Day 33 : School Internship Phase 2

On January 22, 2024, I had the opportunity to take three classes, and the day proved to be both challenging and insightful. For classes 8A and 8C, I discussed the topic of Equal Area of Triangles Between Parallel Lines. This is a fascinating concept in geometry, one that reveals the beauty of mathematical logic and spatial relationships. My goal was to help the students visualize how triangles formed between two parallel lines can have equal areas when specific conditions are met. I tried to explain the concept using examples and drawings on the blackboard, ensuring that the students could follow each step clearly. While some of them caught on quickly, others seemed to struggle with understanding the reasoning behind the equal areas. I realized that I needed to use more illustrative methods or perhaps incorporate real-life analogies to help bridge the gap for those who found it challenging.

For class 9A, I introduced the topic of Inversely Proportional Relationships. This is a critical concept, especially as it forms the foundation for understanding various real-world phenomena, such as speed and time or work and effort. I began by explaining the definition and gave simple examples to help the students grasp the idea. Then, I moved on to solving problems that demonstrated the relationship between two quantities where an increase in one leads to a decrease in the other, maintaining a constant product. While the class showed enthusiasm, there were moments where I felt I needed to simplify the explanations further. Some students asked insightful questions, and I encouraged them to think critically about the examples we discussed.

However, as much as I enjoyed teaching these topics, I faced some internal struggles. I realized that I need to work on improving my mental strength. Teaching adolescent students requires not just subject knowledge but also emotional resilience and a strong sense of authority. Unfortunately, I felt that I was too innocent in my approach, which sometimes made it difficult to maintain discipline and command the respect of the class. Adolescents can be unpredictable, and while many students were attentive and engaged, a few tried to test boundaries, as is common at their age. My overly accommodating nature made it challenging to assert control in these situations, and I found myself questioning my effectiveness as a teacher.

This realization was humbling but also motivating. I understood that being "too innocent" in the classroom could hinder my ability to manage students effectively. Building mental strength does not mean becoming harsh or unapproachable; rather, it involves developing a balance between kindness and firmness. I need to work on projecting confidence and authority while still maintaining a friendly and approachable demeanor. This would not only help me manage the class better but also set clear boundaries that students can respect.

Overall, January 22 was a day of learning and reflection for me. While I successfully covered the planned topics and engaged the students to an extent, the experience highlighted areas where I can grow as an educator. Improving my mental strength and classroom management skills will be key to becoming a more effective teacher in the future.