Samuel Kalada

As a cover supervisor in the UK education system, I oversaw classrooms when the regular teacher was absent, covering various subjects and age groups. Although I didn't plan the curriculum, I delivered pre-prepared lessons, maintained order, and kept students engaged and on task. This role provided hands-on experience with modern classroom dynamics and helped me develop a practical, adaptable teaching style.

My teaching style in this setting focused on structure, clarity, and building rapport. I started each session by clearly laying out the goals and expectations, giving students a sense of direction and purpose. I made it a priority to create a supportive environment where students felt comfortable asking questions and working through tasks on their own. Because I worked with new groups of students every day, I quickly learned how to establish mutual respect and authority in a short amount of time while staying approachable and supportive.

Classroom dynamics were all over the place, but I adjusted by paying attention to students' energy levels, classroom culture, and how well they'd already engaged with the material. I focused on managing behaviour constructively, encouraging peer collaboration, and finding a balance between giving individual attention and keeping the classroom moving forward. My goal was always to keep learning on track, help each student stay engaged, and leave the classroom in good shape for the teacher who would take over.

Although my teaching experience wasn't subject-specific, it taught me important lessons about communication, classroom management, and motivating students, lessons I believe are essential to effective teaching in any setting. This experience also deepened my interest in science communication and improved my ability to engage students in structured, goal-oriented environments.