The main objective of this paper will be to write about my personal experience report for about 90-100 hours teaching lessons that I taught during my teaching practice placement in adult education at Bolton University. During this time, I took fifty hours to teach financial students’ mathematics and also taught two adult students for twenty hours. Moreover, I also took thirty hours having one on one lesson with an adult student who was studying a certificate course, and I taught him mathematics. This personal reflection or reflective report is very important because it helps me improve my personal experience in teaching and more importantly helps in enriching my career ( Gibbs, 1988) . In order to outline and give a full account of my personal experience, I will use the Gibbs model which has six phases to help describe my personal experience.
Description
In my placement as an adult in educator at the Bolton University, I used to work diligently under the supervision of the University’s departmental heads. My period teaching period taught me a lot as I was teaching both pure mathematics and financial mathematics. I taught various students from certificate, undergraduate, masters to doctorates. I realized that it was very easy for the 5th & 6th Graders students to grasp the things I was teaching very fast as compared to the adult students ( Royal College of Nursing, 2012) . Moreover, the 5th & 6th Graders students could also apply the things they were taught in class correctly and immediately. The adult students who were between 35-40 years old of age grasped it the least and had difficulty applying or recalling what they were taught. The college students liked the speed and pared down padding compared to the normal course, veteran salespeople, police officers, fire marshals liked the specific practical content that was. Surprisingly, the architects were puzzled despite the content being topics they hold themselves out to be experts on and the economic developers were distracted regardless of the content and had a hard time applying it, unlike the 6th graders. Also, the lawyers were glumly focused as were the bankers, the security designers either engaged or disengaged by the same content just like novice entrepreneurs, managers were generally quite engaged particularly owners. Indeed, it is both interesting and difficult to teach adults than to teach young students.
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Feelings
Indeed, as a math teacher for both adults and young students, I had plenty of feelings for love, care and sympathy towards my students and colleagues in the department of math at Bolton University . There was also too big of a power disparity, and there were many teachers and students that I admired. I remember spending extra time helping students who were weak in financial mathematics, and they were very happy about it. Throughout my teaching practice at Bolton University, I felt honoured to have been an adult class because it made me learn a lot ranging from private training skills, safeguarding, completed LEAP online and supportive leadership and teaching skills. These skills I learned are very important because they will help me become a perfect teacher in the future and win the best teacher awards. I also attended the pedagogy, primary mathematics lessons and excellent network with moh Sadiq. All these lessons were very important for me as a teacher because they successfully started preparing me to become the best teacher in the future.
My best moments were when delivering notes, making copies, organizing books, even writing notes of appreciation. One complimentary word from one of my mentor teacher was that I could one day win the best teacher award, and that comment made me hopeful. My colleagues and students were my idols, role models, and mentors. I wanted their approval, but more so than that, I wanted to become more like them. I did not have a lot of highly educated and influential adults around me while I was growing up, so I owe a lot of who I am today to those colleagues and students influenced me. In a different environment, or with a different upbringing, I could understand someone feeling the same admiration for a teacher and confusing it for romantic attraction. However, teaching for more than 10 hours was sometimes very tiresome for me, I could sometimes feel fatigued, tired, bored and depressed, but thank God I had wonderful mentors and colleagues who kept on encouraging not losing hope of becoming the best teacher.
Evaluation
Teaching is one of the best professionals across the world and in my case, teaching both the adult and young students became one of the best experiences for me ever ( Husebø, O'Regan & Nestel, 2015) . The kind of knowledge and skills that I gain from this profession would be very important in contributing to my future continued professional development. I gain a lot of faith by teaching within a community college that has an economically challenged, minority population. Teaching women and men financial mathematics would be very important in helping become good financial managers both at home and at the corporate level. This opportunity of teaching also made me hear students’ problems and even though I am not a counselor, but I try to provide a sympathetic ear and lead them to the appropriate resources because many of them had gone through some extremely sad and horrific things that could negatively affect their academic performance ( Roberts et al. 2019) . It was sometimes hard for them to focus on school if they are homeless, seriously ill, worried about their citizenship status, have been raped, or are in an abusive relationship. So, even though it is very overwhelming to listen to their problems, I try to help them, because I want them to succeed.
Even though I cannot speak for all teachers, but many of us see this as an important part of the teaching career. Aside from our status as mandated reporters of suspected abuse, we also need to know when something major is going on in our students’ lives because it helps us teach better. We are also some of their most dominant adult role models, which is a huge responsibility. Therefore, how we react to them becomes how they expect all adults to react meaning it is our job to react with empathy if we want them to learn to do the same. Finally, most of us genuinely care deeply about 'our kids’ and want to help them make the best choices and have the best possible lives, so when a student brings us a problem, we want to help them solve it, and feel good that they trust our judgment.
Analysis
The completed LEAP online continued professional development that I attended was very important because the internet is an excellent source of information, not just for the students, but for the teachers as well (Department of Health, 2007). Learning from the Internet has become conservative now. People have started learning musical instruments and even sports using online sources. Edwards et al. (2018) give the credit to youtube for 70% of teachers’ current knowledge and skills comes from these online ebooks and other online resources. However, the mere physical presence of the teacher makes all the difference. We all remember that one teacher who privileged us with his/her individual specific attention and suggestions and whose lecture we could not afford to miss ( Kaack et al. 1029) . Moreover, schools teach some of the best lessons of life-from behaving formally, respecting the teachers, communication skills, presentation skills, teamwork, leadership, discipline, social skills to help students and these skills can as well be got from activities like the completed LEAP online which I attended. I also participated in prevent training that provides me with safeguarding, supportive leadership and teaching skills. These skills were very important to learn because safety, good leadership, and teaching skills help people safeguard their lives and the environment where work.
Conclusion
Teaching my students pure mathematics and financial mathematics for about 90-100 hours during my teaching placement and teaching an average child of about 2.5–3 years of age was very important because the lessons made my students become good mathematicians and financial managers ( D’alimonte, McLaney & Di Prospero, 2019) . I believe that my students absorbed everything that they encounter and unfiltered. A good teacher knows what he/she can channelize into these adults and young minds, to discipline them and guide them in the right direction. Merely providing academic knowledge of basics in Math is not sufficient. The child's character needs to be built. The child's mind and body are growing rapidly. The teacher needs to provide a sufficient support system to enhance this growth ( McKenna et al. 2019) . The key, here, is to gain the child's trust and love, first. Once that's achieved, the teacher can guide and help the child to build itself.
Action plan
Since the main objective in this teaching career is to become the best teacher; however, I am sure it is not that I want the BEST TEACHER title, but I want the BEST for my students. So that in return they get the love and recognition for the wonderful work I am doing and the added efforts put in by me to get their due recognition ( Bradley & Moore, 2019) . Without any further delay, I would like to start doing to my students and myself like trying to identify the feeling I get when I am my students. Feelings are the best way to identify the need or want of my students and myself. Until and unless I am not best for myself, I cannot be best for your students and start planning my approach towards my students at all times. Whether in class while teaching or while walking down the corridor, during assembly or recess, at all times I must keep my dialogue with students free from my perception of that child ( Bowles & Malloch, 2019) . Often teachers seem to commit this common mistake of creating a perception of the child by linking either the looks of the child with one of our previous naughty students and putting the child into the naughty category or the name of the child reminds you of a child who shares the same name and is quite studious.
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