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.