Field, Focus, and Fair Play: A Day of Sporting Spirit and Team Coordination

Sports Day at G.H.S., Thalachira

On 29th July 2025, our school hosted a full-day sports event as part of the district-level selection trials, creating a lively and energetic atmosphere on campus. The event featured various team games, including football, volleyball, and badminton, organized for both sub-junior and junior categories. From morning till evening, we were actively engaged in supporting the smooth conduct of the competitions under the guidance of the physical education teachers. Our duties involved assisting teachers in identifying and selecting talented players, ensuring accurate documentation of participant details such as names and class levels, and maintaining order and discipline at the various game venues. We were also responsible for monitoring the flow of events, confirming that players reported on time, and verifying their eligibility for each category. The day demanded attentiveness and coordination, as we had to remain alert, communicate effectively with staff, and ensure that no participant was missed or misrecorded. It was a valuable experience in event management and teamwork, and gave us deeper insight into the logistics behind organizing large-scale school sporting activities.

Balancing Storms and Schedules: A Week of Adaptation, Action, and Academic Growth

         TEACHING PRACTICE PHASE - I 

Weekly Reflection - 2

Day - 6 (21 July 2025)

The sixth day of our teaching practice, held on 21st July 2025, was largely affected by heavy rain, leading to the cancellation of the planned Moon Day celebration and school assembly. Though we had prepared an educational album for the occasion, it could not be presented. I was also unwell that day with a severe cough and fever, and with the support of my mentor Sajeev Sir, I was excused from taking classes. I still remained present at school, contributing lightly by assisting with the midday meal service and participating in brief practicum discussions. The overall mood of the day was quiet and reflective, shaped by the weather and the adjustments it demanded.

Day - 7 (23 July 2025)

The seventh day of our teaching practice, held on 23rd July 2025, resumed after an unexpected public holiday due to the demise of former Chief Minister V. S. Achuthanandan. We reached school by 9:20 a.m. and began our duties following the morning prayer. After discussion with the HM, I met my mentor teacher and had my lesson plan signed before taking a challenging third-period class for Class 8B on problem-solving using the square of sums. Although the concept was initially difficult for the students, I provided guided examples to support their understanding. Post-class, I assisted with the midday meal and later engaged in practicum work and maintaining school discipline. The day concluded with helping in student dispersal and signing out at 4:15 p.m., marking another productive and engaging teaching day.

Day - 8 (25 July 2025)

The eighth day of my teaching practice, held on Friday, 25th July 2025, followed a holiday for Karkkidaka Vavu and featured an adjusted school schedule from 9:30 a.m. to 4:00 p.m. I conducted a third-period class on “Squares of Differences” using the Inquiry Training Model, which encouraged student engagement through guided questioning and pattern discovery. The postponed Moon Day celebration was also observed, and during the lunch break, we coordinated a vibrant quiz competition alongside subject teachers, adding a lively co-curricular element to the day. We fulfilled our regular duties, including serving the midday meal at 12:15 p.m., and later used the eighth period for practicum data collection, which went smoothly with student cooperation. The day concluded with monitoring student dispersal and signing out at 4:00 p.m., marking a productive balance of teaching, event coordination, and academic responsibilities.

Day - 9 (26 July 2025)

The ninth day of my teaching practice, was on a Saturday, which was a smooth and productive day at GHS Thalachira, since there was no general reflection at college. After reaching school by 9:15 a.m. and attending the morning prayer at 10:00 a.m., I conducted a class on the third-period  from 11:30 a.m. to 12:00 p.m. on “squares of differences,” following a helpful discussion with my mentor Sajeev Sir to clarify key teaching points. Although the session was brief, student engagement was high, and I observed a clear improvement in their understanding. I assisted with the midday meal distribution at 12:30 p.m., which was shorter than usual due to limited student presence. The rest of the day involved completing routine duties alongside peers Shamna and David, concluding with student dispersal supervision by 4:15 p.m. Despite being a Saturday, the day was fulfilling and enriched my experience in managing both academic and school responsibilities.

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.