WEEK 4 (25th -30th August 2025)

Monday

The week opened with regular lessons, but I tried to make Monday feel brighter than a normal start-of-week grind. We began with a short ice-breaker: students shared one fun fact about their weekend before we moved into the day’s grammar topic. Their stories ranged from family picnics to helping grandparents in the garden, and the laughter that followed instantly lifted the mood. I could see everyone relaxing, which made the rest of the lesson flow smoothly. We wrapped up with a quick team challenge where groups raced to spot errors in a short passage. The friendly competition kept them alert right until the bell rang.

Tuesday

Tuesday was another steady teaching day, but I added a playful twist to keep energy high. After revising last week’s grammar, we held a mini quiz show. Students formed small teams, picked fun team names, and buzzed in with claps instead of bells. The room filled with cheers and mock groans as each group fought for points. Even students who are usually shy couldn’t resist joining in. We ended the lesson with a brief reflection, and several students asked if we could do another quiz next week—a sure sign the activity worked.

Wednesday

This day was the true highlight of the week. During our co-curricular session from 9:30 a.m. to 12:30 p.m., the Scouts gathered for a batik hand-painting activity. Instead of sitting at tables, everyone settled cross-legged on the floor, spreading layers of old newspaper to protect the tiles. The relaxed setup made it feel more like a weekend art studio than a school hall.

Bowls of bright dye—reds, blues, yellows, and greens—were placed in the centre of each group. Students dipped their fingers and palms straight into the colours, laughing as they compared how quickly their hands turned into little rainbows. Some carefully planned traditional floral patterns, while others went wild with abstract swirls and geometric shapes. As the morning went on, the newspapers grew heavier with splashes of colour, and the faint tang of fabric paint filled the room.

Every few minutes someone would hold up a half-finished piece for everyone to admire (or tease), and the hall rang with playful comments: “That one looks like a galaxy!” “Yours is more like a monster, but I like it!” By the time we were done, everyone’s hands were stained with a mix of reds, blues, and greens, proof of our creative chaos. We ended with a mini “gallery walk,” holding up our batik cloths for photos and cheering for each other’s favourites. It was messy, vibrant, and absolutely worth the clean-up.

Thursday

Thursday returned to a normal timetable, but the cheerful energy from the batik session carried over. During class I noticed students quietly comparing whose hands still had the most colourful stains while we worked through the day’s lesson. Even routine exercises felt lighter because everyone was still riding the fun from the day before.

Friday

The week wrapped up with our Merdeka celebration, and the whole school joined in. We gathered in the hall decorated with flags and streamers, and when the music started everyone rose to sing patriotic songs together. The sound of hundreds of voices filled the space and gave me goosebumps—it felt like a true moment of unity. Students waved small flags, teachers joined in with smiles, and for a while the usual Friday fatigue disappeared. It was the perfect way to close a week that was already rich with colour and community spirit. 

Hand painting

Class activity

SWOT ANALYSIS

Strengths

This week blended routine lessons with plenty of colour and celebration. Monday’s ice-breaker stories and Tuesday’s clap-quiz kept even the sleepy ones alert and laughing. Wednesday’s long Scouts session turned into a mini art festival—everyone sat on the floor for the batik hand-painting, shared dyes, and proudly held up their masterpieces. The week ended on a high with Friday’s Merdeka celebration where the whole hall sang together; the school spirit was impossible to miss.

Weaknesses

The batik activity was so much fun that cleaning up and packing away took longer than expected. A few students were still shy during the Monday sharing and Tuesday quiz, needing extra encouragement. With so many special events, Thursday’s regular lesson felt a little rushed as I tried to stay on track with the syllabus.

Opportunities

The batik cloths could become a classroom display or part of a short culture project about Malaysian art. The quiz format clearly worked, so I can turn it into a weekly grammar game to keep revision lively. Friday’s patriotic mood would make a great starting point for a short writing or speaking task about independence and national pride.

Threats

Extra-long co-curricular sessions can easily cut into teaching time if I don’t plan around them. Fabric dyes are messy, so better floor protection and quicker clean-up plans would help next time. And if students miss big events like the Merdeka singing, they miss that shared sense of celebration.

WEEK 3 (18th - 22nd August 2025)

 Monday

The week began with a full school assembly with the principal, and it really set the tone. We gathered early in the hall, the morning still cool with that faint Monday hush. The principal gave a short speech about discipline and teamwork, and I could feel the students actually listening maybe because it wasn’t too long and she added a few funny remarks that made everyone laugh. I enjoyed catching up with a few colleagues while waiting for our turn to line up with the classes. After the assembly, lessons carried on as usual, but you could sense that Monday buzz in the air; everyone was a little more awake and talkative than normal.

Tuesday

Tuesday was quieter but very productive. I planned a reading activity where students read a short story in groups, highlighted key points, and then worked together to summarize it in their own words. After that, each group came to the front to present their version. I loved watching them negotiate which details to keep and which to leave out. Some were shy at first, but once they realised the class was listening, not judging, their confidence started to shine.

Wednesday

This was the most colourful day of the week. In the late afternoon, instead of our usual 5:50–6:50 class, everyone joined a Merdeka-themed gotong-royong to decorate the classroom. There were flags, streamers, and so much laughter as students argued playfully about where to hang each decoration. It felt more like a festive workshop than a school day.

The real excitement came earlier, during co-curricular activities from 9:30 a.m. to 12:30 p.m. I joined the Scouts group, and we played a balloon toss game where the balloon absolutely could not touch the floor. The students were running, stretching, and squealing every time the balloon wobbled near the ground. After that, we tried a simple but fascinating “electrolyte” experiment—rubbing a balloon with paper to build static so the paper pieces would jump up. It looked like tiny magic tricks, and the kids loved every second of it.

Thursday & Friday

The rest of the week settled back into normal lessons, but the energy from Wednesday seemed to spill over. Classes felt lighter, students were still chatting about the balloon games and our Merdeka decorations, and even routine grammar drills felt easier to get through.

Overall, Week 3 was a great mix of structured learning and playful teamwork. The big assembly, the reading presentations, and especially that lively Wednesday reminded me how school can feel like a small community when everyone is involved.

Class decoration

Co-curricular activity

Presentation

SWOT ANALYSIS

Strengths

This week had a great mix of formal learning and fun. Monday’s assembly with the principal created a real sense of school spirit, and it kept everyone focused for the rest of the day. The Tuesday reading-and-summarising activity worked well too—students not only read but also practised speaking in front of their classmates. Wednesday’s Merdeka gotong-royong and the long Scouts session (9:30 a.m.–12:30 p.m.) were the highlights. The balloon games and static-electricity experiment brought so much laughter and teamwork that even the quiet students joined in.

Weaknesses

The busy schedule meant less time for regular lessons. Wednesday’s decorating session took the place of my 5:50–6:50 class, so I couldn’t cover that day’s plan. A few students were still shy during the reading presentations and needed more encouragement to speak up.

Opportunities

The Merdeka decorations could lead to a short writing or speaking project next week—maybe a reflection on independence or teamwork. The Scouts experiments sparked curiosity, so I could tie them into a simple science mini-lesson about static electricity. And the positive atmosphere from the assembly is something I can build on by setting class goals for the next month.

Threats

If future co-curricular sessions run long or if the weather turns bad, it might cut into class time or limit outdoor activities. Also, with so many special events, it’s easy for students (and teachers!) to lose track of the normal syllabus if I don’t keep an eye on pacing.

WEEK 2 (11-15th August 2025)

Monday

I started the week with 1S by running a fun octopus activity to reinforce grammar. Students received a list of mixed sentences and worked in pairs to identify which were in the past tense and which were in the present continuous tense. They then pasted each sentence on the correct “octopus” (one for past tense, one for continuous tense). The colourful display made it easy to spot mistakes and kept the class lively.

Tuesday

With 2L, I focused on environmental awareness. Each group prepared a short presentation on “5 Reasons Why Recycling Is Important.” Students shared creative ideas, from reducing waste to conserving energy. Their confidence improved as they explained each reason clearly to their classmates.

Wednesday

Co-curricular day! I led the Scouts session where we practised four types of rope knots. Everyone took turns demonstrating and helping one another, and by the end of the session most students could tie each knot neatly and explain its use.

Thursday

Regular classes went on as usual. I continued with the planned syllabus, giving extra grammar drills and short reading comprehension tasks to keep students engaged and on track.

Friday

We wrapped up the week with routine lessons. I used the last period to review key points from earlier in the week, checking students’ understanding and giving them quick quizzes to prepare for the upcoming month’s assessments. 

 

Activity with 1S

Activity with 2L

Curriculum session

Rope knots with Scout teams

SWOT Analysis

Strengths

This week felt nicely balanced. The octopus grammar game with 1S really caught their attention—sorting past and continuous tenses into “octopus arms” made it fun and memorable. The 2L recycling presentations were lively too; most students spoke with confidence and came up with creative reasons to recycle. Wednesday’s Scouts session was another highlight because everyone got hands-on with the rope knots and helped each other out.

Weaknesses

Time ran a little tight. Setting up the octopus activity and clearing up after the knot-tying took longer than I expected. A few of the 2L students were still a bit shy during their presentations and needed extra nudging to speak up.

Opportunities

 The Scouts knots could lead into a bigger outdoor project like camping skills. I’m also thinking of adding short videos or slides next time to back up grammar points and give visual support.

Threats

Weather is always a question mark for co-curricular activities—rain would have spoiled the knot practice. And if students are absent on presentation days, it can throw off group work.

W1 (4-8 / 8/2025)

 

On Friday, I only had one period with Class 2S. Since my time with them was limited, I focused on delivering a clear and simple lesson that the students could easily follow. Although it was just a short session, I managed to observe their learning attitude and classroom dynamics. The class seemed lively, and most of the students were willing to participate when guided. However, I noticed that some of them needed extra time to process the instructions, which reminded me to always pace my lesson according to the students’ readiness. Even though it was just one period, I felt it was meaningful because it gave me another opportunity to connect with a different group of learners.

On Saturday, the school had co-curricular activities, including a tent-pitching and cooking competition. As a member of the Scouts unit, I joined the students and teachers in these activities. It was a very enjoyable day, as I got to interact with both colleagues and students in a more relaxed, informal setting. Our team prepared chicken soup, sardines cooked in masak lemak cili api, and grilled lamb. Working together to cook and manage the competition gave me the chance to build stronger rapport with the students outside the classroom. It also allowed me to see their teamwork, creativity, and leadership skills in action, which are qualities that are not always visible during regular lessons.

Overall, these two days reminded me that teaching is not limited to classroom instruction alone. Both academic lessons and co-curricular activities play important roles in shaping students’ character and confidence. For me, it was also a valuable experience because I could balance my role as a teacher and a team member, while enjoying the sense of community in the school environment.

 

 

SWOT ANALYSIS

 

Strengths

In my first week of practicum, one of my main strengths was being able to build rapport with students quite quickly. For example, in Class 1S, I made an effort to walk around the classroom and provide support to those who needed extra help, which made students feel more comfortable. I also used clear explanations and textbook examples that allowed some students to understand the lesson well. Another strength was the positive classroom atmosphere, as I observed students helping each other through peer translation, especially when some struggled with English. Outside the classroom, I joined the Scouts’ co-curricular activities, such as tent-pitching and cooking, which gave me the chance to connect with both teachers and students in a more relaxed environment. These experiences strengthened my role as both a teacher and team member in the school community.

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Weaknesses

One of the weaknesses I noticed during this week was my difficulty in balancing the lesson pace for mixed-ability learners. While some students could complete the activities quickly, others took more time and struggled to keep up. The language barrier was also a challenge, as several students did not understand English at all, which forced me to rely on peer translation. This sometimes slowed down the lesson and reduced the opportunity for students to practice English independently. In addition, I realised that I did not use enough interactive teaching aids, such as visuals or games, which might have helped weaker students engage better. 

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Opportunities

This week also opened up many opportunities for me to grow as a teacher. The mixed-ability classrooms give me the chance to try out differentiated strategies, such as group work, pair activities, and scaffolding, to ensure that all students can learn according to their level. I also see the potential to include interactive activities and language games to make grammar lessons more fun and less intimidating. The strong peer support among students is another opportunity, as it can be used as a collaborative learning tool if guided properly. Beyond the classroom, my involvement in Scouts’ activities allowed me to interact with students in a different setting and observe their leadership and teamwork skills. Observing my mentor’s teaching is also an important opportunity, as it gives me valuable insights into effective classroom management and delivery techniques.

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Threats

There are also several threats that I need to be mindful of. The language barrier may continue to be a significant challenge, as it could slow down students’ learning and affect their confidence in using English. Over-reliance on peer translation is another risk, because it may reduce weaker students’ direct exposure to the language. Mixed proficiency levels in each class can also make lesson planning more demanding and time-consuming, as I have to prepare multiple approaches for one lesson. Another concern is the limited teaching time I had with certain classes, such as only one period with 2S this week, which makes it more difficult to establish strong rapport quickly. Finally, as a new teacher, my nervousness may affect how I deliver lessons and how students perceive my authority in the classroom.

 

WEEK 1(4/8-8/8 2025)

Today was my first day teaching Class 1S, and I only had one period with them—but what a full period it was! I introduced them to the difference between past simple and past continuous, specifically how they work together in one sentence (e.g. “I was doing homework when the power went out.”). We used the Pulse textbook as our main guide.

It was clear from the beginning that I have a very mixed group. Some students understood the grammar well, while others—especially a few of the Chinese students—struggled because of the language barrier. A few didn’t understand English at all, so their classmates kindly stepped in to translate explanations into Mandarin. That peer support was really heartwarming to see, and it reminded me how important classroom community is—especially in language learning.

As for Class 2L, I only observed the lesson today, as my mentor asked me not to teach yet. In addition, the school also had co-curricular activities scheduled for the day.

Overall, I felt that today was a good starting point for me to get to know my students and to better understand their learning needs. This experience has shown me that I need to prepare multiple strategies to accommodate students of different levels, especially those who face language barriers. It also highlighted how important it is to foster collaboration and empathy among students, since peer support can greatly improve classroom learning. Moving forward, I hope to incorporate more visual aids, gestures, and simple examples to bridge the gap for weaker students while still challenging the stronger ones.

                                                           CLASS WITH 1 LEDANG

                                                             2 LEDANG CLASS

 

WEEK 1 (4-8 /8/2025)

 

Today, I had the opportunity to teach both Class 2L and Class 1S. For Class 2L, it was my first time teaching them after only observing yesterday. I was quite eager but also slightly nervous, as I wanted to establish a good first impression. I introduced the lesson slowly and tried to gauge their level of understanding. Overall, they were quite responsive and willing to participate, although I noticed that some students tended to rely heavily on their friends for answers. This showed me that while they have potential, they still need more encouragement to think independently and build confidence in using English.

With Class 1S, I continued our focus on past simple and past continuous. I gave them more practice through sentence-building activities and short examples. Some students could already use the tenses correctly in their own sentences, while others still struggled. The same issue with the language barrier came up, but again, their classmates helped to translate and explain. I also tried to move around the classroom more today, giving attention to students who seemed quiet or unsure, which helped me notice who needed extra support.

Teaching two classes in one day gave me a clearer picture of how different groups have different needs. 2L seems to require more motivation and guidance in active participation, while 1S needs continuous scaffolding due to the mixed ability levels and language challenges. I realised the importance of balancing patience with firm guidance, as both classes respond better when I show confidence but also make the learning environment supportive. For the next lessons, I plan to use more interactive activities, such as pair work or short games, to maintain engagement and make grammar less intimidating for them.

 

 

WEEK 1(4th -8th Ogos 2025)

The second day arrived, and with it came my timetable—along with the news that Teacher Harinder would be my mentor. I’ll be teaching Form 1 and Form 2 students with 12 periods a week. Not gonna lie, a little nerve-wracking, but exciting too! Then, just as I was trying to settle in, she texted me to brief me on what she had already covered in the 2Ledang class and to fill me in on a few details about the students. Apparently, this class is one of the better ones, so that's a relief!

 

But then, things took an unexpected twist. I got a message from Teacher Nissa about my IS class. Apparently, there are students with ADHD and Autism in the class. Talk about a challenge! But hey, looks like the real adventure has begun. Let’s see what this teaching journey really has in store.

And just when I thought I was ready to start, Cikgu Yazid, the GPK 1, told me to start teaching today! But Teacher Harinder and Teacher Nissa stepped in, letting me know they’d handle the classes today. They asked me to come in 10 minutes before the class ends so they could introduce me to the students. So, the real teaching begins tomorrow! I get one more day to catch my breath and prep—ready or not, here I come! 

 

 

My timetable! 

 

2 Ledang's activities with Teacher Harinder 

 

WEEK 1(4th -8th Ogos 2025)

Today marked the beginning of my teaching practicum at SMK Bukit Taman Maluri, Kepong and what a day it was! My fellow practicum teacher and I started by joining the school assembly, where we were introduced to the students. During the assembly, the JPNWP launched Anti Bullying Campaign since this issue is getting worse rn. Most of the students here are Chinese. I felt like I'm at the SJKC hm...Meeting the principal was a highlight, followed by a detailed briefing on ethics, schedules, attendance by the administration. Besides, we also received a warm welcome into the school's group chats and had a chance to walk around the school, greeting fellow teachers and staff. On this day, I had a meeting at 11:30pm with the evening session teachers. This school has 2 session which are morning and evening session. I got afternoon session starting tomorrow, so I need to be here by 12:45pm until 7pm. I did nothing much on this day since I haven't received my timetable yet.

 

Morning assembly

 

 

Anti Bullying Campaign

 

 

Briefing for DG9 and Practicum Teachers (Afternoon Session)