Today was the day of the assessed teaching hour. My supervisor came to observe and evaluate my teaching performance. Twenty-four hours before the class, I sent my lesson plan to my supervisor so she could familiarize herself. Previously, we agreed that my partner, Wulida, would lead the first-class session (1 hour) while I’d lead the second session. Although we started my session a little late because of an extra 10 minutes waiting for the late students, I was grateful that I could present the materials to my students.
I was excited to prepare the class activity's lesson plan, handouts, and quiz. I anticipated any possible technical issues. I was so nervous when standing before my students and having my supervisor observe. The material I covered today was about the preposition of time, related to the topic my partner covered in the first session, about the vocabulary of daily routine and time. I focused on using “at, in, on, and from…to” in today's class. When first designing my teaching, I found it difficult to think of any engaging, authentic, and memorable activity for them to understand the use of the preposition of time. Based on my experience as an EL, I was exposed to grammar focus. I wanted to make my lesson easy to follow. That is why I decided to incorporate one project that I found interesting. My supervisor said so. The “Weekly routine storyboard” is the second activity after I explained the functions of some mentioned prepositions. In the storyboard, I grouped students into three groups and let them work on their creativity to think of and list their activity within a precise time. I provided a model storyboard for them to follow. I also have sentence frames to give them the idea. Surprisingly, students got involved pretty well in this activity. They did not have any problem with the use of prepositions. At first, two students asked me questions about how to use “from…to” correctly in sentences like “I have a class on Monday from 12.00 to 2.00. They questioned why the answer was “from.. to” and not “at” since they realize that “at” cooccurs with time. I found it very interesting that they showed me their level of understanding. I asked them to give me a thumbs up if they understood; if they didn’t, they could show me a thumbs down. During my teaching, I realized that students apply translanguaging. When one of the students did not understand something, other students would happily help them.
When I wrapped up our topic at the end of the class, all the students said heartwarming words for me and my partner. They were also happy that my supervisor was there in the class with them, interacting with them. I quote,
“Teacher G and Wulida, I am so happy to see you today, teachers. Thank you for teaching me.”
I ended the class by reflecting on my gratitude for having students like them. They progressed a lot compared to our first class. They even talked a lot today and yes, smiled a lot :)
Reference template: https://www.canva.com/planners/templates/weekly-schedule/
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