MY ACTUAL TEACHING EXPERIENCES

Before taking my first step into the classroom, I faced many challenges and difficulties in preparing the materials I would use in my teaching. Before anything else, I started preparing my lesson plans. These lesson plans required me to craft the lessons I would deliver carefully. I browsed through the trusted online learning resources that may help me effectively deliver the lessons. I also reviewed the curriculum guide to check if the learning competencies were met and aligned with the lesson objectives.

In making my lesson plans, it took several revisions. I watched online tutorials that helped me craft an effective and learner-centered lesson plan. I used different approaches and techniques to suit the student's learning styles. I also need to be mindful of the time limit since I only have one hour per session, and sometimes, it is not enough to cover everything. Moreover, the lessons require alignment or connection to real-life situations for meaningful learning. The procedure is not easy at all. It made me go back and forth between drafts, seek feedback, and adjust what needed adjustments. But every feedback I received started to shed light and give me a brighter path in my upcoming teaching.

After making the lesson plans, I mastered the subject matter. I reviewed the concepts and definitions and prepared some examples and notes to help me effectively deliver the lessons. I also have to prepare the possible questions that the students might ask and revise my own questions if the students do not get what I'm asking. Before presenting the lesson, I ensure that all the students can relate to the topic for a more successful demonstration.

Once confident with the lesson, I began rehearsing or practicing it. Sometimes, I use a mirror to check how I look whenever I speak, and sometimes, just a plain modulation of my voice. I even asked some of my co-interns about their strategies and techniques that might help demonstrate or teach.

My preparation would not have been completed if I hadn't prepared myself. Thus, every morning, I always wake up early. After taking a bath and eating breakfast, I will immediately change my clothes, brush my teeth, and fix my hair. In that way, it would boost my confidence once I stand in front of the students.

By the time I entered the classroom, everything was set — my laptop and TV were ready, and all the materials I needed were carefully prepared. Although I felt a wave of nervousness, it was outweighed by my excitement. I was genuinely eager to stand in front of my students, ready to facilitate and teach with all my heart. I had poured effort into every preparation, hoping that what I share would not only reach their minds but also resonate with their hearts.

All my preparations, rehearsals, and practices became a reality in this part. It's where I actually experienced what it means to be a teacher. Though nothing is perfect, even if you say you have the best preparations and practices, there will always be challenges once you step forward in front of the students. But at this point, every demonstration is an opportunity for improvement and betterment.

During my actual demo teaching, it was a mix of emotion and reaction. There are times when the students are more passive, and there are times when they are active. Sometimes, they react with different emotions, and I don't know if they are listening and understanding something. I thought something was wrong with my lesson plans and other preparations. With that, I constantly revisit my lessons and adjust them to what fits with how I interact with them.

With every lesson demonstrated, I started to learn more about the students, their nature, behaviors, and how they learn. Some of them have difficulties and challenges in life that hinder them from learning. For example, two students have learning difficulties in one of the sections I'm handling. One is intellectually challenged, and the other one has speaking difficulty. It was inevitable, though, that some of their classmates were laughing at them. Because of this, they have low self-esteem and confidence, which eventually affects their learning. At that moment, I started formulating solutions that would help them. One solution that I have begun to use is through interactions. I call for them whenever I ask questions or read some writings. Every time their classmates laugh at them, I would address it on the spot and tell them that instead of making fun of their classmates, support or help them, and if they can't, keep quiet. During that time, I constantly reminded the two special students to practice their reading skills and suggested ways to improve. Because of my approach to the students, they gained confidence. Whenever I asked questions, they would raise their hands, and that goes the same with their classmates, who once laughed at them and started to help and cheer for them. At that moment, I could feel a sense of achievement and satisfaction.

Transitioning between discussions is a challenge for me. I sometimes get dead air whenever I get no response from the students. Thus, to overcome this, I always try to revise my questions to fit or make them understand them better. I also prepare my fillers just in case I get lost, and of course, I always keep a copy of my lesson plans.

Moreover, classroom management has been a significant part of my teaching experience. I consistently strive to maintain a quiet, focused environment where students are attentive and ready to learn. Whenever the class gets noisy, I calmly remind the students to refocus. I also make it a habit to check the cleanliness and arrangement of chairs to ensure the classroom remains organized. By attending to these details, I aim to create a learning space free from distractions and conducive to meaningful engagement.

Designing assessments played a crucial role in every lesson I delivered. I made it a priority to ensure that each evaluation aligned with both lower- and higher-order thinking skills. This approach allowed me to gauge how well my students understood the content and how effectively they could apply it to real-life situations. Additionally, I consistently reviewed my instructions to ensure clarity, minimize confusion, and help students focus on demonstrating what they truly learned.

Throughout my experience during the demo teaching, I realized the challenges and excitement you get from it. It made me realize how difficult it is to teach, but at the same time, how rewarding and satisfying it is when I see students raise their hands, carrying their big smiles and confidence as they answer every question I have asked.

After delivering each lesson, I always take time to reflect on the areas where I can improve. I carefully evaluate my mistakes, identifying what went wrong and why so I can make the necessary adjustments moving forward. By recognizing and learning from these flaws, I aim to grow and avoid repeating the same errors continuously. This habit of post-lesson reflection has become an essential part of my teaching practice.

The interactions and reactions of the students during the demonstration helped me visualize what I'm lacking. I always check their papers to measure their learning. Some students get high scores, and others get low. If I saw that the majority got a passing or perfect score, they were ready to transition to the following discussion. But if the majority got low scores, I would reteach it to them and explain it in a much simpler way just for them to learn. If they still couldn't get it, then there might be a different problem that needs a more intensive and practical approach.

One of the great contributors to my teaching career is my mentor, who did not stop giving me advice and helpful feedback. I remembered how he said I should align my teaching pacing with the students learning pacing. That way, the probability of them learning would significantly increase. His comments greatly impacted how I teach, such as incorporating higher-order thinking skills, improving my transitioning or fillers, making simple yet effective instructions, and always relating my lessons to real-life situations. With that feedback, I helped shape the teacher slowly I'm about to become.

For every success and failure I got from every lesson I demonstrated, I felt mixed emotions, which made me more inspired and motivated to teach. With the willingness to learn and to teach, my internship significantly improved my teaching. Until the end of my internship, I carried the new strategies, techniques, skills, and experiences I would forever be grateful for as I bring them into my future endeavors.