SCHOOL INTERNSHIP PHASE 2- WEEK-5

   DAY 18(6/1/25,MONDAY)

After signing the attendance sheet and attending the morning assembly, I received my schedule and substitution period for the day. My first session was in 7A during the third period, followed by my scheduled class in 8C. During the sixth and seventh periods, students recalled the formula for finding the area of a parallelogram as part of Activity 1. To reinforce their understanding, I presented a diagram of a parallelogram on a chart, making the lesson more engaging and interactive. Drawing a parallelogram and solving related problems proved to be an effective approach, capturing the students' interest. In the next period, I continued with the same topic, providing additional problems to strengthen their grasp of the concept. The class remained engaged and interactive, with students actively participating in problem-solving. For future lessons, I plan to improve the pacing and ensure clear explanations of more complex problems. Additionally, I participated in serving the mid-day meal, which deepened my connection with the school community. As the day concluded with the National Anthem, I left school at 3:30 p.m., feeling an even stronger attachment to the school and its daily routine.

  DAY 19(7/1/25,TUESDAY) 

Today, after signing the attendance sheet, I received a substitution period in 7B, where I taught problems related to the Pythagorean theorem. During the sixth period, in 8C, I introduced a new topic—finding the area of a rhombus—and successfully completed my 20th lesson plan. The students were highly engaged, actively participating in problem-solving and showing curiosity about the derivation of the formula. During the lesson, my optional teacher, Aishwarya Miss, visited for an observation. Her positive feedback was incredibly encouraging—she appreciated how I made the lesson interactive and well-structured, which boosted my confidence further. However, I also took the opportunity to reflect on areas for improvement, ensuring that I continue growing as a teacher. Overall, the observation day reinforced my passion for teaching and my commitment to continuous improvement. After the National Anthem, I left the school at 3:30 p.m., feeling both motivated and inspired.

  DAY 20(8/1/25,WEDNESDAY) 

Today, as usual, we arrived at the school at 9:30 a.m. and signed the attendance sheet in the headmaster's office. I had a substitution period in 7B, where I continued solving problems related to the Pythagorean theorem. During the sixth period, in my scheduled class with 8C, I introduced a new type of question related to rhombuses. To make the lesson more engaging, I implemented Lesson Plan 22, which is based on the Inquiry Training Model. This method enhanced students' critical thinking, problem-solving skills, and inquiry abilities by encouraging them to discover concepts on their own through guided questioning. At first, some students struggled with this approach as they were unfamiliar with this type of questioning technique. However, with encouragement, they gradually started asking meaningful questions and actively engaging in the learning process. Seeing them adapt and develop curiosity was incredibly rewarding. I believe this method is highly effective in fostering deep learning, and based on today's experience, I will continue to refine and reinforce my approach. Day by day, I find myself becoming more attached to this environment. With each passing day, my bond with the school and its students deepens, making this experience even more meaningful. After the National Anthem, we left the school at 3:30 p.m., feeling fulfilled and positive about the day's experience.

  DAY 21(9/1/25,THURSDAY) 

Today, we arrived at the school at 9:30 a.m. and signed the attendance sheet as usual. The day began with a substitution period in 7B, where I continued solving problems related to the Pythagorean theorem. I successfully concluded the chapter after ensuring that students had a solid understanding of its application. In 8C, I focused on problems related to the area of a rhombus, encouraging critical thinking by providing hints and allowing students to work through problems independently. Initially, they found the problems challenging, but with guidance, they gradually solved them on their own. The teacher provided valuable feedback on the day's lessons, helping me refine my approach further. In the afternoon, Sony visited for observation and physical science options. Both observations were highly insightful, offering constructive feedback and guidance, making the day productive and enriching.

  DAY 22(10/1/25,FRIDAY)   

As usual, we arrived at the school at 9:30 a.m. During the third period, I had a substitution class in 7B, where I continued solving problems related to the Pythagorean theorem. The students were enthusiastic, and the lesson helped further develop their curiosity and understanding of the concept. In my scheduled class, I focused on problems related to the area of a rhombus. The lesson was structured around observing, applying, and understanding mathematical concepts. Using guided questions and visual aids helped students grasp the relationship between different properties of a rhombus. This experience reinforced the importance of visual learning and step-by-step explanations, and I plan to refine my teaching strategies based on today’s outcome. Additionally, we assisted in serving the midday meal after Vinasana, and we left the school at 3:45 p.m. 

Popular posts from this blog

SCHOOL INTERNSHIP PHASE 1- WEEK-7

Image
      DAY 22 14/10/2024-MONDAY After the school reopened following the Pooja holidays and the weekend, I reached the school at 9:15 AM and signed the attendance sheet in the HM's office. The atmosphere was lively, with students and teachers getting back into the routine after the break.   During the day, I had three classes: one scheduled as per my timetable and two substitution classes. One of the substitution classes was with the 7th-grade students, and the other was with the 8th-grade students, where I was able to continue with the lesson I had planned. This allowed me to complete 23 lessons in total, which is progressing well towards my goals.  The students were very engaged and participated actively during the lessons. It was encouraging to see them retain the concepts we had covered before the holidays and eager to continue learning. Overall, it was a productive day, and I felt a sense of satisfaction from the enthusiasm and engagement of the stu...
Read more

COGNITIVE MAP

Image
 As part of my B.Ed. curriculum, I prepared two Cognitive Maps to visually represent the conceptual flow of mathematical topics. The first map was based on the "Sequences and Series" chapter from the Plus One syllabus, outlining the progression of concepts from arithmetic and geometric sequences to their sums, highlighting the interconnections between different types of series, formulas, and real-life applications. The second map focused on the "Continuity and Differentiability" chapter from the Plus Two syllabus, depicting the transition from fundamental continuity concepts to differentiability, including important theorems, derivative rules, and their significance in calculus. This structured representation helped in understanding how each concept builds upon the previous one, making problem-solving more systematic and logical. Creating these maps was a valuable exercise, as it reinforced my own understanding while also serving as an effective teaching tool fo...
Read more

PHASE 1 TEACHING PRACTICE @ GOVERNMENT GIRLS HIGH SCHOOL MAVELIKARA

Image
  Teaching practice is a crucial component of the B.Ed. (Bachelor of Education) program, providing aspiring teachers with hands-on experience in a real classroom setting. This phase allows trainees to apply the theoretical knowledge they've gained during their coursework in a practical environment, helping them develop essential teaching skills. Trainees are assigned to schools where they take on the role of teachers. They are responsible for planning and delivering lessons, managing the classroom, and engaging with students. This gives them the opportunity to apply different teaching methods and strategies they've learned. During the teaching practice, trainees work under the supervision of an experienced teacher, known as a mentor. The mentor provides guidance, feedback, and support to help the trainee improve their teaching techniques. At the end of each day or week, trainees often reflect on their teaching experiences, identifying areas of strength and those that need im...
Read more