The 8A and 8C classes were particularly challenging because of the nature of the content. The half-yearly and quarterly problems are often more difficult and require a certain level of concentration. In both classes, I noticed that some students were easily distracted by their peers, which caused delays in completing the exercises. In these classes, my strategy was to begin with a brief review of the key concepts and then allow students to work on the problems independently. However, I found that not all students were following the pace, and some were disengaging due to the complexity of the tasks. To address this, I realized that I could improve by offering more targeted support to those who were struggling and providing clear instructions to minimize confusion. Giving periodic feedback would also help keep students on track and motivated.
In 9A, the lesson was focused on the geometric concept of circumcircles, which requires spatial thinking and precise drawing skills. I began by explaining the theory behind circumcircles, followed by a step-by-step demonstration on how to draw them. However, I found that some students were struggling to grasp the technique and others were not paying attention during the demonstration. As a result, the class moved slower than I had anticipated, and some students became frustrated. I realized that in this type of lesson, I needed to ensure more interactive participation. Instead of just showing the steps on the board, I could involve the students more by asking them to contribute their ideas on how the steps should unfold or having them work in small groups to draw circumcircles together. This way, students would be more engaged, and those who were having trouble could receive peer support.
Reflecting on the day’s teaching, it became clear to me that classroom management plays a significant role in how effectively students can learn and engage with the material. I noticed that when students were distracted, it often stemmed from not feeling connected to the task or not understanding the instructions. One key strategy I plan to implement in future lessons is clearer instructions with check-ins along the way. Instead of assuming that everyone is on the same page, I will stop at intervals to check for understanding, encouraging questions and discussions. This will help keep students focused and ensure they are following the lesson.
Another area of improvement is managing student behavior, especially in larger groups where distractions are more likely. In classes like 8A and 8C, I will introduce more structured group activities, where students can collaborate on problems and help each other. This will create a sense of shared responsibility, where students are not only accountable for their own learning but also for their peers’ progress. Additionally, using positive reinforcement techniques, such as praising students who remain focused and finish their work on time, will motivate others to follow suit.
Ultimately, improving classroom management is about fostering an environment where students feel both challenged and supported. By integrating strategies that emphasize active participation, clear communication, and peer collaboration, I hope to create a more engaging and productive classroom experience for all my students.
