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Teaching Log Reflection

The three-day experience of 'Life of a Teacher' enhanced my understanding of teaching responsibilities and improved my competencies as a beginner teacher. I learned to manage tasks effectively, adapt to challenges, and engage students through interactive methods, leading to significant growth in my teaching skills. Overall, this experience confirmed my readiness to enter the teaching profession while highlighting areas for further development.

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3 views2 pages

Teaching Log Reflection

The three-day experience of 'Life of a Teacher' enhanced my understanding of teaching responsibilities and improved my competencies as a beginner teacher. I learned to manage tasks effectively, adapt to challenges, and engage students through interactive methods, leading to significant growth in my teaching skills. Overall, this experience confirmed my readiness to enter the teaching profession while highlighting areas for further development.

Uploaded by

lcdineo3
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Teaching log reflection

Completing the three days of “Life of a Teacher” was an enlightening and demanding
experience that solidified my understanding of the profession and my beginner teacher
competencies. Managing the full array of responsibilities, from lesson planning to
classroom management and administrative tasks, required not only preparation but
also adaptability. Throughout the process, I developed a deeper appreciation for the
intricate balance teachers must maintain to create an effective learning environment.

Coping with the Demands The three days were both challenging and rewarding.
Initially, I felt the pressure of juggling multiple tasks, including lesson delivery, grading,
and responding to student inquiries. To manage this, I adhered to a structured
schedule and remained flexible, adjusting plans as necessary when unexpected
challenges arose. Staying organized and preparing materials in advance proved
essential in coping with the rapid pace of teaching.

Comparing Block 1 and Block 2 In Block 1, the responsibilities felt daunting due to the
novelty of teaching and the need to familiarize myself with various school routines.
However, by Block 2, I had gained confidence in my ability to lead a class and handle
diverse situations, from student misbehavior to unexpected technical issues. This
growth was a testament to my progress in lesson planning, classroom management,
and instructional delivery.

Challenges and Solutions The most challenging activities involved maintaining student
engagement throughout lessons, especially when transitioning between topics. I
overcame this by incorporating interactive elements such as question-and-answer
sessions and using visual aids to break up long periods of direct instruction. Time
management was also a difficulty, particularly when ensuring that all planned material
was covered while allowing space for student participation. I adapted by prioritizing
key concepts and simplifying explanations to keep lessons concise.

Self-Evaluation and Readiness My self-evaluation survey revealed substantial


progress in areas such as effective communication and instructional strategies,
although I recognized that I still needed to refine my classroom management skills.
Compared to my initial self-assessment, I feel significantly more prepared to enter the
teaching profession. The feedback from my mentor teacher, which highlighted my
ability to connect with students and deliver engaging lessons, reinforced my
confidence in my teaching readiness. The exit level outcomes also pointed out areas
for continued growth, such as integrating diverse teaching methods to cater to different
learning styles.

Overall, this final teaching experience equipped me with a clearer understanding of


the complexities of teaching. It strengthened my adaptability, deepened my
pedagogical knowledge, and confirmed my readiness to embrace the role of a
professional teacher.

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