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.
