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.