TEACHING PRACTICE PHASE II - WEEK 8

TEACHING PRACTICE PHASE II

WEEK 8

19/01/2026- 23/01/2026



INTRODUCTION 



The week was marked by a blend of academic instruction and co-curricular involvement, offering meaningful learning experiences during the teaching practice period. Various classroom sessions in Physics and Chemistry were conducted alongside school activities such as scholarship orientation, examinations, counselling, and mid-day meal distribution. These experiences helped in developing teaching skills, understanding student needs, and adapting to the overall school environment effectively.

CURRICULAR ACTIVITIES 

19/01/2026 (Monday)

During the 5th period, Physics was taught to Class 8A on the topic Electromagnet. The concept was explained with simple examples, highlighting the working principle and uses of electromagnets. 

20/01/2026 (Tuesday)
In the 5th period, Chemistry was handled for Class 9A on Carbon and its Allotropes. An overview of carbon and its different forms was given, helping students understand the basic classification.

21/01/2026 (Wednesday)
The 2nd period Chemistry class for 9A focused on Crystalline Allotropes of Carbon. The structure and properties of diamond and graphite were explained with comparisons to enhance clarity.

22/01/2026 (Thursday)
During the 5th period, Chemistry was taught to Class 9A on Carbon Dioxide. Its properties, preparation, and uses were discussed, connecting the topic to everyday examples.

23/01/2026 (Friday)
In the 5th period, Physics was taught for Class 8A on Permanent Magnets, explaining their properties and uses.

The 6th period continued with Neodymium Magnets, where students learned about their strength and modern applications, creating curiosity and engagement.

TEACHING AIDS 

CHARTS










ACTIVITY CARDS 


MISCELLANEOUS 




ICT IMAGES 


























 
ICT SLIDES 











ICT VIDEOS







CO- CURRICULAR ACTIVITIES 


19/01/2025 Monday

An orientation programme was conducted for the National Means-cum-Merit Scholarship (NMMS) examination. Students were briefed about the exam pattern and guidelines, followed by the distribution of hall tickets.




20/01/2025 Tuesday

A regular school assembly was conducted, promoting discipline, unity, and moral values among students.





22/01/2025 Thursday 

A discussion session was held on the NMMS Examination answers, helping students clarify doubts and understand correct approaches to the questions.





A regular school assembly was conducted, promoting discipline, unity, and moral values among students.




23/01/2025 Friday 

A counselling session was conducted by Anila T.R. from G.V. Raja, focusing on addressing students’ academic and personal problems and providing guidance and emotional support.


Extra-Curricular Activities

22/01/2026 (Thursday)

Actively participated in the Mid-Day Meal distribution, assisting in serving food and ensuring discipline and cleanliness among students.




23/01/2026 (Friday)

Continued involvement in the Mid-Day Meal distribution, helping in smooth organization and promoting hygienic practices during meal time.


 BIWEEKLY REFLECTION 
The bi-weekly period of my Phase II teaching practice was academically enriching and professionally rewarding, as it offered opportunities to integrate classroom instruction with value-based and welfare-oriented activities. Through regular teaching in Chemistry and Physics, I was able to strengthen students’ conceptual understanding by presenting scientific ideas in a logical sequence and connecting new concepts with prior knowledge. Lessons on hydrogen, magnetisation, and magnetic properties such as susceptibility, retentivity, and permeability helped students develop clarity in abstract scientific concepts through explanations, examples, and applications.

Teaching topics like hydrogen as a fuel encouraged students to think critically about renewable energy and environmental sustainability, while lessons on magnetisation and material properties enhanced their analytical understanding of how different materials respond to magnetic fields. These sessions helped me improve my subject clarity, lesson pacing, and ability to address students’ queries effectively.

Co-curricular activities such as the Youth Day celebration and the observance of Kumaran Asan’s death anniversary played a significant role in value education. These programmes helped students reflect on ideals such as character building, social reform, and national development, reinforcing the importance of integrating moral and cultural learning with academics. Participation in these activities enhanced my understanding of how schools nurture values alongside knowledge.

Involvement in extra-curricular activities like the Mid-Day Meal programme highlighted the teacher’s role in supporting students’ physical well-being and maintaining discipline and hygiene. The NMMS orientation programme further emphasized the importance of guiding students toward academic opportunities and motivating them to strive for excellence.

Overall, this bi-weekly period reinforced my understanding that effective teaching involves a holistic approach that balances academic instruction, value education, and student welfare. The experiences strengthened my professional confidence, classroom management skills, and commitment to nurturing well-rounded learners, thereby contributing significantly to my growth as a future educator.

Reflection on the End of Second Phase of Teaching Practice


The second phase of teaching practice, completed after 30 days, was a meaningful and transformative experience in my journey as a student teacher. This phase provided ample opportunities to apply theoretical knowledge in real classroom situations and to refine my teaching skills through continuous practice.


During this period, I gained better confidence in lesson planning, classroom management, and the effective use of teaching aids. Regular interaction with students helped me understand their learning levels, interests, and individual differences. I also learned to adopt suitable teaching strategies to address diverse learning needs and to make classes more engaging and learner-centered.


Active participation in school activities such as examinations, assemblies, counselling sessions, and mid-day meal distribution enhanced my sense of responsibility and teamwork. These experiences helped me understand the broader role of a teacher beyond classroom teaching.


Overall, the second phase of teaching practice strengthened my professional competence and self-confidence. The constructive feedback from teachers and mentors guided me to reflect on my strengths and areas for improvement. This phase has motivated me to become a more patient, reflective, and committed teacher, ready to face future challenges in the teaching profession.

Conclusion



This week was productive and enriching, providing valuable teaching and learning experiences. Classroom teaching in Physics and Chemistry helped strengthen subject knowledge and classroom management skills, while participation in activities such as NMMS-related programmes, assembly, counselling, and mid-day meal distribution enhanced a sense of responsibility and cooperation. Overall, the week contributed positively to professional growth and better understanding of students’ academic and personal needs.





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