Teaching Practice Phase I - Week 2

 TEACHING PRACTICE PHASE I 

WEEK 2

21/07/2025 - 26/07/2025

INTRODUCTION 

The second week of my teaching practice, from July 21st to 26th, 2025, turned out to be another meaningful and eventful phase in my training. Each day brought new learning experiences that helped me understand the realities of classroom teaching more deeply. I became more confident in handling students, managing time, and implementing the lesson plans I had prepared.

This week was slightly different from usual because there were two public holidays—on July 22nd and July 24th. As a result, the government declared Saturday, July 26th, as a working day to compensate for the lost instructional days. This change in schedule initially felt challenging, as I had to quickly revise my plans and adjust my teaching strategies to fit the altered timetable.

CURRICULAR ACTIVITIES 

During this week, I handled four class periods.

21/07/2025 Monday 

On Monday, 27th July, I handled the 6th period for 8th class Basic Science and taught the topic “Atom.” I explained its structure and importance with simple examples and made the class interactive to help students understand the basics clearly.

23/07/2025 Wednesday 

On Wednesday, 23rd July, I handled the 8th period for 8th class Basic Science and covered the topic “Force.” I explained its meaning, types, and effects with simple examples to help students understand the concept easily.

25/07/2025 Friday 

On Friday, 25th July, I took the 1st period for 9th class Chemistry and covered the topic “Element Families.” I explained how elements are grouped in the periodic table and discussed their common properties to help students understand the concept better.

26/07/2025

On Saturday, 26th July, I handled the 3rd period for 8th class Physics and taught the topic “Speed.” I explained its meaning, formula, and everyday examples to make the concept clear and relatable for the students.

TEACHING AIDS

CHARTS

ACTIVITY CARDS 

ICT IMAGES 

ICT VIDEO SCREENSHOTS

CO-CURRICULAR ACTIVITIES

On 21st July 2025 (Monday)

Since it was both a Monday and "Moon Day," we organized and carried out two interesting activities: a Moon Day Quiz and a presentation. The quiz was smoothly conducted by the teacher trainees of KUCTE, NDD. I acted as an invigilator. After the quiz, I gave an informative presentation on "Moon Day," which focused on recent updates and the accomplishments of Subhanshu Shukla, making the session both meaningful and memorable.

Radio Mancha is a creative community radio initiative run by the students of GVHSS, Mancha, in Nedumangad, Kerala. It was started during the pandemic to offer students an interactive learning space. Today, it has grown into a lively community platform featuring various programs and audiobooks. This year, for Moon Day, Radio Mancha arranged a special audio message from V. Giri, a former student and retired employee of VSSC TVM, helping him connect with the present batch of students.

ON 26/07/2025(Saturday)

I assisted students who were struggling with Malayalam during the Sraddha class.

EXTRA-CURRICULAR ACTIVITIES 

ON 23/07/2025(WEDNESDAY)

I participated in the mid-day meal program, serving food to students of the 8th and 9th standard.

Mid- day meal distribution 

Biweekly Reflection

BIWEEKLY REFLECTION: Weeks 1 and 2 (15/07/2025 – 26/07/2025)

The first two weeks of my teaching practice were a meaningful journey of learning, self-discovery, and gradual transformation from a hesitant trainee to a more confident and responsible teacher. These two weeks exposed me not only to classroom teaching but also to the wider responsibilities of a teacher in academic, co-curricular, and extra-curricular activities.

Initial Feelings and Adjustment

At the beginning of Week 1, I entered the classroom with mixed emotions—excitement about finally teaching real students and nervousness about whether I could manage the class and explain concepts clearly. Standing in front of students for the first time made me conscious of my voice, body language, and teaching style. However, as days passed, the students’ curiosity, their willingness to answer questions, and the encouragement from mentors slowly reduced my fear. By the end of the first week, I felt more comfortable interacting with students and handling the class independently.

Week 2 showed a visible change in my confidence. I was no longer afraid of making mistakes. Instead, I focused on improving my explanations, using simple examples, and making my classes more interactive. I realized that confidence grows through practice and reflection.

Teaching–Learning Experiences

During these two weeks, I handled nine class periods in total across 8th and 9th standards in Basic Science, Physics, and Chemistry.

In Week 1, I taught topics like Periodic Laws, Molecules, Motion, Modern Periodic Table, and Distance. These lessons helped me understand how important it is to connect new concepts with students’ daily experiences. For example, while teaching motion and distance, using real-life examples made students more attentive and active. Teaching chemistry topics like molecules and periodic laws helped me learn how to simplify abstract ideas using examples like water, oxygen, and common elements.

In Week 2, I taught Atom, Force, Element Families, and Speed. These classes made me realize that students understand better when teaching is interactive. Asking simple questions, encouraging them to give examples, and relating science to their surroundings made the class lively. I also learned that repetition and revision are very important, especially for slow learners.

Across both weeks, I improved in lesson planning, classroom management, and time management. I learned that a teacher must be flexible—sometimes students need more time than planned, and the teacher must adjust without losing patience.

Role Beyond the Classroom

These two weeks showed me that a teacher’s role is not limited to teaching subjects. I actively participated in co-curricular and extra-curricular activities, which gave me a broader understanding of school life.

The Moon Day program in Week 2 was a memorable experience. Acting as an invigilator for the quiz and giving a presentation on Moon Day helped me gain confidence in public speaking. The involvement of Radio Mancha and the audio message from a former VSSC employee showed how schools connect learning with real-world inspiration.

The Shraddha classes were emotionally touching. Helping students who struggle in Mathematics, languages, and basic concepts made me realize the importance of patience and empathy. Each child learns differently, and a teacher must understand their pace rather than forcing uniform progress.

Serving food during the mid-day meal program taught me the value of service and care. It reminded me that education also includes ensuring students’ physical well-being.

In Week 1, being an examiner for the Vaghmayam Bhasha Prathibha Exam gave me insight into assessment and evaluation. Attending the VHSE hardware support system inauguration with the presence of a minister showed me how education, government support, and infrastructure work together for students’ future.

Personal Growth and Learning

These two weeks changed my self-image as a teacher trainee. I moved from self-doubt to self-belief. I learned to speak more clearly, manage noise better, and handle students with patience. I also realized my weaknesses—sometimes I speak too fast, and sometimes I assume students understand when they don’t. These reflections helped me plan to slow down, ask more checking questions, and give more individual attention.

Emotionally, I became more attached to students. Their smiles, curiosity, and small achievements made me feel responsible and proud. Teaching no longer felt like a duty; it felt like a meaningful service. 

CONCLUSION 

My second week of teaching practice strongly reinforced my belief in the importance of using a variety of teaching methods to reach all kinds of learners. Incorporating ICT tools made my lessons more engaging and visually clear, while interactive discussions encouraged students to express their ideas and think critically. The use of inquiry-based models sparked curiosity and active participation, helping students connect new knowledge with what they already knew. I could clearly see an improvement in their understanding and interest in the subjects I taught. This positive outcome has inspired me to keep learning about innovative teaching strategies and to thoughtfully blend them into my future lessons to make learning more meaningful and enjoyable for my students.