Hello again, my friends! I'm now back with my Third day of immersion journal. But before I start, I would like to give a warmth "thank you" for all of you and for being there when I needed you the most, when only words can express how I felt and yet you're here, reading my blogs. So shall we start now?
Just so you know, this day felt like another “first time” for me, another opportunity to step outside my comfort zone and handle a different set of students. Today, I was assigned to Grade 9 students. From the very beginning, I could already sense the difference in their behavior and classroom atmosphere. Compared to the Grade 8 students I previously handled, the Grade 9 class appeared more composed and disciplined. There were fewer students in the room, which made the environment feel less chaotic and more manageable.
For the past two days, I had been handling Grade 8 students, so stepping into a Grade 9 classroom felt refreshing. This was the first time I experienced such a light and positive classroom setting. The students were generally attentive, and most of them were willing to participate during discussions. Their first subject in the morning was TLE, and I noticed how genuinely interested they were in the topic. You could see it in their expressions and body language that they were listening, reacting, and engaging with the lesson.
However, when it was time for oral recitation, the atmosphere shifted slightly. Although they seemed to understand the lesson while it was being discussed, many of them hesitated when asked to answer. Some stuttered, while others struggled to organize their thoughts. It made me realize that understanding a lesson silently is different from confidently expressing it aloud. That moment reminded me how important it is for students to feel safe and encouraged when speaking, especially in front of their classmates.
Even though they are more disciplined, I observed that these students can be quite stubborn in subtle ways. For example, when instructed to stop using their phones, some of them would quietly ignore the reminder. Instead of constantly scolding them, I decided to shift my approach. Rather than focusing on what they were doing wrong, I tried guiding them toward what they should be doing... to encourage them to use their time wisely and productively. I realized that sometimes, gentle redirection can be more effective than repeated reprimands.
As the afternoon progressed, I saw a different side of them. Despite occasional moments of stubbornness, they remained participative and engaged in the lesson. They asked questions, shared small insights, and cooperated during activities. By the end of the day, I felt more confident in handling them. This experience taught me that every class has its own personality, and as an immersion student, I must learn how to adapt my approach depending on the students in front of me.
Little by little, I am beginning to understand that teaching is not just about maintaining discipline but about building connection, encouraging confidence, and creating an environment where students feel seen and heard.
And as usual, I'll end my blog here. Thank you so much. See you next time.
