The session started with a brief recap of previously learned algebraic operations, which served as a foundation for understanding the new topic. I explained the theory behind the product of sums, using examples to show how expressions like (a + b)(c + d) could be expanded into ac + ad + bc + bd using the distributive law. I emphasized the step-by-step approach to prevent students from feeling overwhelmed by the complexity of algebraic expressions. To make the session interactive, I encouraged students to come up to the board and try expanding a few expressions on their own. This approach was helpful as it allowed students to engage directly with the problems and think critically about each step involved in solving them.
However, as I observed the students working on these problems, it became clear that some of them struggled with understanding the transition from one step to the next. They were able to perform basic operations but seemed to lack a deeper conceptual grasp of why these steps were necessary. I realized that a more straightforward method of explaining these concepts could significantly benefit their learning process. For future classes, I plan to use more relatable examples that connect algebraic principles to real-life scenarios, which might help the students visualize the problems better. Additionally, incorporating visual aids or interactive digital tools might make the learning experience more engaging and accessible for all students.
In the second session, I taught class 9C an introduction to similar triangles. The concept of similar triangles is fundamental in geometry and forms the basis for understanding various geometric proofs and applications. My objective was to lay a strong foundation by explaining the key principles of similarity, such as the proportionality of corresponding sides and the equality of corresponding angles. I started the lesson with a definition of similar triangles and discussed the conditions under which two triangles can be considered similar, such as the Angle-Angle (AA), Side-Angle-Side (SAS), and Side-Side-Side (SSS) similarity criteria.
To make the introduction more interactive, I used diagrams on the board to illustrate how the sides and angles of triangles relate to one another. This visual representation was aimed at helping students develop an intuitive understanding of the concept. I also included a few practical examples, showing how the principles of similar triangles can be applied to solve problems involving heights and distances. This approach helped some students to see the relevance of the topic in real-world situations.
Despite my efforts to make the lesson engaging, I noticed that some students in the 9C class found the concept of similar triangles challenging, particularly when it came to understanding the proportionality of sides. They struggled to see how the ratios between corresponding sides remained constant even as the size of the triangles changed. I realized that my explanation might have been too theoretical and needed to be broken down into simpler, more digestible parts.
Moving forward, I plan to adopt a more hands-on approach to teaching similar triangles by using manipulatives or dynamic geometry software that can visually demonstrate how triangles remain similar when their sizes change. This method will allow students to experiment with the shapes and see for themselves how the ratios between sides are maintained. Additionally, I intend to introduce more step-by-step guided problems, where each student can work through the solution at their own pace with my support. This strategy will help ensure that they understand the logic behind each step and how it leads to the final answer.
Reflecting on both classes, I realize that my current teaching approach might benefit from incorporating diverse instructional strategies that cater to different learning styles. While some students thrive with theoretical explanations, others might need more visual or tactile methods to grasp the same concepts. My goal is to create a more inclusive learning environment where every student, regardless of their preferred learning style, can engage with and understand the material being taught. To achieve this, I am considering implementing more group activities and collaborative problem-solving exercises that allow students to learn from one another.
Another aspect I intend to focus on is slowing down my lesson delivery to ensure that no student feels rushed through the learning process. In my eagerness to cover the syllabus, I might have unintentionally sped through some of the critical explanations, which could have contributed to the students' difficulty in grasping the concepts. Slowing down will give students more time to ask questions, clarify their doubts, and think critically about the material before moving on to the next topic.
In conclusion, the teaching experience on October 7, 2024, provided valuable insights into the importance of simplifying complex concepts to enhance student understanding. By adopting a more student-centered approach that includes practical examples, interactive tools, and a slower pace of instruction, I believe I can make future lessons more effective and enjoyable for my students. My ultimate aim is to create a classroom environment that fosters curiosity, encourages questions, and supports every student's journey toward mastering mathematical concepts.
