The first time I shared this story was during my reflective practice program in my final year at the university in 2014. This is my second time sharing it, and it feels just as meaningful.

On the 24th of September 2013, I arrived at S.D.A Senior High School Gomoa Jukwa near Agona Swedru for my internship program. The journey from Koforidua to Swedru had been long and exhausting, but I was filled with a mix of anticipation and nervous excitement. It was 9:00 a.m. when I finally stepped onto the school grounds, where the assistant headmaster greeted me warmly at the gate.

The teaching staff welcomed me with open arms, clearly pleased that I had chosen their school for my internship. Their excitement was palpable, and I soon learned why—there had been no G.K.A. (General Knowledge in Art) teacher for the entire previous term, as the regular teacher was still on maternity leave. I was eager to make a good impression, but I was also hoping for some time to settle in and gather my thoughts.

The assistant headmaster led me to my accommodation, advising me to drop my luggage and follow him for a tour of the school. As we walked through the corridors, he introduced me to the students and staff during the break. Everything seemed to be going smoothly until we reached the 2 Visual Art and Home Economics class. One of the students, with a beaming smile, announced that they had G.K.A. right after the break. To my utter shock, the assistant headmaster responded, “Yes, he will come.”

My heart began to race. This was my first teaching experience, and I was far from prepared. I had just arrived, weary from the journey, and was not expecting to jump into teaching on my first day. I hoped the assistant headmaster would tell the students I would start the next day, but that hope quickly vanished.

For a brief moment, I considered going back to ask for a day's grace to prepare. After all, the journey from Koforidua to Swedru wasn’t exactly a leisurely trip. But almost immediately, I realized how that might make me appear—weak, unprepared, and perhaps not ready for the responsibilities of a professional teacher. I had to make a decision, and fast. With less than 10 minutes until class, I was paralyzed by confusion. I couldn’t think straight, let alone prepare for the lesson.

As the time ticked down, a student came to call me for the lesson. I was frightened but knew I had no choice but to face the class. I took a deep breath, straightened my posture, and walked into the classroom. The students watched me with eager eyes as I introduced myself as their new G.K.A. teacher. In that moment, I decided to break the ice by asking for their names, hometowns, and nicknames. The room buzzed with excitement and laughter, and to my relief, the tension within me began to ease.

As the students shared their nicknames and backgrounds, I found my nerves calming, and my confidence slowly returning. With the class now settled and attentive, I took the opportunity to lay down a few ground rules, emphasizing my dislike for disruptions like noise-making and lack of attention.

When I asked what topics they had covered so far, one student mentioned "Rationale in Visual Art." A quick glance at their notes showed they had also studied shading techniques, elements of design, and principles of art. It was then that I made a strategic decision—since I was caught off guard and had not prepared for the "Rationale in Visual Art" topic, I decided to revise the earlier topics, starting with shading techniques, a subject I knew inside out.

The relief of this decision was palpable. I knew I could teach shading techniques even with my eyes closed, so I plunged into the lesson with renewed vigor. The discussion became lively and engaging, with students actively participating, contributing their thoughts, and demonstrating what they knew. The atmosphere in the classroom was electric, and before I knew it, the bell rang, signaling the end of the lesson.

To my surprise, the lesson had gone far better than I could have imagined. Despite being thrown into the deep end without warning, I had managed to engage the class, impart valuable knowledge, and make the lesson both educational and enjoyable.

Reflecting on this experience, I learned that a teacher is not expected to be a walking encyclopedia, but must be resourceful, adaptable, and ready to think on their feet. This experience taught me that as a teacher, I am a problem solver, someone who must be prepared to tackle challenges head-on, even when they arise unexpectedly. I also realized the importance of critical thinking and the ability to employ different strategies to navigate unplanned situations.

In the end, this first teaching experience taught me invaluable lessons about resilience, creativity, and the importance of staying calm under pressure. It was a baptism by fire, but one that has left me better prepared for the journey ahead as an educator.

Thank you for reading my story. I'd love to hear your thoughts and experiences—let's learn together.