Teaching Practice

PROCEDURES OF TEACHING 

In my first teaching demonstration, I conducted the session in my partner teacher's grade 8 class at the Science Building. This new environment provided an exciting opportunity for me to engage with students in a different setting. I initiated the session by introducing English vocabulary, making the learning process both interactive and engaging. To facilitate this, I conducted a Quizizz activity that encouraged active participation and knowledge retention. It was during this time that I discovered that students in grades 7-9 needed teacher permission to use their phones, shedding light on the school's approach to technology usage.

With a specific focus on the topic of "Prepositions of Movement," I encouraged students to actively demonstrate various prepositions, fostering a hands-on learning experience. Following this practical exercise, we proceeded with workbook exercises, providing students with structured practice to reinforce their understanding of the topic. To further enhance their language skills, we engaged in practice conversations, allowing students to apply their knowledge in real-life contexts. Pairing up students for English conversations proved particularly effective in improving their communication skills and pronunciation. This teaching practice not only enriched my own experience but also contributed to the students' language development and overall learning journey.

TIME & CLASSROOM MANAGEMENT 

In my grade 10 teaching demonstration, I encountered some internet connectivity issues, prompting me to seek a stronger signal. Thankfully, my partner teacher generously offered her hotspot, which proved immensely helpful and underscored the supportive atmosphere at the school. In this class, we began the session with introductions to new English words and engaged the students in a Quizizz activity to enhance their vocabulary and comprehension. Additionally, to keep students engaged and prevent drowsiness, as is the practice in some classes in the Philippines, I incorporated an energizer—a dance to invigorate students and prepare them for the discussion. While we initially faced challenges with instructions due to the language barrier, the students quickly adapted, thanks to my partner teacher's assistance in translating the content. We delved into the usage of "Will" in the future tense, followed by workbook activities and a reading exercise titled "Going to Mars." However, due to time constraints, we regretfully couldn't cover two additional topics as planned. This teaching practice offered valuable insights into adapting to unexpected situations and maintaining effective communication in the classroom.