My Social Action Project

Service learning was an effective tool for personal and professional growth because it fosters a symbiotic relationship between the learner and the community. The Discipline and Respect Awareness Campaign (DRAC) demonstrates the powerful impact that service learning can have on individuals and communities.

The Discipline and Respect Awareness Campaign (DRAC) is an outstanding instance of how to generate good change in the school and community. The educational component of the campaign, which included the creation of informative posters and PowerPoint slides, has been shown to be effective in reaching learners with diverse learning styles. The campaign ensures that the message of discipline and respect is not only heard but also understood on a larger scale by offering information in a variety of ways. Another amazing component is the emphasis on cultural sensitivity, which goes beyond simply teaching respect and discipline. It fosters a strong sense of inclusion and acceptance, fostering in learners a true knowledge of cultural differences. Furthermore, incorporating creativity through the graffiti wall and poster-making transforms the activity from a simple instruction to a shared experience. This dynamic involvement motivates them to take ownership of the campaign. The project's holistic approach, which combines education, cultural awareness, and creative expression, contributes to its undeniable effectiveness in producing a good and transforming influence inside the school and the larger community.

Participating in the Discipline and Respect Awareness Campaign (DRAC) has been a life-changing adventure of personal and professional growth. Personal experiences have expanded my perspective and enhanced my understanding of cultural variety. Observing different variations in cultures and learning to respect differences has been an eye-opening experience that has fostered a strong feeling of empathy. The community-wide influence of excellent behavior has instilled in me a greater sense of responsibility for social issues. Managing and supervising the diverse DRAC project has been an opportunity for professional development. Organizing community events, working with multiple stakeholders, and managing the challenges of cultural sensitivity have sharpened organizational and leadership abilities. The collaborative nature of the initiative has improved interpersonal communication and team coordination, both of which are important skills to have outside of the setting of the campaign. The experience instilled a proactive approach to addressing social issues, emphasizing the transformative impact of service learning not only in personal growth but also in the development of skills necessary for navigating professional environments. The DRAC project has been a true accelerator for holistic growth, combining the personal and professional spheres in a transformative learning experience.

The Discipline and Respect Awareness Campaign (DRAC) advantages go far beyond the school's walls, having a beneficial impact on both the school and the community as a whole. The program fosters a culture of tolerance and respect in the school setting that extends beyond the classroom. DRAC helps to create a school environment that not only recognizes but also celebrates differences by promoting an awareness of cultural diversity. This not only improves students' overall learning experience but also prepares them for an expanded future in which cultural competence is a critical skill. Furthermore, the campaign's participation by parents and community people promotes the school-community link. The campaign's open discussions foster a collaborative attitude that lasts beyond the project's lifespan, laying the groundwork for ongoing community engagement. DRAC's sustainability over time is based not just on its immediate impact, but also on its capacity to stimulate continuous debates and collaborations inside the school and throughout the community. The campaign becomes a positive change person, creating a community that values and actively supports discipline, respect, and cultural understanding.

Life of a teacher

Completing "Life of a Teacher" in three days was a tough but gratifying experience. I used many techniques to deal with my responsibilities: Each day was meticulously scheduled, with a specific timetable that covered instruction, preparation, and grading. This helped me make the most of my time and stay organized. Since teaching can be unpredictable, I needed to be adaptable and adapt to unanticipated developments in the classroom. This adaptability enabled me to deal with disruptions and changes with ease. Recognizing the possibility of stress and emotional drain, I made an effort to practice self-care. To deal with the stress, I took short pauses, practiced relaxation techniques, and kept a cheerful mindset. I requested guidance and support from my mentor teacher, coworkers, and peers. Their advice and mentoring were vital during this experience. I regularly engaged in reflective practice, examining the lessons and experiences of the day. This assisted me in identifying areas for improvement and adjusting my teaching approaches as needed. I was filled with a mixture of excitement, nervousness, and contentment. While it was difficult, having my learners engage with the content and improve was really rewarding. During the three days, I learned how to manage the demands of a teacher and gained a greater appreciation for the profession. The event taught me significant lessons about successful teaching and classroom management.

In Block 1 it was stressful as my mentor teacher said I only needed to do the lessons nothing else, but it was fun to see how the learners adapted the lesson because they were excited that another teacher could teach them. I did feel overwhelmed because I could not prepare beforehand so she gave me the lessons in the morning when I needed to take over. In Block 2, it was different because she gave me more responsibilities. She let me take the learners' tuck orders, take them to the library, and do other activities. Block 2 was a bit more challenging than Block 1 because there were more responsibilities and some of these activities were challenging.

The most challenging activities in a day in the life of a teacher were maintaining discipline and a suitable learning atmosphere in the classroom was tough, especially with diverse and energetic groups of learners. It was difficult to give direct instruction because meeting the individual needs of each learner was difficult, some learners did understand what to do and others were lost. I felt that grading and feedback was a challenging activity because providing constructive feedback and timely grading was time-consuming, and finding the appropriate balance between encouragement and critique was not always simple. How I overcame this by giving clear rules, consistent punishments, and positive reinforcement. I also establish connections with learners in order to create a respectful and cooperative environment. I overcame this by giving differentiated instruction approaches that were used such as arranging learners based on ability or providing extra support to those who require it. I did set reasonable goals for the learners. I also marked their books when they finished the work and provided immediate feedback. When I see a mistake I will tell to them quickly check their answer and if they double check their answer they hand in their work.

I selected areas where I would rank myself higher after examining the findings of my self-evaluation survey. These are often subjects or competencies in which I have gained expertise, received positive feedback, or expended significant effort. For example, after completing ongoing professional development and gaining practical teaching experience, I would most certainly grade myself higher in areas such as lesson planning, classroom management, and subject matter expertise. These advancements are the consequence of actively seeking mentor advice, reflecting on my teaching techniques, and modifying my strategies to better meet the needs of my students. In addition, I have improved my capacity to engage students and create a good learning environment, which frequently results in higher self-evaluation scores in these categories.

Teaching two mathematics lessons in a single day provided me excellent opportunity to hone my mathematics instructing skills. By reducing complex topics down into digestible pieces, I strengthened my capacity to simplify them. This experience helped me gain a better grasp of how students learn and where they might struggle. I improved my ability to make mathematical topics more approachable and engaging by using visual aids, real-life analogies, and hands-on exercises. My ability to respond to learners' queries and concerns in real time has also considerably increased. Teaching the recycling life skills lesson improved my ability to present real-world, socially relevant knowledge. I learnt how to include interesting and thought-provoking exercises that inspire students to think critically and examine their responsibilities as citizens. My ability to organize debates on complex themes improved, allowing me to guide students in exploring their own points of view while being objective and balanced. Reading a story aloud may appear simple, but it assisted me in improving my abilities to keep kids engaged and cultivate a love of reading. I learnt how to make the story more interesting by using intonation, gestures, and enthusiasm. I also developed a better understanding of how to choose appropriate reading materials for pupils based on their age and interests. The experience enhanced my ability to promote literacy and assist children in developing their language and comprehension skills. Overall, this experience allowed me to hone my teaching skills across a variety of disciplines and instructional techniques. I grew more versatile, resourceful, and adept at meeting a variety of learning demands. It also deepened my knowledge of the significance of engaging, interactive teaching methods, as well as the role of a teacher in molding students' comprehension of both academic and real-life themes.

Taking tuck orders and bringing students to the library developed my organized and managerial abilities. I improved my efficiency in handling administrative work, assuring proper orders, and successfully scheduling library excursions. This experience enhanced my logistics and student management skills. Conducting a math's class in Block 2 enhanced my ability to convey challenging material. I improved my teaching methods by focusing on the unique learning styles and demands of each student. I learned to modify my technique in order to make mathematical subjects more approachable and entertaining. Supervising break duty improved my ability to maintain discipline and ensure a safe and respectful school environment. It provided an opportunity to hone efficient classroom management skills and learn how to handle disagreements or concerns that may emerge during break periods. My proficiency in language education was enhanced by the English lesson, which included a spelling test, narrative reading, and question-and-answer session. I enhanced my capacity to develop exams that assess students' language abilities and comprehension. Reading stories and leading question and answer sessions improved my storytelling and communication abilities, making the topic more engaging and interactive for students. The pollution life skills lesson expanded my ability to discuss major societal concerns in the classroom. I learnt how to make lessons relevant and entertaining by using real-world situations. I was able to improve students' critical thinking skills and motivate them to take an active role in environmental preservation by discussing the effects of pollution. In Block 2, I kept improving my teaching skills in a variety of settings, from administrative chores to classroom instruction. This experience aided my development as a teacher by emphasizing the value of adaptability, and communication, and encouraging students' academic and social development.

After evaluating my exit level results and input from my mentor teacher, I recognise that there is still potential for improvement and further experience in my teaching journey. Without a doubt, I have improved in numerous elements of teaching, and I now feel competent of handling a classroom on my own. This teaching experience has been invaluable in broadening my knowledge of working with varied learners and developing my classroom management abilities, which were previously a source of concern for me. I am truly confident in my talents as a teacher, and I am excited about the prospects that await me in the field of education.

Online Micro-teaching

The experience of online micro-teaching has been both enlightening and transformative. It provided an exclusive chance for me to dive into the world of virtual education, introducing me to new abilities, discoveries, and ideas that have expanded my teaching style. I'll discuss my experiences, the skills I learned, and how this approach prepared me to teach in a school context.

My whole experience was moulded by a mix of likes and dislikes presented via online micro-teaching. Additionally, the ability to conduct courses from the comfort of my home was a huge benefit. It allowed me to experiment with various digital tools, engage learners in new ways, and stimulate connection through virtual platforms. It felt wonderful to adjust content to diverse learning styles and preferences. However, the lack of face-to-face encounters and the difficulty in evaluating learners' emotions in real-time came out as important disadvantages. Making a personal connection with students and responding to their questions took longer. Regardless, the experience taught me the need for flexibility and creativity in creating a stimulating and successful learning environment.

The online micro-teaching experience assisted in the development of some critical abilities that have expanded my teaching portfolio. Using digital tools for involvement was one of the most useful abilities. I learnt how to design an interesting and dynamic virtual classroom that keeps students interested by using interactive polls and quizzes. Additionally, time management and planning become important. Planning lessons, coordinating screen sharing, and navigating between tools all required thorough planning and flawless execution. Furthermore, strengthening my communication abilities in virtual environments was important in efficiently presenting topics and keeping students engaged.

Reflecting on this experience, I see some elements that may be improved. To begin, providing students with clear instructions and rules for navigating the virtual area would improve the learning experience. Furthermore, allowing for individual encounters could help to overcome the constraints of online interaction and build a more personalised connection. The tools used for online teaching were important in moulding the learning experience. Platforms such as Kahoot enabled interactive quizzes and polls, which added a sense of fun and competition to the sessions. Students were able to actively participate in developing a sense of ownership over their learning. These technologies not only encouraged participation but also simulated the types of technology-enhanced situations that students could encounter in today's digital world. I also used the hand raise in Blackboard Collaborate so if the learners had questions they could raise their hands and asked their questions. I also used the chat box in Blackboard Collaborate for discussions, where I asked a question and they answered in the chat box.

The online micro-teaching experience has prepared me for future school-based teaching opportunities. It taught me adaptation, which is crucial in the ever-changing educational context. My knowledge of digital tools, good time management, and increased engagement will surely help me create relevant learning experiences for my future learners. This experience also highlighted the need for communication and empathy in bridging the virtual barrier. The ability to balance technology and personal connection will be crucial in creating a good and effective learning environment that fosters both academic growth and socio-emotional well-being.

Finally, online micro-teaching has been a journey of discovery and growth. It enabled me to learn new abilities, refine my approach, and foresee a dynamic future of education that smoothly integrates technology and good pedagogy. As I prepare to begin my career as a teacher, I carry the lessons learned and insights gained from this developing experience with me.