was a success, marked by active student participation, effective use of technology, and a strong emphasis on inclusivity. The students completed each activity joyfully, demonstrating their engagement and enthusiasm. The use of a PowerPoint presentation to showcase the questions and solutions was particularly effective, making the lesson visually appealing and easy to follow. This experience reinforced the importance of preparation, adaptability, and creating a supportive learning environment. As I continue my internship, I look forward to building on this experience and further honing my teaching skills. The journey has only just begun, and I am eager to continue learning and growing as an educator.

Day 2 : School Internship Phase 2

On July 30, 2024, Tuesday, I had my second day of internship, and it was another opportunity to teach a class at 9C. This time, the topic was the equal division of any line using parallel lines. The experience was quite different from my previous day, and it gave me a deeper insight into teaching and classroom management.

To start the class, I introduced the concept of dividing a line segment into equal parts using parallel lines. I explained the basic geometry involved, such as the properties of parallel lines and the concepts of proportionality. The aim was to ensure that students understood how parallel lines can be used as a tool to create equal segments. I used a variety of teaching aids, including diagrams and visual aids, to illustrate the process. This visual representation seemed to engage the students, making the concept more accessible and easier to grasp.

Despite the content being straightforward, my primary focus for the day was on improving my classroom management skills. In my previous experience, managing a classroom full of adolescent boys proved to be quite challenging. They were energetic and sometimes easily distracted, which made it difficult to maintain order and ensure that everyone was following along. However, today, I felt a noticeable improvement in my ability to manage the class.

One of the strategies I employed was setting clear expectations from the beginning. I made sure the students knew what behavior was acceptable and what was not. I also introduced a system of non-verbal cues to get their attention when they were getting too noisy or distracted. For instance, raising my hand silently until they noticed and quieted down worked surprisingly well. This method was more effective than raising my voice, which I realized could sometimes escalate the situation rather than calm it down.

Another improvement in my classroom management was my approach to engaging students. I made a conscious effort to involve them in the lesson, asking questions and encouraging them to think critically about the material. This not only kept them engaged but also allowed me to gauge their understanding of the topic. When a student answered a question incorrectly, I gently guided them to the right answer rather than simply correcting them. This approach helped create a positive learning environment where students felt comfortable participating without fear of being wrong.

Furthermore, I noticed that giving students short, focused tasks helped maintain their attention. For example, I asked them to come to the board in small groups to draw and explain their understanding of dividing a line segment. This interactive component not only reinforced their learning but also gave them a break from passive listening, which can often lead to disengagement.

In conclusion, while the content delivery was an essential part of the class, my significant takeaway was the improvement in classroom management. The ability to maintain order, engage students, and create a positive learning environment is crucial for effective teaching. I feel more confident in my ability to manage a classroom and am eager to continue refining these skills in future classes. The experience today has been invaluable, and I look forward to applying these lessons in my upcoming teaching session.

Day 1 : School Internship Phase 1

On July 29, 2024, our school internship began, marking the start of a journey filled with anticipation and readiness to face the challenges and rewards of teaching. On this first day, I was tasked with taking three classes, each offering its own set of experiences and learning opportunities.

The day began with a class of 8th graders in section A. My primary objective was to conduct a revision session focused on solving equations to find unknowns using reverse operations. This method involves working backward from the desired result to determine the unknown variable, a fundamental skill in algebra that students must master. I started the lesson by reviewing the basic operations—addition, subtraction, multiplication, and division—and their inverse counterparts. We then moved on to solving simple linear equations, emphasizing the importance of performing the same operation on both sides of the equation to maintain equality.

The students seemed to grasp the concepts well, and I decided to engage them further by dividing the class into small groups. Each group was given a set of equations to solve collaboratively. This approach not only reinforced their understanding but also encouraged peer learning and collaboration, which are crucial at this stage of their education. As I moved around the classroom, observing the groups and providing assistance when needed, I noticed a marked improvement in their problem-solving skills and confidence in handling equations.

In addition to the mathematical revision, I had planned an experiment to understand the social dynamics within the classroom. This activity involved asking the students two questions: "Whom do you like to share your food with?" and "Whom do you like to ask doubts?" These questions were designed to reveal the interpersonal relationships and social preferences among the students. The responses were quite enlightening. Many students named their close friends for both questions, indicating strong friendship bonds within the class. However, a few students stood out as being frequently mentioned, suggesting that they were seen as approachable and helpful by their peers. This activity provided me with valuable insights into the social structure of the classroom, highlighting the importance of fostering an inclusive and supportive environment where every student feels valued and connected.

Following the session with 8A, I proceeded to teach two classes of 9th graders in section C. These sessions focused on the properties of parallel lines and the principles of equal triangles, both critical concepts in geometry. In the first session, I introduced the properties of parallel lines. Using diagrams and interactive board work, I explained concepts such as corresponding angles, alternate interior angles, and the fact that parallel lines never intersect. To make the abstract concepts more relatable, I used practical examples like railway tracks and classroom desks. The use of visual aids and real-life examples helped the students understand and remember the properties of parallel lines better.

I then facilitated a hands-on activity where students used protractors and rulers to verify these properties themselves. This not only reinforced their understanding but also made the learning process more engaging and enjoyable. The students showed a keen interest in the activity, and their enthusiasm was evident in the way they worked diligently to measure angles and verify the properties of parallel lines.

The second session with 9C focused on the principles of equal triangles. I introduced the different types of triangles and their properties, emphasizing the conditions under which triangles are considered equal, or congruent. We explored the criteria for triangle congruence, including the Side-Angle-Side (SAS), Angle-Side-Angle (ASA), and Side-Side-Side (SSS) criteria. To solidify their understanding, I had the students work in pairs to solve problems involving triangle congruence. They used geometric tools to draw and measure triangles, applying the criteria we had discussed. This collaborative approach not only helped them understand the concepts better but also fostered teamwork and communication skills.

Throughout the day, one of the most significant realizations I had was the challenge of managing a classroom full of adolescent boys. The 9C sessions, in particular, were a test of my classroom management skills. Adolescence is a critical period marked by heightened emotions, a search for identity, and a desire for independence, which often translates into restlessness and disruptive behavior in the classroom. Maintaining their attention required constant effort and creativity. Engaging them in interactive activities and providing clear, structured tasks helped to some extent, but there were moments when the class became noisy and difficult to control. This experience made me realize the importance of establishing clear rules and expectations from the outset, along with consistent enforcement. It also highlighted the need for patience, adaptability, and a sense of humor when dealing with adolescent behavior.

Reflecting on my first day of internship, I recognize the complexity and multifaceted nature of teaching. It’s not just about imparting knowledge; it’s about understanding the students’ social dynamics, managing their behavior, and creating an environment conducive to learning. Moving forward, I plan to incorporate more interactive and varied teaching methods to cater to different learning styles. I also aim to build a classroom culture based on mutual respect and collaboration, where students feel safe and encouraged to express themselves. Additionally, I will seek guidance from experienced teachers on effective classroom management strategies, particularly for handling adolescent behavior.

In conclusion, my first day of school internship was a blend of excitement, challenges, and profound learning. It provided me with a clearer understanding of the intricacies of teaching and reinforced my commitment to becoming an effective and compassionate educator. I am eager to continue this journey, armed with the insights and experiences from my initial day in the classroom.