The first time I shared this story was during my reflective practice program in my final year at the University of Education, Winneba in Ghana, in the year 2014, during my bachelor’s degree. Sharing it now feels just as significant as it did then.

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

The teaching staff welcomed me graciously, and their enthusiasm was contagious. It wasn’t long before I discovered why—they had been without a General Knowledge in Art (G.K.A.) teacher for the entire previous term. The regular teacher was still on maternity leave, and they were eager for someone to fill the void.

I had hoped for some time to settle in and gather my thoughts, but fate had other plans. After the assistant headmaster led me to my accommodation, he suggested we tour the school. Along the way, we stopped by the 2 Visual Art and Home Economics class. During the break, one of the students excitedly announced, “We have G.K.A. right after the break!” Before I could react, the assistant headmaster replied, “Yes, he will come.”

My heart sank. I was not prepared to teach—not on my very first day. I had barely arrived and was still recovering from the journey. A part of me hoped the assistant headmaster would allow me to start the next day, but it was clear that wasn’t an option.

For a moment, I considered going back to request more time, but I quickly dismissed the idea. I didn’t want to appear unprepared or incapable. With less than 10 minutes to gather myself, I was paralyzed by confusion. My thoughts were scattered, and I couldn’t even think of how to begin a lesson.

When a student came to call me for the class, I knew I had to rise to the occasion. Taking a deep breath, I straightened my posture and walked into the classroom, where eager eyes greeted me. Introducing myself as their new G.K.A. teacher, I decided to start with something simple yet engaging—I asked for their names, hometowns, and nicknames. The icebreaker worked like magic, and soon the room was alive with laughter and chatter.

With the tension easing, I began to feel more at ease. I established some basic ground rules, emphasizing the need for focus and respect in class. Then, I asked what topics they had covered so far. One student mentioned "Rationale in Visual Art," and a quick glance at their notes revealed they had also studied shading techniques, elements of design, and principles of art.

Since I was unprepared to dive into "Rationale in Visual Art," I made a quick decision to revisit and revise all topics starting from shading techniques, which was the first-a topic I was confident in. The choice paid off. I taught with clarity and enthusiasm, encouraging the students to participate actively. The class was engaged, the energy was infectious, and before I knew it, the bell rang, signaling the end of the lesson.

Walking out of that classroom, I felt a sense of relief and accomplishment. Despite the initial panic, I had managed to connect with the students and deliver a meaningful lesson.

Critical Thinking in Education

Reflecting on that experience, I realized how critical thinking played a pivotal role in navigating the unexpected. According to Facione (2011), critical thinking involves purposeful, self-regulatory judgment that enables one to adapt and respond to challenges. In education, this translates to the ability to analyze classroom dynamics, identify needs, and implement solutions in real time. On my first day, the pressure forced me to think critically and quickly adapt by selecting an accessible topic that would engage the students while allowing me to find my footing.

Bloom’s Taxonomy of Educational Objectives (Bloom, 1956) emphasizes the importance of analysis and evaluation in learning. As an educator, I had to evaluate the students’ existing knowledge, analyze their notes, and craft a lesson that aligned with their needs. By revisiting shading techniques, I not only built on their prior learning but also set a foundation for deeper exploration of visual art concepts. This experience underscores the importance of fostering critical thinking—not just in students but also in educators.

Resilience in Teaching

The concept of resilience in education is widely discussed in academic literature. Resilience refers to the ability to recover from adversity and maintain effective functioning despite challenges (Gu & Day, 2007). My "baptism by fire" exemplifies the resilience required of educators, particularly

those new to the profession. Walking into that classroom unprepared could have been

overwhelming, but the ability to stay composed, adapt, and deliver a lesson demonstrated grit and determination.

Angela Duckworth’s (2016) research on grit highlights how passion and perseverance are critical for success in any field. For educators, resilience is often built through these challenging moments, which serve as learning opportunities. That day, I learned to trust my instincts, manage stress, and focus on the task at hand—qualities that have since defined my teaching philosophy.

Reflective Practice: A Tool for Growth

Schön’s (1983) theory of reflective practice emphasizes the importance of learning from experience. Reflective practitioners analyze their actions, evaluate outcomes, and refine their approaches to improve future performance. Sharing this story during my reflective practice program in 2014 allowed me to process the experience and identify key lessons:

• Adaptability is essential in teaching.

• Building rapport with students creates a positive learning environment.

• Reflecting on challenges fosters professional growth.

  By revisiting this narrative years later, I continue to uncover insights that inform my teaching methods and strategies. Reflective practice is not a one-time exercise but an ongoing journey that enriches one’s career.

Conclusion

Teaching is not about having all the answers. It’s about adaptability, resilience, and a willingness to face challenges head-on. My first day as a teacher taught me to think critically under pressure, build connections with students, and embrace the unexpected as a learning opportunity. These lessons continue to shape my approach to education and inspire my journey as an educator.

References:

• Bloom, B. S. (1956).Taxonomy of educational objectives: The classification of educational goals. David McKay Company.

• Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner.

• Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment.

• Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for

  effectiveness. Teaching and Teacher Education, 23(8), 1302-1316.

• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic

Books.