TEACHING PRACTICE PHASE I - WEEK 6
TEACHING PRACTICE PHASE I
WEEK 6
08/09/2025 - 12/09/2025
CURRICULAR ACTIVITIES
This week, I had the opportunity to engage with students of classes VIII and IX by handling four periods in Chemistry and Physics. Prior to taking the classes, I prepared the lessons thoroughly to ensure that the content was clear, systematic, and well-aligned with the prescribed curriculum. While transacting the lessons, I made use of simple and relatable examples so that students could easily connect theoretical concepts with real-life situations. I also encouraged active student participation through questioning, discussions, and short activities, which not only sustained their interest but also enhanced their conceptual understanding. The interactive nature of the classes helped in creating a positive learning environment and provided me with valuable teaching experience.
Monday (08/09/2025)-7th period - 9A- Chemistry
During the 7th period, I handled Chemistry for Class 9A. The topic taken was Polar Molecules. The lesson was explained with the help of suitable examples such as water and ammonia molecules, highlighting the unequal sharing of electrons that gives rise to polarity. Students were encouraged to draw molecular structures and identify polar and non-polar compounds, which helped them to visualize the concept more effectively.
Tuesday (09/09/2025)
I was absent on this day.
Wednesday (10/09/2025) 1st period -9A - Chemistry
In the first period, I engaged with Class 9A for Chemistry. The topic covered was Valency. I began by revising the concept of atoms, ions, and electron configuration, and then introduced the idea of combining capacity of elements. To make the topic interactive, I asked students to determine the valency of common elements from the periodic table. Simple exercises were given for practice, and students actively participated in solving them.
Thursday (11/09/2025) -1st period - 9A- Physics
In the first period, I took Physics for Class 9A. The lesson focused on Gravity. I explained Newton’s apple story and the concept of gravitational force with practical examples such as falling objects and planetary motion.
5th period - 8B- Physics
During the 5th period, I took Class 8B Physics on the topic Pressure. The concept of pressure was explained as force acting per unit area, with simple demonstrations like pressing a sharp pin and a blunt object to show the effect of surface area on pressure.
Friday (12/09/2025)
In the 5th period, I handled Class 8B Physics, continuing with the chapter on Measurement of Pressure. The examples from daily life such as air pressure and liquid pressure were discussed.
TEACHING AIDS
CHARTS
ACTIVITY CARDS
ICT IMAGES
CO-CURRICULAR ACTIVITIES
Monday, 08/09/2025
As part of the Teachers’ Day celebrations in the school, the teacher trainees were given the opportunity to present a session on Classical Physics versus Quantum Physics, in connection with the completion of 100 years of Quantum Science this year. I was fortunate to get the chance to present the topic. While preparing, I simplified the concepts so that students of Classes VIII and IX could easily grasp the differences between classical and quantum perspectives. During the session, I explained the shift from deterministic classical theories to the probabilistic nature of quantum mechanics with simple examples and analogies. The students responded with great enthusiasm, and the session remained interactive throughout. After the presentation, I received highly positive feedback. One of the teachers even hugged me and appreciated my efforts, which was a truly heartwarming and memorable experience. This gave me immense confidence and reinforced my interest in teaching complex concepts in a student-friendly way.
Thursday, 11/09/2025
On this day, I participated in the Shraddha class conducted in the school. The session focused on instilling moral values, discipline, and positive attitudes among students. It provided a space for students to reflect on their behavior, responsibilities, and the importance of maintaining harmony in both academic and personal life. As a trainee teacher, I observed how such value-based sessions play an important role in shaping the character of students. I also interacted with them during the discussion and shared my thoughts, which helped me build a deeper connection with the learners. The class gave me a new perspective on how moral education complements formal education in developing well-rounded individuals.
The school celebrated its Annual Sports Day with great vigor and excitement. The events included 100m race, 400m race, 400m relay, shot put, discus throw, and long jump. This particular Sports Day was historic for the school, as it had been a Boys’ Higher Secondary School until 2024, and this was the very first Sports Day in which the newly admitted girl students also participated. The atmosphere was filled with cheer, encouragement, and healthy competition. I was actively involved in organizing the events and carrying out various duties assigned to me. These included distributing drinking water to participants, recording the timings of races, assisting in measuring throws and jumps, and ensuring smooth conduct of the competitions. Being a part of the event management team gave me valuable exposure to teamwork, responsibility, and coordination. It was an enriching experience to witness the spirit of sportsmanship among students.
EXTRA- CURRICULAR ACTIVITIES
Wednesday, 10/09/2025
On this day, I had the opportunity to introduce and explain the book published as part of the Teachers’ Day celebrations, titled “Anweshinte Quantum Anweshangal.” The book highlights the journey of scientific exploration, focusing particularly on quantum discoveries and their impact on modern science. While presenting it to the students, I summarized the key ideas in simple language so that they could relate the scientific concepts to what they were already learning in class. I also encouraged them to think about how curiosity and exploration play a vital role in the progress of knowledge. The students showed keen interest, and many of them expressed their eagerness to read the book. This session helped me realize how supplementary resources like books can ignite curiosity and inspire students to go beyond the textbook.
Friday, 12/09/2025
On this day, I took part in the Mid-Day Meal Distribution Programme organized in the school. I assisted in the distribution of food to the students, ensuring that the process went smoothly and orderly. It was a meaningful experience, as it gave me a chance to interact with students outside the classroom and understand the importance of such initiatives in promoting inclusivity, health, and regular attendance in schools. Participating in this activity made me aware of the responsibility teachers and trainees hold not only in academics but also in fostering the overall well-being of children.
BIWEEKLY REFLECTION
Teaching Practice: Weeks 5 and 6 (11/08/2025 – 12/09/2025)
Weeks 5 and 6 of my teaching practice marked a phase of maturity, confidence, and deeper involvement in both academic and school life. By this time, I felt more settled in my role as a trainee teacher and more connected with students, staff, and the school environment. These two weeks helped me realize how teaching is a blend of planning, patience, creativity, service, and responsibility.
Teaching–Learning Experiences
During these two weeks, I handled several periods in Chemistry and Physics for Classes VIII and IX. The topics ranged from early attempts at element classification, Mendeleev’s periodic law, lanthanides and actinides, speed–distance–time, polar molecules, valency, gravity, pressure, and measurement of pressure.
In Week 5, while teaching element classification and Mendeleev’s periodic law, I learned how important comparison and discussion are in helping students understand why certain systems failed and how better systems evolved. Students were curious when they saw how science grows through trial and error. Teaching speed, distance, and time using numerical problems made me realize that students gain confidence when theory is supported with practice.
The lesson on lanthanides and actinides was especially interesting, as students were excited to learn about rare elements and their real-life uses. This taught me that linking topics with modern applications increases motivation.
In Week 6, teaching polar molecules and valency helped me strengthen my skill in explaining microscopic concepts using simple models and drawings. Topics like gravity and pressure allowed me to use stories, demonstrations, and daily-life examples, which made learning enjoyable. I noticed that students understood better when they could see, draw, or imagine what was being explained.
Throughout these weeks, I improved in lesson preparation, questioning techniques, and time management. I also became more confident in handling doubts and encouraging shy students to speak.
Learning Beyond the Classroom
These weeks showed me that teaching is not limited to classroom instruction.
Participating in assemblies, World Elephant Day, and Teachers’ Day book introduction helped me develop confidence in public speaking. Introducing the book “Anweshinte Quantum Anweshangal” showed me how books can inspire curiosity beyond textbooks. Students’ interest in reading after the session made me feel satisfied as a teacher.
The Shraddha class in Week 6 gave me a new perspective on moral education. It made me understand that values, discipline, and attitude are as important as academic success. Interacting with students during this session helped me build emotional connections with them.
Sports Day was one of the most memorable experiences. Being part of the first Sports Day that included girl students was inspiring. Helping in organizing events taught me teamwork, responsibility, leadership, and coordination. Watching students compete with enthusiasm and fairness showed me the true spirit of sportsmanship.
Service and Social Responsibility
Activities like mid-day meal distribution, eye check-up camp, and assisting during school programs made me realize the caring side of teaching. These experiences taught me that teachers are not only instructors but also caretakers, guides, and supporters.
Serving food to students helped me understand their needs beyond academics. The eye check-up camp showed how schools support students’ health along with education. Coordinating students during such programs taught me patience, discipline management, and empathy.
Personal Growth and Reflection
During these two weeks, I saw clear growth in myself. I became more confident in speaking, teaching, organizing, and guiding. I learned to be calm when students did not understand immediately and to explain again in a different way. I also realized that preparation is the key to confidence.
I noticed that students respond well when they feel respected and encouraged. This taught me that teaching is based on relationships, not authority alone.
Emotionally, I felt more attached to students and the school. Their curiosity, questions, smiles, and achievements motivated me every day.
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