The class commenced with a collective prayer and a self-introduction by the practice teacher. This was followed by a presentation that delved into the various types of claims. Throughout the session, the teacher actively engaged the students, encouraging them to participate and share their thoughts. The presentation seamlessly transitioned into a lively debate, where students were able to apply the concepts they had just learned.

To gauge the effectiveness of the session, students were asked to complete a questionnaire. The class concluded with a group photo and the distribution of snacks as a token of appreciation for the students' active participation and enthusiasm, despite the lesson being limited to a single hour.

For my demo teaching practice, I was given a total of 60 minutes to lead the class. The time was broken down into three segments: a quick 10-minute pre-lecture to introduce the topic, followed by 20 minutes of traditional lecture where I presented the material, and finally, a 30-minute debate session where the students could apply what they'd learned and engage in active discussion.

Knowing that I had a limited amount of time to make an impact, I focused on keeping the activities straightforward and enjoyable. The goal was to ensure that the students could easily understand the material and participate actively, even within the constraints of the one-hour class period

During the distribution of the demo teaching schedule, I was initially assigned the subject of reading and writing. However, my schedule underwent multiple changes, including three shifts in time slots and alterations to the teaching hours. This created some confusion for me, particularly because my class had a debate planned and the number of students I was expected to teach kept changing. To resolve these issues, I sought guidance from two individuals: Ma'am Joice, who had experience teaching a wiring reading class, and Ma'am Jessica, who served as my head cooperate.

In addition to addressing the scheduling conflicts, I had to make several revisions to my lesson planning and presentation, which I then presented to my head cooperate for feedback and approval. Once the lesson plan was finalized, I proceeded to create a questionnaire that I would use to collect data for my thesis.

The first demos went really well! The students were super engaged and clearly interested, which made for a great learning space. They already knew a good bit about the topic, so we could move along smoothly and stay focused. That base knowledge helped them pick up new stuff quickly, and they seemed really pleased with themselves, which just made them even more into it. You could just feel the buzz in the room everyone was excited to learn and jump in. Basically, their existing knowledge mixed with how we taught it made for a really positive and fun class.

Plus, with the students being so keen and involved, it was easy to get a real conversation going and explore ideas. The instructor was able to take that energy and dig deeper, introducing some more complex stuff and getting them to think harder. And they rose to the challenge, wanting to stretch themselves and really get into the material. It felt like we were all learning together, with everyone invested in the class.