Day 20 : School Internship Phase 2

On November 29, 2024, I had a very productive day, taking multiple classes and engaging with students across various grades. The day started with my class for 9A, where I continued with problems related to the area of a sector. The students were enthusiastic and eager to solve the problems, which made the session interactive and lively. I focused on breaking down the steps to make the concept easier to grasp. By using practical examples, I ensured that the students understood how to apply the formula for the area of a sector in different scenarios. Their active participation and ability to solve the problems with minimal guidance were rewarding moments for me as a teacher.

Later, I moved on to classes for 8A and 8C, where I introduced the topic of Ratio. It was a new concept for many students, so I ensured that the session was engaging and relatable. I started by explaining the fundamental idea of ratios using real-life examples, such as sharing fruits or dividing chocolates among friends. This approach made the topic more interesting and easier to understand. The students were curious and asked questions, which I addressed patiently. I also included some simple problems for them to solve in class, ensuring that they had a solid foundation before moving on to more complex applications. It was satisfying to see the students grasp the concept and apply it confidently.

For 6A, I took a class on free-hand exercise. This session was a bit different from my usual mathematics lessons. I emphasized the importance of physical exercise for maintaining good health and improving concentration. I demonstrated a few simple exercises that the students could do without any equipment. The session was lively, with the students actively participating and enjoying the break from their regular academic routine. It was refreshing to see their energy and enthusiasm, and I felt that the session contributed positively to their overall well-being.

Additionally, I conducted a seminar for 8th-standard students on pattern drawing using quadrilaterals. This seminar aimed to combine creativity with mathematical concepts. I began by explaining how different types of quadrilaterals could be used to create intricate patterns. The students were fascinated by the idea of combining art and mathematics. I provided them with graph papers and encouraged them to experiment with various designs. The seminar was highly interactive, with students sharing their unique patterns and ideas. It was heartwarming to see their excitement and creativity. The session also reinforced their understanding of the properties of quadrilaterals in a fun and engaging way.

Overall, November 29, 2024, was a fulfilling day. It highlighted the diversity of my role as a teacher, from solving mathematical problems to encouraging physical fitness and fostering creativity. Each session had its unique challenges and rewards, and I felt a deep sense of satisfaction knowing that I had made a positive impact on my students' learning and development. The day reaffirmed my passion for teaching and my commitment to nurturing young minds.

Day 19 : School Internship Phase 2

On November 28, 2024, I conducted an achievement test for the students of 8A. The test aimed to evaluate their understanding and application of the topics taught over the past weeks. I ensured that the examination process adhered to a strict code of conduct, maintaining discipline and fairness throughout. This not only upheld the integrity of the test but also provided a quiet and focused environment for the students to perform their best.

I received valuable assistance from two students, Rajika J R and Gowri Parvathi, during the examination procedure. Their support helped in the smooth distribution of question papers, collecting answer sheets, and ensuring that the examination was conducted without disruptions. Their cooperation reflected their sense of responsibility and teamwork.

To make the test a more engaging experience and motivate students, I planned to introduce a unique reward system the next day. I decided to implement a chocolate grading method where students’ performances would be associated with specific types of chocolates. This creative approach would not only recognize their efforts but also encourage a healthy competitive spirit. The system would reward students with chocolates based on their scores, ensuring that each student feels appreciated for their hard work, regardless of the grade achieved. This innovative idea aims to foster positivity and enthusiasm among students while creating a lasting impression of the value of learning and effort.

Day 18 : School Internship Phase 2

On November 27, 2024, I had a productive day at school with a variety of activities planned across different grades. My teaching responsibilities for the day included three classes, along with a substitution period where I engaged the students in a fun and educational manner.

For classes 8A and 8C, I conducted a seminar on the topic of constructing patterns using quadrilaterals. This session was designed to combine geometry and creativity, allowing students to explore the practical applications of geometric shapes. The seminar began with a brief explanation of the different types of quadrilaterals and their properties, including parallelograms, rectangles, squares, and trapeziums. I then introduced the concept of pattern construction using these shapes, emphasizing symmetry, repetition, and balance. To make the lesson more engaging, I incorporated visual aids, such as diagrams and illustrations, and encouraged the students to actively participate by creating their own patterns. The activity fostered critical thinking and creativity, and I was pleased to see the enthusiasm with which the students approached the task. Many of them were able to design intricate and aesthetically pleasing patterns, showcasing their understanding of the topic. The session also provided an opportunity for peer learning, as students shared their work and ideas with their classmates.

For class 9A, I conducted a unit test to evaluate the students’ understanding of the concepts taught over the past few weeks. The test covered topics such as real numbers, the distance between numbers on a real line, and absolute values. I prepared a balanced question paper that included problems of varying difficulty levels to assess both basic understanding and higher-order thinking skills. During the test, I ensured a quiet and focused environment, monitoring the students to prevent any form of malpractice. After the test, I collected the answer sheets for evaluation and noted down observations regarding the areas where the students seemed to struggle, which will help me plan remedial sessions if necessary.

In addition to these scheduled classes, I had a substitution period with class 5A. To make the session enjoyable and educational, I organized games that focused on enhancing the students’ multiplication skills. One of the games involved a quick-fire round where students had to solve multiplication problems within a given time limit. Another activity was a group challenge where teams competed to complete a multiplication puzzle. The students were highly engaged and participated enthusiastically, enjoying the friendly competition while reinforcing their mathematical abilities. This interactive approach not only helped the students improve their multiplication skills but also created a positive and energetic classroom atmosphere.

Overall, November 27, 2024, was a fulfilling day. The combination of seminar-based teaching, assessment, and interactive learning allowed me to address the diverse needs of the students. The enthusiasm and engagement displayed by the students were rewarding, and I felt a sense of accomplishment in contributing to their learning journey. I also recognized areas where I could improve, such as refining my seminar presentation skills and creating more inclusive activities to cater to different learning styles.

Day 17 : School Internship Phase 2

On November 26, 2024, I had the opportunity to teach three classes at school. For 8A and 8C, the topic I chose was the construction of quadrilaterals. The class focused on understanding the methods required to construct various types of quadrilaterals, such as squares, rectangles, rhombuses, and parallelograms, using given measurements. The students actively participated in the lesson, paying close attention to the step-by-step procedures I demonstrated on the blackboard. Many of them were quick to grasp the concepts and apply them to their own work, constructing accurate and neatly drawn figures. I observed their progress carefully, offering guidance and clarification wherever needed. The activity was interactive, and I emphasized the importance of precision and the use of appropriate tools like rulers, compasses, and protractors for accurate constructions. Despite the overall enthusiasm, a few students faced challenges in connecting the steps logically, which prompted me to explain the concepts more clearly. I felt the need to refine my techniques for addressing the varied pace of learning among students.

In the class for 9C, I introduced the topic of dividing circles into equal parts. This involved teaching them the method of using compasses and protractors to segment a circle into equal sectors. The lesson was designed to integrate theoretical knowledge with practical application, ensuring that students could understand the geometric principles underlying the process. The students showed interest in the topic, especially because it combined creativity and accuracy. As they worked on their constructions, I observed that many enjoyed the symmetry and patterns they could create by dividing circles. Some, however, struggled with maintaining consistency in measurements, which required me to guide them individually. This lesson highlighted the importance of ensuring students have a strong grasp of fundamental skills in geometry, as these form the basis for more complex constructions.

Today also marked National Constitution Day, and the school organized a special celebration to honor the occasion. The day began with an assembly where students and teachers came together to read the preamble of the Constitution of India aloud. This activity was a meaningful reminder of the core values of justice, liberty, equality, and fraternity enshrined in the Constitution. The students participated with enthusiasm, demonstrating their respect and pride for the nation's guiding principles. Following the assembly, discussions were held in classrooms about the significance of the Constitution and its role in shaping modern India. Students were encouraged to express their thoughts, and many shared insightful observations about how the Constitution impacts their daily lives and the country's governance.

The day's activities reinforced the importance of civic awareness among students, fostering a sense of responsibility and unity. 

It was inspiring to see their engagement in understanding the significance of this landmark day. Overall, the combination of academic lessons and the Constitution Day celebration made November 26 a productive and meaningful day at school. While reflecting on the day's events, I recognized areas where I could further improve my teaching, particularly in addressing diverse learning needs and ensuring all students feel confident in their abilities.

Day 16 : School Internship Phase 2

On November 25, 2024, I had the opportunity to take three classes as part of my teaching schedule. For 8A and 8C, the topic was the construction of a trapezium. It was an engaging session where I introduced the fundamental concepts of constructing trapeziums based on given measurements. To ensure better understanding, I carefully demonstrated the steps required for the construction process, starting from drawing the base to ensuring the sides and angles aligned as per the given specifications. While many students actively participated and followed along, I realized that I need to improve my questioning skills to enhance classroom interaction. Encouraging students to think critically and respond confidently requires well-framed, thought-provoking questions. This is an area where I felt I could do better.

For 9A, the session was focused on solving problems related to polynomials. Polynomials can be a challenging topic for many students, especially when it involves solving higher-degree equations or applying identities. I introduced the topic by revising the basic concepts of polynomials and then worked through several examples on the board. The aim was to show the students how to identify coefficients, apply the appropriate methods, and simplify problems effectively. While the students were attentive, I sensed that a more interactive approach, involving better questioning techniques, could have improved their engagement and comprehension. Asking questions that challenge their understanding or require them to explain their reasoning would have been beneficial. This would not only help them grasp the topic more thoroughly but also encourage them to participate actively.

Reflecting on the day, I realize that questioning is a crucial teaching strategy that bridges the gap between teacher and student understanding. By framing precise and open-ended questions, I can create a more stimulating environment where students feel encouraged to share their thoughts and clarify doubts. My current approach often leans towards explanations, and I need to strike a better balance by involving students through frequent, well-structured questions. This will not only help me assess their understanding in real-time but also make the class more interactive and dynamic. Moving forward, I plan to work on this aspect by preparing a variety of questions in advance, ensuring they cater to different levels of learners. This way, I can foster a more inclusive and engaging classroom atmosphere.

Day 15 : School Internship Phase 2

On November 22, 2024, I conducted two classes focusing on the topic of constructing an isosceles trapezium. This topic was introduced with a detailed explanation of the properties and steps involved in the construction process, ensuring students understood the geometric principles behind it. While most students engaged actively and followed the steps, I noticed the need for better revision techniques to reinforce their understanding. Although the lesson was productive, some students required additional clarity during the practice phase, highlighting the importance of implementing more interactive revision strategies in the future.

The day was also marked by a special assembly at school, organized to celebrate the remarkable achievements of our students in the Trivandrum South Subdistrict-level youth festival. This event brought immense pride and joy to the school community. The assembly commenced with an inspiring speech by the school principal, praising the dedication and talent of the participants. Students who excelled in various cultural and artistic competitions, such as music, dance, drama, and literary events, were honored with certificates and trophies. Their performances had not only brought laurels to the school but also showcased the diversity and richness of their creativity.

The celebration was accompanied by vibrant cultural programs, including performances by some of the winning participants, which added enthusiasm to the event. It was a motivating experience for all students, encouraging them to explore their talents and strive for excellence in future competitions. This assembly served as a reminder of the importance of extracurricular activities in fostering holistic development among students and promoting the school's reputation as a hub of talent and achievement.

Day 14 School Internship Phase 2

On November 21, 2024, I had the opportunity to take three classes, which provided valuable insights into my teaching methods and the challenges faced by my students. For classes 8A and 8C, the topic was the construction of parallelograms. The session began with an introduction to the properties of parallelograms, emphasizing their sides being parallel and equal in length. I demonstrated the step-by-step process of constructing a parallelogram using a ruler and compass. Although some students quickly grasped the concept, many struggled with drawing accurate parallel lines, which is a crucial aspect of the construction.

Despite my efforts to explain and model the technique, several students found it difficult to maintain the required precision, leading to errors in their constructions. It became evident that some students lacked confidence in using geometric tools, while others needed more practice to strengthen their skills. To address this, I have planned to conduct a remedial class specifically for slow learners. This additional session will focus on breaking down the steps into simpler tasks, providing personalized attention, and encouraging hands-on practice. I aim to ensure that these students not only understand the process but also develop the confidence to construct parallelograms independently.

For class 9A, I introduced the concept of polynomials in a practical and relatable way by connecting it to the perimeter of a rectangle. The session began with a brief discussion on the perimeter formula, 

P=2(l+b), where

l represents the length and b the breadth. I then guided the students to express the perimeter as a polynomial by substituting numerical or algebraic expressions for 

l and b. This approach helped the students visualize how polynomials can represent real-world scenarios.

The students actively participated in the lesson, offering examples and attempting to create their own polynomial expressions. I observed that using a familiar concept like the perimeter made the introduction of polynomials more engaging and less intimidating for the students. However, a few students hesitated to contribute, likely due to their limited prior exposure to algebraic concepts. To address this, I provided additional examples and encouraged group discussions, allowing them to learn collaboratively. This strategy seemed effective in building their understanding and confidence.

Reflecting on the day's classes, I recognize the need for continuous improvement in my teaching techniques. For classes 8A and 8C, I plan to incorporate additional tools like parallel-line templates and hands-on activities to simplify the concept of parallel-line construction. For class 9A, I intend to include more real-life applications of polynomials to solidify their understanding and make the topic more relatable. Additionally, I am determined to create an inclusive learning environment where slow learners receive the necessary support to succeed alongside their peers.

Overall, the day reinforced my belief in the importance of tailoring lessons to the diverse needs of students. By addressing their challenges and celebrating their progress, I aim to foster a positive and productive classroom experience. These insights will guide me in refining my teaching practices, ensuring that every student has the opportunity to learn and grow.

Day 13 : School Internship Phase 2

On 20 November 2024, Wednesday I had the opportunity to teach three classes, focusing on geometry for 8A and 8C and real numbers for 9A. In 8A and 8C, I introduced the topic of constructing a rhombus, which was met with great enthusiasm from the students. The session started with a brief recap of the properties of a rhombus, emphasizing its equal sides and diagonals that bisect at right angles. This foundational understanding helped the students approach the construction with confidence. Using a step-by-step demonstration, I guided them through the process of creating a rhombus with given measurements, ensuring that everyone followed along. The hands-on nature of geometry seemed to capture their attention and excitement, as they actively participated and asked thoughtful questions.

For 9A, I completed the problems related to finding the midpoint between two real numbers on a number line. The concept was initially challenging for some students, but their eagerness to grasp the topic was evident. I began by explaining the formula for finding the midpoint and its significance in mathematics. I then presented a variety of examples, gradually increasing in complexity, to help the students apply the concept effectively. By the end of the session, most students had a clear understanding and were able to solve the problems independently.

The geometry classes for 8A and 8C stood out for their lively interaction and enthusiasm, as the students showed genuine interest in mastering the construction techniques. Meanwhile, in 9A, their determination to learn a challenging topic was commendable. Overall, the day was both productive and rewarding. However, I realized the importance of better time management to ensure that every topic is covered thoroughly while allowing for student queries and practice. The students’ eagerness and active participation made teaching today a truly fulfilling experience.

Day 12 : School Internship Phase 2

On November 19, 2024, I taught three classes, each focusing on significant mathematical concepts designed to enhance the students' understanding and skills. For classes 8A and 8C, I introduced the construction of a rectangle with a given diagonal, emphasizing the importance of precision and logical sequencing in geometry. This lesson aimed to develop students' abilities to draw accurate constructions, which are foundational to their understanding of more complex geometric problems. The students showed varied levels of engagement—some grasped the concept quickly, while others needed more guidance to fully comprehend the steps. I made sure to circulate around the room, observing their progress and offering individual assistance where needed. This method of checking in on students not only boosted their confidence but also allowed me to identify areas where my instructional approach could be adjusted for better comprehension.

For class 9A, I focused on teaching how to find the midpoint of real numbers on a real line. This topic, while seemingly straightforward, required a detailed explanation to bridge the connection between the conceptual and practical applications of the formula for finding the midpoint. I presented various real-life scenarios where this mathematical concept could be applied, making it relatable and engaging for the students. The class responded positively to examples that connected the abstract idea of a midpoint to tangible experiences, such as dividing distances on a map or splitting measurements in daily life. Nevertheless, I observed that managing the time effectively while ensuring every student fully understood the content posed a challenge.

Time management emerged as an area I need to focus on more keenly. While I managed to deliver all the planned lessons, the balance between explaining, practicing, and reviewing concepts could be more efficient. Spending too much time on detailed explanations sometimes meant I had less time for practice problems or concluding activities that reinforce learning. To improve, I aim to implement a more structured plan that allocates precise time blocks for each component of the lesson, such as introductions, guided practice, and independent problem-solving. Incorporating visual aids or interactive technology might also help streamline the process and maintain student engagement while saving time.

In addition to my teaching responsibilities, I was entrusted with maintaining discipline during a medical camp focused on eye check-ups. This responsibility provided an invaluable opportunity to practice classroom management skills outside the traditional teaching environment. Supervising students in a less structured setting, like a medical camp, required attentiveness, clear communication, and swift decision-making to keep the environment orderly and ensure a smooth flow for both students and medical staff. The role highlighted the need for a firm yet understanding approach to maintain discipline, especially when students might feel restless or nervous during an unusual activity like an eye examination. Balancing this role with maintaining a friendly rapport was crucial, as it helped put the students at ease while ensuring they followed instructions.

The day’s activities provided a fresh perspective on the importance of balancing teaching with non-teaching responsibilities that contribute to a well-rounded educational environment. The opportunity to oversee discipline at the medical camp enriched my understanding of student behavior outside the classroom and enhanced my ability to manage groups in various situations. These skills are essential not only for maintaining classroom control but also for building a positive school culture where students feel safe and supported.

Reflecting on the day, I am proud of the progress made, both in terms of teaching and in handling extracurricular responsibilities. However, I am equally aware of the need to further develop my time management skills to maximize each teaching moment's effectiveness. Future lessons will benefit from more strategically planned timings and adaptive teaching strategies that ensure no part of the content is rushed or neglected. Small adjustments, such as setting mini-goals for each segment of a class or using timed activities, could help maintain a steady pace.

The experience gained from teaching intricate construction techniques to younger students and introducing real number concepts to older ones reinforces my commitment to continuous improvement. Handling discipline during the medical camp added a new layer of experience that I can draw upon in future similar events. These moments, with their unique challenges and learning opportunities, strengthen my skills and enhance my adaptability as an educator.

Day 11 : School Internship Phase 2

On November 18, 2024, I had the opportunity to engage with students across three classes, each presenting unique challenges and learning experiences. For classes 8A and 8C, I focused on teaching the concept of constructing a square, a fundamental topic in geometry that requires an understanding of basic construction techniques and the properties of quadrilaterals. The lesson aimed to deepen the students' understanding of geometric principles and enhance their precision and accuracy in construction work.

To begin the lesson in 8A and 8C, I explained the essential properties of a square, emphasizing that it is a regular quadrilateral with all sides equal and angles measuring 90 degrees. This initial discussion was designed to connect with their prior knowledge about the properties of shapes. I then demonstrated the construction step-by-step using a compass and straightedge, guiding the students through drawing a base line, constructing perpendicular bisectors, and ensuring the sides were of equal length. The practical demonstration helped the students visualize the construction process clearly, which was reinforced by their active participation in completing the construction on their own.

As I moved around the classroom, I observed varying levels of comfort among the students. Some grasped the process quickly and moved forward with ease, while others needed more support to understand the alignment and precision necessary for success. To address this, I provided individual guidance, correcting their work and encouraging them to focus on the details, such as the consistent use of the compass and the accurate placement of points. This hands-on approach ensured that most students were able to complete the construction with a clear understanding of the methodology involved.

In 9A, the topic I covered was the distance between two numbers on a real line, an essential concept in understanding the foundations of the real number system. I began the class by reviewing what the students already knew about number lines and absolute values, as these are crucial for grasping the distance between two points. I introduced the idea by explaining that the distance between two numbers is essentially the absolute difference between them, symbolized as |a - b|, which always yields a non-negative value regardless of the order of subtraction.

The lesson transitioned into practical examples where students were asked to calculate distances between pairs of numbers, both positive and negative. I chose examples that incorporated various scenarios, such as finding the distance between two negative numbers, between a positive and a negative number, and between two positive numbers. This approach allowed students to appreciate the consistency of the concept and its application across different cases. During the practice session, I encouraged students to visualize the problem by sketching a simple number line on their notebooks and marking the points clearly, which improved their comprehension and reinforced their mental visualization skills.

Despite the varied levels of understanding among students, most of them responded enthusiastically and were willing to participate in problem-solving exercises. I made it a point to circulate the room and assist those who found the topic challenging, offering step-by-step guidance where needed. To make the class more interactive, I posed questions to the class, prompting students to think critically about the process involved and how they could apply it to more complex scenarios.

Overall, the day was fulfilling as I was able to engage with students in both the geometric and numerical aspects of mathematics. The challenges I encountered in ensuring that all students kept pace with the lesson provided valuable insights into their learning styles and highlighted areas for me to refine my teaching strategies.

Day 10 : School Internship Phase 2

On November 15, 2024, I had the opportunity to teach a class for 9A on the topic of the absolute value of real numbers. As I stepped into the classroom, I was reminded of the diverse group of students I had in front of me, each with unique abilities and learning preferences. The topic, though foundational, offered a chance to bridge different levels of understanding and create an environment where every student felt engaged and included.

The lesson started with a simple definition of the absolute value: the distance of a number from zero on the number line, without considering direction. I noticed the initial curiosity in the students’ eyes as I sketched the number line on the blackboard, marking integers and demonstrating how both positive and negative numbers share the same absolute value due to their equidistant position from zero. This visual representation aimed to anchor the concept in their minds, reinforcing the intuitive understanding that absolute value is always non-negative.

However, as the class progressed, I realized that while I could explain the concept effectively, my blackboard work needed refinement. My handwriting, although legible, was not as structured as I would like it to be, sometimes making it difficult for students seated at the back to read comfortably. The arrangement of examples and explanations, while clear in my mind, sometimes appeared cluttered when transferred to the board. This highlighted my need to work on my blackboard skills—not just in neatness but also in strategic use of space to guide students through the flow of concepts more intuitively.

Despite this, I was proud of my efforts to maintain an inclusive classroom atmosphere. I made sure to ask questions that varied in complexity, so every student, regardless of their academic level, could participate. The more confident students tackled questions involving more complex scenarios, like nested absolute values or absolute values within algebraic expressions. On the other hand, students who needed more time were encouraged to solve simpler problems, such as finding the absolute value of single integers or basic decimal values. This approach helped foster an environment where everyone felt included and respected, promoting mutual learning and participation.

To enhance engagement, I incorporated small group discussions where students were paired to solve problems collaboratively. I found this method effective, as it allowed them to learn from each other, clarify doubts, and build their confidence in a supportive manner. When students explained their reasoning to their peers, it not only reinforced their understanding but also encouraged them to think critically about the concepts they were discussing.

As I wrapped up the class, I emphasized the importance of understanding absolute value in practical contexts, such as measuring distances and comparing magnitudes regardless of direction. The class ended with a brief interactive quiz where students could raise their hands to answer questions about the day's topic, helping me gauge their grasp of the material.

Reflecting on the session, I felt a mix of satisfaction and determination. While the inclusive approach and interactive elements succeeded in keeping the students engaged, my blackboard presentation reminded me of the continuous improvement every teacher strives for. Providing a space where all students feel seen and heard is something I am proud of, and I’m motivated to further refine my teaching techniques—particularly my blackboard work—to make the learning experience as clear and effective as possible.

There were drawing competition for  Upper Primary students by Lions Club basedon the topic " World Peace ".

Day 9 : School Internship Phase 2

Today, November 14, 2024, marked a memorable day at St. Joseph HSS, as it coincided with Children’s Day, celebrated annually across the nation to honor the birth anniversary of Pandit Jawaharlal Nehru. The school set the tone for the day with a special assembly, bringing an atmosphere of joy and festivity. The assembly was an elaborate event filled with enthusiasm, songs, dances, and speeches that resonated with the spirit of children. It was heartening to witness students and teachers come together in celebration, fostering a sense of unity and warmth within the school community.

My teaching duties began with two classes for the eighth grade—8A and 8C—where I introduced the topic of quadrilaterals using the concept attainment model. This teaching approach focuses on leading students to identify and understand a concept by analyzing examples and non-examples provided by the teacher. As a mathematics teacher, I find this model particularly effective because it encourages critical thinking and deepens students’ understanding through inquiry and deduction.

I started the session by presenting the class with various shapes, some of which were quadrilaterals, while others were not. The excitement was palpable as students scrutinized each figure, trying to decipher the common attributes that defined quadrilaterals. I posed questions that prompted students to compare and contrast the figures, guiding them to focus on the number of sides, vertices, and angles. It was gratifying to see students gradually reach an understanding, their faces lighting up as they made connections. The level of participation was high, with many students eager to voice their thoughts and defend their reasoning. This interactive approach helped cement the concept of quadrilaterals in a way that was both engaging and educational.

The class discussion progressed as we examined each shape’s properties, leading students to deduce that quadrilaterals are four-sided polygons with four vertices and four angles. I made sure to emphasize the distinguishing characteristics that set them apart from other polygons, such as triangles and pentagons. The students’ excitement grew as we moved to specific types of quadrilaterals, like rectangles, squares, and parallelograms, each with unique properties that they were quick to identify.

In my session with 9A, I focused on the topic of the real number line. Real numbers form a foundational concept in mathematics, linking the rational and irrational numbers into one unified set. My objective was to help students visualize the continuity of real numbers and understand their placement on the number line. This lesson, however, was particularly significant because it was observed by Subha teacher, adding an element of formality to the class.

To ensure that the concept was introduced smoothly, I began with a recap of basic number types—natural numbers, whole numbers, integers, and rational numbers. This review laid the groundwork for the more complex idea of irrational numbers, which I explained through examples such as √2 and π. I then illustrated how all these numbers are part of the real number system, each finding a place on the infinite stretch of the number line. The students listened attentively, and I felt confident in their engagement.

I utilized a visual representation on the blackboard, drawing a number line and marking positions for rational and irrational numbers. This step helped students appreciate the density property of real numbers, showing them that between any two real numbers, another real number exists. For a hands-on understanding, I posed questions and asked volunteers to place numbers like -3/4, √5, and 1.7 on the number line. Their responses were thoughtful, and I noticed some hesitation in placing irrational numbers, which I used as an opportunity to revisit and clarify.

Subha teacher’s presence was felt, but it motivated me to maintain clarity and pace in my teaching. Her observations, I hoped, would offer constructive feedback. As the class drew to a close, I assigned a brief exercise for students to practice identifying and plotting numbers on the real number line, which I believe reinforced their grasp of the topic.

The school’s special Children’s Day assembly was a celebration that continued to resonate throughout the day, filled with cheerful performances and activities. The students’ energy was infectious, reminding us of the purpose of education: nurturing young minds and celebrating their growth. The atmosphere was lively, with laughter echoing in the hallways and a sense of camaraderie among students and staff alike.

Reflecting on the day, I felt fulfilled by the connections made with my students and the successful delivery of my lessons. Observations from Subha teacher will likely contribute to my growth as an educator, and the joy on the students’ faces during the Children’s Day celebrations reinforced the importance of creating a positive, engaging learning environment. The experiences from today reaffirmed my passion for teaching and the unique impact it holds in shaping the future of young learners.

Day 8 : School Internship Phase 2

On November 13, 2024, I taught three classes and had the opportunity to engage with students through a mix of theoretical and applied lessons. In 9A, the focus was on introducing the concept of real numbers, a fundamental part of mathematics that connects students’ previous knowledge of rational and irrational numbers into one cohesive idea. The objective was to help students grasp the continuity and completeness of the real number line. I began by reviewing what the students already knew about numbers, including natural numbers, whole numbers, integers, and rational numbers. We then transitioned into discussing how real numbers include both rational and irrational numbers, exploring examples like (2)^1/2

π, and finite and repeating decimals.

To make the lesson engaging, I incorporated visual aids such as a number line that demonstrated where different types of numbers are located. Interactive questioning helped to keep the students involved; they were eager to identify where numbers like 0.75 or π

​

  fit on the number line. By encouraging participation, I ensured that students were not only listening but also actively processing the new information. Their curiosity spurred questions about how these numbers relate to real-world situations, and I used this as an opportunity to bridge theory with practice.

In my 8A and 8C classes, I adopted a unique approach to teaching compound interest. This session wasn't just a straightforward lecture but an innovative lesson designed in a game format. The aim was to explore the application of compound interest in real-life scenarios involving both growth (increasing cases) and depreciation (decreasing cases). The game was structured around scenarios in which students had to calculate compound interest to solve problems related to investments, savings, and asset depreciation.

The class began with a brief recap of the formula for compound interest 

A I explained how the formula for compound interest could be adapted for scenarios where values are either increasing, like investments accruing interest, or decreasing, such as the depreciation of car value over time.

To gamify the lesson, I divided the students into small groups and presented them with different scenarios. One group had to work out the future value of an investment, while another calculated the depreciated value of an asset after a certain number of years. Each group was given “challenge cards” containing the parameters they needed, such as the initial principal amount, the interest rate, and the number of compounding periods.

The game format generated a lot of excitement. Students were keen to solve the problems and present their answers quickly. The interactive nature of this session also fostered teamwork as the groups discussed and debated their strategies before arriving at a consensus. I circulated among the groups, answering questions and providing hints when needed, but ultimately encouraging independent thought.

I noticed that students were particularly enthusiastic when they compared answers with other groups. This competitive element added to the energy of the classroom, making the session lively and productive. Students were not only focused on getting the right answer but also on understanding the process, which is essential for mastering such mathematical concepts.

After the activity, we had a reflection session where each group shared their approach and findings. This debrief allowed for further learning as students discovered alternative methods for solving the problems and understood the real-life implications of their calculations. I emphasized how understanding compound interest is beneficial in various aspects, such as personal finance, loans, and investments.

The lesson concluded with a brief recap of the key concepts. Students were tasked with a homework assignment that involved similar problems but with different variables to reinforce what they had learned during the game. The positive feedback and the excitement in the classroom were rewarding, as it showed that the students had genuinely enjoyed and benefited from the lesson.

Overall, the day’s teaching was both productive and engaging. While the 9A class laid a strong foundation for understanding real numbers, the interactive approach in 8A and 8C showcased how creative teaching methods can make complex topics like compound interest more accessible and enjoyable.

Day 7 : School Internship Phase 2

On 12th November, I had the responsibility of teaching three different classes: 8A, 8C, and 9A. Each class presented its own set of challenges, requiring me to adapt my teaching style to fit their unique needs and the content I was covering. In 8A and 8C, I focused on reviewing problems from both the half-yearly and quarterly exams, while in 9A, I introduced the concept of drawing circumcircles. Throughout the day, I realized that my classroom management strategy needed refinement, as I encountered a few difficulties in maintaining students' focus and engagement. Reflecting on these experiences, I recognize that improving classroom management is essential for creating a more conducive learning environment.

The 8A and 8C classes were particularly challenging because of the nature of the content. The half-yearly and quarterly problems are often more difficult and require a certain level of concentration. In both classes, I noticed that some students were easily distracted by their peers, which caused delays in completing the exercises. In these classes, my strategy was to begin with a brief review of the key concepts and then allow students to work on the problems independently. However, I found that not all students were following the pace, and some were disengaging due to the complexity of the tasks. To address this, I realized that I could improve by offering more targeted support to those who were struggling and providing clear instructions to minimize confusion. Giving periodic feedback would also help keep students on track and motivated.

In 9A, the lesson was focused on the geometric concept of circumcircles, which requires spatial thinking and precise drawing skills. I began by explaining the theory behind circumcircles, followed by a step-by-step demonstration on how to draw them. However, I found that some students were struggling to grasp the technique and others were not paying attention during the demonstration. As a result, the class moved slower than I had anticipated, and some students became frustrated. I realized that in this type of lesson, I needed to ensure more interactive participation. Instead of just showing the steps on the board, I could involve the students more by asking them to contribute their ideas on how the steps should unfold or having them work in small groups to draw circumcircles together. This way, students would be more engaged, and those who were having trouble could receive peer support.

Reflecting on the day’s teaching, it became clear to me that classroom management plays a significant role in how effectively students can learn and engage with the material. I noticed that when students were distracted, it often stemmed from not feeling connected to the task or not understanding the instructions. One key strategy I plan to implement in future lessons is clearer instructions with check-ins along the way. Instead of assuming that everyone is on the same page, I will stop at intervals to check for understanding, encouraging questions and discussions. This will help keep students focused and ensure they are following the lesson.

Another area of improvement is managing student behavior, especially in larger groups where distractions are more likely. In classes like 8A and 8C, I will introduce more structured group activities, where students can collaborate on problems and help each other. This will create a sense of shared responsibility, where students are not only accountable for their own learning but also for their peers’ progress. Additionally, using positive reinforcement techniques, such as praising students who remain focused and finish their work on time, will motivate others to follow suit.

Ultimately, improving classroom management is about fostering an environment where students feel both challenged and supported. By integrating strategies that emphasize active participation, clear communication, and peer collaboration, I hope to create a more engaging and productive classroom experience for all my students.

Day 6 : School Internship Phase 2

On 11th November 2024, I had the opportunity to conduct three different classes, each with distinct topics that I believe went well. The day began with two classes—8 A and 8 C—where I taught the topic of the half-yearly and quarterly schemes of compound interest. This is a crucial concept in mathematics, particularly in the study of financial mathematics, and understanding how interest compounds at different intervals can be quite a challenging concept for students to grasp. However, I felt confident that the class went smoothly, and I was satisfied with how the students responded to the material.

The explanation for compound interest is often made easier when students can relate it to real-life examples. I used such examples in the class, such as how banks calculate interest on savings or loans when interest is compounded multiple times within a year, either every quarter or every half year. Starting with the basic formula for compound interest, I ensured that I broke it down step by step. I asked the students to derive the formula from the principle of simple interest and then gradually introduced the different compounding periods. I also made sure to emphasize the difference between annual, half-yearly, and quarterly compounding, as this was key to understanding how the frequency of compounding affects the total interest earned or paid.

During both 8 A and 8 C, I had the students work through several problems on the board. They seemed engaged, and I made sure to circulate around the room, providing assistance wherever necessary. It was clear that the students understood the difference between the different compounding periods, and they were able to calculate compound interest for both half-yearly and quarterly schemes with ease. I also encouraged them to ask questions and participate in discussions, which helped create an interactive learning environment. Overall, I was very satisfied with the way the class went, as the students were not only attentive but also demonstrated a strong understanding of the concept by the end of the lesson.

Following that, I had my class with 9 A, where I taught the concept of chords and circles. This topic is more geometric in nature, focusing on the properties and relationships between different parts of a circle, including chords, tangents, secants, and arcs. I began the class by revisiting basic circle theorems, ensuring the students were familiar with key terms and definitions. Then, I moved on to the specific concept of chords and their significance in circle geometry. I discussed properties such as the perpendicular from the center of the circle to a chord bisecting the chord, and how equal chords subtend equal angles at the center.

What I found particularly rewarding in 9 A was the level of engagement from the students. They were quick to grasp the geometrical properties and, with some guided examples, were soon able to prove the theorems related to chords. I also used visual aids like diagrams and drawings to help the students better understand the relationships between the various parts of a circle. For instance, I used a whiteboard to draw several circles with different types of chords, and this made the concepts much clearer. I encouraged the students to explore different scenarios and proved some of the theorems interactively, which seemed to keep them actively involved in the lesson.

By the end of both sessions, I felt content with the day's teaching. In both the compound interest lesson and the geometry of chords and circles, the students demonstrated a solid understanding of the material. Their participation, enthusiasm, and ability to apply the concepts reassured me that the lessons had been effective. All in all, the classes went well, and I left the school feeling satisfied with the learning outcomes achieved that day.

Day 5 School Internship Phase 2

On November 8, 2024, I had a particularly busy day as I had to teach three classes. My schedule included a session with the 9 C students where I focused on problems related to the circumference of a circle. This topic is foundational in geometry, yet it requires a careful balance of theory and application for students to truly grasp the concepts. For the 8 A and 9 C classes, I had organized weekly examinations to assess their understanding and reinforce their learning. These exams were designed to test not just their recall of formulas but also their ability to apply them in different scenarios.

I started my day with the 9 C class, where I introduced the concept of circumference in greater detail. The problem-solving session focused on real-world applications of the formula, such as calculating the circumference of circular tracks or wheels, to make the lesson more relatable. I also provided students with several practice problems to help them internalize the formula, C = 2πr, where "C" stands for circumference and "r" is the radius of the circle. Although many students had a basic understanding of the concept, they struggled to apply it in different contexts. I spent a considerable amount of time walking them through various examples, explaining how changing the radius affects the circumference. The process was time-consuming, but I believed it would help solidify their understanding.

After this, I moved on to the weekly examination for both 8 A and 9 C. The exams covered a broad range of topics they had studied so far, with questions designed to test both their theoretical knowledge and problem-solving skills. While administering the exam, I noticed that some students seemed distracted and disinterested. The energy in the classroom was low, and it was clear that many of the students were not fully engaged in the learning process. Despite the relevance of the topics and the effort I had put into planning the lessons, it seemed as though the excitement to learn was missing.

This lack of enthusiasm had a noticeable impact on the pace of the class. After the examination, I had intended to use the remaining time to complete more problems and provide further practice. However, due to the low energy levels in the class and the lingering effects of the exam fatigue, I was only able to complete one problem with the students. The sense of engagement simply wasn’t there. Even though the problem we worked through was relatively straightforward, the students didn’t appear as invested in solving it. It became clear to me that, despite my efforts, I was facing a significant challenge in fostering excitement and motivation in the classroom.

In hindsight, I realized that perhaps I had relied too heavily on traditional methods of instruction and assessment, which may have contributed to the lack of engagement. The students seemed to be more focused on getting through the exam rather than truly grasping the material. I knew that I needed to find new ways to reignite their curiosity and make learning feel more interactive and enjoyable. In future lessons, I planned to incorporate more hands-on activities, real-world connections, and group discussions to make the learning experience more dynamic and engaging.

Overall, November 8, 2024, was a reminder of how crucial it is to maintain student interest and enthusiasm for learning. While the lessons were well-planned and the examinations necessary, the reality of teaching is that student engagement plays a significant role in the effectiveness of the lessons. It was a learning experience for me as a teacher, prompting me to rethink my approach and adapt my methods to better meet the needs and interests of my students.

Day 4 School Internship Phase 2

7 November 2024 was a fulfilling day filled with engaging lessons and insightful student interactions. I had the pleasure of conducting three classes for both 8A and 8C, focusing on problem-solving skills related to compound interest and delving into the intriguing world of circle problems for 9A.

The 8A and 8C classes were particularly rewarding as we explored the intricacies of compound interest. The students were actively engaged in solving various problems, demonstrating a keen interest in understanding the concept and its real-world applications. Their enthusiasm was contagious, and it was evident that they were gaining a solid grasp of the topic. I was particularly satisfied with their progress, as they were able to apply the learned concepts to solve complex problems independently.

The 9A class, however, presented a slightly different challenge. While the topic of circle problems is inherently fascinating, I quickly realized that many students lacked a strong foundation in prerequisite concepts. This posed a slight hurdle, as it required me to revisit some fundamental ideas before diving deeper into the specific problems. Despite this initial challenge, I remained optimistic and adjusted my teaching approach to ensure that all students were on the same page.

By breaking down complex concepts into simpler, more digestible parts, I was able to bridge the knowledge gap and gradually build upon their understanding. I incorporated visual aids, real-world examples, and interactive activities to make the learning process more engaging and effective. As the class progressed, I noticed a gradual shift in their attitude, as they began to grasp the underlying principles and apply them to solve problems with increasing confidence.

While there were moments of frustration and uncertainty, the overall experience was incredibly gratifying. Witnessing the growth and development of my students, both in terms of their academic knowledge and problem-solving skills, is truly rewarding. I am committed to providing a supportive and stimulating learning environment, where every student feels empowered to explore their full potential.