Classes for 8A and 8C: "Area of Rhombus"
The first task of the day was to teach the topic "Area of Rhombus" to the students of 8A and 8C. The session began with a brief recap of their prior knowledge of areas of basic geometrical shapes. I used diagrams and relatable examples to introduce the formula for the area of a rhombus, which is half the product of its diagonals. To ensure the students understood, I involved them in solving problems of increasing difficulty.
I noticed that the students of 8A were more attentive and eager to participate compared to 8C, where a few students seemed distracted. To address this, I introduced a quick activity where they had to identify real-life objects shaped like rhombuses and calculate their approximate areas. This approach helped regain their attention, and I observed an improvement in their engagement.
Class for 9A: "Cylinder and Its Volume"
For 9A, I introduced the topic of "Cylinder and Its Volume." Using a combination of diagrams and 3D models, I explained how the volume of a cylinder is calculated using the formula V = πr^2h
h. To make the session interactive, I asked students to come up with examples of cylinders they encounter in daily life, such as water tanks and tin cans.
Although the majority of the students actively participated, a few seemed hesitant to ask questions. I encouraged them by creating a judgment-free environment, where mistakes were treated as learning opportunities. By the end of the session, most of the class successfully solved problems on their own, but I identified a few students who needed extra support.
Remedial Class for 8A: "Quarterly and Half-Yearly Compounding"
Later in the day, I conducted a remedial class for 8A on the topic of quarterly and half-yearly compounding, as some students had previously struggled with this concept. I started by revisiting the basics of compound interest, ensuring everyone understood the formula and its components.
To simplify the concept, I broke down problems into smaller steps and used relatable scenarios, such as calculating the growth of money in a savings account. This approach seemed to work, as many students who were initially confused began to grasp the idea. However, a handful of students still needed further explanation, which I plan to address in the next session.It was an ICT based class.
Substitution Classes for 6A and 10A
I was also assigned substitution periods for 6A and 10A. While the students of 6A were manageable and eager to learn, my experience with 10A was disheartening. As a trainee teacher, I felt a lack of respect from the 10A students, who openly insulted me during the class. Their remarks about my position as a trainee were hurtful and challenging to handle. Despite my attempts to maintain professionalism and control the situation, their behavior disrupted the class. This incident made me realize the importance of establishing authority and building rapport with students, especially in higher grades.
Afternoon Action Research Class: Observing Challenges in Solving Equations
In the afternoon, I conducted an action research session to analyze why some students face difficulty in solving equations. During the session, I noticed several common issues:
Lack of Conceptual Understanding: Many students struggled with the basic rules of algebra, such as balancing equations and transposing terms.
Fear of Making Mistakes: Some students hesitated to attempt problems, fearing they might get the wrong answer.
Overreliance on Memorization: A few students relied solely on memorizing steps rather than understanding the underlying logic.
To address these challenges, I plan to design activities that focus on strengthening their foundational knowledge and boosting their confidence. For instance, I could use puzzles and games that encourage problem-solving in a fun and non-threatening way.
Reflections and Lessons Learned
Today's experiences highlighted several areas where I need to improve as a teacher:
Classroom Management: The incident with 10A emphasized the need to establish authority and mutual respect in the classroom. I need to find ways to connect with older students while maintaining discipline.
Inclusive Teaching Strategies: The variation in engagement levels between 8A and 8C reminded me of the importance of tailoring my teaching methods to suit the needs of different groups.
Supporting Struggling Students: The remedial class and action research session underscored the significance of identifying and addressing individual learning gaps.
Despite the challenges, I feel motivated to grow and refine my skills as an educator. Every experience, whether positive or negative, provides valuable insights that will help me become a better teacher. Looking ahead, I plan to incorporate more interactive and student-centered approaches in my lessons to enhance learning outcomes and foster a positive classroom environment.
