SCHOOL INTERNSHIP PHASE 2- WEEK-6

    DAY 23(13/1/25,MONDAY)

After signing the attendance sheet, I had a substitution period in 7B, where I introduced a new chapter on algebra. To make the topic engaging, I connected algebraic concepts to real-life situations, sparking curiosity and interest among the students. In 8C, I introduced the theory of an isosceles trapezium using ICT tools such as a laptop, projector, PowerPoint presentation, and videos. The lesson focused on visual learning, allowing students to understand the derivation of the area formula through step-by-step animations. By using a projector and animated slides, I demonstrated the relationship between a rectangle and an isosceles trapezium, making the concept more accessible and engaging. Overall, it was a productive and rewarding experience, successfully blending academic learning with interactive teaching methods.



   DAY 24(14/1/25,TUESDAY)

On Day 24, after signing the attendance sheet, I had a substitution period in 7B, where I introduced a new algebraic identity. The students seemed to enjoy the way I presented the concept, as I engaged them with a step-by-step explanation and relevant examples. During my scheduled class, I introduced problems related to finding the area of an isosceles trapezium. The students showed great enthusiasm, actively participated in discussions, and demonstrated strong logical thinking. Overall, it was a wonderful day, and with each passing day, I feel more connected to the students, teachers, and the school environment.

   DAY 25(15/1/25,WEDNESDAY)

Today, as usual, we arrived at school at 9:30 a.m., prepared for the day's lessons. During the third period, I had a substitution in 7B, where I introduced problems related to algebra. The session went well, as the students actively participated in problem-solving. Later in the day, I received two substitution periods in 8C. During the 6th and 7th periods, I introduced the concept of an EDF trapezium. Since the students were already familiar with the properties of trapezoids and the formula for finding the area, I built on their prior knowledge to help them understand the new concept. In the 7th period, I conducted my 27th lesson, continuing with problems related to finding the area of a trapezium. The structured lesson ensured a clear progression of concepts, allowing students to gain confidence in their problem-solving skills. Despite some initial uncertainties, they successfully grasped the key ideas and applied their knowledge independently. Overall, it was a productive and enriching day for both the students and me as a teacher. We left the school at 3:45 p.m., feeling accomplished.

   DAY 26(16/1/25,THURSDAY)

Today began with the school assembly, setting a positive tone for the rest of the day. During my scheduled period, I also received an additional substitution period. In the third period, I had a substitution in 7B, where I checked students' notebooks and assigned additional exercises related to algebra. In 8C, I decided to implement a constructivist model of teaching to help students actively build their understanding of the area of quadrilaterals and their respective formulas. During the sixth period, instead of directly stating the formula, I used questioning techniques to guide students toward discovering the general formula for the area of a quadrilateral. I also encouraged peer discussions, allowing students to explore their reasoning and deepen their understanding. This approach made the lesson more interactive and engaging, with most students actively participating, though some needed additional support with complex problems. In the eighth period, I provided more practice problems related to the area of quadrilaterals. I briefly reviewed the formula and asked recall questions to ensure that students retained the concepts. Overall, today's lesson was highly productive, as students effectively applied their prior knowledge to solve problems independently.

   DAY 27(17/1/25,FRIDAY)

Today marked the final lesson of my teaching practice, where I concluded the unit on Area of Quadrilaterals, focusing on solving problems related to parallelograms and other quadrilaterals to reinforce students' understanding. The lesson began with a direct application of the formula to find the area of a parallelogram, which most students completed with ease. However, the second activity required logical thinking and construction, challenging them to apply their knowledge more critically. Despite initial difficulties, they showed perseverance and successfully worked through the problems. I am confident that my students now have a stronger grasp of quadrilateral properties and problem-solving techniques, and I hope they continue to build on this foundation in their future studies. Overall, this teaching practice has been a fulfilling and engaging experience, significantly contributing to my professional growth.










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