Reflection essays

 

DAY 1: REFLECTION: MONDAY, 26^TH OF MAY 2025

Initially, the first lesson which I delivered first was the mathematics, I started off with the introduction and then, the lesson. It was a very exciting moments with these students because they were very obedient which made the lesson went smoothly. The mathematics lesson started at 9:00am and end at 10:00am. What was excited me was their results, while marking their group and individual activity, most of students achieved the learning outcomes. While only 2 boys did their work carelessly. So I had to walk around and checked each student in order to monitored those boys and keep explaining what they were going to do, double checked their work before handing over their activity.

After the first break, the Kiribati lesson started, in the Kiribati lesson, I found out that these students were very familiar with the narrative story, features and elements of the narrative text were well known by these students, so my Kiribati lesson with them were like the piece of cake to them. Gladly, everyone achieved the learning outcomes, while 2 students were incomplete their work because of laziness. When I interviewed these students, they said they stayed overnight playing free fire, so at the same time I announced to the class that they must not done what the 2 boys had done last night. Also, I told students to keep themselves away with things that they might give them weak during the class. Finally, I also fine these students by checking today’s activity to be completed in all subjects.

Thirdly, the English lesson started at 11:30am and finished at 12:30pm. The English lesson went well also in most students while others done their activity inappropriate because they did not listen during the lecture. These students also received fine for doing their work properly and completed for sure.

Therefore, all my strength in preparing my lessons today are well delivered with good results in students’ achievement today. So it brings me more encouragements in finding more creative resources that will attract their attention and help them more effectively in learning and teaching.

 

 

 

 

 

 

DAY 2: REFLECTION: 27 OF MAY, 2025

Teaching Mathematics, Kiribati language, and English has been both rewarding and insightful this term. As an educator, my primary goal has been to guide students toward achieving the intended learning outcomes in each subject area while nurturing their interest and enthusiasm for learning. This reflection highlights the progress my students have made, the minor challenges encountered, and the intervention strategies used to support continued growth.

In Mathematics, students showed noticeable improvement in their understanding of basic arithmetic, measurement, and problem-solving strategies. By using real-life examples and visual aids such as number lines and charts, I observed increased engagement and participation. For example, when teaching fractions, I used fruits and other tangible items, which helped students visualize part-whole relationships. By the end of the term, most students were able to confidently solve fraction problems and apply their knowledge to everyday contexts. This demonstrated their achievement of the learning outcomes, particularly in understanding number concepts and applying logical reasoning.

In the Kiribati language subject, I noticed students took pride in learning and using their mother tongue. Our focus was on vocabulary development, sentence construction, and traditional storytelling. Through oral activities, group storytelling, and song-based lessons, students were able to express themselves clearly in Kiribati and showed an increased awareness of their cultural heritage. One key achievement was their ability to construct short paragraphs and narratives using appropriate grammatical structures, a clear sign that they met the expected learning outcomes in both spoken and written Kiribati.

English posed more challenges for some students, particularly in reading comprehension and writing. However, with structured phonics lessons, guided reading sessions, and peer collaboration, most students demonstrated significant improvement. Their ability to write simple paragraphs, respond to comprehension questions, and hold basic conversations in English reflected a strong alignment with the language learning objectives. Integrating visual aids, storytelling, and interactive reading activities contributed greatly to their language acquisition.

Despite the achievements, there were minor distractions that occasionally disrupted the learning process. Some students were often inattentive during lessons, particularly after lunch breaks. This was sometimes due to tiredness or excitement from recreational activities. Additionally, a few students displayed difficulty in maintaining focus during group work, occasionally leading to off-task behaviour.

To address these challenges, I introduced an intervention strategy involving structured brain breaks, classroom routines, and positive reinforcement. Short, timed breaks involving light physical movement or simple games were included between lessons to help students re-focus. I also established a classroom reward system to encourage on-task behaviour and cooperation. This intervention proved effective, as students began to regulate their own behaviour more responsibly, and classroom productivity improved.

In conclusion, the teaching and learning experience on Tuesday, 27 May 2025, and throughout the two weeks block teaching, has been largely successful. Students have achieved their learning outcomes in Mathematics, Kiribati, and English through targeted instruction, engagement strategies, and timely interventions. These achievements reflect their growing confidence and capability as learners, and I am optimistic about their continued development in the coming terms.

 

 

 

 

 

 

 

 

 

 

 

 

 

Date: 28th May 2025

As an educator in Kiribati, teaching Kiribati language, English, and Mathematics has been both fulfilling and challenging. Reflecting on my teaching practices, I have come to recognize key strengths that support student learning, together with certain weaknesses that require thoughtful intervention.

One of the main strengths in teaching the Kiribati language is its cultural relevance. Students feel a strong sense of identity and pride when learning in their mother tongue. It enables them to connect classroom content with everyday life, preserving oral traditions and encouraging self-expression. Secondly, teaching English equips students with global communication skills. As a second language, English opens up opportunities for further education and employment. It also serves as a bridge language for accessing global resources. Thirdly, Mathematics fosters critical thinking and problem-solving skills. When taught effectively, it sharpens logical reasoning, which is essential for both academic success and practical decision-making.

Despite these strengths, there are weaknesses in the current teaching practices. A key issue in teaching English is the limited exposure students have to the language outside the classroom. Many students struggle with listening and speaking due to minimal practice in their home environments. An effective intervention would be to incorporate more audio-visual resources, such as English videos and recorded dialogues, and create English-speaking zones within the school. Peer conversations and storytelling sessions in English can also promote natural language acquisition.

Another weakness lies in the teaching of Mathematics, particularly in students’ poor understanding of abstract concepts. Many learners can follow procedures but lack a deep conceptual understanding, especially when introduced to topics such as fractions. This often results from an overemphasis on repetition memorization. To address this, I propose the use of concrete teaching aids and real-life applications. Visual representations, such as number lines and fraction bars, help bridge the gap between the abstract and the tangible. Encouraging students to solve real-world problems can also make mathematics more relatable and engaging.

Additionally, one common challenge in teaching the Kiribati language is the lack of formalized teaching materials and assessment tools. While oral tradition is strong, written resources are often limited. To overcome this, there should be a collaborative effort among teachers to develop shared resources, including storybooks, grammar guides, and assessment rubrics. Partnering with the Ministry of Education and local cultural bodies can also support the development of standardized materials that reflect both linguistic accuracy and cultural validity.

In conclusion, teaching these three core subjects Kiribati, English, and Mathematics requires a balance of cultural sensitivity, skill-building, and creative strategies. Each subject has a unique value in shaping well-rounded learners: The Kiribati language grounds them in identity, English connects them globally, and Mathematics empowers them to think critically. By recognizing and addressing weaknesses through targeted interventions, we can enhance the effectiveness of our teaching and better support student learning outcomes in Kiribati.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflective Essay on Teaching English, Kiribati Language, and Mathematics Lessons
Date: 29th May, 2025

Teaching different subjects in the classroom has given me the chance to learn more about my students and how I can improve my teaching. In this reflection, I will talk about the English, Kiribati language, and Mathematics lessons I taught. I will explain what went well, what was difficult, and how I plan to make things better.
In my English lesson, one of the good things I noticed was how well students responded to group discussions and questions. They were active, shared ideas, and enjoyed using the visual aids I prepared, such as pictures and word cards. This helped them understand new vocabulary better.

However, I saw that many students found writing tasks hard. They did not know how to put their ideas into proper sentences and paragraphs. Their writing lacked structure and clear thoughts. This showed me that they need more help in learning how to organize their writing.

To fix this, I will teach them how to plan their writing before they start. I will give them examples and sentence starters. I will also use peer editing, where students can check each other's work. This will help them learn from one another and feel more confident in writing.
Teaching the Kiribati language was a joyful experience. Students were happy to speak in their own language and loved learning through traditional songs and stories. This made the lesson fun and meaningful, and they felt proud of their culture.

Still, some students struggled when writing in Kiribati. Their spelling and grammar were not strong. They could speak well, but writing was more difficult for them.

To help them, I will start doing more spelling practice and short grammar lessons. I will use writing exercises, games, and dictation to make learning fun and useful. I also plan to let students work in pairs so they can help each other with corrections.
In the Math lesson, students enjoyed using real objects to learn, like counters and measuring tools. These hands-on activities helped them understand numbers better. Working in groups also helped them learn from each other and build teamwork.

But I also noticed that some students had weak basic skills, like multiplication and division. Because of this, they found harder problems very challenging. This made me realize that they need more practice with the basics.

To solve this, I will give small quizzes to check which students need more help. I will then create small groups for extra support. I also want to use math games and online tools that give quick feedback, so students can learn and improve at their own pace.
Looking back on these lessons, I can see the areas where I did well and the parts I need to work on. Teaching is not just about sharing knowledge, but also about finding the best way to help every student learn. I will continue to reflect on my teaching, use different strategies, and keep learning so I can be a better teacher for my students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflective Essay on Teaching Mathematics, English, and Kiribati Language
Date: 30th May 2025

Teaching Mathematics, English, and the Kiribati Language this term has been a meaningful and successful experience. Even though there were some small problems in each subject, the students were able to reach all the learning goals by the end of the term, thanks to the help and changes made along the way.

In Mathematics, some students had trouble at the beginning, especially with place value and solving word problems. They found it hard to understand what the questions were asking. To help them, I used drawings, counting tools, and group work. I also gave them more time to understand hard topics and made sure they practiced often. These changes helped the students get better and feel more confident in math.

In English, students struggled with grammar and reading. They had problems writing full sentences and understanding what they read. While they could speak fairly well, their writing was weak. To improve this, I organized writing practice sessions and used group reading activities. I also taught them how to use clues in the text to understand new words. Students worked together in groups, and I gave them feedback to help them rewrite and improve their work. Over time, their writing and reading improved a lot.

For the Kiribati Language, some students did not use the language much at home, especially in town areas where English is more common. Because of this, they found it hard to use the correct words and grammar in Kiribati. To fix this, I used songs, stories, and traditional games in the lessons. I also invited elders to come and share old Kiribati stories and sayings. These fun and meaningful activities helped students enjoy learning and become better in both speaking and writing in Kiribati.

I kept track of students' progress through regular tests, class work, and personal talks with them. This helped me see who needed extra help and what I could do to improve my teaching. I changed my lessons based on what the students needed.

Looking back, I can see that while there were small problems in each subject, they did not stop the students from reaching their learning goals. The most important part was being patient, changing my methods when needed, and making sure the classroom was a friendly and supportive place. I also learned how important it is to include culture in teaching, especially in language subjects.

In the end, this term has been a great experience. On the 30th of May 2025, I feel proud of my students and my own growth as a teacher. Even with the small challenges, we all worked together and succeeded.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflection on Environmental Science Field Trip to Betio (Tarawa) – Weather and Climate Office
Date: 2nd June 2025

On the 2nd of June 2025, I had the opportunity to join a group of environmental science students on a field trip to the Weather and Climate Office in Betio, Tarawa. As a teacher trainee, this experience was very valuable. I observed how students learned outside the classroom and how real-life experiences helped them understand science better.

The purpose of the trip was to help students see how weather and climate data are collected using real equipment. When we arrived, the staff at the office warmly welcomed us and gave a brief talk about the importance of studying weather and climate, especially in a place like Kiribati, which is already experiencing the effects of climate change.

Students were very interested and curious as they walked around and looked at the different tools. They asked many questions and paid close attention when the staff explained each piece of equipment. It was great to see their excitement and eagerness to learn.

They learned about the rain gauge, which is used to measure rainfall. This helped students understand how scientists know how much it rains every day, and how this data is used to monitor flooding and droughts.

Next, they observed the evaporation pan. This tool helps measure how much water is lost to the air. Students learned that evaporation affects how much water is available in the environment and how it connects to farming and water supply.

The earth thermometer was also introduced, which is used to check the temperature of the ground. Students were surprised to learn that the earth's surface can be much hotter than the air, especially during the day.

Another interesting tool was the anemometer, used for measuring wind speed. Students learned that wind speed and direction are important for weather forecasts and safety during storms or cyclones.

Other instruments like the sunshine recorder and hygrometer (which measures humidity) also helped students understand how much sunlight we get and how much moisture is in the air.

As a teacher trainee, I saw how hands-on learning helped students understand lessons more clearly. Some students said they now understood better how weather is recorded and why it matters. One student said, “Now I understand how rainfall is measured, not just from reading a textbook but from seeing the tool myself.”

This field trip showed me the value of outdoor learning. It helped students make connections between what they learn in the classroom and the real world. They were more engaged and motivated, and I saw them working together, asking questions, and thinking critically.

In conclusion, the field trip to the Weather and Climate Office on 2nd June 2025 was a successful and meaningful learning experience. As a future teacher, I believe such trips are very important. They not only help students learn better but also inspire them to care about their environment and community. I look forward to organizing similar trips in the future when I become a full-time teacher.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflection Essay on Observing a Teacher Teaching Mathematics, English, and Kiribati

Date: 3^rd June, 2025

As part of my training to become a teacher, I observed a classroom teacher teaching three subjects in one day: Mathematics, English, and Kiribati. Watching these lessons helped me learn a lot about how teachers teach, how they manage the classroom, and how they keep students interested. In this reflection, I will talk about what went well, what didn’t go so well, and what teaching methods the teacher used.

The math lesson was about basic multiplication. The teacher explained the lesson clearly. She used real things like fruits and students in groups to show how multiplication works. This helped students understand better. She also used the chalkboard to show each step when solving a problem. Many students were focused and excited to go up to the board and answer.

However, some students sitting at the back were talking and not paying attention. The teacher tried to involve them by asking questions, which helped a little, but some of them still didn’t focus. A different method might be better to keep those students involved.

The main strategy the teacher used was showing and doing she showed examples, then asked students to do the same. She also asked lots of questions to see if students understood

In the English lesson, the topic was reading comprehension. The teacher read a short story out loud and then asked questions about it. She used a loud, clear voice and changed her tone to make the story interesting. This kept the students listening. She also asked some students to read parts of the story, which helped them practice speaking.

One problem was that some students were shy and didn’t want to answer questions. Maybe they didn’t understand the story well. The teacher could try group work first, so students feel more confident sharing answers with classmates before speaking in front of the class.

The teacher’s strategy was guided reading. She helped the students while reading and asked them questions to make them think. She also used pair work, where students talked with a partner before answering out loud.

The Kiribati lesson was about traditional songs and learning new words. This lesson was fun and active. The teacher used singing and actions, and the students really enjoyed it. They were laughing, singing, and learning at the same time.

What went really well was how the teacher connected the lesson to students’ lives. They felt proud to use their own language and culture in class. Students also participated more freely in Kiribati than in English.

The only small problem was with time. The students enjoyed the singing so much that the lesson went longer than planned, and this affected the next subject. But it also showed that students were happy and learning.

Her strategy was interactive learning using songs, movements, and culture to make learning fun and meaningful.

Watching these lessons helped me learn a lot. The teacher used different ways to teach each subject, and most of her methods worked well. I saw how important it is to use fun, simple, and clear teaching. I also saw that good classroom control and time management are important. I will use what I saw to help me become a better teacher in the future.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflection Essay on Observing Associate Teacher Delivery in Maths, Kiribati, and English

Date: 5^th June, 2025

This week, I had the chance to observe an associate teacher teach three subjects: Maths, Kiribati, and English. Watching her teach gave me a lot of ideas and helped me understand how to work with students in a fun and effective way. She was patient, well-prepared, and used different methods to help the students learn. One strategy that really stood out to me was the use of group work.

In the Maths class, the teacher started the lesson by asking some simple questions to review what the students had learned before. She then introduced a new topic: addition with carrying. To help students understand better, she used number blocks and the chalkboard. She explained each step clearly, then gave the students a chance to practice in groups. During group work, students helped each other solve problems. The teacher moved around the room to assist and guide them. I noticed that this made students feel more confident and less shy to ask questions.

In the Kiribati lesson, the teacher focused on storytelling. She read a traditional Kiribati story aloud and then asked students to retell the story in their own words. The students worked in pairs to do this. This group activity helped them feel more comfortable speaking in their own language. I could see that the students were excited because they could share ideas and laugh together. The teacher praised them often, which made the students feel proud of their efforts.

In the English class, the topic was describing people. The teacher brought in pictures of people from magazines. She asked students to describe the people in small groups. They talked about hair color, clothes, and other features. Again, group work helped students learn from each other. The teacher used simple language and repeated key words so the students could remember better. She also wrote the important words on the board, which helped visual learners.

The strategy of using group work in all three subjects was very effective. It made the students more active in the classroom. Instead of just listening to the teacher, they were talking, thinking, and learning from their classmates. Group work also helped students who were shy or afraid to speak in front of the whole class. They felt more comfortable in small groups.

I learned that it is important to use different teaching strategies, and group work is one that works well. It helps students practice what they learn, support each other, and enjoy learning. The teacher made sure that the groups were mixed so that stronger students could help the others. This also taught the students to work as a team.

In conclusion, observing the associate teacher was a very good experience. She used group work in all subjects to help students understand better and enjoy learning. I hope to use the same strategy in my future teaching to help my students succeed.