Honouring the tricolour, embracing freedom

 INDEPENDENCE DAY CELEBRATIONS

The Independence Day celebration at GHS Thalachira, was truly a memorable experience during my teaching practice. The day began with the hoisting of our national flag by the Headmaster along with the PTA President, a moment that filled everyone with pride and respect. Students sang the National Anthem with great enthusiasm, and the atmosphere was filled with a strong sense of patriotism. Sweets like ladoos and payasam offered by the local youth clubs added warmth to the celebration. Each class presented cultural programs, with dances and songs that highlighted the spirit of freedom, and the performance of Vande Mataram by the 6th standard students was especially beautiful. Inspiring words from the Headmaster and teachers further reminded us of the value of our independence. I felt personally touched as I had brought along my elder sister’s child, giving her the chance to witness this proud moment of flag hoisting. The day left me with a deep sense of joy and belonging, making this Independence Day one of the most cherished experiences of my teaching practice.

Five Days of Growth — Lessons, Observations, and New Teaching Milestones

 TEACHING PRACTICE PHASE - I 

Weekly Reflection - 4

Day - 15 (04 AUGUST 2025)

The fifteenth day of teaching practice was marked by a balanced mix of planned lessons and unexpected duties due to the absence of several teachers. After reaching school at 9:30 a.m., I attended the school assembly and  I had conducted my regular third-period ICT-based class on “Difference of Squares” for Class 8B, which enhanced student engagement and clarity of understanding. Peer observation by David C. Alex provided valuable feedback for improvement. Noon meal duties followed, along with a special serving of payasam as part of the revised government menu, adding a pleasant touch to the day. In the afternoon, I managed a substitution class for 8A before concluding with student dispersal duties, making it a productive and well-rounded school day.

Day - 16 (05 AUGUST 2025)

The sixteenth day of teaching practice on 5th August 2025 was an active and fulfilling one, combining regular lessons with substitution duties due to the General PTA held at the school. In the third period, I continued with application-level problems on the difference of squares for Class 8B, encouraging students to apply the identity in varied contexts and observing strong participation. A substitution class during the sixth period was used for reinforcement activities, further consolidating learning. Noon meal duty was more demanding than usual as egg biryani was served under the revised government order, requiring extra coordination to serve all students efficiently. The day concluded with completing the remaining problems in the seventh period and fulfilling dispersal duties, making it a productive blend of teaching, management, and teamwork.

Day - 17 (06 AUGUST 2025)

The seventeenth day of teaching practice on 6th August 2025 was highlighted by my first general observation by Mr. Arun Raj D, Assistant Professor from Baselios Mar Thoma II Training College. An unexpected power outage in the morning created uncertainty about using ICT, but I adapted quickly by converting the planned digital content into chart form to ensure the lesson could proceed smoothly. During the third period, I delivered the observed class with good student engagement and discipline, followed by constructive feedback from Arun Sir for future improvement. The rest of the day included noon meal duties, academic tasks, and student dispersal supervision. Despite the initial challenges, the day ended positively, reinforcing the importance of adaptability and preparedness in teaching.

Day - 18 (07 AUGUST 2025)

The eighteenth day of teaching practice on 7th August 2025 was marked by my first observation from my optional teacher, Ms. Sree Lakshmi, during the third period. I delivered an ICT-enabled lesson on Types of Polygons using a well-prepared PowerPoint presentation, which effectively enhanced student engagement and understanding. The feedback I received was constructive and encouraging. In the sixth period, I conducted another session using the Constructivist model on Regular Polygons, promoting active participation and deeper comprehension. Alongside teaching, I completed my noon meal duties, academic tasks, and student dispersal supervision. It was a productive day that combined effective technology integration, student-centered teaching, and valuable professional feedback.

Day - 19 (08 AUGUST 2025)

The nineteenth day was the Sports Day at G.H.S., Thalachira.

Races, Cheers, and Team Spirit — A Sports Day to Remember

SPORTS DAY

The nineteenth day of my teaching practice unfolded with a burst of energy as GHS Thalachira came alive for its much-awaited Sports Day. Arriving at school by 9:00 a.m., I was ready for a day far removed from our usual classroom routines. Due to heavy rains and a flooded school ground, the outdoor athletics competitions were shifted to an external venue, giving the event an added sense of adventure. From the early hours, I was immersed in coordinating and assisting with various events — ensuring the games ran on time, keeping scores, maintaining discipline, and cheering on the participants. The spirit of the day was contagious, with students giving their best in football throws, sprints, and relays, all under the watchful eyes and encouraging voices of the teachers and us trainees. By 11:00 a.m., we returned to the school premises where the youngest learners, from the KG and LP sections, lit up the morning with their own cheerful and enthusiastic competitions. Their joy was pure and infectious, reminding me that sports is as much about fun as it is about winning.

The afternoon brought more excitement as the focus shifted to the girls’ athletics events for the UP and High School sections. I found myself deeply involved in helping organise the activities, guiding students to their starting points, noting results, and keeping the momentum alive. The races, jumps, and throws revealed not just skill, but also a fierce sense of determination among the participants. The day’s duties were shared equally among us, with everyone playing their part in ensuring a smooth, fair, and spirited event. Between events, I also joined in the noon meal distribution, where the menu — rice, fish curry, pulisseri, and tapioca — provided a hearty break for all. By the time the final competitions concluded around 3:00 p.m., the air was filled with a sense of achievement and togetherness. Sports Day may not have offered a chance for academic instruction, but it gave me something equally valuable — a front-row view of how teamwork, encouragement, and a little healthy competition can bring out the best in students.

A week of learning, teamwork, and quiet growth

     TEACHING PRACTICE PHASE - I 

Weekly Reflection - 3

Day - 10 (28 July 2025)

The tenth day of my teaching practice, held on Monday, 28th July 2025, marked the beginning of a fresh academic week. We reached the school by 9:30 a.m. and participated in the morning assembly led by Class 7A, which included a “thought for the day,” riddles, multi-level news updates, and a quiz, followed by a special address about the upcoming sports day. I had my assigned third-period class, where I focused on extending the previously taught algebraic identity through application-level problems, which the students found somewhat challenging but attempted with interest. After the morning sessions, we assisted with the midday meal duty from 12:30 p.m. to 1:00 p.m., ensuring smooth coordination. The afternoon was relatively calm, giving us time to review lesson plans and reflect on our academic progress. Peer discussions offered valuable insight into teaching strategies, and we concluded the day with student dispersal duties, signing out at 4:10 p.m. Overall, it was a balanced and productive day, combining instructional, managerial, and reflective responsibilities.

Day - 11 (29 July 2025)

The eleventh day of my teaching practice, held on 29th July 2025, was a hectic yet fulfilling day, marked by a combination of teaching duties and active involvement in school sports events. Arriving at the school between 9:00 and 10:00 a.m. with my peers, I was engaged in supervising and coordinating various athletic competitions like football, volleyball, and badminton across different student categories. Despite the busy schedule, I managed to take my regular third-period class as planned. Post-lesson, I resumed my role in sports supervision and also assisted with the UP section’s noon meal distribution. The remainder of the day was spent monitoring matches and supporting student dispersal, with our responsibilities concluding by 5:00 p.m. Though physically demanding, the day offered a rewarding experience of contributing to school activities beyond classroom teaching.

Day - 12 (30 July 2025)

The 12th day of my teaching practice, marked by solemn remembrance and academic focus, began on a reflective note as we joined staff and students in observing a moment of silence at 9:45 a.m. to honor the 53 students who lost their lives in the Puthumala landslide. The tribute was respectfully observed through a two-bell ceremony, setting a calm and empathetic tone for the day. During the third period, I continued teaching Class 8B on square identities, guiding students through textbook exercises that built on the previous lesson's formula. The students showed steady progress and increasing confidence in solving pattern-based problems. During the day time, the DEO Office staffs checking was also there. Despite the lingering fatigue from the prior day’s sports events, we stayed engaged throughout the day, assisting with the midday meal distribution, completing academic documentation, and monitoring student dispersal. The day concluded at 4:15 p.m., leaving us with a blend of emotional reflection and productive accomplishment.

Day - 13 (31 July 2025)

The 13th day of my teaching practice, held on 31st July 2025, was a well-balanced day of academic, reflective, and extracurricular engagements. After arriving at school by 9:30 a.m., the day began with the morning prayer, setting a composed tone. A highlight of the day was the peer observation of my class by David C. Alex, which provided me with valuable feedback and a chance to reflect on and refine my teaching. The forenoon proceeded with regular duties, and by noon, we assisted in the smooth coordination of the midday meal distribution. In the afternoon, we participated in conducting a quiz competition under the guidance of Sajeev Sir and Smitha Teacher, aimed at preparing students for the upcoming district-level Independence Day contests. The event was engaging and saw enthusiastic student involvement. After managing student dispersal, we signed out by 4:15 p.m., concluding a fulfilling and professionally enriching day.

Day - 14 (01 AUGUST 2025)

The 14th day of my teaching practice, held on Friday, 1st August 2025, was distinct as I had no teaching period assigned for the day, having substituted my third period for my peer, David C. Alex, whose class, along with Shamna's, was observed by our college teacher, Dr. Praveena Maheshwari. She observed Shamna's class during the second period from 10:10–10:50 a.m. and David's from 11:00–11:40 a.m. I assisted them in preparing classroom materials and provided support throughout their observation sessions. Despite not teaching, I stayed actively involved by helping with routine duties like the midday meal and student dispersal, while also using the free time to work on my academic tasks and pending documentation. The day was productive and fulfilling, offering valuable insights through peer collaboration and observation.

General Reflection

A total of 17 schools were represented in this round of general reflection, with each student teacher sharing key highlights, challenges, and personal insights from their ongoing teaching practice. The reflections revealed a common thread of active participation in school-level events, including Moon Day observances, quiz competitions, special assemblies (such as Premchand Day), and sports day duties. Many student teachers mentioned their involvement in discipline duties, classroom management, and meal distribution, reflecting their engagement beyond mere teaching.

A major challenge frequently mentioned was the pressure to complete syllabus portions in time for upcoming examinations, often compounded by frequent substitution periods and duties that limited their ability to prepare lesson plans. Some schools lacked proper ICT facilities or functioning projectors, while others faced space constraints or classroom discipline issues. Nevertheless, most student teachers appreciated the supportive role of their mentors, the cooperation from fellow teachers, and the enthusiasm of students, especially during interactive sessions and special programs.

This week’s reflection painted a picture of growing professionalism, where B.Ed. trainees balanced academic responsibilities with school administration support, participated in cultural and extracurricular duties, and gradually adapted to real classroom challenges with greater confidence and clarity.

Optional Reflection

An optional reflection session was conducted for the Mathematics optional group, with full attendance from all 15 student teachers. The session served as a valuable platform for sharing common academic and classroom challenges encountered during their ongoing teaching practice. One of the major concerns raised was the students’ difficulty in subtracting fractions from whole numbers, which reflected foundational gaps in numerical understanding. Similarly, many students struggled with operations involving decimal numbers, particularly in squaring and adding them accurately. Beyond content-related issues, several student teachers spoke about behavioral challenges, noting that students' attitudes often varied based on the teacher’s approach, classroom management style, and rapport.

There was also collective discussion around the difficulty in adhering strictly to lesson plans due to frequent substitution duties and time constraints imposed by the approaching examinations. Many mentioned problems related to ICT tools — in several schools, projectors were either unavailable or non-functional, limiting the implementation of digital learning strategies. Despite these challenges, the optional reflection created a space for collaborative problem-solving and peer support, reinforcing the importance of flexibility, empathy, and innovation in the teaching-learning process.

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.