The explanation for compound interest is often made easier when students can relate it to real-life examples. I used such examples in the class, such as how banks calculate interest on savings or loans when interest is compounded multiple times within a year, either every quarter or every half year. Starting with the basic formula for compound interest, I ensured that I broke it down step by step. I asked the students to derive the formula from the principle of simple interest and then gradually introduced the different compounding periods. I also made sure to emphasize the difference between annual, half-yearly, and quarterly compounding, as this was key to understanding how the frequency of compounding affects the total interest earned or paid.
During both 8 A and 8 C, I had the students work through several problems on the board. They seemed engaged, and I made sure to circulate around the room, providing assistance wherever necessary. It was clear that the students understood the difference between the different compounding periods, and they were able to calculate compound interest for both half-yearly and quarterly schemes with ease. I also encouraged them to ask questions and participate in discussions, which helped create an interactive learning environment. Overall, I was very satisfied with the way the class went, as the students were not only attentive but also demonstrated a strong understanding of the concept by the end of the lesson.
Following that, I had my class with 9 A, where I taught the concept of chords and circles. This topic is more geometric in nature, focusing on the properties and relationships between different parts of a circle, including chords, tangents, secants, and arcs. I began the class by revisiting basic circle theorems, ensuring the students were familiar with key terms and definitions. Then, I moved on to the specific concept of chords and their significance in circle geometry. I discussed properties such as the perpendicular from the center of the circle to a chord bisecting the chord, and how equal chords subtend equal angles at the center.
What I found particularly rewarding in 9 A was the level of engagement from the students. They were quick to grasp the geometrical properties and, with some guided examples, were soon able to prove the theorems related to chords. I also used visual aids like diagrams and drawings to help the students better understand the relationships between the various parts of a circle. For instance, I used a whiteboard to draw several circles with different types of chords, and this made the concepts much clearer. I encouraged the students to explore different scenarios and proved some of the theorems interactively, which seemed to keep them actively involved in the lesson.
By the end of both sessions, I felt content with the day's teaching. In both the compound interest lesson and the geometry of chords and circles, the students demonstrated a solid understanding of the material. Their participation, enthusiasm, and ability to apply the concepts reassured me that the lessons had been effective. All in all, the classes went well, and I left the school feeling satisfied with the learning outcomes achieved that day.
