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.
