Patrick's Practicum - First Week
6/12/20263 min read
From Charlie Martin
One of the things I am most excited about this year is seeing Patrick begin his teaching practicum at Kibabii University.
When we first started the Fields to Future campaign, our goal was simple: help Patrick earn a university education and become a teacher. Today, that dream is becoming real. Patrick is no longer only studying how to teach - he is now standing in front of a classroom and teaching real students every day.
I wanted to share this with you in Patrick's own words. The journal below describes what he has been experiencing during his first weeks at Mungakha Junior School in Bungoma, Kenya. Rather than hearing from me, I thought it would be meaningful for you to hear directly from Patrick about the work he is doing and what he is learning along the way.
My Teaching Practicum Journey at Mungakha Junior School
By Patrick Wesonga Okhiya
My name is Patrick Wesonga Okhiya, and I am a second-year student at Kibabii University in Bungoma, Kenya. I am studying to become a teacher of Kiswahili and Social Studies. This journal shares my experience during Practicum I, where I am spending thirteen weeks teaching Grade 8 learners at Mungakha Junior School.
Before I begin, I would like to thank Fields to Future, Charlie Martin, and all the donors who have supported my education. Because of your help, I am able to continue my studies and move closer to my dream of becoming a teacher. Every day I stand in a classroom, I remember that many people believed in me and invested in my future.
At Mungakha Junior School, I am involved in many parts of school life. My days are busy. I prepare lesson plans, teach lessons, and mark assignments. I also assist with activities around the school when needed. I teach Kiswahili and Social Studies, especially History. My goal is to help learners become active in the classroom. I want them to feel comfortable asking questions and sharing their ideas.
When I first arrived at the school, I thought the practicum would mainly be an academic requirement. After only a short time, I realized it is much more than that. It is helping me learn what it truly means to be a teacher.
Week 1: A New Beginning
Day 1 - Arriving at Mungakha
I arrived early on my first day and was welcomed warmly by the principal and teachers. They introduced me to the staff and showed me around the school compound. Seeing the classrooms filled with learners made everything feel real.
Meeting the Grade 8 learners was exciting, but I was also nervous. They looked at me with curiosity, and I understood that I now had a responsibility to help guide their learning.
During the day, I observed school activities and learned the daily schedule. I also became familiar with the classrooms and available learning materials. That evening, I spent time reflecting on what I had seen. The teachers were dedicated and the learners were eager to learn. As for me, I felt nervous but ready for the challenge ahead.
Day 2 - Learning from Experienced Teachers
On my second day, I observed Kiswahili lessons taught by an experienced teacher. I paid close attention to how she introduced new concepts and guided classroom discussions.
What impressed me most was how she connected with learners. She moved around the classroom and spoke with students in every section of the room. She worked hard to make sure everyone was included. Watching her helped me understand that teaching is not only about knowledge. A teacher must also communicate clearly and build trust with learners.
Days 3-5 - My First Teaching Experiences
By the third day, I began helping with lessons. During a Social Studies class, I assisted learners in understanding trade activities in East Africa. Some students found the topic difficult at first. I used examples from local markets, and this helped them connect the lesson to their own experiences.
Later in the week, I prepared my own Kiswahili lesson materials and taught a comprehension lesson. Standing in front of the class for the first time was intimidating. My heart was beating fast when I began. However, the learners responded well and participated actively. As the lesson continued, my confidence started to grow.
By the end of the lesson, I felt proud. For the first time, I could see myself not only as a university student, but as someone who was beginning to become a teacher.
