Stepping Through the Threshold: A Month of Firsts in March

The crisp March air held a nervous buzz as I walked through the gates of LAENHS for
the first time as a pre-service teacher. Stepping into the unknown, a kaleidoscope of
emotions swirled within me – excitement about this new chapter, trepidation at the
responsibility, and a healthy dose of self-doubt. My first stop was the faculty room,
where I was greeted with a warm smile from Maam Lea, my cooperating teacher for the
month. Recognition dawned – Maam Lea!

Our initial meeting was a whirlwind of introductions, paperwork, and a crash course on
the school's routines and expectations. Maam Lea's gentle demeanor and encouraging
words instilled a sense of comfort amidst the whirlwind. She spoke about the internship
with enthusiasm, highlighting it as an opportunity for growth and exploration.
The next few days were dedicated to classroom observations. Stepping into a
classroom brimming with students was both exhilarating and intimidating. I found myself
captivated by the dynamic energy that filled the room. Maam Lea's mastery of the
classroom was evident – her clear explanations, engaging activities, and ability to
manage student behavior all served as a masterclass in teaching.

One particular observation stands out. Maam Lea was leading a discussion on a
complex historical topic. She started not with a lecture, but with a thought-provoking
question. The room fell silent for a moment, then a hand hesitantly rose. Maam Lea
acknowledged the student, a warm smile on her face. The student, emboldened, shared
their perspective, sparking a lively debate. Maam Lea skillfully guided the discussion,
ensuring every voice was heard and different viewpoints were considered. Witnessing
this student-centered approach and the power of open-ended questions left a deep
impression on me.

The first day teaching my own class arrived much sooner than anticipated. The
butterflies in my stomach seemed to have multiplied tenfold as I walked towards the
assigned classroom. Glancing at the unfamiliar faces through the window, I took a deep
breath and reminded myself of Maam Lea's advice – to be enthusiastic, patient, and
adaptable.
Stepping into the classroom, I was met with a sea of curious eyes. I started with a self-
introduction, a nervous smile plastered across my face. The initial awkward silence was
broken by a few tentative greetings from the back of the room. Attempting to break the
ice, I launched into my meticulously planned lesson, a lecture filled with detailed notes
and diagrams. However, as I progressed, I noticed a shift in the students' energy. Their
initial curiosity waned, replaced by glazed expressions and stifled yawns.
Despite my best efforts to maintain a steady pace and inject enthusiasm, the lesson felt
flat. The planned interactive activity fell short as only a handful of students participated.
A sense of discouragement washed over me. I had envisioned an engaging and
interactive session, but the reality was far different.

The post-lesson reflection with Maam Lea was an eye-opener. She gently pointed out
how the lecture-heavy approach had failed to capture the students' attention. "They
learn best by doing, not just listening," she explained. She suggested incorporating
more interactive activities, using visuals to enhance understanding, and varying my
teaching methods to cater to different learning styles.

Her words resonated deeply. My initial lesson plan, crafted based on my own learning
experiences, had failed to consider the diverse needs of the students in front of me.
Maam Lea encouraged me to observe the students, gauge their interests, and tailor my
lessons accordingly.

March became a month of firsts - the first time teaching a class, the first time feeling the
sting of failure, and the first time realizing the importance of adapting my approach. It
was a humbling experience, shattering my preconceived notions about teaching. With
Maam Lea's guidance, I began to re-imagine my lesson plans. Instead of rigid
structures, I incorporated activities, discussions, and opportunities for student
collaboration. The focus shifted from content delivery to fostering understanding and
encouraging participation.

The month of March wasn't just about acquiring teaching skills; it was a journey of self-
discovery. I learned the importance of flexibility, the power of observation, and the need
to prioritize student engagement. It was a month filled with challenges, but also with
valuable lessons that would shape the rest of my internship experience. As I walked out
of LAENHS on the last day of March, the butterflies in my stomach had transformed into
a determined flutter. I was no longer the wide-eyed intern who had stepped through the
threshold, but a budding teacher equipped with a newfound understanding and a thirst
for continuous learning.

April showers brought a blossoming of confidence within me as I stepped into my

second month as a pre-service teacher at LAENHS. The initial jitters had subsided,
replaced by a newfound sense of purpose and a growing comfort level in the classroom.
The once-daunting task of crafting lesson plans now felt like a strategic puzzle, each
piece meticulously chosen to engage and challenge my students.

The meticulous planning paid off. Gone were the days of scrambling to finalize
materials at the last minute. Instead, I found myself delving deeper into the curriculum,
exploring innovative teaching methods, and meticulously crafting Instructional Materials
(IMs) that catered to diverse learning styles. My IMS evolved from basic note-taking
handouts to interactive activities, mind maps bursting with color, and even short video
clips I meticulously edited myself. Witnessing the students' eyes light up as they
interacted with these materials fueled a sense of accomplishment and a deeper
connection to the subject matter.

This newfound confidence also translated into a positive shift in my relationship with the
students. Gone were the initial hesitations in addressing disruptive behavior. I had
developed a toolbox of classroom management strategies, from clear expectations
outlined at the beginning of each class to non-verbal cues that effectively redirected
attention. The students, in turn, responded with a newfound respect and willingness to
participate.

One particularly memorable lesson involved a complex concept in science.

Traditionally, this topic would have involved a lengthy lecture followed by rote
memorization. However, I decided to take a different approach. I began the class by
presenting a series of captivating images – vibrant ecosystems teeming with life. The
students gasped in awe, their curiosity piqued. I then transitioned into a short video clip
that highlighted the delicate balance within these ecosystems. The students were
captivated, their faces reflecting a thirst for knowledge.

Capitalizing on this momentum, I unveiled my meticulously crafted IM – a large foldable

chart depicting the different components of an ecosystem and their interconnectedness.
The chart was filled with vibrant colors, illustrations, and key terms. I divided the class
into small groups, each assigned a specific component of the ecosystem. Their task
was to research their assigned element, identify its role within the ecosystem, and then
present their findings to the class using the foldable chart.

The classroom buzzed with activity as the students delved into their research. Some
eagerly explored textbooks, while others utilized tablets to access online resources.
The shy student in the corner, who typically remained silent during discussions,
surprised me by confidently explaining the role of decomposers within the ecosystem.
Witnessing this transformation, a surge of pride filled me.

The presentations that followed were a testament to their hard work and newfound
understanding. Each group presented their findings with enthusiasm, using the colorful
chart to illustrate their points. The classroom was filled with lively discussions as
students built upon each other's knowledge, forming a web of understanding that
extended far beyond rote memorization.

As the month drew to a close, I reflected on the journey thus far. The initial anxieties
had been replaced by a deep sense of satisfaction. The classroom was no longer a
daunting space, but a vibrant learning environment where both the students and I
thrived. The bond with my students had strengthened, built on mutual respect and a
shared passion for learning.

April showers had indeed brought a blossoming of confidence, not just in my teaching
abilities, but also in the potential of my students. As I looked forward to the coming
months, I carried this newfound confidence with me, eager to continue nurturing the
seeds of knowledge and witness them blossom into a garden of lifelong learners.

May arrived, ushering in the final stretch of my internship. The crisp air seemed to buzz
with a different kind of energy now – a nervous excitement thrummed beneath the
surface. The demo teaching loomed large, a culmination of weeks spent planning,
observing, and refining my teaching style. The classroom, once a source of
apprehension, now felt like a familiar stage, awaiting my performance.

The other pre-service teachers, all math majors like myself, exuded a mix of confidence
and friendly competition. We shared study materials, tips, and anxieties, forging a
camaraderie through this shared journey. But ultimately, each of us would have to stand
alone in front of the class, delivering our meticulously crafted lessons.

The demo day dawned bright and clear. As I walked towards my assigned classroom, a
familiar wave of pre-demo jitters washed over me. However, a quick pep talk from
Maam Lea settled my nerves. "Remember, you've got this," she said with a reassuring
smile. "They've learned so much from you already." Her words, imbued with pride,
resonated deeply within me. It was a testament to the strides I'd made, a validation of
the long hours spent pouring over lesson plans and practice teaching.

Stepping into the classroom, I was greeted by a sea of curious faces. It was Grade 8
Attentive, a class known for their focus and active participation. Despite the initial flurry
of greetings and whispers, a hush fell over the room as I began my introduction. My
voice, initially hesitant, gained confidence as I launched into the lesson. I used a
combination of visual aids, interactive quizzes, and real-world applications to explain the
concept of probability. Seeing their faces light up with understanding, their hands
shooting up to answer questions, was an exhilarating reward for my efforts.

The highlight of the lesson came towards the end when I incorporated a group activity.
The class was divided into teams, tasked with creating a game that involved probability.
The room erupted in a cacophony of excited chatter as they brainstormed ideas,
strategized, and laughed with each other. Stepping back and observing their
enthusiastic participation, I felt a surge of pride. It was a testament to the power of
engaging activities in fostering deeper understanding and a love for learning.

After the lesson, Maam Lea and the other observing teachers provided their feedback.
The consensus was clear – it was a successful demo! Maam Lea's comment, however,
stood out. "High improvement," she noted, her smile wider than ever. Those words
encompassed the weeks of tireless effort, the late nights spent refining lesson plans,
and the countless moments of self-doubt overcome. It was a validation of my journey, a
confirmation that the seeds of knowledge I'd planted had sprouted and begun to
flourish.

The following weeks were a whirlwind of paperwork and finalizing grade reports. Yet,
amidst the administrative tasks, a sense of bittersweetness permeated the classroom.
May was not just a month of final exams and goodbyes; it was a time to reflect on the
bonds that had been forged within the classroom walls.

Saying goodbye to my students was the hardest part. We had shared laughter,
frustration, and moments of discovery. I had witnessed their growth, seen them
overcome challenges, and celebrated their successes. As I handed them their final
reports, their eyes held a mix of gratitude and sadness. Some shared their future
aspirations, others expressed their anxieties about entering the next grade level. Every
interaction was a heartfelt reminder of the impact a teacher can have on a young mind.

Leaving the classroom for the last time, I carried with me a treasure trove of memories.
The initial apprehension had transformed into a newfound confidence in my teaching
abilities. The experience had instilled in me a deep appreciation for the complexities and
rewards of the teaching profession. But most importantly, it had left me missing my
students – their enthusiasm, their unique personalities, and their thirst for knowledge.

As I walked away from LAENHS for the last time that May afternoon, the setting sun
cast a warm glow on the school building. It felt like the end of a chapter, a bittersweet
closing to a transformative experience. But I carried with me the lessons learned, the
memories made, and the inspiration to shape young minds in the years to come. It was
a journey that had changed me, instilled in me a passion for education, and left me
yearning for the day I could stand before a classroom once more, ready to ignite the
spark of learning in another generation of students.