During my SEA Teacher experience, I applied the 7E Model to teach Mathematical Induction using discovery learning and creative strategies. The lesson began with a guessing game, “Siapa Aku?" or in English "Who Am I?”, to recall prior knowledge (Elicit) and a Treasure Hunt to form groups while reviewing sequences and patterns (Engage). In the Explore phase, students worked in groups on a worksheet and presented their findings. Next, I used a domino game to illustrate Mathematical Induction and introduced a song to make the steps more memorable (Elaborate). For evaluation, students attempted an individual problem (Evaluate), and the session ended with a QR code linking to additional learning resources (Extend). This structured yet fun approach helped students grasp the concept effectively while enjoying the learning process.
It is hard to adapt to the time of teaching, in Indonesia mathematics has an hour and forty minutes for a day. While in the Philippines, it is only an hour a day. The first time demo teaching took more than an hour, and little bad time management. I have a problem with the engaging part, it takes a lot of time. But that does not bother the way of teaching. I have to cut out the time for the other part. Also, for discovery learning needed more time for students to explore. Fortunately, the students could do the worksheet and present their answers, also the lesson was done as I expected.
Classroom management I use in the class is about giving the class rules. I use the rules that the class has to do and ask for an agreement for the rules.
1. If the students want to recite or ask something, they have to raise their hand first. By using this type of rule, they learn to be the polite way to talk with the other and not disturb the other.
2. Whenever I say “Hello, class” the students have to answer it with “Hi, Ma’am”, and show their best smile. This rule I use to attach their attention back or simply just make them quiet if they are noisy.
Besides the rules, I also asked them to give praise to everyone who answered the question or presented in front of the class.
During my teaching experience, I faced several challenges that required quick problem-solving. During the Treasure Hunt, some students didn’t find treasures, leaving them without group numbers. Additionally, unclear instructions led to misunderstandings. To address this, I reorganized the groups, allowing students without treasures to join smaller groups or form a new one.
Time management was another issue, as the Evaluate phase had to be cut short to stay on schedule. Lastly, some groups couldn’t finish the worksheet, so I selected two groups to present: one that completed the first section and another that finished all tasks. These adjustments ensured the lesson ran smoothly and all students remained engaged.