TEACHING PRACTICE PHASE I WEEK 4
- TEACHING PRACTICE PHASE I
Week- 4
04/08/2025 - 08/08/2025
INTRODUCTION
In the fourth week of my teaching practice, I engaged in a variety of academic and co-curricular activities. I handled five periods of Physics and Chemistry, and also participated in the Shraddha class, assisting students in Malayalam and English. On the occasion of Hiroshima Day, I conducted an assembly, delivered an address on the significance of the day, and presented a book review on The Diary of a Young Girl by Anne Frank. I also helped with the distribution of the mid-day meal and monitored the PT period. As part of the school’s cultural activities, I participated in Vasantholsavam and organized a poster competition on the theme of Nagasaki.
CURRICULAR ACTIVITIES
This week, I handled a variety of topics in both Chemistry and Physics for students of classes VIII and IX, ensuring that each lesson was interactive and aligned with the students’ curriculum needs.
Monday, 4th August 2025 – 6th Period – Class VIII – Chemistry (Symbols)
I introduced students to the concept of element symbols, explaining the importance of standard notations for elements in chemistry. The lesson included examples of common element symbols, interactive questioning, and short activities for symbol identification.
Tuesday, 5th August 2025 – 3rd Period – Class VIII – Chemistry (Elements)
This session focused on the definition and classification of elements. I discussed naming and classification of elements, encouraging students to cite real-life examples and relate them to everyday materials.
Wednesday, 6th August 2025 – 6th Period – Class VIII – Physics (Factors Affecting Friction)
Students explored how surface texture, and the shape of objects affect friction. Practical demonstrations, including inclined plane activities, were used to strengthen conceptual understanding.
Thursday, 7th August 2025 – 3rd Period – Class VIII – Physics (Uniform and Non-Uniform Speed)
I explained the difference between uniform and non-uniform motion with relatable examples such as movement of second hand of clock and human walking.
Friday, 8th August 2025 – 1st Period – Class IX – Chemistry (Noble Gases)
This lesson introduced the properties and uses of noble gases. I highlighted their position in the periodic table, inert nature, and applications in lighting, industry, and preservation.
TEACHING AIDS
Charts
ICT IMAGES
Periodic Table
Solar system
ICT VIDEOS
Man walking
Car with uniform and non uniform speed
Later that day, I monitored the PT period, guiding students during their shuttle game and ensuring discipline and participation
CO-CURRICULAR ACTIVITIES
Alongside my subject teaching responsibilities, I actively participated in several co-curricular and value-oriented activities during the week, contributing to both academic enrichment and student engagement.
- Monday – Participated in the Shraddha class, assisting students with their learning needs and providing additional guidance to help them strengthen their academic skills.
- Tuesday – Handled a Malayalam session as part of the Shraddha class, focusing on improving students’ reading and comprehension abilities.
- Wednesday – I organized a quiz related to Hiroshima Day, aimed at raising awareness among students about its historical significance and promoting peace education.
- Thursday – Conducted the school assembly in connection with Hiroshima Day. I also presented a book review of The Diary of a Young Girl by Anne Frank, sharing key messages of resilience, hope, and humanity with the students.
- Friday – Organized a poster competition based on the theme of Nagasaki, encouraging students to creatively express the importance of peace and the lessons learned from history.
These activities provided me with opportunities to engage students beyond the classroom, fostering holistic development, cultural awareness, and creative thinking.
EXTRA-CURRICULAR ACTIVITIES
In addition to my teaching and co-curricular duties, I actively took part in various school initiatives and cultural programmes during the week, which contributed to the overall growth of the students and the school community.
- Wednesday – Participated in the Mid-Day Meal distribution, assisting in serving food to students and ensuring that the process was smooth, well-organized, and inclusive for all. This activity provided an opportunity to interact informally with students and promote healthy eating habits.
- Thursday – Took part in Vasantholsavam, an environmental and cultural initiative aimed at preparing for the Onam celebrations by planting flower plants. This programme encouraged students to contribute to the beautification of the school campus, instilled responsibility for nurturing plants, and created a sense of anticipation for the upcoming festival.
- Friday – Attended a Folk Song Workshop where students were introduced to Nadan Pattu, the traditional folk songs of Kerala. The session helped students appreciate Kerala’s cultural heritage, understand the themes of folk music, and explore its rhythm and style through interactive performances.
These experiences enriched my teaching practice by allowing me to be part of the school’s cultural and community activities, while also helping students connect academics with tradition and values.
BIWEEKLY REFLECTION
Teaching Practice: Weeks 3 and 4 (28/07/2025 – 08/08/2025)
The third and fourth weeks of my teaching practice marked a phase of deeper involvement, growing confidence, and greater responsibility in both academic and co-curricular areas. Compared to the initial weeks, I felt more comfortable in the classroom, more connected with students, and more aware of my role as a teacher who shapes not only knowledge but also values and attitudes.
Growth in Teaching–Learning Process
During Weeks 3 and 4, I handled ten periods in Chemistry and Physics for classes VIII and IX. The topics ranged from Dalton’s Atomic Theory, Elements and Compounds, and Transition Elements to Friction, Ways to Reduce Friction, Factors Affecting Friction, Uniform and Non-Uniform Speed, and Symbols and Elements.
These lessons helped me strengthen my content delivery skills. I realized that abstract concepts like atomic theory and periodic classification become easier for students when explained through simple language, daily-life examples, and demonstrations. For example, while teaching friction and its reduction, using real-life situations such as walking, sliding objects, and machines helped students connect theory with experience. Similarly, teaching symbols and elements made me understand the importance of repetition and practice, as students need time to remember and use scientific symbols correctly.
I also improved in lesson planning and classroom control. I became more confident in handling questions, managing time, and encouraging participation. I learned that students enjoy learning when they are actively involved rather than passively listening.
Involvement Beyond Classroom Teaching
These two weeks clearly showed that a teacher’s responsibility goes beyond textbooks. I actively participated in environmental, cultural, service, and academic support activities.
Planting saplings and participating in Vasantholsavam helped me understand how schools nurture environmental awareness and cultural values. Working with students to plant flowers and saplings created a sense of unity and responsibility toward nature.
The Shraddha class experience was emotionally meaningful. Helping slow learners in Malayalam and English reminded me that every child has unique learning needs. Patience, encouragement, and individual attention are more important than speed in teaching.
Serving in the mid-day meal program allowed me to see the caring side of education. It strengthened my bond with students and reminded me that learning is connected to physical well-being.
Organizing the library gave me insight into school administration and resource management. I realized how a well-organized learning space motivates students to read and explore knowledge independently.
Leadership and Social Awareness
The Hiroshima Day assembly was one of the most significant experiences of Week 4. Conducting the assembly, speaking about Hiroshima, and presenting a book review on The Diary of a Young Girl helped me grow in confidence, public speaking, and social awareness. Through this, I understood how schools play a role in teaching peace, humanity, and historical consciousness.
Organizing a poster competition on Nagasaki allowed students to express their ideas creatively. Their posters showed deep understanding of peace, war, and human suffering. Guiding them through this activity made me feel like a mentor rather than just a subject teacher.
Monitoring the PT period and helping in sports activities taught me discipline management, teamwork, and encouragement beyond academics.
Personal Learning and Self-Reflection
These two weeks helped me identify both my strengths and areas for improvement. I became better at explaining, questioning, and involving students. However, I also realized that some students hesitate to speak due to fear or shyness. In future classes, I plan to create a more supportive atmosphere where every child feels safe to speak.
I also learned the importance of preparation. Well-prepared lessons made me confident, while less-prepared moments made me feel unsure. This taught me that good teaching begins long before entering the classroom.
Emotionally, I felt more attached to students. Their interest, creativity, and curiosity motivated me to give my best every day
CONCLUSION
The fourth week of my teaching practice proved to be an enriching and multifaceted experience that strengthened both my teaching abilities and my engagement with the wider school community. I handled a range of topics in Physics and Chemistry for classes VIII and IX, ensuring that lessons were learner-centered, interactive, and connected to real-life examples. These sessions not only enhanced students’ understanding of core scientific concepts but also gave me valuable practice in lesson planning, time management, and adapting my teaching methods to varied learning styles.
Beyond the classroom, I actively participated in several co-curricular and cultural programmes such as Shraddha classes, Hiroshima and Nagasaki remembrance activities, and the presentation of a book review on The Diary of a Young Girl. These activities deepened students’ historical awareness, promoted values of peace, and encouraged empathy. My involvement in Vasantholsavam allowed me to contribute to environmental and cultural preparations for Onam, while the folk song workshop provided an opportunity to celebrate Kerala’s heritage through Nadan Pattu. Additionally, participating in the mid-day meal distribution and monitoring physical education activities helped me connect with students on a more personal level, fostering rapport and mutual respect.
Overall, Week 4 offered me a holistic teaching experience where academic instruction, value education, and cultural enrichment came together. The variety of responsibilities I undertook helped me grow in confidence, flexibility, and professional commitment, preparing me for the diverse demands of the teaching profession.
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