Conducting a real-life classroom demonstration as a student teacher was an enriching and heartwarming experience, revealing to me the joy inherent in teaching English to young children. I chose to demonstrate to primary grade learners, specifically grade 5, anticipating their high levels of engagement and activity during classroom activities and the learning process. Teachers to become effective need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students (Elliot, Kratochwill, Cool and Travers, 2000). The lesson I designed focused on prepositions, aiming to help the students understand how these linguistic elements convey relationships between objects. The objective was to engage them through playful and interactive activities, ensuring a positive and enjoyable learning experience.
Commencing the lesson with an energetic action rhyme as a warm-up was instrumental in creating an enthusiastic and participatory atmosphere. This activity proved to be highly effective in activating their minds and breaking the monotony of the classroom environment. To acquaint the students with prepositions and illustrate the relationship between objects, I utilized eye-catching objects (e.g.- Animal toys, Drawings), capitalizing on the young learners' enthusiasm for visual aids. Employing audiovisual aids as instructional tools evaluating the efficacy of the materials and activities in catering to diverse learning styles and fostering creativity was a key aspect of the demonstration. As for classroom management, I primarily employed questioning, eliciting, and giving clear instructions. The incorporation of Concept Checking Questions, employing simple yes/no and WH questions, to gauge their understanding of the target language was notably successful.
To deepen their familiarity with prepositions, I integrated the Total Physical Response theory, a technique well-suited to their proficiency level. This approach effectively engaged the students by employing a background rhythm and practicing the prepositions 'In front of,' 'Behind,' and 'Between' using their hands practically and interactively. The interaction during this activity significantly reinforced their understanding of the prepositions in a dynamic setting. Much to my delight, this activity surpassed my expectations as every student actively contributed, thoroughly enjoying the process of learning the target language effectively. I tailored my language appropriately to suit the student's level and employed endearing terms (e.g. - 'my little dancers', 'darling') to foster a sense of belonging within the class.
In terms of teaching strategies, the behaviorist approach was incorporated, utilizing positive reinforcement to praise students for providing accurate answers during concept checking. The 10-minute time constraint emerged as a notable challenge during this brief demonstration. It was imperative to ensure active participation and understanding of prepositions for each student within this limited timeframe. As this demonstration marked my first teaching experience as a student teacher, nervousness was an expected factor. However, the enthusiastic nature of the students remarkably alleviated my apprehensions, enabling me to manage the session with confidence.
Reflecting on this teaching demonstration, it is evident that it significantly contributed to my skill development. It provided a valuable opportunity to practically apply the theories I had learned throughout my academic journey. Furthermore, this experience laid the foundation for shaping my future professional career as an educator, reinforcing my passion for teaching, and emphasizing the immense impact it can have on shaping young minds.
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