Reflections of a Budding Math Educator: Weekly Insights and Optional Learnings

 TEACHING PRACTICE PHASE - I 

Weekly Reflection - 1

Embarking on the 40-day teaching practice at GHS Thalachira marked a pivotal phase in my B.Ed. journey. As a Mathematics student teacher, I was assigned to teach Class 8B. This first week introduced me to the rhythm of a real school setting, classroom responsibilities, student interactions, and the many practical nuances of teaching. Each day brought new learning, self-reflection, and growth as I adapted and evolved with every session. Below is a day-wise account of my experiences, thoughtfully structured to capture the essence of each teaching day.

Day - 1 (14 July 2025)

Today marked the beginning of my 40-day teaching practice at GHS Thalachira as part of the third semester B.Ed curriculum. Arriving early with fellow student teachers David C. Alex and Shamna Shams, we were warmly welcomed by the staff and received orientation on our responsibilities from the Headmaster. The school day began with a beautifully conducted morning assembly led by Class 7B, featuring a melodious prayer, thoughtful news updates, and a well-received National Anthem. I handled my first Mathematics class during the third period with Class 8B and also received a substitution period with the same class, giving me more time to understand the students. The afternoon was spent in collaborative lesson planning and taking part in the Midday Meal Program by assisting in serving food to students, which offered valuable insights into school life beyond academics. The day concluded with signing the forenoon register and heading home with a sense of fulfillment and excitement for the journey ahead.

Day - 2 (15 July 2025)

The second day of our teaching practice at GHS Thalachira offered a deeper sense of connection and responsibility within the school environment. Arriving by 9:30 a.m., we met with the Vice Principal, who emphasized the importance of discipline and active participation during our internship. With no morning assembly today, I focused on my regular Mathematics class during the third period with Class 8B, continuing the topic of square identities by teaching the case of (x + 1)². The students’ enthusiastic participation and improved classroom engagement boosted my confidence and teaching rhythm. In the afternoon, we assisted in serving the midday meal and later took part in monitoring duties, helping students during dispersal and ensuring their safe road crossing. The day was productive and fulfilling, marked by stronger classroom interaction and active involvement in the school’s daily routines.

Day - 3(16 July 2025)

The third day of teaching practice at GHS Thalachira was productive and well-paced, combining academic engagement with event planning responsibilities. I reached the school by 9:20 a.m. and used the early moments to engage in a meaningful discussion with my mentor teacher, focusing on effective teaching strategies. During the third period, I conducted my Mathematics class with Class 8B, continuing the topic of square identities. The class was interactive and smooth, with students actively participating throughout. In the afternoon, we helped serve the midday meal and later began preparing for the upcoming Chaandra Dinam celebrations scheduled for July 21st. A formal meeting with the Headmaster and Vice Principal followed, where we received useful guidance for coordinating the event. We ended the day by assisting with student dispersal, maintaining discipline outside the school premises. The day offered a balanced blend of teaching, collaboration, and preparation for co-curricular responsibilities.

Day - 4 (17 July 2025)

The fourth day of teaching practice at GHS Thalachira unfolded smoothly despite our mentors being away for an IT course. After arriving at 9:20 a.m., we confirmed the day's schedule and substitution duties in the staffroom. During the regular third period, I introduced a new Mathematics topic on generalizing numbers as multiples of natural numbers, which initially puzzled students but gradually became clearer with guided explanation and practice. I also handled two substitution periods in the afternoon—one for continuing the lesson on multiples of 3 and the other to conduct a sociometric activity as part of our psychology practical. The students responded positively, and the data collected was insightful. We also assisted in the midday meal program and held discussions about our upcoming assignments. The day ended with signing out at 4:15 p.m., wrapping up a fulfilling and activity-rich school day.

Day - 5 (18 July 2025)

The fifth day of teaching practice at GHS Thalachira was marked by an unexpected turn due to a statewide educational strike following the unfortunate death of a student from Thevalakkara School. Though we arrived at 9:20 a.m. expecting a normal day, classes were soon suspended after a somber morning prayer and an early dismissal bell at 10:00 a.m. While student activities ceased, we utilized the quiet hours productively by engaging in group discussions, reviewing lesson plans, and initiating preparations for International Moon Day, including plans for an educational album on space exploration. The staffroom remained active with internal meetings about school development and teacher transfers. Though teaching did not take place, the day offered valuable insights into how external events affect school environments and highlighted the broader responsibilities of educators beyond the classroom.

General Reflection

The reflection covered observations from 17 different schools. Across these schools, the most commonly reported problem was the lack of adequate seating arrangements and space for student teachers. In several schools, trainees were made to sit in corridors, labs, or shifted frequently without a permanent place. Another major issue was the difficulty in classroom management, especially in schools with large student strength and frequent substitution duties. Some schools also faced problems with hygiene and poorly maintained toilet facilities, and a few lacked proper space to display teaching aids and charts.

On a positive note, most schools provided opportunities for student teachers to engage actively in co-curricular and school-level activities like mid-day meal programs, traffic duties, and quiz competitions. Supportive mentor teachers and interactive teaching environments were also highlighted as key strengths in many schools.

Optional Reflection

An optional reflection session was conducted at our college, where all 13 members of the Mathematics optional group shared their teaching practice experiences. Each trainee reflected on the structured teaching they delivered in the subject, highlighting the challenges they faced while dealing with diverse learners and addressing their academic needs. Common issues discussed included classroom management difficulties, lack of ample classroom space, and the absence of facilities to display teaching charts. Technical limitations, such as non-functional digital projectors and PPT setups, also hindered the use of ICT-based instruction. The session was attended by our teacher, sreelekshmi Miss, who offered valuable feedback and support throughout the discussion.

വായിച്ചു വളരുക, ചിന്തിച്ചു വിവേകം നേടുക !

 

Constructing Concepts with Collaboration – Day 4 Highlights on Triangles and Quadrilaterals

Criticism Phase -II Day IV

Day IV of Criticism featured insightful peer-led sessions that highlighted the use of constructivist strategies in Mathematics. Sherin presented a lesson on Types of Triangles using the Constructivist Model, engaging students through group activities, hands-on classification, and reflective discussions. Her approach encouraged learners to build their own understanding through observation and collaboration.

Shymol followed with a Constructivist Model lesson on Types of Quadrilaterals, where she effectively used guided discovery and peer interaction to help students explore and differentiate various quadrilaterals. As peers, we observed both lessons with interest and appreciated the interactive learning atmosphere they created. Constructive feedback was shared on aspects like better time allocation and enhancing the use of visual aids for conceptual clarity.

Blending Inquiry and Interaction – Day 3 of Criticism Showcases Scientific Exploration Through Varied Models

CRITICISM PHASE - II DAY -III

On the third day of Criticism, Athira presented a well-structured Inductive Thinking Model (ITM) lesson on the Volume of a Prism, guiding students through observation, pattern recognition, and generalisation to derive the volume formula. Fejina followed with a Constructivist Model lesson on Probability, where students explored concepts through hands-on activities and collaborative learning. As peers, we observed both sessions, appreciating the interactive strategies and offering feedback on classroom management and visual representation.

As students of the Physical Science Department, we attended Asiya’s ITM lesson on the Concave Mirror, where she effectively led students from specific examples to general principles. Jeeja's 5E Model session on Static Electricity was engaging, with a clear flow through all five phases—Engage, Explore, Explain, Elaborate, and Evaluate. From the Natural Science Department, Fathima’s ITM lesson on Muscle Fatigue and Feba’s ITM lesson on Viruses stood out for their structured delivery and scientific accuracy. The day offered diverse teaching approaches that enhanced our understanding and gave us a platform to reflect on best practices in science pedagogy.

Diverse Models, Deeper Insights – Day 2 of Criticism Showcases Innovative Teaching Approaches

CRITICISM PHASE - II DAY II

On the second day of Criticism, Anjana presented a lesson using the Inductive Thinking Model (ITM) on the Lateral Surface Area of a Cylinder. Her lesson was structured with clear steps of observation, classification, and generalisation, helping students arrive at the formula through guided inquiry. Ansha followed with a Concept Attainment Model (CAM) lesson on Prisms, where examples and non-examples were used effectively to help students identify the defining features of prisms. As peers, we observed their teaching techniques, noted strengths in content delivery and interaction, and provided suggestions such as enhancing visual aids and improving board clarity.

As Physical Science students, we also attended Adithya’s lesson using the 5E Model on Carbon’s Structure, and Alfy’s Inductive Thinking Model (ITM) session on the Convex Mirror. Adithya's class effectively combined explanation with visuals, making abstract chemical structures more accessible. Alfy’s lesson guided students from specific cases to general rules related to convex mirrors, encouraging logical reasoning. As participants, we appreciated the engaging approach and identified areas for refinement, such as pace control and reinforcement of key points. The day provided a rich opportunity to observe diverse models in action and reflect on effective teaching strategies.

Green Steps for a Better Tomorrow

Environmental Day Celebration 2025

The Environmental Day celebration at BMM II Training College was held with great enthusiasm under the coordination of the Natural Science and Physical Science Departments. The event was graced by the presence of esteemed dignitaries including former Principal Riju John, Manager Rev. Fr. Simon Lukose, Staff Advisor Mrs. Sheeja Chacko, Physical Science faculty Mrs. Smitha, and Natural Science teacher Dr. Praveena, who together occupied the dais. 

As a symbol of sustainability and commitment to nature, a mango tree was

planted within the campus premises. The celebration also featured vibrant intercollegiate competitions such as a poster-making contest and a puzzle game hosted by the Physical Science Department, where the English Department secured the first prize and Mathematics came second. A quiz competition added to the spirit of the day, with the Mathematics Department winning first place and Social Science taking the second. The celebrations started with these engaging programmes in the afternoon, emphasizing the importance of environmental awareness and collective responsibility.

Exploring Triangles Through Concept Attainment Model

Criticism Phase -II Day -I 

On Criticism Day I, Akhila presented a lesson using the Concept Attainment Model on the topic Isosceles Triangles. The class was organized through the three key phases: presentation of data and identification of the concept, testing the attainment of the concept, and analysis of thinking strategies. The session was engaging and effectively guided students in identifying the concept through examples and non-examples. Akhila’s classroom management and clarity of content were commendable. As observers, we were actively involved in evaluating the session and giving constructive feedback on areas such as better pacing of activities and clearer distinction between positive and negative examples. Overall, it was a well-structured and interactive class that demonstrated the thoughtful application of the Concept Attainment Model.