Teaching practice-phase 2-week - 7

DAY - 28

19 January 2025

January 19th marked the 28th day of my teaching practice journey at NGPM Venchempu, and it was a day that truly reminded me why I chose this path. The morning began at 9:15 am, just as the school was coming to life. There is something uniquely grounding about starting the day with the collective voices of students in prayer; from 9:35 to 9:40, that quiet moment of reflection set a peaceful tone for the hours ahead.

Since I had no scheduled classes during the first period, I dedicated that time to fine-tuning my materials and centering my thoughts. By 10:30 am, I was ready to dive into a new topic: the Diagonals of a Parallelogram. Teaching geometry can sometimes feel like a hurdle, but today was different. The students didn’t just listen; they jumped into group discussions and hands-on activities with genuine curiosity. Watching their initial hesitation turn into enthusiasm as they solved problems was incredibly rewarding.

The remainder of my afternoon was spent in the quiet rhythm of the staff room, reflecting on the morning’s lesson and mapping out future plans. It’s in these "free" periods where the real growth happens—processing what worked and how to keep that student interest alive. As the final bell rang at 3:40 pm, I signed out with a sense of accomplishment, carrying the energy of a successful lesson home with me.

DAY - 29

20 January 2025

January 20, 2026, marked the twenty-second day of my teaching practice at NGPM, Venchempu, and it was a day that perfectly illustrated the unique rhythm of life in a school. I arrived by 9:10 am, just in time to settle in before the morning air was filled with a beautiful prayer led by the students. There is something grounding about starting a workday with that kind of collective harmony between 9:35 and 9:40 am.

The morning required a bit of patience, as I didn’t have any assigned classes or substitutions for the first five periods. While a long stretch of free time can sometimes feel idle, it provided a quiet window to prepare for the afternoon ahead. My teaching day truly kicked into gear during the 6th period at 2:05 pm. It was an exciting session because I introduced a brand-new topic: Area, within our unit on parallelograms.

Seeing the students dive into the material was the highlight of my day. They didn’t just sit back and listen; they engaged actively in group discussions and hands-on activities. It was incredibly rewarding to witness their enthusiasm and genuine interest as they tackled problems together. Their energy made the lesson fly by.Today I  presented my innovative model during the class to create enthusiasm among students.

Once the class concluded, I found myself with another open period, which I dedicated to self-reflection—thinking over what worked well in the lesson and how I can continue to support their learning journey. Finally, at 3:40 pm, the final bell rang, signaling the end of another productive day. I signed out and headed home, feeling grateful for the spark of curiosity I saw in my students today.

DAY - 30

21 January 2025

January 21, 2026, marked a significant milestone in my professional journey—the 30th day of my teaching practice at NGPM Venchempu. Reaching this point feels like a blend of hard work and rewarding growth. The day started early as I arrived at school by 9:10 am, just in time to witness the students' morning prayer from 9:35 to 9:40 am. Since I had no classes or substitutions scheduled for the first three periods, I dedicated that quiet morning block to refining my plans for my final class. Preparation is often the silent backbone of a successful lesson, and having that focused time was invaluable.

The highlight of the day was a general observation by Dhanya teacher. While being observed can sometimes be nerve-wracking, I found the experience incredibly enlightening. I felt a surge of confidence as I stood before the students to teach the topic of Rhombus from the chapter on Parallelograms. There is a unique kind of energy in the room when a lesson truly clicks, and today was one of those days.

The students were the real stars of the hour. They didn't just listen; they dived into group discussions and activities with genuine enthusiasm. Seeing their interest as they tackled problems throughout the class was a powerful reminder of why I chose this path. Their active engagement made the complex properties of shapes feel tangible and exciting. After the lesson concluded and the rest of my schedule cleared, I spent the remaining time reflecting on the interaction. When the final bell rang at 3:40 pm, I signed out and left the school feeling a deep sense of accomplishment.

DAY - 31

22 January 2025

January 22, 2026, marked a significant milestone in my journey as an educator: the 31st and final day of my teaching practice at NGPM, Venchempu. Walking through the school gates at 9:15 am, I felt a mix of nostalgia and accomplishment, knowing this would be my last time signing in as a student teacher for this session. The day opened with the familiar, calming ritual of the school prayer from 9:35 to 9:40 am, a moment of collective reflection that I have come to cherish during my time here.

The morning began quietly, as I had no classes or substitutions during the first period. This gave me a moment to gather my thoughts and prepare for my primary task of the day. Since I had already completed my planned syllabus, I utilized my 10:30 am slot with class 8C to conduct an achievement test. Seeing every single student present and focused was the best parting gift I could have asked for. They engaged with the test actively, demonstrating the hard work we’ve put in together over the past month.

Following the test, the remainder of the afternoon was free of further teaching duties. This gave me the space to soak in the atmosphere of the school one last time. When the final bell rang at 3:40 pm, it carried a different weight than usual. As I signed out and left the school grounds, I felt a deep sense of gratitude for the students and colleagues who made this practice such a formative experience. It was a quiet but fulfilling end to a chapter I won't soon forget.

 Innovative model " The Rhombus wheel"

In a world where mathematics is often confined to static textbook diagrams, "The Rhombus Wheel" emerges as a breath of fresh air, bridging the gap between abstract theory and tangible mechanical design. This innovative project was born from a desire to transform the study of parallelograms into an interactive experience. By focusing specifically on the unique properties of the rhombus, the model serves as more than just a visual aid—it is a dynamic learning station.

At its core, the wheel organizes fundamental geometric principles—such as the equality of all four sides, intricate angle relationships, and the bisection of diagonals—around a central rotating axis. This kinetic approach allows students to see geometry in motion, turning what could be a dry lesson into an engaging exploration of spatial mechanics.

The true value of this work lies in its multi-dimensional impact. Beyond simply making math more interesting, it challenges students to sharpen their analytical skills and expand their spatial awareness. By integrating creativity directly into the curriculum, "The Rhombus Wheel" provides a robust framework for student - centered learning. It proves that when we allow students to interact with the shapes they study, we aren't just teaching them formulas; we are fostering a generation of creative thinkers who can see the patterns in the world around them.

 Teaching practice-phase 2-week - 6

DAY - 24

12 January 2025

Returning to the classroom after a hiatus is often like finding the rhythm of a familiar song you haven't heard in a while. Today marked that exact feeling as I resumed my teaching practice following a brief pause for university examinations. Stepping back into the school environment felt surprisingly refreshing, and there was a genuine sense of joy in reconnecting with my students after our time apart.

The highlight of the day was the second period at 10:30 AM with class 8C. I chose this moment to introduce a new topic: the parallelogram. To make the transition back into learning as dynamic as possible, I implemented a constructivist-based lesson plan. This approach allowed me to move away from a traditional lecture and instead create an introduction that was both visually appealing and interactive. It was rewarding to see the students respond with immediate curiosity and genuine interest as we explored the properties of the shape together.

Despite the potential for a "first day back" awkwardness, the day unfolded with remarkable smoothness. There is a certain momentum in the teaching rhythm that quickly takes back over once you're standing in front of a class. It was a positive, motivating start that has set a wonderful tone for the remaining days of my teaching practice. I’m looking forward to building on this energy as we dive deeper into the curriculum.

DAY - 25

13 January 2025

January 13, 2026, marked a significant milestone in my teaching journey at NGPM, Venchempu, as I completed my 25th day of practice. The day kicked off with a burst of academic energy when the school conducted a CM Quiz during the second period. I was right in the thick of the action, taking on the responsibility of coordinating the event, which was a great way to engage with the broader school community beyond the traditional classroom setting.

My primary teaching session didn’t begin until the 6th period at 2:05 PM, where I met with class 8C. The focus of the lesson was "Parallelograms," and I was eager to implement an innovative lesson plan I had been developing. To make the geometric concepts more tangible and engaging, I incorporated a role-play activity. It was rewarding to see the students participate so actively; the systematic approach helped them grasp the nuances of parallelograms in a way that traditional lectures often miss.

Since I had no further classes or formal duties for the remainder of the afternoon, I dedicated that time to self-reflection and the preparation of future teaching aids. This quiet space in the schedule is always invaluable for refining my methods and staying ahead of the curriculum. Finally, as the bell rang at 3:40 PM, I wrapped up my tasks and signed out, feeling a deep sense of accomplishment for the day's progress.

DAY - 26

14 January 2025

January 14, 2026, marked the 26th day of my teaching practice at NGPM, Venchempu. The day began with a prompt arrival at 9:15 am, giving me plenty of time to prepare for the afternoon ahead. My main session was scheduled for the 6th period at 2:05 pm with class 8C, where the focus was on the geometric relationship between sides and angles.

To break the ice and settle the energy of the room, I opened the lesson with an introductory story. It worked wonders for capturing the students' attention and creating a smooth transition into the core mathematical concepts. The class felt truly alive; the students weren't just listening, but actively participating in activities and contributing to the discussions. Seeing that level of enthusiasm and genuine interest from the learners made the entire session feel incredibly rewarding.

The remainder of the afternoon was quiet, as I had no further classes or substitution duties on my schedule. I took the time to wrap up my tasks until the final bell rang at 3:40 pm, at which point I signed out and headed home, feeling satisfied with a day of successful engagement and learning.

DAY - 27

16 January 2025

Today, January 16, 2026, marked the 27th day of my teaching practice at NGPM Venchempu, and it was a day filled with both steady routine and high energy. I arrived at the school by 9:15 am, just in time to settle in before the day officially began. There is always something grounding about the morning prayer led by the students from 9:35 to 9:40; it sets a peaceful tone for the hours ahead.

While I didn’t have a scheduled class during the first period, I was called in for a substitution in 8A. These unplanned sessions are often a great way to build rapport with different sets of students. My primary teaching focus for the day, however, came during the 4th period with class 8C, from 12:05 to 12:45. We continued our exploration of Parallelograms, specifically focusing on the relationship between sides and angles.

The classroom atmosphere was fantastic. I spent the session guiding the students through various problem-solving techniques, and I was genuinely impressed by their engagement. They dove into group discussions and activities with a level of enthusiasm that makes teaching incredibly rewarding. Seeing them actively brainstorm and apply different ideas to solve geometric problems showed a real depth of interest in the subject matter.

After that productive session, the remainder of my day was free of further classes or substitutions. I took advantage of this quiet time to focus on the "behind-the-scenes" work, preparing teaching aids and materials for my upcoming lessons to ensure they are just as interactive. As the final bell rang at 3:40 pm, I signed out and headed home.

 Cognitive map 

 Digital text

Link: https://online.fliphtml5.com/enxca/dbdm/#p=2

E- content 

Link :  https://youtu.be/5-N4IEbN1WE?feature=shared

In the present digital era, the integration of technology in teaching–learning processes has become inevitable. E-content plays a crucial role in making abstract mathematical concepts more concrete, interesting, and learner-friendly. With this aim, e-content was created on the topic Curved Surface Area of a Cylinder, a fundamental concept from the geometry syllabus at the secondary school level.

Need and Significance of the Topic

The concept of the curved surface area of a cylinder is closely related to real-life objects such as water tanks, gas cylinders, cans, pipes, and drums. However, students often find difficulty in visualizing the curved surface and understanding how the formula is derived. Hence, this topic was selected for e-content creation to enhance conceptual clarity through visualization and activity-based explanations.

Objectives of the E-Content

The e-content was designed with the following objectives:

To help students understand the concept of a cylinder and its curved surface.

To enable learners to derive and apply the formula for curved surface area of a cylinder.

To promote conceptual understanding rather than rote memorization.

To increase students’ interest and motivation in learning geometry through digital resources.

Description of the E-Content

The e-content begins with an introduction to a cylinder, highlighting its parts such as radius, height, curved surface, and circular bases. Real-life examples are used to connect the concept with students’ everyday experiences.

Visual aids such as animations, diagrams, and images are included to show how the curved surface of a cylinder can be unfolded into a rectangle. This visual representation helps students clearly understand that the curved surface area depends on the circumference of the base and the height of the cylinder.

The derivation of the formula

Curved Surface Area of a Cylinder = 2πrh

is explained step by step in a simple and logical manner. Short pauses and guiding questions are included to encourage active thinking among learners.

Worked examples are provided to demonstrate the application of the formula, followed by practice questions for self-assessment. The content is explained in simple language to suit the level of secondary school students.

• Pedagogical Value
• The e-content supports:
• Activity-based learning
• Self-paced learning
• Visual and auditory learning styles

It caters to diverse learners and helps slow learners revisit the content multiple times. The digital format also allows teachers to use the content effectively in both online and offline classrooms.

Conclusion

The e-content created on the Curved Surface Area of a Cylinder serves as an effective teaching–learning resource that enhances students’ conceptual understanding and problem-solving skills. By integrating real-life examples, visuals, and step-by-step explanations, the abstract concept of surface area becomes meaningful and interesting. Thus, e-content proves to be a powerful tool in making mathematics learning more engaging, effective, and learner-centered.

 Teaching practice-phase 2-week - 5

DAY - 19

1 December 2025

December 1, 2025, marked the 19th day of my teaching practice at NGPM Venchempu, and it was a day that truly highlighted the quiet beauty of the classroom. I arrived at the school by 9:15 am, just as the morning energy was starting to build. There is something uniquely grounding about the way the school day begins here; from 9:35 to 9:40, the air was filled with a beautiful prayer song performed by the students, setting a peaceful and focused tone for the hours ahead.

My first instructional session took place during the second period at 10:30 am. We continued our journey through the chapter on Decimal Forms, specifically diving into the section on "Some Other Fractions." It was one of those rewarding sessions where everything clicked. The students were not just present; they were attentive and actively participating in every step of the lesson. To keep the momentum going, I moved away from the standard lecture format and presented problems through a mix of activity cards and a PPT. This variety seemed to spark their interest, creating a classroom atmosphere that felt genuinely positive, engaging, and collaborative.

The rest of my day was relatively quiet, as I didn't have any further classes or substitution duties. I took advantage of this window of time to focus on future lesson planning, ensuring that the upcoming days remain as productive as this one. As the final bell rang at 3:40 pm, I signed out and left the school feeling a deep sense of satisfaction. Teaching is as much about these steady, successful days of connection as it is about the big milestones.

DAY - 20

2 December 2025

December 2, 2025, marked the 20th day of my teaching practice at NGPM, Vanchiyoor, and it was a day that truly highlighted the importance of preparation and student engagement. I arrived at the school by 9:10 AM, just in time to settle in before the morning prayer, which was led by the students from 9:35 to 9:40 AM. This quiet start to the day set a focused tone for the hours ahead.

Since I didn't have any scheduled classes or substitutions during the first five periods, I took the opportunity to be as productive as possible. I dedicated this block of time to preparing teaching aids and visual materials for my upcoming lessons. Having those uninterrupted hours allowed me to ensure my materials were high-quality and ready to support my teaching goals.

My primary instructional time began during the 6th period at 2:05 PM. I taught a lesson on "New Forms" from the chapter on Decimal Forms. It was incredibly rewarding to see the students dive into the material with such energy. They were actively engaged in group discussions and participated wholeheartedly in the activities I had planned. Seeing their enthusiasm and genuine interest in problem-solving made the morning's preparation feel entirely worth it.

After the lesson, I spent the final period of the day in self-reflection, thinking over what went well and how I could continue to improve my approach. When the final bell rang at 3:40 PM, I signed out and left the school, feeling a deep sense of accomplishment about the day's progress and the connections made with my students.

DAY - 21

3 December 2025

December 3, 2025, marked the 31st day of my teaching practice at NGPM Venchempu, and it was a day that perfectly balanced quiet preparation with active engagement. I arrived at the school by 9:15 am, just in time to witness the day begin with a beautiful prayer led by the students from 9:35 to 9:40 am. There is something incredibly grounding about starting the morning with that collective sense of calm before the busy energy of the school day takes over.

The first five periods of the day were free for me, which proved to be an invaluable window of time. I dedicated these hours to fine-tuning my lesson plans and ensuring everything was ready for my upcoming sessions. Having that extra space to breathe and prepare allowed me to approach my afternoon with a much higher level of confidence and focus.

My actual teaching began during the 6th period at 2:05 pm. I introduced the topic "New Forms" from the Decimal Forms chapter. It was rewarding to see the students dive into the material; they were incredibly active, participating enthusiastically in both the classroom discussion and the hands-on activities. Their energy made the lesson fly by. Once the teaching session concluded, I used the final period for some quiet self-reflection, evaluating what went well and where I could improve for the next day. As the final bell rang at 3:40 pm, I signed out and left the school, feeling a deep sense of accomplishment for another productive day in the classroom.

DAY - 22

4 December 2025

December 4, 2025, marked the 22nd day of my teaching practice at NGPM, Venchempu, and it was a day that perfectly captured the rhythmic flow of school life. I arrived at the campus by 9:15 am, just in time to settle in before the day officially commenced. There is a specific kind of serenity that settles over a school during the morning prayer, and today was no exception; the students led a beautiful session from 9:35 to 9:40 am that set a peaceful tone for the hours ahead.

While the first period was a quiet start for me with no scheduled classes, the energy picked up during the second period when I met with class 8C. We delved into the topic of "New Forms," and it was incredibly rewarding to watch the classroom transform into a hub of collaboration. The students jumped into group activities and discussions with genuine enthusiasm, bringing the lesson to life through their own interactions.

The remainder of my day was free of further classes or substitutions, which provided a valuable window of productivity. Rather than letting the time slip away, I focused on preparing teaching aids for my upcoming lessons, ensuring that I’m ready for the challenges of the days to follow. When the final bell rang at 3:40 pm, I signed out and left the school, feeling a quiet sense of accomplishment for another day spent growing alongside my students.

DAY - 23

5 December 2025

December 5, 2025, marked the 23rd day of my teaching practice at NGPM, Venchempu, and it proved to be a day of steady progress and meaningful engagement. The morning began at 9:15 am, just in time to witness the school day open with a beautiful prayer song performed by the students. There is something uniquely grounding about starting the workday with such a collective moment of harmony; it sets a calm, purposeful tone for the hours ahead.

Almost immediately after the morning assembly, I was called in for a substitution during the first period at 9:40 am with class 8C. It was a productive session where we dove back into the "Decimal Forms" chapter, specifically focusing on the continuation of "New Forms." I was genuinely impressed by the students' energy; they were eager to dive into the math, actively solving problems and keeping the classroom environment vibrant and positive throughout the session.

Following that busy start, I had two free periods which allowed for some necessary preparation before my scheduled 4th-period class at 12:05 pm. Returning to class 8C for our regular session, we picked up exactly where we left off, spending the hour working through the problem-solving portion of our current topic. Since I had no further classes or substitutions for the remainder of the day, I dedicated my afternoon to self-reflection and lesson planning. Using that quiet time to look back on my teaching methods and prepare for future sessions is always a highlight, as it helps me grow alongside my students. It was a day well spent in the pursuit of becoming a more effective educator.

 Teaching practice-phase 2-week - 4

DAY - 14

24 November 2025

Today marked my 14th day of teaching practice at NGPM, Venchempu, and it was one of those days that reminds me exactly why I chose this path. I reached the school by 9:15 AM, just in time to hear the students lead a beautiful prayer at 9:35 AM. There is a certain stillness in those few minutes that perfectly sets the stage for the busy day ahead.

My main session today was during the 6th period with Class VIII.C, where we dived into a brand-new chapter: Circle Measures. We focused specifically on the diameter, and I was thrilled to see how well the students responded. Instead of just taking notes, they engaged actively in group discussions and hands-on activities. Seeing their enthusiasm and genuine interest in solving problems throughout the class made the lesson feel like a real success.

The later part of the day provided some much-needed free periods, which I used to focus on self-reflection and the "behind-the-scenes" work of teaching. I spent that time preparing detailed lesson plans and creative teaching aids for my upcoming classes to ensure I keep this momentum going. By the time the final bell rang at 3:40 PM and I signed out, I felt a deep sense of satisfaction. It was a productive, heart-filling day in the classroom.

DAY - 15

25 November 2025

November 25, 2025, marked the 15th day of my teaching practice at NGPM, Venchempu, and it was a day defined by a mix of steady routine and significant milestones. The morning began with a substitution period for class V.C. I used the time to engage the students with their Social Science texts, instructing them to read through the material before following up with a series of questions to gauge their understanding. It was a productive start that set a focused tone for the hours ahead.

The highlight of the day arrived during the 6th period at 2:05 PM. This was when I conducted my first formal Diagnostic Test. I chose to focus on "Changing Ratios" from the larger Ratios chapter. It was incredibly encouraging to see the students tackle the problems with confidence; most of them answered the questions correctly, which gave me a great sense of relief and pride in their progress.

As the afternoon wound down, I took on another substitution, this time with class IX.A. Similar to the morning session, we focused on Social Science, and the students were attentive as they read and responded to my questions. By the time 3:40 PM rolled around, I signed out for the day and left the school, feeling a quiet satisfaction in the steady growth I’m seeing in both my students and my own teaching journey.

DAY - 16

26 November 2025

Today was the 16th day of my teaching practice at NGPM, Venchempu, and it was a day that perfectly illustrated the need for both flexibility and preparation in a school setting. I arrived at 9:15 am, and the morning began on a peaceful note with the school prayer at 9:35 am.

The morning hours required a quick pivot, as I was assigned substitution duty for the first and second periods in 8:B and VIII:C. Rather than seeing this as a disruption, I used the time to keep the students focused, directing them toward their English texts to ensure their time remained productive. Following this, I had three free periods which I utilized as an "engine room" for my work—refining my lesson templates and organizing teaching materials for my upcoming classes.

The real highlight arrived during the 6th period at 2:05 pm with class VIII:C. We delved into the topic of "Chords" from the Circles chapter. It was incredibly rewarding to watch the learners' interest grow as they navigated the problems. Seeing that "lightbulb moment" in real-time is easily the most fulfilling part of this journey.

I spent the final period in quiet self-reflection before the bell rang at 3:40 pm. Signing out for the day, I felt a deep sense of progress—not just in the lessons taught, but in the growth I'm seeing in my students and myself.

DAY - 17

27 November 2025

Today marked the 17th day of my teaching practice at NGPM VenchemPU, and it was a day of steady progress and thoughtful preparation. My morning began at 9:15 am, providing a quiet window to settle in before the energy of the school day fully took hold. Since I didn’t have a class during the first period, I used that time to gather my thoughts and organize my materials for the lessons ahead.

The instructional part of my day kicked off during the second period at 10:30 am. I dived into the topic of "Lines and Circles" from the Circles chapter. It’s a fascinating subject to teach because it bridges simple visual concepts with deeper geometric logic. Watching the students engage with the relationship between these shapes is always a highlight of the math curriculum.

Following that session, I had several free periods, but the day stayed dynamic when I was assigned a substitution during the 6th period for class 8C. This turned out to be a great opportunity to reinforce the morning’s lesson, as I was able to teach the continuation of the "Lines and Circles" portion. Having that extra time with the students allowed us to delve a bit deeper into the practical applications of the topic.

Once the scheduled classes and substitutions were wrapped up, I dedicated my remaining time to the "behind-the-scenes" work that keeps a classroom running smoothly. I focused on self-reflection, evaluating what worked well in today’s sessions, and spent time crafting teaching aids and detailed lesson plans for my upcoming classes. This quiet productivity is just as essential as the teaching itself, ensuring I’m fully prepared for the challenges of tomorrow. When the final bell rang at 3:40 pm, I signed out and headed home, feeling accomplished and ready for the next day.

DAY - 18

28 November 2025

Today marks the 18th day of my teaching practice at NGPM Venchempu, and it’s incredible how quickly the time is flying by. My morning began early, arriving at the school by 9:10 AM just as the campus was starting to buzz with energy. There is something truly grounding about the way the day starts here; between 9:35 and 9:40 AM, the students gather for a beautiful prayer that sets a peaceful and focused tone for the hours ahead.

My primary teaching responsibility today was during the second period with class VIII.C. We delved into the unit on "Decimal Forms," specifically focusing on the topic of "Earlier Forms." It was one of those rewarding sessions where the classroom dynamic felt perfectly in sync. The students weren't just passive listeners; they were actively participating and stayed deeply engaged in the activities throughout the lesson. Seeing them connect with the mathematical concepts in real-time is easily the highlight of my experience so far.

Later in the afternoon, at 2:05 PM, I returned to VIII.C for a substitution during the 6th period. This gave us a great opportunity to maintain our momentum, as I was able to introduce the next topic, "Some Other Fractions," within the same chapter on decimal forms. Because I didn't have any further classes or substitutions for the remainder of the day, I took the chance to sit down for some quiet self-reflection. It’s during these moments that I can really process what’s working in my teaching style and where I can grow. When the final bell rang at 3:40 PM, I signed out and headed home, feeling grateful for another productive day in the classroom.

 Teaching practice-phase 2-week - 3

DAY - 9

17 November 2025

Today marked my 9th day at NGPM, Venchempu, and it was a day defined by flexibility.

The day began promptly at 9:10 AM. There is something grounding about the morning routine in a school; from 9:35 to 9:40 AM, the air was filled with the sound of students in prayer. It’s a brief window of collective calm before the academic day truly kicks into gear.

I was scheduled for the second period with Class VIII.C, but as any educator knows, the school calendar is full of surprises. With students away for NCC meetings and preparations for district-level competitions, my formal teaching session was put on hold. While I didn't get to deliver my planned lesson, seeing the students' dedication to their extracurricular commitments is a reminder that learning happens just as much outside the classroom as it does inside.

The middle of my day was defined by "stepping in." I took on substitution roles for two different classes, guiding VIII.A through their Social Science texts and overseeing an English reading session for IX.C. These periods offer a chance to interact with different age groups and observe how students engage with independent study.

By 3:40 PM, the final bell echoed through the halls. As I signed out and left the school, I felt a sense of gratitude for the journey so far.

DAY - 10

18 November 2025

On November 18, 2025, I completed my 10th day at NGPM Venchempu, and it was a day that perfectly illustrated the balance between quiet preparation and active engagement.

I arrived at school by 9:15 AM, just in time to hear the students' beautiful morning prayer between 9:35 and 9:40 AM. Since I didn't have any classes scheduled for the first five periods, I dedicated that block of time to my behind-the-scenes work: refining lesson plans and organizing teaching aids. It’s during these quiet hours that the foundation for a successful lesson is really built.

My teaching took center stage during the 6th period. I taught a lesson on the "parts of a line" and incorporated various activities to bring the concept to life. It was incredibly rewarding to see the students jump into group discussions and tackle the activities with such energy. The learners showed genuine enthusiasm and interest in solving problems throughout the entire class, which is exactly the kind of momentum every teacher hopes for.

The day wrapped up as usual at 3:40 PM when the final bell rang. As I signed out and left the school, I felt energized by the students' participation and ready for what the next ten days will bring.

DAY - 11

19 November 2025

Today marked Day 11 and brought a different pace. After arriving at 9:15 AM and attending the morning prayer, my schedule was filled with substitutions. I instructed Class IX.A in Social Science and later sat in with VIII.A. I also had a substitution with 8B during the 5th period, where I guided them through their English textbooks.

During my scheduled 6th-period class with VIII.C, I found that most students were out for practice. Instead of a new lesson, I took the opportunity to revise the previous topic with those present. I used my remaining free periods effectively to prepare more lesson plans and teaching aids. Both days wrapped up at 3:40 PM when the final bell rang and I signed out, feeling more settled into the school routine with each passing hour.

DAY - 12

20 November 2025

The momentum continued into November 20, Day 12, which turned out to be a significant milestone in professional growth. After the usual morning routine and a first period dedicated to preparation, a new topic was introduced at 10:30 AM: the "parts of a triangle". Similar to the previous geometry lesson, the students were highly collaborative, participating in group work and showing a strong interest in the subject matter.

The highlight of Day 12 was an optional observation conducted by Sree lekshmi Miss. Having an experienced educator observe the session provided a valuable perspective on the student-teacher experience. Each of these days concluded at 3:40 PM, leaving a sense of accomplishment as the routines of the school become more familiar.

DAY - 13

21 November 2025

The week concluded on November 21 (Day 13) by tackling complex problems related to triangles. After a morning dedicated to preparing teaching aids, the 4th period with VIII.C at 12:05 PM became a hub of activity. The learners remained deeply engaged in group-based problem-solving, solidifying their understanding of the week's geometric concepts. Every day consistently ended at 3:40 PM with the final bell, marking the completion of another successful chapter in this teaching journey.

Teaching practice-phase 2-week - 2

Day - 4

10 November 2025

Today marked my fourth day at NGPM, and as I walked through the school gates at 9:15 AM, I felt a growing sense of familiarity with the halls and the routine.

The day began with the collective calm of the morning prayer from 9:35 to 9:40 AM. While I didn't have a class during the first period, the quiet time allowed me to prep for what was coming next: Section 8C.

In the second period, I met with my students in 8C. We are currently navigating the world of Algebra within our unit on Ratio.

To make sure everyone was on the same page, I started with a quick recap of our previous lesson. It’s always rewarding to see those "lightbulb moments" when a concept finally clicks! The highlight of the session was the group discussions. The students didn't just sit back; they dived into the activities with genuine enthusiasm. Seeing them engage with mathematical logic through collaboration is exactly why I love this profession.

The life of a teacher isn't just about the blackboard. Following the lesson, I was assigned to supervise students as they headed to the auditorium. They were practicing for their upcoming sub-district level competitions, and the air was thick with talent and nerves. It was a great reminder that school is just as much about these extracurricular milestones as it is about academics.

As the final bell rang at 3:40 PM, I signed out and headed home. It was a productive, busy, and fulfilling day. Each day at NGPM brings new lessons—not just for the students, but for me as well.

DAY - 5

11 November 2025

The fifth day of teaching practice often feels like a turning point. The initial "first-day" jitters have faded, replaced by the steady rhythm of school life and the unpredictability that comes with being an educator.

The day began promptly at 9:15 AM, followed by the school prayer at 9:35 AM. While the first period was free, the rest of my morning was a lesson in adaptability. I was assigned substitution duties for Class VII.C during the second period and Class X.A during the fourth. While I didn't conduct formal lessons during these substitution hours, they provided a valuable opportunity to observe different classroom dynamics across various age groups.

After a free fifth period following lunch, I returned to Class VII.C for my scheduled lesson in the sixth period. We dove into a brand-new topic: Changing Ratios.

It was incredibly rewarding to see the students transition from the morning's quiet substitution period to active participants in the afternoon. They engaged enthusiastically in group discussions and hands-on activities, showing a genuine interest in how ratios evolve and apply to different mathematical problems.

Once my classroom teaching was finished, I headed to the auditorium to supervise students as they prepared for their sub-district competitions. Seeing their dedication outside of standard academics is a great reminder of the vibrant community spirit here at NGPM.

By the time the final bell rang at 3:40 PM, I felt a deep sense of accomplishment. Between handling substitutions and introducing new mathematical concepts, Day 5 was a testament to the diverse roles a teacher plays every single day.

DAY - 6

12 November 2025

Day 6 was all about active engagement. I arrived at 9:15 AM, just in time for the 9:35 AM prayer. My morning was packed with substitution duties for classes IX.A and 8C, which gave me two free periods to focus on preparing for the afternoon.

In the afternoon, I had my regular session with 8C. We continued our journey through Changing Ratios, focusing specifically on problem-solving. There is nothing quite like the buzz of a classroom where students are actively debating solutions in their groups. Their interest in tackling these math challenges was palpable.

I ended the day with a substitution in 8A during the seventh period. Rather than a standard study hall, I decided to liven things up with a Quiz Competition. I divided the class into several groups, and the competitive spirit that emerged was the perfect way to end the day.

The final bell rang at 3:40 PM, and I signed out feeling energized by the students' creativity and drive

DAY - 7

13 November 2025

Today marked my 7th day of teaching practice at NGPM, Venchempu, and it provided a perfect snapshot of the balance required in this profession.

My day began at 9:15 am, just as the school was buzzing into life. After the morning prayer, I found myself with a bit of a "calm before the storm." Since I didn't have classes during the first three periods, I stayed tucked away in the staff room.

The highlight of the day came during the 4th period at 12:05 pm. I introduced a new topic: Three Measures from the chapter on Ratio.

Group Discussions: Students debated how the ratios applied to the measures.

Active Activities: Hands-on problem solving that kept them moving and thinking.

The energy in the room was palpable. Seeing their enthusiasm and interest in solving problems throughout the session reminded me why I chose this path. There is a specific kind of magic that happens when students stop being passive listeners and start becoming active problem-solvers.

After my class, the rest of the afternoon was dedicated to the "behind-the-scenes" work of teaching—more lesson planning and resource building to ensure the momentum from today carries over into tomorrow

DAY - 8

14 November 2025

Today marked my eighth day of teaching practice at NGPM, Venchempu, and it was a day characterized by a satisfying balance of quiet preparation and high-energy instruction. I arrived at the school by 9:10 AM, just in time to see the campus come to life before the morning prayer at 9:35 AM. This morning ritual always provides a grounded start to the day, setting a focused tone for both the students and the staff.

Since my first three periods were free, I used that block of time to stay ahead of my schedule. I focused on drafting lesson plans and organizing teaching aids for the coming days, ensuring that every future session is as polished as possible. There is a specific kind of peace in that early morning prep work, knowing that the effort put in now leads to a much smoother experience for the students later.

The highlight of the day arrived during the fourth period at 12:05 PM, when I met with my first class to introduce a new topic: "Parts of a Line." It was incredibly rewarding to watch the students engage so actively with the material. They didn't just listen; they participated in group discussions and worked through activities with a level of enthusiasm that made the lesson fly by. Seeing them solve problems with such genuine interest is a great reminder of why I chose this path.

After the class concluded, I returned to my preparation work, making the most of every available minute before the final bell rang at 3:40 PM. As I signed out and left the school, I felt a sense of steady progress. Each day brings me a little closer to mastering the art of the classroom, and today’s success with the students was a wonderful milestone on that journey.

 Teaching Practice Phase 2 -Week - 1: A Journey of Growth at NGPM HSS Venchempu ( 5 November to 7 November )

Day-1

5 November 2025

Today was the fiest day of the Tind phase of my teaching practice at NGPM, venchempu eight students from our college opted for this school. three from english, two from physical science and two from mathematics.

we reached the school by 9:15 am. After that, we wet the headmaster who warmly welcomed us and shared some important instructions Regarding School timings, discipline and one responsibilities.

The day began with a beautiful prayer song led by the school students from 9:35 to 9:40. Then, the headmistress along with some teachers, visited us and provided the time table and necessary instructions.

As it was the first day, my first class was at 8 con 6th period, so I took the time for preparing my lesson plans and teaching aids. Today I taught the topic multiplication Comparisons of unit Ratio, On the 7th period I had a substitution on XA. I didn't take any chases there, finally after the final bell Rang at 9:40 pm I Completed my walls and signed out

Day -2 

6 November 2025

Today was the second day of my teaching practice at NGPM HSS Venchempu. The day began with the morning assembly, where students gathered enthusiastically to sing the prayer, deliver the thought for the day, and share important announcements. Participating in the assembly gave me a sense of belonging and school spirit.

My class was sheduled fix the second period, before beginning, I conducted a short recap of the previous lesson to ensure the students had a dea understanding. I then continued the topic Algebra from the chapter Ratio, which en Cowage active participation and discussion. as students. The learners showed enthusiasm. among ad interest throughout the class

After lunch, I took the students out for practice, Atla any substitutions of duties so that I don't have I used the tive for the preparation of my future lesson plans and teaching aids.

Day -3

7 November 2025

Today was the 3rd day of the teaching practice at NGPM venchempu. I reached the school by 9:20 am. Afee that the day began with a beautiful prayer by Students. from 9:35 to 9:40, Also The first Three periods where free and on the fourth period I have Class on 8 C. but I couldn't take class because today most of the students where out for It exams. After that I got a duty to look after the students went out fox practice for the sub district competitions.

In the afternoon session I don't have Any Classes or duties and I used the time for preparing my lesson plans and teaching aids for the future classes.

finally at 3:40 pm when the final bell rang I signed out and left the school.