Week 2: A Teacher’s

Journey Begins: A
Marathon of Challenges
and Triumphs in Grade 8

Bob Victoriano Flores

4th year- BTLED
March 25, 2024
A Teacher’s Journey Begins: A Marathon of Challenges and Triumphs in Grade 8

The second week of my practice teaching in a grade 8 class felt like being caught in a
whirlwind that refused to settle. Emotions, thoughts, and observations swirled around
me, a cocktail of exhilaration laced with trepidation. It was a period that mirrored the
classic saying, “There’s no place quite like a middle school classroom,” and this week
served as a potent confirmation.

The experience unfolded like a marathon – a long haul filled with both challenges and
incredible rewards. My students, a vibrant tapestry of personalities and behaviors, kept
me constantly on my toes. One aspect that stood out, particularly in the early days of
the week, was the disruptive behavior of a few students. Their lack of focus and
disregard for the classroom rules I’d established created a disheartening atmosphere at
times. It felt like all my meticulous planning for a conducive learning environment was
being swept away. The constant hum of off-topic chatter made it difficult for the other
students to concentrate and truly engage in the activities.

This became my first major hurdle, demanding immediate action. I needed to think on
my feet, experiment with different classroom management strategies, and adapt them
on the fly. It felt like an ongoing quest – refining my approach, regaining control, and
steering the class back towards a productive learning space. As the saying goes, “A
teacher’s job is to keep a hundred minds in one place while their bodies are in another.”
This chaotic energy was definitely on display during those first few days, and I knew I
needed to adapt my tactics quickly.

However, amidst the initial disruption, there were moments of pure joy that served as a
welcome respite. Several students actively participated and engaged in the class, a
sight that brought a breath of fresh air. Their enthusiasm and eagerness to learn were
infectious. They took initiative, asked insightful questions, and contributed meaningfully
to class discussions, making the learning experience dynamic and interactive. Their
engagement wasn’t just motivating for me, but it also had a positive ripple effect on the
entire classroom atmosphere. Seeing them thrive highlighted the importance of creating
lessons that captured students’ attention and sparked a love for learning. “A teacher
affects eternity; he can never tell where his influence stops,” they say. Witnessing these
engaged students truly embodied that sentiment – their passion for the subject was
contagious.
By the second half of the week, I started noticing a shift. The implemented strategies, a
combination of positive reinforcement and clear consequences, began to have an effect.
The disruptive behavior lessened, replaced by a growing sense of focus and
participation. This positive change was most evident during a group project on [insert
relevant subject topic]. The students, divided into teams, collaborated effectively,
discussing ideas, sharing resources, and actively engaging with the task at hand. It was
a moment of immense satisfaction – seeing them not only learn but also develop
valuable teamwork skills.

Reflecting on my second week in the classroom, I realized that managing a classroom

requires a delicate balance between discipline and encouragement. As a practice
teacher, the importance of remaining patient, consistent, and adaptable in my approach
became abundantly clear. I needed to find ways to address the disruptive behavior
while also nurturing the active participants. This might involve implementing a system of
positive reinforcement techniques throughout the semester, individualizing instruction to
cater to different learning styles, and fostering a sense of belonging and mutual respect
among all the students. As they say, “There’s no magic formula for classroom
management,” but building relationships with your students is a great place to start.
Getting to know them on a personal level, understanding their interests, strengths, and
challenges, would allow me to tailor my teaching methods to better suit their needs. By
establishing a positive rapport, I hoped to create a safe and supportive environment
where they felt valued and motivated to learn.

My second week teaching grade 8 was a valuable learning experience, offering a

deeper understanding of the joys and struggles that come with being an educator. It
underscored the importance of effective classroom management, engaging instructional
strategies, and building positive relationships with students. As I continue my journey as
a practice teacher, I’m determined to refine my teaching strategies, seek guidance from
experienced educators, and create an inclusive and stimulating learning environment
where all my students can thrive. This marathon of a journey has ignited a passion for
teaching within me, and I’m eager to see what challenges and triumphs await me on this
path.