A week of learning, milestones, and a grateful goodbye.

 TEACHING PRACTICE PHASE - II

Weekly Reflection - 7

DAY - 28( 19 JANUARY 2026)

The day began with the morning assembly, which carried a sense of pride and social responsibility. A special moment of appreciation was given to Devasritha Ram of Class 9B, who achieved a remarkable milestone by qualifying for the State Level Kalolsavam in Ashtapathi and securing an A grade. This achievement brought great honour to the school and served as motivation for all students. During the assembly, the Vice Principal also addressed the students about a charity initiative for a cancer patient in the village, encouraging everyone to contribute voluntarily and develop empathy and social commitment.

As per the timetable, I handled my scheduled class in Class VIII B. The test was conducted smoothly, and the students responded sincerely. In addition to teaching responsibilities, I actively participated in routine school duties, including noon meal duty and dispersal duty.

DAY - 29( 20 JANUARY 2026)

The day focused on both classroom teaching and special supervision activities related to the kite lab, observed by a visiting BRC teacher, which gave us a chance for useful academic interaction. I handled the third period in Class 8B, and the session went smoothly with good student attention. I also supported noon duties and later took a substitution hour where I continued my action research work on squares, completing the remaining portions with active student cooperation. The day extended with personal duty until evening and ended with regular wrap-up formalities — overall, it was a balanced and enriching practice day.

DAY - 30( 21 JANUARY 2026)

On the thirtieth day of my teaching practice  the school day began as usual, but student attendance was low due to the NMMS examination. I handled the third period in Class VIII B and continued the topic on diagonals; the smaller class size actually helped in giving more individual attention and encouraging interaction. In the afternoon, I again engaged with the same class and carried out my action research strategies, which received a positive response from the students present. After completing regular duties and assisting with dispersal, I wrapped up the day — a meaningful teaching experience even with reduced attendance.

DAY - 31( 22 JANUARY 2026)

On the thirty-first and final day of my teaching practice, the day was both meaningful and emotional as we distributed laddoos to students and teachers as a small gesture of gratitude. I conducted the achievement test during the third period, and the students completed it sincerely. The school also celebrated a proud moment as students secured second place in the district-level Chief Minister’s Mega Quiz. A warm farewell programme was arranged by the staff, whose words of appreciation and guidance deeply motivated me. After completing final duties and formalities, I bid goodbye to the school with gratitude and many lasting memories.

Parallelogram in Motion – Explore Sides and Angles

INNOVATIVE MODEL

During my B.Ed Teaching Practice Phase II, I developed an innovative working model based on the Class VII chapter Parallelograms to make geometric properties more concrete and engaging. The model was constructed using four equal scales and four full-circle protractors joined with drawing pins to form a movable parallelogram. This simple, low-cost setup allows direct measurement and observation of properties such as opposite sides being equal and parallel, opposite angles being equal, and adjacent angles summing to 180°.

The model was used to help students of Class VIIB verify these properties through hands-on interaction rather than only textbook diagrams. It also helped demonstrate that rectangles, squares, and rhombuses are special types of parallelograms. The activity created strong student interest and participation, showing how innovative, model-based teaching can make mathematics more visual, interactive, and meaningful.

Learning made visible — exploring 3D Geometry and Probability through interactive concept maps😍😍😍

COGNITIVE MAP

I created this cognitive map as a visual way to explore the topic instead of using long notes. It shows how ideas connect with each other through keywords, arrows, and linking phrases. Readers can quickly move from one concept to another and see the relationships clearly. It works like a “learning at a glance” tool — you can trace the flow, pause at any node, and test your understanding as you go.

Class 11 – Introduction to Three-Dimensional Geometry:

This concept map on Introduction to Three-Dimensional Geometry gives a quick visual journey from the coordinate axes to locating points in space. It connects ideas like axes, octants, coordinates, and distance formula in a step-by-step flow so learners can mentally picture 3D space while reading. Instead of memorizing formulas directly, students can follow the links and understand how each idea grows from the previous one.

Class 12 – Probability:

The concept map on Probability presents the topic as a chain of thinking — from experiments and events to conditional probability and important rules. Each branch invites the learner to ask “what happens next?” and “when do we use this rule?” This makes the chapter feel more like solving a puzzle than studying a theory, helping readers connect formulas with situations and decisions.

Not just a textbook — an interactive journey into Solids!

 DIGITAL TEXTBOOK

The digital textbook on Solids for Class X is designed to make three-dimensional geometry simple, visual, and engaging for learners. The chapter includes clear explanations of prisms, pyramids, cones, cylinders, frustums, and spheres, along with interactive activities, concept boxes, worked examples, and practice questions. 

Real-life connections and digital exploration tasks are included to support conceptual understanding and self-learning. The content is structured in a student-friendly format suitable for classroom teaching as well as independent study.

👉Click here for exploring the world of solids

Learn it, see it, understand it — Difference of Squares made simple 🎬📘

 E- Content

I recently developed an interactive e-content module to teach the concept of square identities, especially the difference of squares, for middle school students. The lesson is

presented using simple visuals, animations, and a story-based approach so that learners can understand the idea easily and enjoy the learning process. Instead of only showing formulas, the concept is connected with shapes, area models, and a small farmer story to make it meaningful and memorable. 

👉Dive into the World of Square Identities 

Students can revise the square of a sum and square of a difference first, and then smoothly move into the new identity. This digital lesson helps learners explore, think, and discover the formula step by step rather than just memorizing it — making mathematics more engaging and student-friendly.

Days of learning, teaching, and experiencing school life — a week of growth and meaningful classroom moments!

 TEACHING PRACTICE PHASE - II

Weekly Reflection - 3

DAY - 9( 17 NOVEMBER 2025)

The day began with a special morning assembly led by Class 7, and since it was the first assembly after the Kalolsavam, the campus was filled with excitement and pride. Prize winners in Arabic, Sanskrit, and other individual events were called to the stage and appreciated, and the team that secured second overall position was congratulated — it was inspiring to see the students being recognized and motivated. The assembly itself took up the entire first period with news reading, thought for the day, and GK sharing. Later, since I did not have the third period (the teacher was completing the decimals chapter), I used the time to continue my assigned work. The noon interval was special too — the first day of Vrischikam was observed with a mini sadhya including aviyal, parippu, pappadam, and payasam, which made lunch duty longer but enjoyable. In the afternoon, more payasam was distributed, adding to the festive feel. Due to heavy rain, the school closed early at 4:00 p.m., and we helped with safe dispersal before signing the register and leaving. It was a busy, culture-filled day that gave me a closer look at how school life blends learning with celebration.

DAY - 10( 18 NOVEMBER 2025)

On the second day of the week, 18th November 2025, the school day followed a calm and regular rhythm. I reached by 9:15 a.m., signed the register, and completed my morning duties before taking the third period in Class 8B, where I continued the lesson on strict rules and closing card and then introduced basic ideas related to triangles. The students were attentive and the session went smoothly. The fourth period was allotted as a substitution in the same class, but since most students were absent, the hour was not conducted, giving me time to work on lesson preparation. I later helped with the noon meal duties and afternoon routines, and assisted in student dispersal at the end of the day. Overall, it was a quiet but productive day with a good balance of teaching and support work.

DAY - 11( 19 NOVEMBER 2025)

The eleventh day of my teaching practice was calm and well-organized. I reached school on time, completed the morning duties, and met my mentor teacher to get my lesson plan approved, which helped me enter the class with clarity and confidence. During the third period in Class 8B, I continued the topic Parts of a Triangle, revisited earlier concepts, and worked through an application-level ratio problem with the students. Their participation made the session engaging and effective. The rest of the day included regular noon duties and routine responsibilities, with no substitution periods, which helped me manage my time well. After assisting with safe dispersal in the evening and signing the register, I left for home — a smooth and productive day overall.

DAY - 12( 20 NOVEMBER 2025)

The teaching practice on 20th November 2025 went smoothly and followed a well-planned routine. I reached school by 9:20 a.m., signed the register, and completed my morning duties. Since our college teacher, Dr. Praveena Maheshwari, visited for observing peer classes, my timetable was adjusted and I handled the first period in Class 8B instead of the usual third period. I continued the topic Parts of a Triangle, and the students participated actively and cleared their doubts during the session. The rest of the day remained calm, with regular noon meal duties and no substitution hours as all teachers were present. After helping with student dispersal in the evening and signing the register, I left for home — a steady and well-managed day overall.

DAY - 13( 21 NOVEMBER 2025)

This day I was absent because it was the day of my engagement tomorrow.

A week of steady teaching, joyful moments, and meaningful classroom learning.

 TEACHING PRACTICE PHASE - II

Weekly Reflection - 2

DAY - 4( 10 NOVEMBER 2025)

Day four, Monday, November 10th, began on an inspiring high note with the school assembly, where a special announcement celebrated the students who won the 3rd prize with A Grade for the IT Working Model, adding a wave of enthusiasm to the morning. Before taking my smooth-running third-period class, I had a crucial discussion with my mentor, Sajeev Sir, clarifying pedagogical concerns about classroom interaction. The afternoon was productive, involving noon meal duties and handling two substitution periods, including an exciting opportunity to briefly introduce the Inquiry Training Model (ITM) to Class 8B. After assisting with the evening dispersal duties, I signed out, concluding a well-rounded day of both routine duties and meaningful professional growth.

DAY - 5( 11 NOVEMBER 2025)

The day had a uniquely calm atmosphere as the sub-district Kalolsavam had pulled many students and teachers away, making for a quieter school than usual. I took my regular third-period class with VIII B, where we continued with the planned topic, and the reduced class strength actually led to very focused and active student participation. After assisting with the noon-meal duty (featuring vegetable biryani!), the afternoon became a series of light-touch substitution periods during the 5th, 6th, and 7th hours. Recognizing the minimal attendance, I shifted focus away from core syllabus and engaged the few students present in light academic discussions and informal interactions, which helped maintain discipline and rapport. We finished the day by assisting with dispersal and signing out by 4:15 p.m., wrapping up a well-managed and pleasantly light day that offered a brief breather from the usual hectic routine.

DAY - 6( 12 NOVEMBER 2025)

This day was a demonstration of quiet productivity. Arriving by 9:15 a.m., I noted the continued calm atmosphere in the school due to the ongoing sub-district events, which meant a slightly reduced attendance. I took my regular class period and continued teaching the topic of Ratios, which thankfully saw the students show active participation and genuine interest in mastering the new concept. After a successful class, the day settled into its routine of assisting with noon meal duties and supporting other regular responsibilities. I wrapped up the day by assisting with dispersal and signing out by 4:15 p.m., leaving with a strong sense of satisfaction regarding the steady progress and focused engagement achieved.

DAY - 7( 13 NOVEMBER 2025)

Day seven, Thursday, November 13th, was a dynamic mix of routine teaching and unexpected events, set against the calm background of the ongoing Kalolsavam events. After signing in, the day started on a cheerful note as we wished the Class 9B 'Oppana' team good luck for their performance. I handled a substitution in the second period, followed by my regular, smooth-running class with 8B where we covered the topic Three Measures. An unexpected highlight was the need for quick action when a boy sustained a leg injury during PT; my peers and I promptly assisted him with first aid, underscoring the importance of vigilance. The afternoon involved more substitution duties, which I used creatively by engaging the students in fun numerical puzzles and interactive brain teasers during the last hour. We concluded the day with noon meal and dispersal duties, leaving at 4:15 p.m., feeling content for efficiently managing such an eventful and dynamic day.

DAY - 8( 14 NOVEMBER 2025)

The day was a memorable balance of routine and festivity, marked by Children's Day celebrations and the final day of the Kalolsavam. The school was vibrant, with KG students dressed as Chachaji and performances like Thiruvathira adding to the excitement, yet attendance was low due to the events. Despite the reduced class size, I combined the third and fourth periods, successfully introducing the new topic Part of a Line with an ICT-supported lesson plan, benefiting from the active and attentive participation of the students present. In the afternoon, I handled consecutive substitution periods (6th, 7th, and 8th hours), wisely shifting gears from formal teaching to engaging students with simple numerical puzzles and completing pending work, acknowledging their fatigue from the day's events. We concluded the day with noon meal and dispersal duties, signing out after a productive experience set against a joyful, festive school backdrop.