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.

TEACHING PRACTISE PHASE 2 - WEEKLY REFLECTION 6

  12 January 2026  The twenty-fourth day of my teaching practice was a meaningful return to the school routine, with a strong focus on moral education and social responsibility. In the morning assembly, there was a heartfelt appeal for students to donate their small personal savings to support a peer’s cancer treatment, which sparked a deep sense of empathy across the school. I started the day supervising the KG section, reconnecting with the younger students through their activities. Later, I was on invigilation duty for the Chief Minister’s Academy examination, gaining valuable insight into formal testing procedures. In the third period with I had class in 8B, . The students were actively engaged, identifying attributes and examples, which made the lessons very successful. The day ended with my usual help during the noon meal and dispersal duties, leaving me feeling balanced in both teaching and administrative roles.

13 January 2026 The twenty-fifth day required a high degree of adaptability as the school underwent the SIR verification process. With regular workspaces occupied by the verification teams, we had to be flexible and work from different areas throughout the day. Despite this minor disruption to the routine, I maintained my professional commitment and took my first period and the fifth period on class 9A as scheduled.  After the class, I fulfilled my noon meal duties and assisted with the evening dispersal at 4:15 p.m., gaining a better understanding of how a school functions during administrative inspections.

14 January 2026 The twenty-sixth day was an exceptionally proud moment for our school community, as we celebrated Devasrita Ram from Class 9B for her success in the state-level Kalolsavam Ashtapadi competition. This atmosphere of achievement provided a perfect backdrop for my optional observation conducted by Ms. Sreelakshmi from the Department of Mathematics to observe Keerthy Molly Jacob. During the third period with Class 8B, she continued the lesson on "Sides and Angles." she focused on illustrating the relationship between geometric properties while the observer provided constructive feedback to help me improve my classroom interaction and explanation techniques. After the observation, we joined the other teachers for the noon meal duty and lunch, followed by a productive afternoon of record-keeping. there was no class for me today.  I signed out at 4:15 p.m., feeling encouraged by the professional growth and positive feedback received.

16 January 2026 The twenty-seventh day was unusually quiet, as a large portion of the student body (Standards 1 to 9) had departed at 3:00 a.m. for a school tour to Vagamon. With the student strength significantly reduced, the school felt very different, yet I proceeded with my scheduled duties and substitution classes. The rest of the day followed a steady rhythm of routine administrative tasks and noon meal service. I concluded the week by assisting with dispersal duties at 4:00 p.m., satisfied that I had utilized the quiet environment to engage effectively with my students

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.

A WEEK OF LEARNING AND FUN

TEACHING PRACTISE PHASE 2 - WEEKLY REFLECTION 05

 01 December 2025 The nineteenth day of my teaching practice began with an atmosphere of immense pride as the school celebrated its success at the district-level competitions in Anchal. GHS Thalachira secured the overall championship in High School Arabic competitions, and Devashritha Ram achieved a historic first-place finish in Ashtapathi recitation, qualifying for the state level. During the morning assembly, these milestones were met with great excitement, followed by an inspiring rally to the junction where students showcased their trophies. Teachers accompanied the procession for a memorable photo session, spreading a sense of motivation throughout the community. Following the festivities, I resumed my duties in Class 9A where I explain the topic of " human skeletal system" to an enthusiastic group of students. After assisting with the noon meal and completing my college-related records, I concluded the day by supporting the evening dispersal.

02 December 2025 The twentieth day was a period of calm and professional reflection. I arrived at 9:10 a.m. to fulfill my routine responsibilities and support the staff.  I had class on 8B where i taught them about "Homo Sapiens". I spent the quiet hours planning my upcoming academic submissions and managing my time for future lessons. Participating in the dispersal duties in the evening reminded me that responsibility and consistency are essential qualities for any educator.

03 December 2025 The twenty-first day was a significant milestone marked by my formal class observation. I arrived at 9:15 a.m. to prepare for the arrival of Dr. Dhanya Mohanan, Assistant Professor of our college. During the third period I taught "LINES AND CIRCLES," striving to demonstrate a calm and confident instructional style while ensuring the concepts were clearly understood. After the session, the teacher provided insightful feedback and suggested new methods to experiment with in future lessons. The day also featured a heartwarming celebration for the office clerk, who was appointed as a University Assistant. We attended a farewell staff meeting to congratulate him, which allowed me to appraise the strong sense of community and support among the school staff before I assisted with the evening dispersal.

04 December 2025 On the twenty-second day, the morning began with a sense of shared achievement as we informed our mentors of our success in the KTET examinations I passed KTET II AND KTET III. Due to administrative procedures involving the clerk’s new appointment, we were asked to work from the office area, which gave me a different perspective on school operations. In Class 8B, I focused on teaching them the chapter Circles. We went home in the evening after the dispersal duties.

05 December 2025 The twenty-third day was a wonderful mix of celebration and academic focus. We began by sharing sweets in the staffroom to mark our KTET examination results, creating a cheerful atmosphere. During my class with 8B, I taught them about biodiversity and showcased an innovative model to make learning more interactive and engaging. I also took a substitution period in the fifth hour to conduct a revision session, using quick interactions to gauge the students’ understanding of completed topics. Before the Christmas break began, I helped with dispersal and bid a temporary farewell to the teachers, feeling more confident in both my administrative and academic roles.