Day 35 : School Internship Phase 2

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

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

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

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

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

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

Day 34 : School Internship Phase 2

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

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

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

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

Day 33 : School Internship Phase 2

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

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

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

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

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

Day 32 : School Internship Phase 2

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

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

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

Day 31: School Internship Phase 2

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

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

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

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

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

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

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

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

Day 30 : School Internship Phase 2

Today was an eventful day as I took three classes. For 9A, the topic I covered was the graph of second-degree polynomials. This topic required a clear explanation of the parabolic nature of these graphs, their vertex, axis of symmetry, and how their shape changes depending on the coefficients. To make the session more engaging and interactive, I used GeoGebra, which allowed the students to visualize the transformations of the parabola dynamically. This tool proved effective, as many students could connect theoretical concepts with practical visualization. However, I noticed that some students still struggled to grasp the relationship between the coefficients and the graph's shape. I plan to revise this aspect in future classes for better clarity.

For 8A and 8C, I taught problems based on the area of a trapezium. I used GeoGebra again to demonstrate how different trapezium dimensions influence their area. Visualizing the shape on the screen and breaking down the formula helped most students understand the topic. They seemed excited to see the mathematical concepts come to life. A few students, however, were hesitant to ask questions or clarify their doubts. This made me realize the importance of creating an environment where every student feels comfortable expressing themselves without fear of judgment.

I had introduced online games that support equation solving and also give individual tutoring for students.

While conducting the classes, I became aware of the need to use more appropriate and encouraging language when addressing the students. There were moments when I felt the need to correct their mistakes, but I realized that the tone and choice of words are crucial in maintaining their confidence. Scolding or criticizing, even with good intentions, can sometimes hurt their feelings or demotivate them. Going forward, I aim to be more mindful of my words and actions to ensure that students feel respected and supported.

Overall, the day was productive, and the use of GeoGebra added significant value to the teaching-learning process. I will focus on refining my teaching methods and interactions to foster a more inclusive and encouraging classroom environment.

Day 29 : School Internship Phase 2

Today was an eventful and enjoyable day at school. I had the opportunity to take two classes, one for 8A and another for 8C. The topic I covered in both classes was the Area of a Trapezium. This is a fundamental concept in geometry, and I aimed to ensure the students had a clear understanding of the formula and its application. I introduced the topic by explaining the concept of a trapezium and its unique properties, such as having one pair of parallel sides. I then derived the formula for the area of a trapezium step by step, ensuring the students understood the logic behind it. Following the explanation, I provided a few practical examples and guided the students through solving them. Most of them participated actively and seemed to grasp the concept well, though a few required additional help. I realized that I need to work on simplifying my explanations further and being more patient while addressing individual doubts. 

Additionally, I noted the need to improve my English communication skills. Effective communication is essential for teaching, and I am determined to enhance this aspect to convey concepts more clearly and confidently.

I had conducted treasure hunt based on Solving equation as a part of Action research. 

Apart from the academic activities, today was special because the school celebrated Pongal. The entire atmosphere was filled with joy and festivity. The celebration was vibrant and reflected the spirit of this traditional harvest festival. There were colorful decorations, cultural performances, and delicious food, including the sweet Pongal dish, which was prepared as part of the event. Students and teachers alike participated enthusiastically, making it a memorable day for everyone. The event provided a wonderful opportunity to witness the unity and diversity within our school community, as everyone came together to celebrate the occasion.

Overall, it was a fulfilling day, both in terms of teaching and experiencing the cultural richness of Pongal. While I enjoyed the celebrations, I also reflected on my teaching practices and areas of improvement. With consistent effort, I am confident that I can enhance my skills and make my classes even more engaging and effective.

Day 28 School Internship Phase 2

Today was a productive day as I taught three classes, two for 8A and 8C, and one for 9A. For the students in 8A and 8C, I introduced the topic of constructing an isosceles trapezium with a given area. The students displayed curiosity about the concept, and most of them were able to grasp the steps involved in constructing the figure. However, some needed additional clarification regarding calculating the dimensions before proceeding with the construction. 

I observed that giving visual aids and step-by-step instructions significantly improved their understanding. This approach helped the students to stay focused and engaged throughout the session. In 9A, I taught the topic of the curved surface area of a cylinder, emphasizing its practical applications. By relating the concept to everyday objects such as water tanks and pipes, I noticed an increase in their interest and participation. While most of the students managed to solve basic problems, a few struggled with identifying the formula's correct application, which I plan to address in subsequent classes.

Reflecting on my teaching experience today, I realized the importance of maintaining a clear boundary between the student-teacher relationship. While it is essential to be approachable and supportive to foster a positive learning environment, it is equally important to uphold professional boundaries to ensure discipline and mutual respect. I aim to strike this balance by being empathetic yet firm when managing the classroom.

As part of my action research, I plan to develop and distribute a worksheet on equation solving to support students’ learning. This worksheet will include a mix of simple and complex problems to cater to varying skill levels. I will design it to encourage logical thinking and step-by-step problem-solving skills. Additionally, I will incorporate real-life examples to make the content relatable and engaging. The worksheet will also serve as an assessment tool to identify areas where students face challenges, allowing me to provide targeted support. Through this initiative, I hope to enhance their conceptual understanding and confidence in solving equations. Overall, today’s experience and my planned action research efforts reflect my commitment to continuously improving my teaching methods for the benefit of my students.

Day 27 : School Internship Phase 2

Today was a challenging yet insightful day during my teaching internship. As usual, I had prepared thoroughly for my lessons, but the events of the day left me reflecting deeply on my teaching strategies and classroom management skills. Here's a detailed account of the day:

Classes for 8A and 8C: "Area of Rhombus"

The first task of the day was to teach the topic "Area of Rhombus" to the students of 8A and 8C. The session began with a brief recap of their prior knowledge of areas of basic geometrical shapes. I used diagrams and relatable examples to introduce the formula for the area of a rhombus, which is half the product of its diagonals. To ensure the students understood, I involved them in solving problems of increasing difficulty.

I noticed that the students of 8A were more attentive and eager to participate compared to 8C, where a few students seemed distracted. To address this, I introduced a quick activity where they had to identify real-life objects shaped like rhombuses and calculate their approximate areas. This approach helped regain their attention, and I observed an improvement in their engagement.

Class for 9A: "Cylinder and Its Volume"

For 9A, I introduced the topic of "Cylinder and Its Volume." Using a combination of diagrams and 3D models, I explained how the volume of a cylinder is calculated using the formula V = πr^2h

 h. To make the session interactive, I asked students to come up with examples of cylinders they encounter in daily life, such as water tanks and tin cans.

Although the majority of the students actively participated, a few seemed hesitant to ask questions. I encouraged them by creating a judgment-free environment, where mistakes were treated as learning opportunities. By the end of the session, most of the class successfully solved problems on their own, but I identified a few students who needed extra support.

Remedial Class for 8A: "Quarterly and Half-Yearly Compounding"

Later in the day, I conducted a remedial class for 8A on the topic of quarterly and half-yearly compounding, as some students had previously struggled with this concept. I started by revisiting the basics of compound interest, ensuring everyone understood the formula and its components.

To simplify the concept, I broke down problems into smaller steps and used relatable scenarios, such as calculating the growth of money in a savings account. This approach seemed to work, as many students who were initially confused began to grasp the idea. However, a handful of students still needed further explanation, which I plan to address in the next session.It was an ICT based class.

Substitution Classes for 6A and 10A

I was also assigned substitution periods for 6A and 10A. While the students of 6A were manageable and eager to learn, my experience with 10A was disheartening. As a trainee teacher, I felt a lack of respect from the 10A students, who openly insulted me during the class. Their remarks about my position as a trainee were hurtful and challenging to handle. Despite my attempts to maintain professionalism and control the situation, their behavior disrupted the class. This incident made me realize the importance of establishing authority and building rapport with students, especially in higher grades.

Afternoon Action Research Class: Observing Challenges in Solving Equations

In the afternoon, I conducted an action research session to analyze why some students face difficulty in solving equations. During the session, I noticed several common issues:

Lack of Conceptual Understanding: Many students struggled with the basic rules of algebra, such as balancing equations and transposing terms.

Fear of Making Mistakes: Some students hesitated to attempt problems, fearing they might get the wrong answer.

Overreliance on Memorization: A few students relied solely on memorizing steps rather than understanding the underlying logic.

To address these challenges, I plan to design activities that focus on strengthening their foundational knowledge and boosting their confidence. For instance, I could use puzzles and games that encourage problem-solving in a fun and non-threatening way.

Reflections and Lessons Learned

Today's experiences highlighted several areas where I need to improve as a teacher:

Classroom Management: The incident with 10A emphasized the need to establish authority and mutual respect in the classroom. I need to find ways to connect with older students while maintaining discipline.

Inclusive Teaching Strategies: The variation in engagement levels between 8A and 8C reminded me of the importance of tailoring my teaching methods to suit the needs of different groups.

Supporting Struggling Students: The remedial class and action research session underscored the significance of identifying and addressing individual learning gaps.

Despite the challenges, I feel motivated to grow and refine my skills as an educator. Every experience, whether positive or negative, provides valuable insights that will help me become a better teacher. Looking ahead, I plan to incorporate more interactive and student-centered approaches in my lessons to enhance learning outcomes and foster a positive classroom environment.

Day 26 : School Internship Phase 2

Today, I had the responsibility of handling three classes at school. For 9A, I taught the topic of the area of any prism. The class was productive as the students actively participated and successfully worked out the problems assigned to them. Most students were able to grasp the concepts effectively, and I ensured that their doubts were clarified during the session.

For 8A and 8C, I introduced the topic of the area of a rhombus. The lesson for 9A was well-received as I had prepared the lesson plan in advance. The students were enthusiastic and eager to solve the problems, which led to an interactive and engaging session. 

However, the lesson for 8A and 8C did not go as smoothly. Since I hadn’t prepared a lesson plan for this particular class, I faced challenges during problem-solving. Unfortunately, I made some errors while working out the problems on the board. Although I realized the mistakes later, I could sense the students' confusion, which emphasized the importance of meticulous planning. I need to rectify the mistakes during the next session and ensure that the students have a clear understanding of the topic. This experience reinforced the significance of adequate preparation and how it directly impacts the effectiveness of teaching. I plan to revisit the topic in the next class and clarify any misconceptions.

Apart from my teaching duties, the school also celebrated Hindi Day today. The celebrations highlighted the significance of Hindi as a national language and included various activities and performances. Students showcased their talent through songs, skits, and speeches, emphasizing the beauty and richness of the Hindi language. The event was lively and informative, with both students and teachers participating with great enthusiasm.

Overall, while the day had its challenges, it also served as a learning opportunity for me. The Hindi Day celebrations brought a refreshing change to the routine, reminding everyone of the cultural and linguistic diversity of our nation.

Day 25 : School Internship Phase 2

On January 9, 2025, I had the opportunity to take three classes as part of my teaching responsibilities. For 8A, I conducted a diagnostic test designed to identify the students' understanding of the key concepts taught in the previous lessons. The test aimed to pinpoint specific areas where the students struggled, allowing me to plan remedial measures effectively. This activity provided valuable insights into the individual learning needs of the students and highlighted the importance of differentiated instruction in achieving better learning outcomes.

For 8C, I carried out a pre-test as part of their project on assessing their skill in solving equations. The purpose of this pre-test was to gauge their initial proficiency and readiness to engage in the project work. The test also served as a baseline to measure the progress they would make throughout the project. This approach emphasized the importance of structured assessment in fostering critical thinking and problem-solving skills among students.

In 9A, I introduced the topic of the total surface area of a prism. The class focused on exploring the practical applications of this mathematical concept and encouraged students to relate it to real-world scenarios. While teaching, I aimed to simplify the content for better comprehension and ensure active participation from the students.

Sajeena teacher observed my class and provided constructive feedback. She emphasized the need to improve the constructivist classroom atmosphere, which focuses on fostering a student-centered learning environment. Reflecting on her feedback, I realized the importance of creating opportunities for students to construct their own knowledge through collaborative learning, discussions, and hands-on activities. Moving forward, I aim to integrate these practices to make my classroom more engaging, interactive, and conducive to meaningful learning experiences.

Day 24 : School Internship Phase 2

On 3rd January 2025, our school had no regular classes due to a special event – the 63rd Kerala School Youth Festival. This prestigious event, which brings together talented students from various districts across the state, required our school to be transformed into a venue for the accommodation of these participants. Our task for the day was to prepare the classrooms and other spaces to host students, ensuring that they were comfortable and well-organized for the duration of the festival.

We began early in the morning by clearing out the classrooms, rearranging desks and chairs to create enough space for the students to rest and store their belongings. We also set up designated areas for refreshments and quick breaks between the festival events. The school grounds were cleaned, and signs were put up to guide visitors to different areas, ensuring that everyone could navigate the venue with ease.

The festival itself is a vibrant celebration of the arts, with students from different districts showcasing their skills in music, dance, drama, and other cultural events. The presence of so many talented young individuals made it an exciting day, and the school was buzzing with energy as we prepared for their arrival. Despite the heavy workload, there was a sense of camaraderie among us as we worked together to ensure that everything ran smoothly. The day was a great example of how the school community can come together to support such an important event, contributing to the success of the Kerala School Youth Festival.

Day 23: School Internship Phase 2

On January 1, 2025, I resumed my teaching duties with three scheduled classes, each offering an opportunity to engage the students with new mathematical concepts. In 8A, I introduced the topic of the area of a rhombus. The session began by revisiting the basic properties of a rhombus to ensure the students had a solid foundation. I explained the formula for calculating the area, emphasizing the significance of the diagonals. The class included examples and practical problems to enhance their understanding. Many students actively participated, and their enthusiasm reflected their curiosity about the topic. However, I noticed a few students requiring additional assistance, so I planned to revisit the concept with simpler examples in the coming days.

For 8C, I covered the area of a parallelogram. I began by highlighting the similarities and differences between parallelograms and other quadrilaterals, making the concept relatable. Using visual aids, I demonstrated how the formula for the area derives from the base and height. To make the lesson engaging, I included an activity where students measured the dimensions of shapes in their textbooks and calculated the areas. The interactive session kept the students attentive, and their ability to grasp the concept was encouraging.

In 9A, I taught the topic of the volume of any prism. This class required a more advanced approach as the students were introduced to three-dimensional geometry. I started by explaining the general concept of volume and then elaborated on the specific formula for prisms, linking it to their base area and height. Using real-life examples, I demonstrated how to calculate the volume of various prisms. Although the topic was challenging, most students were able to solve the problems provided during the session, demonstrating their analytical abilities.

Additionally, the school commenced a food material collection drive as part of the Kerala School Youth Festival 2025. The initiative aimed to promote social responsibility among students, encouraging them to contribute to the community. This collective effort added a sense of purpose to the day, fostering unity and enthusiasm within the school.