On November 8, 2024, I had a particularly busy day as I had to teach three classes. My schedule included a session with the 9 C students where I focused on problems related to the circumference of a circle. This topic is foundational in geometry, yet it requires a careful balance of theory and application for students to truly grasp the concepts. For the 8 A and 9 C classes, I had organized weekly examinations to assess their understanding and reinforce their learning. These exams were designed to test not just their recall of formulas but also their ability to apply them in different scenarios.
I started my day with the 9 C class, where I introduced the concept of circumference in greater detail. The problem-solving session focused on real-world applications of the formula, such as calculating the circumference of circular tracks or wheels, to make the lesson more relatable. I also provided students with several practice problems to help them internalize the formula, C = 2πr, where "C" stands for circumference and "r" is the radius of the circle. Although many students had a basic understanding of the concept, they struggled to apply it in different contexts. I spent a considerable amount of time walking them through various examples, explaining how changing the radius affects the circumference. The process was time-consuming, but I believed it would help solidify their understanding.
After this, I moved on to the weekly examination for both 8 A and 9 C. The exams covered a broad range of topics they had studied so far, with questions designed to test both their theoretical knowledge and problem-solving skills. While administering the exam, I noticed that some students seemed distracted and disinterested. The energy in the classroom was low, and it was clear that many of the students were not fully engaged in the learning process. Despite the relevance of the topics and the effort I had put into planning the lessons, it seemed as though the excitement to learn was missing.
This lack of enthusiasm had a noticeable impact on the pace of the class. After the examination, I had intended to use the remaining time to complete more problems and provide further practice. However, due to the low energy levels in the class and the lingering effects of the exam fatigue, I was only able to complete one problem with the students. The sense of engagement simply wasn’t there. Even though the problem we worked through was relatively straightforward, the students didn’t appear as invested in solving it. It became clear to me that, despite my efforts, I was facing a significant challenge in fostering excitement and motivation in the classroom.
In hindsight, I realized that perhaps I had relied too heavily on traditional methods of instruction and assessment, which may have contributed to the lack of engagement. The students seemed to be more focused on getting through the exam rather than truly grasping the material. I knew that I needed to find new ways to reignite their curiosity and make learning feel more interactive and enjoyable. In future lessons, I planned to incorporate more hands-on activities, real-world connections, and group discussions to make the learning experience more dynamic and engaging.
Overall, November 8, 2024, was a reminder of how crucial it is to maintain student interest and enthusiasm for learning. While the lessons were well-planned and the examinations necessary, the reality of teaching is that student engagement plays a significant role in the effectiveness of the lessons. It was a learning experience for me as a teacher, prompting me to rethink my approach and adapt my methods to better meet the needs and interests of my students.
