Today, November 14, 2024, marked a memorable day at St. Joseph HSS, as it coincided with Children’s Day, celebrated annually across the nation to honor the birth anniversary of Pandit Jawaharlal Nehru. The school set the tone for the day with a special assembly, bringing an atmosphere of joy and festivity. The assembly was an elaborate event filled with enthusiasm, songs, dances, and speeches that resonated with the spirit of children. It was heartening to witness students and teachers come together in celebration, fostering a sense of unity and warmth within the school community.
My teaching duties began with two classes for the eighth grade—8A and 8C—where I introduced the topic of quadrilaterals using the concept attainment model. This teaching approach focuses on leading students to identify and understand a concept by analyzing examples and non-examples provided by the teacher. As a mathematics teacher, I find this model particularly effective because it encourages critical thinking and deepens students’ understanding through inquiry and deduction.
I started the session by presenting the class with various shapes, some of which were quadrilaterals, while others were not. The excitement was palpable as students scrutinized each figure, trying to decipher the common attributes that defined quadrilaterals. I posed questions that prompted students to compare and contrast the figures, guiding them to focus on the number of sides, vertices, and angles. It was gratifying to see students gradually reach an understanding, their faces lighting up as they made connections. The level of participation was high, with many students eager to voice their thoughts and defend their reasoning. This interactive approach helped cement the concept of quadrilaterals in a way that was both engaging and educational.
The class discussion progressed as we examined each shape’s properties, leading students to deduce that quadrilaterals are four-sided polygons with four vertices and four angles. I made sure to emphasize the distinguishing characteristics that set them apart from other polygons, such as triangles and pentagons. The students’ excitement grew as we moved to specific types of quadrilaterals, like rectangles, squares, and parallelograms, each with unique properties that they were quick to identify.
In my session with 9A, I focused on the topic of the real number line. Real numbers form a foundational concept in mathematics, linking the rational and irrational numbers into one unified set. My objective was to help students visualize the continuity of real numbers and understand their placement on the number line. This lesson, however, was particularly significant because it was observed by Subha teacher, adding an element of formality to the class.
To ensure that the concept was introduced smoothly, I began with a recap of basic number types—natural numbers, whole numbers, integers, and rational numbers. This review laid the groundwork for the more complex idea of irrational numbers, which I explained through examples such as √2 and π. I then illustrated how all these numbers are part of the real number system, each finding a place on the infinite stretch of the number line. The students listened attentively, and I felt confident in their engagement.
I utilized a visual representation on the blackboard, drawing a number line and marking positions for rational and irrational numbers. This step helped students appreciate the density property of real numbers, showing them that between any two real numbers, another real number exists. For a hands-on understanding, I posed questions and asked volunteers to place numbers like -3/4, √5, and 1.7 on the number line. Their responses were thoughtful, and I noticed some hesitation in placing irrational numbers, which I used as an opportunity to revisit and clarify.
Subha teacher’s presence was felt, but it motivated me to maintain clarity and pace in my teaching. Her observations, I hoped, would offer constructive feedback. As the class drew to a close, I assigned a brief exercise for students to practice identifying and plotting numbers on the real number line, which I believe reinforced their grasp of the topic.
The school’s special Children’s Day assembly was a celebration that continued to resonate throughout the day, filled with cheerful performances and activities. The students’ energy was infectious, reminding us of the purpose of education: nurturing young minds and celebrating their growth. The atmosphere was lively, with laughter echoing in the hallways and a sense of camaraderie among students and staff alike.
Reflecting on the day, I felt fulfilled by the connections made with my students and the successful delivery of my lessons. Observations from Subha teacher will likely contribute to my growth as an educator, and the joy on the students’ faces during the Children’s Day celebrations reinforced the importance of creating a positive, engaging learning environment. The experiences from today reaffirmed my passion for teaching and the unique impact it holds in shaping the future of young learners.
