After spending the next two days in the classroom, it became evident that one of the students' major problems was their short attention span, a concern Mrs. Beula had also mentioned in our previous conversations. Initially, she recommended that I work with the SPED Nursery Class; however, I mentioned that I did not have much experience in SPED, especially with younger children, and had to respectfully decline. She then allowed me to work with her Kinder 1 class instead. 

She mentioned that her Kinder 1 class had some issues retaining attention, especially for long periods of time; this was due to various reasons: some students were neurodivergent and diagnosed with ADHD, while some were simply easily distracted, which is typical for their age. Their daily schedules consisted of reviewing in the morning, where they answered worksheets and questions from their textbooks, followed by lunch, a lesson, which differed depending on the day, and then an activity if Mrs. Beula had one prepared. With this, she mentioned I could hold a Science lesson sometime in April before their finals, which I agreed to.

Throughout the few days I spent at Merrybells, I interacted more with the students, helped with their homework, graded their assignments and worksheets, and occasionally assisted Mrs. Beula in her lessons. I interacted with all the students, gaining insight into their diverse personalities and backgrounds. Spending time with the students only furthered my drive to become an educator, as I enjoyed interacting with every single one of them.

I also observed that one of the students often threw tantrums and was frequently distracted in class. He would play with the toys during lesson time, have difficulties answering the worksheet, despite knowing the answers, and sometimes got physical with his peers. Mrs. Beula repeatedly stepped in to deal with his behaviour, separating him from the others. I observed this behaviour when I needed to teach, although this student never had any trouble interacting with me and would listen when I asked him to refocus his attention on his work.

Another observation I made was that the students could easily be corrected despite their tendencies to get distracted. They often just wanted to share a story or ask me a question unrelated to the lesson. I entertained them for a while before asking them to continue their work, which they readily complied with. 

With these observations paired with my budding relationship with the students, I was relieved to realise that they would be able to listen to me and show respect towards me as their teacher. Thus, it would be nice if the kids could have a hands-on lesson where they could learn by doing. As a neurodivergent learner myself with ADHD, I find that hands-on learning is what helps me understand and process information best, so I wanted to apply that experience in my lesson planning.