Procedures of teaching
I start my teaching episode through a game where they can explore the four corners of the classroom and have their collaboration skills be involved as our motivation or hook activity. After the motivation, I process the game through the art of questioning by relating them through their experience and slowly from their responses we'll get a glimpse/idea of the topic to be discussed. As we go through the lesson, different strategies such as having an Indian-run & popcorn recitation, color hues, board works and worksheets are used from time to time since I get to teach one all-girls and one all-boys classroom, as well as integration with their interests.
Time management and organization activities
Days before I taught, the preparation and organization of activities has been distributed to the time needed to deal with. for example, I allocated 10 minutes for the hook activities, 30 minutes for the lesson proper and 20 minutes for the worksheet activities and assessment. I taught from 10:15 - 11:15 am and finished exactly on time.
problem solving
Language Barrier is the most prominent problem that I encountered during the whole program. Nonetheless, The students and I have been compromising to meet halfway and understand what we are conversing with each other. Sometimes, I use gestures to further explain or have an idea to what I am saying and there are times, with the use of language translation from our buddies, I translate some of the key terms and definitions to their language for the students to understand. Despite the differences, the students have shown great effort and interest to speak in english so that both of us could understand what we are saying to each other.
Classroom management
Having two different sets of the class is difficult to deal with especially that girls and boys have different learning interests. As I deal with maintaining the class' order. I have proposed and implemented certain gestures to promote unity and understanding in the classroom by just observing and being sensitive to what is happening inside the milieu. One example of this is when the class is too noisy, I will raise my hand (palm facing the students) signaling that the class is too noisy, then everyone must raise his or her hand too as a signal that he or she notice that the class displays excessive noise, hands wouldn't be put down if not all have been responding to the call.