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