Day 56 : School Internship Phase 1

October 30, 2024, marked the culmination of my time at St. Joseph HSS, a day that came with a mixture of emotions and a sense of nostalgia. My journey with the students, teachers, and the school environment had been rich with learning, challenges, and growth. Standing on the verge of a new chapter, I felt a deep attachment to the experiences, moments, and people who made this journey memorable. Reflecting on the past months, I could recall the faces of my students, the classrooms where we tackled equations, geometry, and the bonds formed along the way.

My responsibilities on this final day were both familiar and comforting. One of the primary tasks was coordinating the Vanchipattu practice. Vanchipattu, a traditional form of song associated with Kerala’s boat races, holds a cultural resonance that binds the community together. Guiding the students through the rhythms and verses brought a sense of unity and joy. Watching their enthusiasm reminded me of how traditions serve as a bridge, connecting us to our roots while also forging new connections. The practice was alive with energy, with the students singing in unison, their voices filling the air and creating a feeling of collective pride and celebration. I felt grateful to be part of an event that allowed the students to explore their culture more deeply and participate wholeheartedly.

Aside from the Vanchipattu practice, I had two substitution classes that day—one for 6F and another for 5A. Entering these classrooms, I was greeted by excited and expectant faces. As I spent time with each class, we covered topics and engaged in discussions that went beyond the standard curriculum. I shared stories, perspectives, and insights I had gathered throughout my teaching experience. The students seemed genuinely curious, eager to ask questions and share their thoughts. There was a warmth in their interactions, a feeling that extended beyond mere teacher-student dynamics. In these moments, I realized that teaching is as much about forming connections as it is about imparting knowledge.

Both 6F and 5A were eager to learn, their enthusiasm reminding me of why I chose this path. We talked about various topics, from history to simple life values, and the discussions often veered into life lessons and shared experiences. They listened intently as I shared anecdotes and offered advice. It felt less like teaching and more like guiding younger friends, imparting to them small pieces of wisdom I hoped would stay with them as they progressed in their own journeys.

As the day drew to a close, a sense of bittersweet satisfaction settled within me. Looking around the school, I felt immense gratitude for the people, experiences, and challenges that had shaped my time there. Leaving was emotional; it was difficult to say goodbye to a place that had become more than just a professional setting. The friendships with students, the laughter, the learning—all of it left an indelible mark on me. This journey had given me memories, taught me resilience, and, above all, reminded me of the profound impact educators have on young lives.

Though my time at St. Joseph HSS has come to an end, I carry with me the lessons learned and the connections made, which will inspire me as I continue on my path.

Day 55 : School Internship Phase 1

On October 29, 2024, my teaching day was both engaging and filled with diverse activities across different age groups. My first assignment was with the students of 7C, where I introduced the topic of exponents. This topic, while seemingly straightforward, required me to simplify mathematical terms in ways that would keep the students attentive and curious. We began by discussing the basics of powers and exponents, such as the fundamental difference between the base and the exponent. It was important to lay down these basics, as they are the foundation of many higher-level mathematical operations. I made a point to relate these ideas to everyday concepts—such as squares and cubes—to make the idea of repeated multiplication more approachable. Through practice exercises, the students experimented with small numbers, which boosted their understanding. By the end of the class, I was pleased to see their confidence growing as they worked through the problems.

After my time with 7C, I moved to 6C, where I had a very different experience awaiting me. Instead of mathematical problems, this session was dedicated to storytelling, specifically about the life of Bhagat Singh. Bhagat Singh's story is both inspiring and impactful, and I wanted to bring his passion for freedom and justice alive for the students. I began by setting the historical context of India’s freedom struggle, introducing the students to the challenges the country faced during British rule. As I narrated Bhagat Singh’s early life, his bravery, and the powerful role he played in India’s quest for independence, I noticed the students' interest peak. Their eyes sparkled with curiosity, and several of them asked questions about his decisions and the sacrifices he made. I included some well-known incidents—like Bhagat Singh’s response to the British government and his determination to inspire people with his strong belief in equality and freedom. The discussion evolved into an interactive dialogue, with students reflecting on the impact of his actions and sharing what they found most inspiring. This storytelling session allowed them to connect with history in a personal way, sparking their sense of respect for those who fought for India's freedom.

My responsibilities didn’t end with the classes, however, as I was also tasked with coordinating Vanchipattu practice. Vanchipattu, a traditional boat song, is a performance that requires not only synchronized movements but also a deep connection to rhythm and harmony. Organizing this practice session was both challenging and rewarding. My first step was to divide the students into groups, ensuring that each had a mix of voices to create a balanced sound. I demonstrated the beat and rhythm, emphasizing the flow of the song and the unity that should be felt among the group. We practiced maintaining harmony while keeping the energy high, as Vanchipattu songs have a unique vibrancy that reflects the strength and resilience of those who perform them. The students seemed to enjoy the rhythm, and by the end of the practice, we could already sense improvement in their coordination.

Reflecting on the day, I realized how rewarding it was to engage with students across different subjects and activities. From teaching the technicalities of exponents in mathematics to sharing the inspiring tale of Bhagat Singh’s life and guiding students in the art of Vanchipattu, each task required a different approach. It highlighted the importance of versatility in teaching and how fulfilling it can be to connect with students through varied experiences.

Day 54 : School Internship Phase 1

On October 28, 2024, I had a busy and productive day filled with various classes that catered to different subjects and grade levels. The day began with my first class for the 8 A students, where I conducted a unit test on the chapter related to mathematical identities. This chapter is crucial as it lays the foundation for students’ understanding of algebra and the manipulation of equations. I prepared a set of questions that challenged their comprehension of key concepts, such as the properties of different identities and their applications in problem-solving.

As the students settled in, I emphasized the importance of these identities in simplifying expressions and solving equations, encouraging them to think critically about each question. The atmosphere was filled with a mix of anticipation and focus as the students tackled the test. After collecting their papers, I briefly reviewed some common pitfalls, reinforcing the learning objectives of the lesson and ensuring that they understood the relevance of what they had just studied. I also made a note to provide individual feedback based on their performances, as I believe personalized attention is vital for their growth.

Following the unit test, I transitioned into my second class with 9 C, where the topic of the day was circles, specifically focusing on the relationship between chords and the center of a circle. This subject not only includes theoretical concepts but also practical applications that students find fascinating. To illustrate these ideas, I started with a brief recap of the properties of circles, ensuring the students were comfortable with the basic terminology.

Using a whiteboard, I drew diagrams to demonstrate how a chord behaves in relation to the center of the circle. I explained the significance of the perpendicular bisector of a chord and how it intersects the circle’s center, which is a key concept in understanding circle geometry. As I introduced examples, I encouraged the students to participate by asking questions and providing their insights. This interactive approach helped them connect the dots between theoretical concepts and real-world applications, enhancing their engagement with the material.

After concluding the circle lesson, I moved on to my next class, which was a Malayalam lesson for 7 E. This class is always lively, as the students are enthusiastic about their mother tongue and its literature. I prepared a lesson centered around a particular poem, exploring its themes and literary devices. We discussed the cultural significance of the poem and its relevance to contemporary society. I encouraged students to express their interpretations and feelings about the poem, facilitating an open discussion that allowed them to share their thoughts and perspectives. This collaborative environment fostered a deeper appreciation for the language and literature, promoting critical thinking and creativity.

Next on my schedule was a substitution class for 6 B. Substitution classes often present unique challenges, as I had to adapt quickly to the existing lesson plans. However, I see these moments as opportunities to connect with students I might not have interacted with regularly. I was informed that they were working on a science project about ecosystems. To keep them engaged, I facilitated a brainstorming session where they could share their ideas and collaborate on their projects. This not only kept them focused but also allowed them to learn from each other, reinforcing the importance of teamwork in academic success.

The last class of the day was a Pranayama session, which I had incorporated to help students relax and enhance their focus. Pranayama, the practice of breath control in yoga, is beneficial not only for physical well-being but also for mental clarity. As the students settled down on their mats, I guided them through a series of breathing exercises. I began with the basics, explaining how proper breathing techniques can reduce stress and improve concentration. As we progressed, I encouraged them to reflect on their day and release any tension they may have felt from their earlier classes.

By the end of the session, the atmosphere was serene, and many students expressed how relaxed they felt after practicing Pranayama. This integration of wellness practices into the school day emphasizes the holistic approach to education that I believe is essential for students' overall development.

Reflecting on the day, I felt a sense of fulfillment. Each class presented its unique dynamics, challenges, and rewards. From the mathematical identities test to the exploration of circles, the engagement in Malayalam literature, and the substitution class focusing on science projects, every interaction was meaningful. The Pranayama session served as a reminder of the importance of balance, not just academically but also in nurturing students' emotional and mental health. This day reinforced my commitment to fostering an enriching learning environment that supports students in every aspect of their education.

Day 53 : School Internship Phase 1

On October 25, 2024, I conducted three classes, each focusing on different mathematical concepts tailored to the respective grades. The day began with my first class for the eighth-grade students in section A, where I introduced them to the application of the difference of squares of two terms within the context of calendar math.

The difference of squares formula, 

a^2 - b^ 2=(a−b)(a+b), serves as a fundamental algebraic identity that can simplify expressions and solve various problems. To make the concept more relatable, I tied it into calendar math, demonstrating how it can be applied to calculate the difference in days between two dates.

For instance, I posed a question about determining the number of days between two specific dates in a given year, illustrating how understanding the difference of squares could lead to a quicker solution. We explored examples such as the number of days from January 1 to December 31 of a leap year versus a non-leap year. I encouraged students to engage in group activities where they could come up with their own date-related problems, applying the difference of squares to find answers efficiently. This interactive approach not only solidified their understanding of the concept but also illustrated its practical applications in real-life scenarios.

Next, I transitioned to my second class with the ninth-grade students in section C, focusing on problems related to similar triangles. This topic is essential in geometry, as it lays the groundwork for understanding proportions and relationships between different shapes. I started with a brief review of the properties of similar triangles, emphasizing how they maintain corresponding angles and proportional sides.

To foster engagement, I incorporated visual aids, including diagrams of triangles, and demonstrated how to identify similar triangles in various geometric figures. I then presented real-world problems where students could apply their understanding, such as determining heights of objects using shadow lengths or analyzing triangular structures in architecture.

As part of their learning, I assigned several problems for homework, ensuring they had the opportunity to practice these concepts independently. The assignment included questions that required them to find missing side lengths in similar triangles, calculate ratios, and apply their knowledge to solve practical problems involving triangles in everyday life. I provided a mix of straightforward and challenging questions to cater to different skill levels within the class.

Overall, the classes on that day were structured to promote not only comprehension but also practical application of mathematical concepts. By connecting abstract ideas like the difference of squares and similar triangles to real-life situations, I aimed to enhance the students’ appreciation for mathematics and encourage critical thinking. I also made a point to encourage collaboration among students, as discussing problems and solutions with peers often leads to a deeper understanding of the material.

In closing, I reflected on the importance of adapting teaching methods to the needs and interests of students. The goal was not merely to cover the syllabus but to inspire a genuine interest in mathematics. I looked forward to reviewing the assignments in the following class and providing constructive feedback to help each student improve their understanding of the material further.

Day 52 : School Internship Phase 1

24 October 2024,Thursday was a busy day filled with engaging lessons across three different classes, each with its unique focus and challenges. The first class I taught was 8A, where I introduced the concept of Calendar Math. This topic may seem straightforward at first, but it holds a wealth of mathematical principles that can be deeply explored.

In 8A, I aimed to link Calendar Math with the product of sum and difference identities. These identities are essential in algebra and trigonometry, allowing students to simplify and manipulate expressions effectively. By connecting these identities to Calendar Math, I was able to demonstrate how mathematical concepts are interwoven in everyday life. We examined various examples, using calendars to illustrate how dates and time can be represented mathematically.

For instance, I presented a scenario involving scheduling events. By expressing the dates using algebraic terms, we could apply the product of sums to calculate the total number of days between two dates. This not only helped the students understand the identities but also showed them practical applications of math in planning and organizing. The students were actively involved in the process, asking questions and contributing their ideas, which made for an interactive session.

After wrapping up with 8A, I shifted my focus to 9C, where the topic of the day was similar triangles. This concept is foundational in geometry, helping students understand proportional relationships and the properties of triangles. To kick off the lesson, I began with a brief review of triangle properties and the significance of similarity in geometry. I then introduced various methods to determine if triangles are similar, such as the Angle-Angle (AA) criterion and the Side-Angle-Side (SAS) similarity.

To make the lesson more engaging, I incorporated real-world examples, such as architectural designs and art, where similar triangles can be observed. I encouraged students to identify instances of similar triangles in their surroundings, which fostered a connection between the lesson and their everyday lives. We worked through several problems together, focusing on finding missing lengths and understanding how to set up proportions.

The students seemed to grasp the material well, and I was impressed by their ability to think critically about the concepts. We concluded the lesson with a few practice problems that allowed them to apply what they had learned independently. This gave me a chance to assess their understanding and provide individual feedback.

Overall, the day was both challenging and rewarding. I could see the students actively engaging with the material, which is always a positive sign. The integration of mathematical identities with practical applications in Calendar Math for 8A laid a strong foundation, while the exploration of similar triangles in 9C sparked curiosity and critical thinking. As a teacher, it's fulfilling to witness students connecting the dots between abstract mathematical concepts and their real-world applications.

These lessons reminded me of the importance of making math relatable and relevant, ensuring students not only understand the concepts but also appreciate their significance in daily life. I left the classroom feeling energized, looking forward to the next opportunity to inspire my students and help them build their confidence in mathematics.

Day 51 : School Internship Phase 1

On October 23, 2024, I had the opportunity to teach three distinct classes, each focusing on a unique aspect of mathematics. The first class was with the 8 A students, where we delved into problem-solving strategies. This session was particularly engaging as it encouraged students to think critically and creatively about various mathematical challenges. We explored different approaches to tackling problems, emphasizing the importance of understanding the underlying concepts rather than just memorizing formulas. I presented several real-life scenarios that required problem-solving skills, allowing the students to apply what they learned in a practical context. This not only made the lesson more relatable but also sparked lively discussions among the students as they shared their thought processes and solutions.

The second class was with the 9 C group, focusing on geometrical constructions, specifically the construction of regular polygons using circles. This lesson was designed to deepen the students' understanding of geometry and its applications. We began with a brief review of the properties of regular polygons and the significance of circles in these constructions. I introduced the compass and straightedge as essential tools for creating precise geometric figures. The hands-on aspect of the lesson was particularly exciting; students worked in pairs to construct various regular polygons, such as triangles, squares, and hexagons. As they engaged in this activity, I circulated around the room, offering guidance and encouraging them to think about the relationships between the sides and angles of the shapes they were creating. This practical experience not only reinforced their geometric knowledge but also enhanced their spatial reasoning skills.

The final class of the day was with the 8 D students, where we tackled problems related to calendar math. This subject can often seem abstract, but I aimed to make it accessible and interesting. We started by discussing the concept of time and how calendars are structured. I introduced various types of calendar problems, such as calculating the number of days between two dates, determining day of the week for any given date, and understanding leap years. To engage the students, I presented them with real-world scenarios that required them to apply their calendar math skills. For example, we examined how to plan events over different months, factoring in holidays and varying lengths of months. Students worked in groups to solve these problems, which fostered collaboration and allowed them to learn from one another. This interactive approach made the lesson more dynamic and reinforced their understanding of the material.

Overall, teaching these three classes was a rewarding experience. Each session had its own focus and learning objectives, yet they all shared a common goal: to enhance the students' mathematical thinking and problem-solving abilities. The diversity in topics kept the students engaged, and their enthusiastic participation was a testament to their growing interest in mathematics. By fostering an interactive and supportive learning environment, I aimed to inspire confidence in their skills and a deeper appreciation for the subject. As the day concluded, I reflected on the progress each class had made, excited to continue exploring these concepts in future lessons.

Day 50 : School Internship Phase 1

GeoGebra is a dynamic mathematics software that integrates geometry, algebra, calculus, and statistics. It's widely used in educational settings to facilitate learning through visual and interactive means. On a day like October 22, 2024, when teaching topics such as the construction of a circumcircle in 9C and the product of sum and difference in 8A, GeoGebra can play an essential role in enhancing students' understanding and engagement.

When discussing the construction of a circumcircle, which is the circle that passes through all the vertices of a triangle, GeoGebra can be particularly effective. Traditionally, this topic can be challenging for students, who may struggle to visualize the relationships between the triangle's vertices and the circle. Using GeoGebra, educators can create dynamic constructions that allow students to manipulate the triangle's points and observe how the circumcircle adapts in real-time. This interactive approach not only clarifies the geometric concepts but also fosters a deeper understanding of the properties of triangles and circles.

Students can begin by creating a triangle in GeoGebra by selecting three points in the plane. As they do this, they can explore how to find the circumcircle by drawing perpendicular bisectors of the triangle’s sides and locating their intersection point, which is the circumcenter. By visually seeing the circumcircle form around the triangle as they manipulate the vertices, students grasp the concept much more effectively than through static diagrams. They can experiment with different types of triangles—acute, obtuse, and right—and observe how the circumcircle's characteristics change accordingly. This hands-on experience is vital in reinforcing theoretical knowledge.

Furthermore, GeoGebra’s ability to provide immediate feedback enhances the learning process. If students mistakenly draw the circumcircle or fail to identify the circumcenter, they can quickly rectify their errors with the software's tools. This interactive trial-and-error process allows students to learn from their mistakes in a supportive environment, building their confidence in geometric constructions.

In the context of 8A, where the focus is on the product of sum and difference, GeoGebra serves as an excellent platform for visualizing algebraic identities. The product of the sum and difference of two terms, expressed as (a+b)(a−b)=a2−b2, can initially seem abstract to students. Using GeoGebra, teachers can create visual representations that illustrate this identity dynamically. By plotting points on a coordinate plane and using sliders to adjust the values of a and b, students can observe how the product and the difference relate to the areas of rectangles and squares formed by these values.

For example, as students manipulate the sliders, they can visualize the area of a rectangle representing (a+b)(a−b) and the areas of the squares representing a2 and b2. This direct visual link between the algebraic expression and geometric interpretation aids in solidifying their understanding. Moreover, students can explore specific cases—such as when a and b are equal or when one is significantly larger than the other—to see how the identity holds true across various scenarios.

Additionally, the collaborative features of GeoGebra allow for group work, where students can work together to explore these mathematical concepts. They can share their constructions and findings with peers, fostering a sense of community in learning. This collaboration can lead to richer discussions about the underlying principles of geometry and algebra, as students articulate their thought processes and reasoning.

The versatility of GeoGebra also extends beyond classroom use. It can be integrated into homework assignments, enabling students to practice constructions and problem-solving at home. Teachers can assign specific tasks that require students to explore different geometric constructions or algebraic identities, allowing for a seamless blend of in-class and out-of-class learning. The accessibility of GeoGebra on various devices—computers, tablets, and smartphones—further enhances its usability, ensuring that students can engage with the material anytime and anywhere.

In summary, GeoGebra is an invaluable tool for teaching complex mathematical concepts like the construction of a circumcircle and the product of sum and difference. By providing dynamic, visual representations of these topics, GeoGebra aids in bridging the gap between theoretical knowledge and practical understanding. Students benefit from hands-on experiences that encourage exploration and experimentation, leading to a more profound and lasting comprehension of mathematics. As educators embrace such innovative tools, they not only enhance their teaching methodologies but also empower students to become active learners in their mathematical journeys.

Day 49 : School Internship Phase 1

On October 21, 2024, I had a full day of teaching, which included four classes focused on various math topics. The day began with my 9 C class, where we delved into the properties of similar triangles. This topic is fundamental in geometry, as it helps students understand the relationships between different shapes and their dimensions. We started the lesson by reviewing the basic properties: that corresponding angles of similar triangles are equal, and the ratios of their corresponding sides are proportional. To illustrate these concepts, I used visual aids, including diagrams and real-life examples, which made the properties more relatable.

After the introduction, I presented a few problems that required the students to apply these properties to find missing lengths in triangles. I encouraged them to work in pairs, fostering collaboration and discussion. This peer interaction often leads to deeper understanding, as students can explain concepts to one another. I walked around the classroom, answering questions and providing guidance where needed. It was rewarding to see the students engaged and excited to tackle the problems, and I noted a few who quickly grasped the material and began helping their classmates.

Next, I transitioned to my 8A class, where we focused on the problems related to the product of differences. This topic is closely tied to algebra and is an important skill for students as they progress in their mathematical journey. I began with a brief review of the difference of squares formula, which states that 

(a-b)^2 = a^2 +b^2 -2ab . I emphasized how recognizing patterns in algebraic expressions can simplify their calculations. We worked through a series of examples together, slowly increasing the complexity of the problems to build confidence.

To reinforce the concepts, I provided the students with practice problems that required them to identify when to apply the product of differences. I encouraged them to show their work step by step, which is crucial for their understanding and for building good problem-solving habits. Throughout the session, I noticed that some students were initially hesitant but became more confident as they practiced. Their progress was encouraging, and I made sure to highlight their achievements to boost morale.

Following the 8A class, I held a special session for the same group focused on operations with fractions. This topic is often a challenge for students, so I aimed to create a supportive environment. We began by reviewing the fundamentals of adding, subtracting, multiplying, and dividing fractions. I introduced visual aids, such as fraction circles and bar models, to help illustrate these concepts, making them more tangible.

As we progressed, I presented more complex problems that involved multiple operations with fractions. I emphasized the importance of finding a common denominator for addition and subtraction, and the straightforward process of multiplying and dividing fractions. We worked through several examples together, and I encouraged students to ask questions whenever they felt uncertain. This approach fostered an atmosphere of curiosity and collaboration, where students felt comfortable sharing their thoughts.

In this special class, I incorporated some interactive elements to keep the students engaged. I used quick quizzes and group challenges to test their understanding in a fun way. The students enjoyed the competitive aspect, and it seemed to motivate them to participate more actively. By the end of the session, many students expressed relief and newfound confidence in their ability to work with fractions, which was a rewarding outcome.

Reflecting on the day, I felt a sense of accomplishment. Each class presented its unique challenges, but the overall enthusiasm and engagement of the students made the effort worthwhile. I believe that fostering a supportive learning environment is essential, especially when dealing with complex topics. Encouraging collaboration and active participation not only helps students grasp difficult concepts but also builds a positive classroom culture.

As I prepare for future lessons, I’ll continue to incorporate varied teaching strategies to address different learning styles. It's important to recognize that each student progresses at their own pace, and providing multiple pathways for understanding is key. The interactions I observed today reinforced my belief in the power of collaborative learning and the importance of adapting my teaching methods to meet the needs of my students.

Overall, teaching these diverse classes was both challenging and rewarding. I look forward to building on the foundations we've established and continuing to support my students in their mathematical journey. With each lesson, I hope to instill a love for math and the confidence to tackle new challenges head-on.