TEACHING PRACTICE PHASE II. Week 1
TEACHING PRACTICE PHASE II
Week 1
18/11/2025 - 21/11/2025
INTRODUCTION
The second phase of my teaching practice commenced on Tuesday, 18th November 2025. As I resumed my role as a student teacher, this first week offered meaningful opportunities to interact with students and engage in both curricular and co-curricular activities. During this week, I handled two periods of Chemistry for the 9th standard and two periods of Physics for the 8th standard, which helped me strengthen my teaching confidence and classroom management skills. Along with teaching duties, I actively participated in various school events and responsibilities. I took part in the school assembly, contributed to school tour arrangements, and assisted in conducting the folklore quiz. I was also involved in facilitating the Shraddha class, which offered an enriching experience in value-based education. Additionally, I assisted in the mid-day meal distribution, which helped me understand the school’s administrative and welfare activities more closely. Overall, the week was a productive start to Phase II, giving me the chance to balance teaching responsibilities with meaningful participation in the school community.
Curricular Activities
18/11/2025 – Tuesday
1st Period – Chemistry (Class 9A): Homogeneous Mixtures
On the first day of teaching practice, I handled a Chemistry class for 9A, introducing the topic of homogeneous mixtures. The lesson began with simple real-life examples such as salt water and sugar solutions to help students recall familiar instances of uniform mixtures. I then introduced the concept of a solution, explaining that it is a type of homogeneous mixture where the composition remains uniform throughout. Students actively participated by identifying examples from their surroundings, which helped establish the foundational understanding needed for the upcoming lessons on solutions.
19/11/2025 – Wednesday
5th Period – Physics (Class 8A): ITM Lesson on Magnets
On Wednesday, I conducted an ITM lesson in Physics for class 8A on the topic Magnets. The session began with a curiosity-arousing question-and-answer warm-up to revisit students’ prior knowledge. The ITM structure enabled students to explore magnetic properties through guided inquiry. Activities such as identifying magnetic and non-magnetic substances and observing attraction/repulsion helped them discover key concepts on their own. The use of simple materials made the lesson interactive, engaging, and student-centered.
20/11/2025 – Thursday
5th Period – Physics (Class 8A): ICT Lesson on Types of Magnets
On Thursday, I delivered an ICT-integrated lesson for class 8A on the different types of magnets, including natural and artificial magnets. Digital content such as images and animated videos was used to explain concepts clearly. An interesting animation showcasing the discovery of lodestone captured students’ attention and helped them visualize historical events related to magnetism. The ICT approach enriched the learning experience, making abstract concepts more concrete and easier to grasp.
21/11/2025 – Friday
1st Period – Chemistry (Class 9A): Types of Solutions
During the Chemistry period on Friday, I taught the different types of solutions classified based on the physical states of solute and solvent—solid solutions, liquid solutions, and gaseous solutions. I explained that the physical state of the solution always depends on the state of the solvent, and that the solute is always present in a smaller quantity. Students were provided with relatable examples such as brass (solid solution), salt water (liquid solution), and air (gaseous solution). Their active responses and questions indicated a good understanding of how solutions behave and how their components are identified.
Teaching Aids
Charts
ICT images
ICT Videos
Samagra Videos
Co- Curricular Activities
18/11/2025 – Tuesday
On the first day of the week, I actively participated in the school assembly, helping maintain discipline and supporting the smooth conduct of the programme. I also assisted in the collection of tour fees from students and helped in giving the necessary instructions and guidelines regarding the upcoming school tour. This experience gave me insight into the administrative responsibilities teachers handle beyond classroom teaching.
20/11/2025 – Thursday
I again took part in the school assembly, contributing to the morning routines and ensuring orderly participation of students.
Later, I assisted in organising and conducting the Folklore Quiz, which aimed at enhancing students’ knowledge of traditional art forms and cultural heritage. My role included coordinating the participants, helping with question rounds, and supporting the evaluation process.
I also took part in the Shraddha class, a value-education session designed to instill moral and ethical principles in students. The session allowed me to observe and understand how value-based education is integrated into the school curriculum.
Extra curricular Activities
20/11/2025 – Thursday
I participated in the mid-day meal distribution, assisting the teachers in organising and serving the meals to students. This activity gave me an opportunity to understand the importance of the mid-day meal programme in promoting student well-being and ensuring nutritional support. It also helped me observe how teamwork, coordination, and responsibility play a vital role in the smooth functioning of such welfare initiatives.
Reflection
The first week of my Phase II teaching practice was a valuable learning experience that helped me grow both as a teacher and as a responsible member of the school community. Handling classes in Chemistry (9A) and Physics (8A) enabled me to refine my lesson delivery, classroom management, and ability to adapt teaching methods according to the nature of the content. Using ITM and ICT strategies helped me make lessons more interactive and engaging, and the positive response from students increased my confidence. Participating in activities such as the school assembly, tour fee collection, folklore quiz, Shraddha class, and mid-day meal distribution allowed me to understand the wider responsibilities of a teacher. These experiences taught me the importance of teamwork, communication, and time management. I also learned how co-curricular and extra-curricular activities contribute to students’ holistic development, and how teachers play a crucial role in coordinating them effectively Overall, this week helped me realise that teaching extends far beyond delivering content in the classroom. It involves continuous reflection, adaptation, and active involvement in the life of the school.
Conclusion
In conclusion, the first week of my Phase II teaching practice was productive, enriching, and professionally rewarding. I was able to successfully handle my allotted classes, employ varied teaching strategies, and engage meaningfully in school activities. The experience strengthened my commitment to becoming an effective teacher and highlighted areas where I can further improve, such as enhancing student interaction and pacing my lessons more efficiently. AsI move into the coming weeks, I aim to build on these experiences, refine my teaching practices, and contribute even more actively to both academic and co-curricular aspects of the school. This week laid a strong foundation for the rest of my teaching practice journey.
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