The lesson started with a simple definition of the absolute value: the distance of a number from zero on the number line, without considering direction. I noticed the initial curiosity in the students’ eyes as I sketched the number line on the blackboard, marking integers and demonstrating how both positive and negative numbers share the same absolute value due to their equidistant position from zero. This visual representation aimed to anchor the concept in their minds, reinforcing the intuitive understanding that absolute value is always non-negative.
However, as the class progressed, I realized that while I could explain the concept effectively, my blackboard work needed refinement. My handwriting, although legible, was not as structured as I would like it to be, sometimes making it difficult for students seated at the back to read comfortably. The arrangement of examples and explanations, while clear in my mind, sometimes appeared cluttered when transferred to the board. This highlighted my need to work on my blackboard skills—not just in neatness but also in strategic use of space to guide students through the flow of concepts more intuitively.
Despite this, I was proud of my efforts to maintain an inclusive classroom atmosphere. I made sure to ask questions that varied in complexity, so every student, regardless of their academic level, could participate. The more confident students tackled questions involving more complex scenarios, like nested absolute values or absolute values within algebraic expressions. On the other hand, students who needed more time were encouraged to solve simpler problems, such as finding the absolute value of single integers or basic decimal values. This approach helped foster an environment where everyone felt included and respected, promoting mutual learning and participation.
To enhance engagement, I incorporated small group discussions where students were paired to solve problems collaboratively. I found this method effective, as it allowed them to learn from each other, clarify doubts, and build their confidence in a supportive manner. When students explained their reasoning to their peers, it not only reinforced their understanding but also encouraged them to think critically about the concepts they were discussing.
As I wrapped up the class, I emphasized the importance of understanding absolute value in practical contexts, such as measuring distances and comparing magnitudes regardless of direction. The class ended with a brief interactive quiz where students could raise their hands to answer questions about the day's topic, helping me gauge their grasp of the material.
Reflecting on the session, I felt a mix of satisfaction and determination. While the inclusive approach and interactive elements succeeded in keeping the students engaged, my blackboard presentation reminded me of the continuous improvement every teacher strives for. Providing a space where all students feel seen and heard is something I am proud of, and I’m motivated to further refine my teaching techniques—particularly my blackboard work—to make the learning experience as clear and effective as possible.
There were drawing competition for Upper Primary students by Lions Club basedon the topic " World Peace ".
