SLC | S21W3 : Teaching Practice

Hello everyone! Welcome to another season of The Learning challenge. Excited to be participating again, I wish to extend my great hands of appreciation to the team for making it possible for us To have this amazing challenge.

I'm going to the lesson. Teaching practice is an amazing task. We as tutors need to apply in order to achieve great results in our learning environment. It's a complex task which must be implemented and every stage of the teaching learning process.

Teaching practice is the act of learning how to teach by carrying out practice and implementing it later in a proper classroom. As teachers, we don't just get up one day and we start teaching. First of all, we have to pass through stages of teaching which we have to learn about The various methods and techniques to bring out the best results in our students.

Just like I said it's not a one-day's job. One need to put in much effort, exploring the areas of pedagogic tools and philosophy of education in such a way that we can be able to adhere our Learners with the proper knowledge using the best educational technological tools and competence.

---

Tell what My specialty is and what I would like to teach my students in the next hour-long meeting?

---

Throughout my training as a teacher, I have specialized in the department of mathematics, which I am able to resolve complex issues related to mathematics. I have other options as well as additional mathematics, for the mathematics, pure mathematics with mechanics and pure mathematics with statistics.

In this lesson, I will be taking 9th grade maths In which we are going to be working on resolving simultaneous equations using the various methods such as elimination method, substitution method, Graphical method and Matrix method. In this lesson we are going to be focused on elimination method.

---

Discuss about how the learning takes place from the beginning to the end .

---

In my institution a lesson is allowed to go on for a maximum of 50 minutes. Which is the standard for every period range in my educational meilleur in my Country. While I'm in class, The students get up and greet me and I do the same in return. After which I asked them to sit down.

I then go ahead To present my board as It is stipulated by the implantation form. After what I state the topic on the board And then go ahead to face the class. I begun by throwing more lights on their previous lessons which was on algebra 2, which was factorization by grouping elements. Nevertheless being 9th grade, They have treated the stuffing before, and this was just a mere revision topic.

I proceed by asking them the various methods of resolving simultaneous equations. The students lift of their hands and I pick a few who were able to give me the right answers as stated above which elimination, substitutions, Matrix method and graphical method. Later on what we were going to work on was just elimination method so I took it first and then proceed to put some examples on the board.

Solving together with the students, We were able to resolve at least four cases of solving simultaneous equation equation by elimination method. This involves looking out for the elements which we can quickly eliminate. Either by balancing or direct elimination in case where the coefficients are unity. Take for instance the equation.

Solve the system of equations. 

x + y = 7

x - y = 3


Step 1: simplify by adding or subtracting the equations to eliminate one variable.

We’ll add the two equations:

(x + y) + (x - y) = 7 + 3

Simplify:

2x =10

 here divide both sides by 2 to find x. 

Therefore 

x = 5

Step 2: continue by Substituting the value of x obtained already into one of the original equations to get y. 

Let’s use the first equation . Replace x with 5: 

therefore 

5 + y = 7

Subtract 5 from both sides of the equation to make y the subject:

Therefore 

y = 2

Final Answer:

x = 5  &  y = 2

To confirm our solution we substitute  x & y  into both equations:

1.  ✅


2.  ✅

We can observe that Both equations are satisfied, so the solution is accurate!

This is a simple case where the coefficients are both unity for

Now let's go to a case where coefficients are a bit different from one.

2x +3y = 12

3x -2y = 5

Step 1: Eliminate one variable

In order to  make the coefficients of one variable the same, we’ll have to multiply both equations by appropriate numbers.  Let's begin. 

Multiply the first equation by 2:

This gives

4x + 6y = 24

Proceed by multiplying the second equation by 3:

This gives 

9x - 6y = 15

Now we have:

4x + 6y = 24

9x - 6y = 15 ]

Step 2: Add the equations together 

Adding these two equations will cancel y :

(4x + 6y) + (9x - 6y) = 24 + 15

Simplifying, 

13x = 39

Divide by 13:
 
Therefore 

x = 3

Step 3: by Substituting 3  into one of the original equations, we can find y. 

Let’s use the first equation, :

2(3) + 3y = 12

Simplifying, 

6 + 3y = 12

Simplify by subtracting 6 from both sides to my y the subject:

3y = 6

Divide by 3:

Therefore, 

y = 2

Final Answer:

x = 3 &  y = 2

Verification:

Substitute  and  into both original equations to check:

1.  ✅


2.  ✅

We can observe that Both equations are satisfied, so the solution is accurate!

The above two cases by the ones I was able to implement to ensure that the children grab the knowledge from both perspectives, when they coefficients are unity and also when the coefficients are different from one.

---

How do I ensure that after the learning activity there are changes in the cognitive, affective and psychomotor aspects of students

---

In order to build The cognitive, affective and psychomotor aspects of students, I give out a few exercises to the learners to participate in and I move around to check on how they are doing. Afterwards I call out one of the students to come to the board and then solve the questions I gave.

Under supervision she solved and is being guided by her classmates. At the end of the day, the students were very happy To have participated actively in the lesson and I believe they were able to grab something new from this type of exercise.

To round up more effective, I give them homework to continue working With this type of equations which will be corrected next class.

---

Whether the methods and strategies I use are appropriate, how do I develop methods and strategies in future learning meetings?

---

In order evaluate and develop methods and strategies for future learning meetings, they are a key factors I would need to put in place to make sure everything is moving in line.

1 Evaluate Current Methods and Strategies

---

Assess whether my teaching methods are meeting the learning objectives. Here are a key factors which I will check into It so see if the current method is worth implementing.

• Analyze Outcomes: Did students achieve the desired cognitive, affective, and psychomotor outcomes?

• Collect Feedback: Use surveys, informal discussions, or exit tickets to understand what students found helpful or challenging.

• Reflect on Engagement: Observe how engaged and motivated students were during my previous lessons.

2 Incorporate Feedback

• Student Feedback: If my students prefer group discussions to lectures, I will adapt future sessions to include more collaboration.

• Peer Review: I equally will Collaborate with colleagues to get fresh perspectives on my methods.

• Self-Reflection: Ask myself what worked, what didn’t, and why.

3. Adapt to Learner Needs

Each group of learners has unique needs Which must be taken into consideration when carrying out the teaching learning process.

• Differentiate Instruction: I will Modify strategies for varying abilities, interests, and learning styles.

• For visual learners, I add diagrams or videos.

• For hands-on learners, I integrate more activities.

4 Setting Clear Goals for my Future Meetings

Here I Plan methods and strategies based on specific objectives.

SMART Goals: starting clearly Defining the objectives that are Specific, Measurable, Achievable, Relevant, and Time-bound for the exercise.

Backward Design: Starting with the end in mind—determine what learners should know or do by the end and work backward to create my methods.

By making reflection, feedback, and adaptability integral to my planning, I can continually develop and improve my teaching methods and strategies for future learning meetings.

---

Share videos and photos,

---

We regard to this contest, my class was a live lesson Which was Incorporated with snapshots and video records. Below is the video required for this exercise.