Digital Text - Polygon

Digital Text Book on Polygons

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Innovative works

Semester -3

Model for Trigonometry 

https://www.instagram.com/reel/C-SdPvxSAsw/?igsh=MXUwNmZxeGM4dHJxeQ==

Treasure of X Land 

For solving Equations 

https://www.instagram.com/reel/C-XtfcqSaWM/?igsh=cXpybXBrMHhvOG1l

Semester 4 

Models of Increasing Decreasing case and Money Math 

https://www.instagram.com/reel/DCQrL5fS8O7/?igsh=ZndhdjlvZW9idXY=

Day 35 : School Internship Phase 2

On January 24, 2025, I had the opportunity to take three classes, and the experience was both enriching and insightful. For classes 8A and 8C, I taught the topic of circumcircles. The students were introduced to the concept of how a circumcircle can be drawn around a triangle, touching all its vertices. I carefully explained the steps required to construct a circumcircle and its applications in geometry. I encouraged students to actively participate by solving problems on their own, which helped enhance their confidence. Their curiosity and engagement during the lesson were commendable, and it motivated me to delve deeper into creative teaching methods to sustain their interest. The classroom atmosphere was lively, with students eager to clarify their doubts and present their work.

For class 9A, I introduced the topic of arithmetic mean for continuous data. The lesson focused on calculating the mean of grouped data using a step-by-step approach. This topic demanded precision and clarity in explanation, as the method involves multiple steps like identifying the class intervals, calculating midpoints, and applying the formula for the arithmetic mean. I ensured that the students understood each step by providing real-life examples and encouraging them to work out problems collaboratively. However, I noticed a need to simplify the steps further for better comprehension among all students, especially those who required additional support.

While teaching, I realized that I needed to work on lowering my pitch. At times, my high-pitched voice might create a sense of urgency or discomfort, which could unintentionally hinder effective communication. I am consciously working on modulating my tone to ensure a calm and pleasant delivery, fostering a more conducive learning environment for my students. Creating a comfortable atmosphere is crucial, as it helps students feel at ease to ask questions and engage more actively.

GGHSS Karamana served as a teaching laboratory for me, where I honed the basics of classroom management and teaching techniques. It was a platform that allowed me to experiment with different teaching strategies, learn from my mistakes, and gradually improve my skills. However, St. Joseph H.S.S. S. presented a completely different experience, offering me new insights and challenges as a teacher. The diverse nature of students and their varied learning styles pushed me to adopt a more adaptive and inclusive approach. It also provided me with exposure to innovative practices, including interactive lessons, creative activities, and advanced classroom technologies.

St. Joseph H.S.S. has been instrumental in broadening my perspective as a teacher. It taught me the importance of being flexible and understanding the individual needs of students. Every class at this school presented a unique opportunity to grow, whether it was through the active participation of students, the collaborative environment among teachers, or the innovative methods implemented in the teaching process.

Overall, January 24, 2025, was a memorable day that highlighted both my strengths and areas for improvement as a teacher. It reinforced my commitment to continuous learning and adapting to the needs of my students while striving to become a more effective and empathetic educator.

Day 34 : School Internship Phase 2

On January 23, 2025, I had the opportunity to take three engaging classes. For classes 8A and 8C, I introduced the topic of "Chord." The students were curious and attentive as I explained the definition of a chord and its properties. They actively participated in discussions and were quick to grasp the concepts. I utilized diagrams to visually represent the chords in a circle, which made the lesson more engaging and helped the students understand the concept better. The interaction in these classes was dynamic, and their enthusiasm motivated me to deliver the lesson effectively.

In 9A, I taught the topic of "Arithmetic Mean of Grouped Data." It was a slightly challenging topic, but the students showed great interest in understanding the steps involved in calculating the arithmetic mean. I broke down the process into simpler parts to ensure they followed along without confusion. The class worked on a few problems together, and I could see their confidence growing as they started solving the problems independently. Their eagerness to learn and participate made the session productive and rewarding.

The most heartwarming part of the day came as a complete surprise. The 8th-standard students organized a small celebration and surprised us with a cake. It was a moment filled with joy and gratitude. Their thoughtful gesture truly touched our hearts. It felt special to see the bond we had developed with the students and the way they expressed their appreciation. The celebration not only brightened our day but also reminded me of the rewarding nature of teaching.

Overall, the day left me with a deep sense of fulfillment. The students' enthusiasm for learning and their warm gesture made me realize the impact we, as teachers, have on their lives. It was a memorable day that strengthened my commitment to teaching and inspired me to continue fostering a positive and encouraging environment for my students.

Day 33 : School Internship Phase 2

On January 22, 2024, I had the opportunity to take three classes, and the day proved to be both challenging and insightful. For classes 8A and 8C, I discussed the topic of Equal Area of Triangles Between Parallel Lines. This is a fascinating concept in geometry, one that reveals the beauty of mathematical logic and spatial relationships. My goal was to help the students visualize how triangles formed between two parallel lines can have equal areas when specific conditions are met. I tried to explain the concept using examples and drawings on the blackboard, ensuring that the students could follow each step clearly. While some of them caught on quickly, others seemed to struggle with understanding the reasoning behind the equal areas. I realized that I needed to use more illustrative methods or perhaps incorporate real-life analogies to help bridge the gap for those who found it challenging.

For class 9A, I introduced the topic of Inversely Proportional Relationships. This is a critical concept, especially as it forms the foundation for understanding various real-world phenomena, such as speed and time or work and effort. I began by explaining the definition and gave simple examples to help the students grasp the idea. Then, I moved on to solving problems that demonstrated the relationship between two quantities where an increase in one leads to a decrease in the other, maintaining a constant product. While the class showed enthusiasm, there were moments where I felt I needed to simplify the explanations further. Some students asked insightful questions, and I encouraged them to think critically about the examples we discussed.

However, as much as I enjoyed teaching these topics, I faced some internal struggles. I realized that I need to work on improving my mental strength. Teaching adolescent students requires not just subject knowledge but also emotional resilience and a strong sense of authority. Unfortunately, I felt that I was too innocent in my approach, which sometimes made it difficult to maintain discipline and command the respect of the class. Adolescents can be unpredictable, and while many students were attentive and engaged, a few tried to test boundaries, as is common at their age. My overly accommodating nature made it challenging to assert control in these situations, and I found myself questioning my effectiveness as a teacher.

This realization was humbling but also motivating. I understood that being "too innocent" in the classroom could hinder my ability to manage students effectively. Building mental strength does not mean becoming harsh or unapproachable; rather, it involves developing a balance between kindness and firmness. I need to work on projecting confidence and authority while still maintaining a friendly and approachable demeanor. This would not only help me manage the class better but also set clear boundaries that students can respect.

Overall, January 22 was a day of learning and reflection for me. While I successfully covered the planned topics and engaged the students to an extent, the experience highlighted areas where I can grow as an educator. Improving my mental strength and classroom management skills will be key to becoming a more effective teacher in the future.

Day 32 : School Internship Phase 2

Today, I had the opportunity to take three classes, each of which was productive and engaging. For 8A and 8C, I focused on completing the problems related to the Area of Quadrilaterals. The students were initially hesitant as the topic required careful attention to formulas and step-by-step problem-solving. To make the class more interactive, I explained the concepts through real-life examples, such as calculating the area of plots of land or irregular shapes in daily life. I emphasized understanding the base and height of various quadrilaterals and how these measurements are applied to derive the area. I also provided additional practice problems to strengthen their confidence. The students actively participated, and by the end of the session, most of them showed improvement in solving problems accurately.

For 9A, I introduced the topic of Directly Proportional Relationships. I began by explaining the fundamental concept: when one quantity increases, the other increases proportionally, and vice versa. I used relatable examples, such as the relationship between the number of items purchased and the total cost or the distance covered at a constant speed and time taken. This approach helped the students grasp the idea more easily. I also derived the proportionality constant and demonstrated how it is used in equations. To ensure clarity, I solved a few examples on the blackboard and assigned some exercises for practice.

Overall, the day was fulfilling, and I felt content with the progress made in all three classes. I plan to conduct a quick revision in the upcoming sessions to reinforce these concepts.

Day 31: School Internship Phase 2

On January 20, 2024, I had a productive and eventful day at school, engaging with students in multiple capacities. The day began with my teaching responsibilities, during which I conducted three classes. For the 8A and 8C classes, I introduced and taught the topic of the area of quadrilaterals. It was a carefully planned session where I aimed to make the topic as relatable and easy to understand as possible. I used both theoretical and practical approaches to explain the concept.

 The session included examples, diagrams, and problem-solving exercises to help students grasp the formulas and methods for calculating the area of various quadrilaterals such as squares, rectangles, parallelograms, and trapeziums. I encouraged active participation and ensured the students were engaged throughout the class. Many of them were enthusiastic about solving problems and showcased good progress by the end of the session.

Following these lessons, I conducted the post-test for my action research project, which focuses on enhancing students' awareness of the skills required to improve their equation-solving capacity. This research has been an ongoing effort to understand the challenges faced by secondary students in mastering algebraic equations and finding ways to address them effectively. 

The post-test was designed to evaluate the impact of the strategies I had implemented earlier. I used an inclusive and supportive approach to ensure that students felt comfortable while taking the test, which aimed to assess not only their technical understanding but also their confidence in tackling equations.

 Observing the students’ performance and responses gave me valuable insights into the effectiveness of my methods and the areas that still require attention. The results of this post-test will serve as a basis for further refining my teaching techniques.

In addition to these academic activities, the school organized a stress management class for the students of classes 9 and 8. This program was conducted under the initiative of the YMCA Trivandrum and the CET Alumni Association (1987–1991). The session was designed to address the growing concerns regarding stress among school students, especially those in higher grades. With academic pressure, extracurricular commitments, and personal challenges, students often face significant stress that can affect their mental and physical well-being. The session covered various aspects of stress management, including identifying stressors, understanding the impact of stress on the mind and body, and learning effective techniques to manage and reduce stress.

The resource persons used interactive methods such as role-plays, real-life examples, and group discussions to engage the students. They introduced relaxation techniques such as deep breathing, mindfulness, and time management strategies to help students cope better with their daily challenges. The students responded positively to the session and actively participated in the activities. Many of them shared their experiences and sought guidance on handling specific stress-related issues.

Overall, January 20, 2024, was a fulfilling day. It not only allowed me to contribute to the academic progress of my students but also gave me the opportunity to witness their personal growth and emotional well-being being addressed through the stress management session. Days like these reaffirm the significance of a holistic approach to education, where both academic and emotional aspects are nurtured.