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.
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.
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.
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.
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.
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