As I observed the classroom routines, I noticed the students handing in their planners to the teacher, who placed them in a basket and left it outside the classroom.

I was pleasantly surprised when the teacher invited me to review an activity. The students seemed content to submit their work for correction, which made the experience even better. Overall, it was a great first day, and I felt thankful for the positive start!

During the class, I was invited to check an activity on the blackboard, and this was my first time working at the front of the classroom. I didn't feel at ease due to the limited space between the board and the first row of desks. The board was also quite large, and I was unsure of the best spot for writing. I confirmed that the size of the board, along with the proximity of the students, made it challenging for both the teacher and students to see clearly. This will be an obstacle to overcome.

Additionally, using authentic materials added depth and relevance to the lesson. Authentic materials expose students to real-world language and cultural contexts, which not only makes the lesson more engaging but also helps students connect the content to their own lives.

In addition to this, we were visited by last year’s students, who were dressed in funny costumes. I was informed that this tradition occurs every year, originally for primary school students, but they also visit secondary courses to take pictures.

Due to these unexpected surprises, I had to postpone the test until the next class.

As I learned in the last class that the students would be going to the theatre, I began working with the plot of 'The Real Samurai.' I modified the lesson to include some activities for them to do at home. The students are very excited about this outing.

As we explored the plot of 'The Real Samurai,' I noticed that many students had valuable insights and information about Japanese culture, which enriched our discussions. This not only deepened their understanding of the content but also allowed them to connect personally with the themes of the story. Seeing their excitement and willingness to share made the adjustment worthwhile and reaffirmed the importance of adapting lessons to stimulate student interest.

As we worked through the lesson, I tried to connect the concept to their everyday experiences, showing them how analog clocks are still relevant in various settings, like in public places or traditional events. I emphasized the importance of understanding how to read these clocks, not just for practical reasons but also to appreciate a skill that has been part of our culture for generations. Despite the initial difficulties, I saw moments of curiosity as they began to grasp the mechanics of telling time on an analog clock, and I felt encouraged by their willingness to learn something new.

It’s fascinating to see how the excitement of others can alter our perception of time. As the students left the classroom for their break, I sensed they felt the same way—having absorbed new concepts yet wishing for just a little more time to explore further.

I hope I have left a positive mark on their lives.

The students were pleasantly surprised to see that each group had their own board game, complete with game pieces and cards, which added to the excitement of the lesson. I felt deeply moved when students came to me to say goodbye and give me hugs, reinforcing the connections we built throughout our time together.

I’m hopeful that this interactive approach will create a memorable conclusion to our journey and reinforce the knowledge they’ve gained. Additionally, since I was investing both time and resources into developing this game, I ensured it would be reusable in future classes. This not only maximizes the value of my efforts but also allows other students to benefit from the same engaging experience.