PHASE 2- WEEK 3

 Day 10 began with a morning assembly, with  some former students  as guests. They donated some white boards to the school and the HM thanked them on behalf of the school. In my classes, I taught the poem “Taj Mahal”. I also showed the profile chart of the author, and provided meanings of difficult words using interesting flashcards. On day 11, I made my students recite the poem in proper rhythm and style. Poetry recitation allows students to explore the emotional and expressive aspects of language. It gives them the opportunity to experiment with intonation, pace, and emphasis, fostering creativity and a deeper connection to the text. On day 12, I taught students simile using examples from classroom contexts. By using examples from the classroom, students see how similes are used in real-life communication and writing, which can encourage them to use similes in their own language. On day 13, I gave students an entry activity related to the lesson “We’re the World”. I showed them video clippings of 1985 famine in Ethiopia, which helped them understand the context in which the song was written. Seeing the real-life impact of famine helps students connect emotionally with the message of the song, making the learning experience more profound. On day 14, I showed them the live recording of the song “We’re the World”, sung by several famous American singers of yesteryears. The combination of visual and auditory elements made the song’s message more impactful and easier for students to grasp. It helped  evoke strong emotions, helping students to develop empathy for those suffering from famine and other global issues.

This week has also been a period of personal growth. I have become more confident in my teaching abilities and more adaptable in handling unexpected situations. Observing the students' progress and enthusiasm has been incredibly motivating and reaffirmed my passion for teaching.One of the challenges I faced was managing different learning paces among students. To address this, I introduced differentiated instruction, providing additional resources and tasks for advanced students while offering more guided support for those who needed it. This approach helped ensure that all students were adequately challenged and supported.




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