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.
