Final Demo Teaching

The day of the final demonstration teaching was the day that every student teacher

awaited. Some speculated that day would be the day of the final decision. That was the day

when every student and instructor experienced a range of emotions. There was a mixture of

enthusiasm and apprehension.

I got up at 8:00 a.m. to start working on my things for my demo teaching. After all, my

preparedness is almost excessive. 3:20 p.m. to 4:20 p.m. was the schedule they were given to

me. I like to teach in the morning rather to the afternoon because I am more nervous in the

afternoon since I believe the pupils are not interested in such times. Before I began teaching, I

completed a task with this Final Demo Teaching, which I will take a picture of classmate while

teaching, for documentation that is needed for our narrative, we were all allocated as

photographer and a videographer.

At 2:45 p.m., I set up my laptop, lighting, and microphone so that everything would go

well when the Final Demo began. Later, when I became complacent, my laptop experienced a

technical failure, and it refused to share the screen with me. Because the criteria include the

teacher's preparation in technicalities, I feel like I'm going to cry for hours, But I didn't give up; I

persevered because my cousin Ronel, who is also a student, encouraged me.

My Mentor and cooperating instructor arrived at 3:00 PM, which made me even more

nervous. I prayed a prayer until my uneasiness dissipated as I waited for the pupils to enter, and

it was very effective. Even though it is nearly 3:20 p.m., there are just four pupils in the ZOOM

meeting. When there are only a few students in my class, I don't think it will be participatory.

Gradually, I became overwhelmed with nervousness again, but my cousin was there to reassure

me that I could do it.

each other, and the instructor was assisted by a few today. He is the one who calms my

jumbled brain, just like my classmate Ronel, because I feel like mental block while I teach later.

When I first heard Sir Ruther’s voice, and said to wait for the Grade 9 students that I will teach

because the others are still not showing up, and my whole body became cold with nervousness.

I started the class by greetings. It was followed by an opening prayer. I was the one who

led the prayer. It was followed then by a short review of our last meeting’s lesson, which was

about the differences of biases and prejudices. Following the review, I raised two concerns

about what is currently happening in our world, specifically the Covid 19. They'd all had the

chance to respond since they were 12 students. The advantage of a small class was that I could

readily monitor whether or not they had fully grasped the prior session. If the class had a larger

number of students, it was difficult to keep track of their progress and performance. I asked two

questions on Covid 19 as I previously stated. "What is the law that was provided by the

president from March 2020 to June 2020?" I asked if anyone wanted to volunteer, but no one

did, so I called their names, but some didn't know, so I discussed and responded till they

understood.

My introductory task was titled 'Guess the Word,' and it required my pupils to guess the

words that they would unlock after reading O. Henry's story, The last leaf. This is a story

through which I may convey my instructional objectives. I gave five words, and they were given

five seconds to respond. Those words are critical in expanding their vocabularies. In truth,

because what I did was simple, they didn't have a difficult time to guess, yet a couple of them

got it wrong. When they answer right, though, I constantly compliment them, saying things like

"Good Job," "Very Good," and so on. The first word I said elicited almost universal responses,

indicating that they have prior understanding of the subject. Students benefit from background

knowledge because it allows them to build connections with new information and better
understand topics. Teachers that tie the lesson to their students' origins legitimize their culture

and experiences, which may lead to increased interest in the subject.

I began the story after the preparatory activity, but first introduced the characters of the

Last Leaf. After introducing the story's characters, I began reading it myself. As a result, I read

the story slowly and clearly so that they can understand what I'm saying. As I read the story, I

observe their reactions and determine whether or not they have grasped the lesson.

After we finished reading the narrative, I told them that I was going to ask them a

question to introduce the main subject of my lesson, which is making connections of a text to

disposition in real life. Making connections is an important reading comprehension method that

helps learners in comprehending what they're reading. Students who develop connections to

the texts they are reading are better able to comprehend what they are reading, retain

knowledge more effectively, and engage more with the text itself. I asked them that if they are

fond of reading books that somehow helps them to feel the mood of the text and some of my

students put a heart reacts meaning they are fond of reading books. I also introduce the three

types of connection which are, text to self, text to text and text to world. The term "connection"

refers to a method of relating or linking information. When you take information and tie it to

something you've seen or done, you've made a real-life connection. It can help you better

understand what you're reading if you establish real-life connections between what you already

know and what you're reading. Recapping what we had learned previously was one of the

tactics I used to get students to remember the lesson. They comprehended it based on their

responses.

One of my focuses is to make my teaching as interactive as I can. How does it help?

Interactive learning sharpens critical thinking skills, which are essential for the development of

analytic reasoning. It also engages students who have been nurtured in a hyper-stimulated

environment. To avoid boredom in class, I allow my students to read my lesson. I frequently call
kids who are not on camera. They were already aware of the ZOOM NETIQUETTE that I

discussed before I started. There are some do not know how to obey, but as the instructor, I am

responsible for instilling discipline in my students.

After I discussed the main lesson, I proceed now to my activity. So, this activity was from

the story that we discussed by O. Henry, The Last Leaf. Activity assist students in learning

through practice by allowing them to reflect on previously taught information and recall it while

quizzing. Students can practice critical thinking and develop a habit of innovative learning by

taking activity. There are two parts to this activity: one is about the story, and the other is about

the three different types of connections. Following the discussion, I read these exercises to

them and asked them to respond. They have mastered our lesson based on the outcome.

Students benefit from teaching to mastery in various ways. Students who have mastered the

subject in a class will have an easier time learning new material. Student’s acquired skills and

concepts give a solid basis for acquiring new skills and concepts. They are confident in their

ability to learn new information.

After the session, I thanked the Grade 9 students for their participation in my journey,

and before I let them go, I requested that we take a picture for documentation to be included in

our narrative. Praise pupils effectively for their effort and hard work is an important component

of teaching. Teachers frequently praise as a means of creating a welcoming and supportive

environment for students. Effective classroom praising benefits students and helps them

achieve academic success. It's critical to feel valued at work. It gives people a sense of worth

and motivates them to accomplish their best. It also aids in well-being and mental health, so it

can make a significant difference. Additionally, there someone chatted me for being enthusiast,

Students are more interested, more eager to contribute in class discussions, and more willing to

raise any faults or complaints with a module when the teacher is "enthusiastic." The theme can

also influence a student's overall performance in a lesson. An enthused teacher instills interest,
enjoyment, and anticipation in the classroom, encourages students to participate, and

encourages them to explore. Teacher passion can result in higher teaching evaluations, more

positive attitudes toward instructors, improved student performance, and better classroom

behavior.

After the Final Demo Teaching, my friends and my cooperating teacher congratulate me

for doing a good job. Saying this means, "Good job!" " implies a condition. It means we're giving

you our undivided attention, acknowledgement, and approval in exchange for jumping through

our hoops and doing things that make us happy. You'll notice that this statement differs

significantly from a criticism that some people make, namely, that we give youngsters too much

or too easy approval. After that, Ma’am Ella, set a meeting where in, she gave us some

suggestion that help us to improve more and she gave us her feedback on our Final Demo and

it was a sandwich approach.

In conclusion, it was a very unforgettable experience of mine, it was the moment I’ll

treasure after I end my school journey in my college. I was confident that I had given it my all to

complete my final demonstration teaching. But I also believed that if it were just me, these would

not be a success. Because of the help of my cooperating teacher, I was able to complete these

tasks. She was a huge help to me in terms of self-improvement. It also went smoothly as a

result of my students' collaboration. Because of the Almighty God, above all!