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.