On September 25, 2024, Wednesday, I had the responsibility of conducting two classes, each with distinct objectives and engaging topics. The first class was with the 9 C students, where we delved into questions related to the National Achievement Assessment Exam. This exam plays a critical role in assessing students’ academic progress and understanding of the curriculum. I aimed to guide the students through the various types of questions they might encounter, discussing not just the content but also strategies for effective exam preparation.
We began with an overview of the exam's structure and purpose, ensuring that the students understood its significance in their academic journey. I posed several sample questions to stimulate discussion and encourage critical thinking. Students shared their thoughts on what they found challenging and what areas they felt confident in. This open dialogue helped to create a collaborative learning environment where students could support one another in preparing for the exam. I emphasized the importance of practicing past papers and staying calm during the assessment period. By the end of the session, I felt that the students had a clearer understanding of the exam and were better equipped to tackle it.
After completing the 9 C class, I moved on to the 8 C class, where the focus shifted to the topic of identities. This subject is particularly relevant as it encompasses various dimensions, including personal identity, cultural identity, and social identity. I introduced the topic with a general overview, discussing how our identities are shaped by numerous factors such as family, culture, experiences, and societal influences. I encouraged students to reflect on their own identities and how they perceive themselves in relation to others.
To facilitate this discussion, I presented several thought-provoking questions that prompted students to think critically about their experiences. For instance, we explored questions like, "What makes you who you are?" and "How do your surroundings influence your identity?" This led to a rich discussion where students shared personal stories and insights, creating a safe space for them to express their thoughts. It was rewarding to see students engage deeply with the material and relate it to their lives.
Following these classes, I turned my attention to coordinating a watercolor drawing contest for upper primary students. This contest is an excellent opportunity for students to express their creativity and showcase their artistic talents. Organizing the event required careful planning and coordination. I began by setting guidelines for the contest, including the theme, which aimed to inspire students to think about nature and their environment.
Next, I worked on logistics, such as arranging the necessary supplies—watercolor paints, brushes, and paper. I also reached out to fellow teachers to help promote the contest and encourage student participation. It was important to create excitement around the event, so I designed colorful posters to display around the school, highlighting the contest details and submission deadlines.
On the day of the contest, I made sure to provide a welcoming atmosphere, ensuring that students felt comfortable and motivated to create their artwork. I encouraged them to explore their imagination and have fun with the medium, emphasizing that the process was just as important as the final product. I also enlisted a panel of judges, including art teachers and local artists, to evaluate the entries and provide constructive feedback.
As the day unfolded, I felt a sense of fulfillment seeing the students immersed in their creativity, showcasing their unique perspectives through their art. The combination of these two classes and the watercolor contest made for a fulfilling day, highlighting the importance of academic discussion and creative expression in education.
