Teaching practice - phase I - weekly reflection - 3

Day - 13

28 july 2025

Today, I was unable to attend my teaching practice at NGPM Vanchempu because I was unwell. I took the day to rest and recover so that I can return to school prepared and in better health.

Day - 14

29 july 2025

Today, I was unable to attend my teaching practice at NGPM Vanchempu because I was unwell. I took the day to rest and recover so that I can return to school prepared and in better health.

Day - 15

30 july 2025

Today was the 16 th day of our teaching practice at NGPM Vanchempu. We reached the school by 9:10 am. As usual, the day began with a beautiful prayer song led by the students from 9:35 to 9:40 am. Because of my health conditions I was unable to take classes. I used the time for preparing teaching aids and lesson plans for my upcoming classes. At 3:45 we signed and leave the school.

Day - 16

31 july 2025

Today was the 16 th day of our teaching practice at NGPM Vanchempu. We reached the school by 9:10 am. As usual, the day began with a beautiful prayer song led by the students from 9:35 to 9:40 am. After the prayer, we moved to our respective classes.

My first class was with IX B. I revised the previous topic briefly and then continue d topic: properties of parallel lines. The students showed great interest and participated actively by asking questions and answering confidently. Their enthusiasm made the teaching session interactive and lively, which further increased my confidence.

In the next free period, I prepared teaching aids and lesson plans for my upcoming classes. 

During the last free period, I took time to reflect on my teaching strategies and identified areas where I could improve, such as better time management and using more visual aids.

Finally, at 3:40 pm, the final bell rang, and we signed out before leaving the school. Overall, today was a fulfilling and productive day. The students’ positive response and active participation motivated me and helped me feel even more prepared for the upcoming days of teaching practice.

Day –17 

1 August 2025

Today was the seventeen th day of our teaching practice at NGPM Venchempu. We reached the school by 9:10 am, and the day began with the usual prayer song led by the students from 9:35 to 9:40 am.

After the prayer, we moved to our respective classes. I had a class with IX B, where I revised the previous topic and continued teaching the properties of parallel lines. The topic was Triangle division. The students listened attentively and participated actively, which made the session lively and effective. As there is no further class I used the time for preparing lesson plan and teaching materials for the upcoming classes.

 Teaching practice - phase I - weekly reflection - 2

Day - 7

21 July 2025

Today was the 7th day of my teaching practice at NGPM Vanchempu. I reached the school by 9:13 am

The day began with a beautiful prayer song led by the school students from 9:35 to 9:40.My first class was at lX B.The students listened attentively and responded actively, which boosted my confidence and made the teaching experience smooth and enjoyable.

I had a free period next, which I used effectively to prepare my teaching materials and lesson plans for the following periods. After lunch, I had another free period, which I used to review my teaching and reflect on possible improvements. In the last period, I had another free period, and I used it effectively to prepare my teaching materials and lesson plans.

Finally, at 3:40 pm, the final bell rang, and I signed out before leaving the school. Overall, today was a productive day. The active participation and enthusiasm of the students made teaching a pleasant experience, and I felt more confident and prepared to handle future classes.

Day - 8

22 july 2025

On the 8 th day we have holiday due to death of ex chief minister of Kerala V S Achuthananthan .

Day - 9

23 july 2025

Today was the 8th day of my teaching practice at NGPM Vanchempu. I reached the school by 9:15 am.The day started with a lovely prayer song presented by the school students from 9:35 to 9:40. My first class was with IX B, where the students paid close attention and engaged actively. This boosted my confidence and made the teaching session smooth and enjoyable.

After that, I had a free period, which I used well to prepare teaching materials and lesson plans for the upcoming periods. Following lunch, I had another class on lX A

Finally, the last bell rang at 3:40 pm, after which I signed out and left the school. Overall, it was a productive day. The students’ enthusiasm and active participation made teaching enjoyable, and I felt better prepared and more confident for the classes ahead.

Day - 10

24 july 2025

On the 10 th day we have a holiday due to karuthavavu

 

Day - 12

25 july 2025

Today was the 11 th day of my teaching practice at NGPM Vanchempu. I arrived at the school by 9:15 am. The morning began with a graceful prayer song led by the students between 9:35 and 9:40. My first session was with class IX B, where the students showed great interest and participated actively. 

After this, I had a substitution class on 9A. During the final period, which was also free, I used the time to organize and plan ahead for upcoming classes.

At 3:45 pm, the final bell signaled the end of the school day. I signed out and left. Overall, the day felt meaningful and productive. 

Day - 14

26 july 2025

Today was the 12th day of our teaching practice at NGPM Vanchempu. We reached the school by 9:10 am. As usual, the day began with a beautiful prayer song led by the students from 9:35 to 9:40 am. After the prayer, we moved to our respective classes.

My first class was with IX B. I revised the previous topic briefly and then continue d topic: properties of parallel lines. The students showed great interest and participated actively by asking questions and answering confidently. Their enthusiasm made the teaching session interactive and lively, which further increased my confidence.

In the next free period, I prepared teaching aids and lesson plans for my upcoming classes. 

During the last free period, I took time to reflect on my teaching strategies and identified areas where I could improve, such as better time management and using more visual aids.

Finally, at 3:40 pm, the final bell rang, and we signed out before leaving the school. 

 Teaching practice - phase I - weekly reflection - 1

Day - 1

14 July 2025

Today was the first day of my teaching practice at NGPM Vanchempu. 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 9:00 am. After that, we met the headmistress, who warmly welcomed us and shared some important instructions regarding school timings, discipline, and our 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 timetable and necessary instructions.

As it was the first day, we didn’t take any classes. Instead, we were given a classroom where we spent time preparing lesson plans and teaching aids for our upcoming classes. We also observed the general classroom environment and the discipline maintained in the school, which will help us when we start our actual teaching.By 3:40 pm, we completed our work and left the school.

Day – 2

15 July 2025

Today was the second day of our teaching practice at NGPM Vanchempu. We reached the school by 9:15 am. The day began with a beautiful prayer song led by the school students from 9:35 to 9:40 am. Following this, we moved to our respective classes. My class was IX B. I entered the class during the first period itself and introduced myself to the students. I then taught the topic parallel lines. The students listened attentively and responded actively, which boosted my confidence and made the teaching experience smooth and enjoyable.

I had a free period next, which I used effectively to prepare my teaching materials and lesson plans for the following periods. After lunch, I had another free period, which I used to review my teaching and reflect on possible improvements. In the last period, I had another free period, and I used it effectively to prepare my teaching materials and lesson plans.

Finally, at 3:40 pm, the final bell rang, and I signed out before leaving the school. Overall, today was a productive day. The active participation and enthusiasm of the students made teaching a pleasant experience, and I felt more confident and prepared to handle future classes.

Day – 3

 16 July 2025

Today was the third day of our teaching practice at NGPM Vanchempu. We reached the school by 9:10 am. As usual, the day began with a beautiful prayer song led by the students from 9:35 to 9:40 am. After the prayer, we moved to our respective classes.

My first class was with IX B. I revised the previous topic briefly and then introduced a new topic: properties of parallel lines. The students showed great interest and participated actively by asking questions and answering confidently. Their enthusiasm made the teaching session interactive and lively, which further boosted my confidence.

In the next free period, I prepared teaching aids and lesson plans for my upcoming classes. After lunch, I had another class with IX B, where I continued the same topic with the help of diagrams and real-life examples. The students responded well, which made the session more engaging and effective.

During the last free period, I took time to reflect on my teaching strategies and identified areas where I could improve, such as better time management and using more visual aids.

Finally, at 3:40 pm, the final bell rang, and we signed out before leaving the school. Overall, today was a fulfilling and productive day. The students’ positive response and active participation motivated me and helped me feel even more prepared for the upcoming days of teaching practice.

Day  – 4

17 July 2025

Today was the fourth day of our teaching practice at NGPM Vanchempu. We reached the school by 9:10 am. As usual, the day began with a beautiful prayer song led by the students from 9:35 to 9:40 am. After the prayer, we moved to our respective classes.

My first class was with IX B. I revised the previous topic briefly and then continue d topic: properties of parallel lines. The students showed great interest and participated actively by asking questions and answering confidently. Their enthusiasm made the teaching session interactive and lively, which further increased my confidence.

In the next free period, I prepared teaching aids and lesson plans for my upcoming classes. 

During the last free period, I took time to reflect on my teaching strategies and identified areas where I could improve, such as better time management and using more visual aids.

Finally, at 3:40 pm, the final bell rang, and we signed out before leaving the school. Overall, today was a fulfilling and productive day. The students’ positive response and active participation motivated me and helped me feel even more prepared for the upcoming days of teaching practice.

Day – 5

18 July 2025

Today was the fifth day of our teaching practice at NGPM Vanchempu. However, due to a strike, we did not go to the school today.

Since there were no classes and the school remained closed, we stayed at home and used the day productively to prepare lesson plans and teaching aids for the upcoming classes. I also took this opportunity to review the topics I had already taught and reflected on ways to make my future classes more engaging and effective.

Although we couldn’t attend school today, the time spent planning and preparing helped me feel more confident and better organized for the coming days. Overall, it was a quiet but useful day for self-preparation.

Day – 6

19 July 2025

Today was the sixth day of our teaching practice at NGPM Venchempu. As it was a special class arranged on a Saturday, we followed the Wednesday timetable. We reached the school by 9:10 am, and the day began with the usual prayer song led by the students from 9:35 to 9:40 am.

After the prayer, we moved to our respective classes. I had a class with IX B, where I revised the previous topic and continued teaching the properties of parallel lines. The topic was unequal division. The students listened attentively and participated actively, which made the session lively and effective. After lunch, I had a substitution class with IX C.

Since we had to attend the special class at school, we couldn’t go to our college for the weekend reflection session. However, I felt that attending the special class was also beneficial, as it gave me more practice and confidence in managing classroom teaching. During the last period, it was my duty to volunteer with VIII C students for PT.

By 3:40 pm, the final bell rang, and we signed out before leaving the school. Overall, it was a busy and productive day that helped me gain more teaching experience and better prepare for the coming week.

 Reading Day Observance at Baselios Marthoma Mathews II Training College

On the 19th of June 2025, the Department of Malayalam at Baselios Marthoma Mathews II Training College, Kottarakkara, organized a heartfelt and inspiring celebration to observe Vaayana Dinaacharanam (Reading Day). This annual event is held in memory of the father of the library movement in Kerala, P.N. Panicker, whose lifelong dedication to literacy and reading continues to inspire generations.

The program began at 2:30 PM in the college seminar hall, gathering students, faculty, and well-wishers for a meaningful afternoon dedicated to the love of reading. The chief guest and keynote speaker for the occasion was Fr. Simon Lukose, the Manager of the college, who emphasized the significance of cultivating a reading habit in the digital age. His insightful words reminded the audience that books remain timeless treasures and foundational to critical thinking and self-growth.

As part of the celebrations, several special programs were organized:

Reading Day Quiz Competition: Encouraging students to dive into the world of literature and test their knowledge.

Thematic Presentations: Students creatively expressed their reflections on the value of reading and its relevance in today’s society.

Reading Pledge: A moment of collective commitment by all attendees to read more and inspire others to embrace books.

The event was not just a tribute to P.N. Panicker but also a reminder of the college's mission to foster a vibrant reading culture among its teacher trainees and future educators. The day concluded with a vote of thanks and a renewed enthusiasm among participants to engage more deeply with literature, beyond textbooks and exams.

Vaayana Dinaacharanam 2025 at Baselios Marthoma Mathews II Training College was a resounding success—infusing students with a renewed appreciation for the written word and reaffirming the transformative power of reading.

 Criticism Models Teaching – Day 4 (10/06/2025) Baselios Marthoma Mathews II Training College

On 10th June 2025, the fourth day of our Criticism Models Teaching sessions unfolded with enthusiasm, creativity, and insightful learning. Two engaging mathematics classes were presented using the Constructivist Model of Teaching, emphasizing active participation, exploration, and conceptual understanding among Class 8 students.

Class 1: Constructivist Model

Teacher: Sherin Joji

Subject: Mathematics

Unit: Equal Triangles

Topic: Types of Triangles

Class: 8

Sherin Jojy guided the students through the various types of triangles based on sides and angles. The class began with real-life visual stimuli—pictures of pyramids, road signs, and slices of pizza—to activate prior knowledge and spark curiosity.

Using manipulatives and paper folding, students actively participated in constructing triangles and classifying them as equilateral, isosceles, or scalene, as well as acute, right, and obtuse triangles. Sherin encouraged peer discussion and self-discovery, aligning well with constructivist principles. The use of group activities and questioning techniques made the session lively and effective. The evaluation segment involved a creative worksheet where students had to identify and name triangles in everyday objects.

Sherin's confident delivery, clarity in concept, and student engagement were appreciated by peers and evaluators alike. Suggestions included more scaffolding for students with slower grasping ability and integrating technology (like GeoGebra) for better visualization.

Class 2: Constructivist Model

Teacher: Shymol

Subject: Mathematics

Unit: Polygons

Topic: Introduction of Polygons

Class: 8

Shymol opened the session with an interactive brain teaser involving shapes and their sides, encouraging students to define a polygon in their own words. The lesson proceeded with hands-on activities where learners used matchsticks and string to form and identify different polygons.

The class explored the concept of regular and irregular polygons, concave and convex forms, and the number of sides and angles. Shymol effectively guided learners through comparison and contrast, fostering deeper understanding through dialogue and inquiry.

By engaging students in constructing knowledge rather than just receiving it, the session aligned strongly with the constructivist paradigm. A group task to sort shapes into polygon categories culminated in a brief presentation by each team, reinforcing learning outcomes.

Peer feedback appreciated Shymol’s structured approach, student engagement, and clarity of instructions. Recommendations focused on incorporating a brief video recap or digital drawing tools for varied learning preferences.

Reflections

The fourth day of the criticism teaching model highlighted the strength of constructivist learning environments in mathematics classrooms. Both Sherin and Shymol created spaces where students were not passive listeners but active participants in their own learning journey. Their lessons showcased how mathematics can be made meaningful, visual, and fun.

As future educators, this experience continues to deepen our understanding of model-based instruction, and the importance of ref

lection and peer review in shaping our teaching practices.

 Criticism Models Teaching – Day 3 (9th June 2025)

On 9th June 2025, Day 3 of our Criticism Models Teaching sessions unfolded with remarkable classroom engagements, insightful strategies, and pedagogical experiments. Two diverse yet effective models of teaching were demonstrated by our talented peers, Athira and Fejina, as part of our academic training at Baselios Marthoma Mathews II Training College.

Class 1: ITM Model taken by Athira

Class: 9

Unit: Prism

Topic: Volume of Rectangular Prism

The first session of the day was conducted by Athira, who employed the Information Processing Model – Inductive Thinking Model (ITM) to teach the concept of volume of a rectangular prism.

Athira began by activating prior knowledge with real-life examples involving boxes and containers, gently leading students into discovering patterns and relationships. Through structured inquiry, she guided the learners in observing multiple instances, comparing dimensions, and generalizing the volume formula .

Her systematic approach, coupled with visual aids and concrete examples, kept the class engaged and actively participating. The highlight of her session was the collaborative learning activity, where students measured and calculated the volume of various rectangular solids using provided dimensions.

Feedback:

Strengths: Clear instructional steps, effective use of scaffolding, and logical sequence.

Suggestions: Integrate a short activity or puzzle at the end to enhance retention and application.

Class 2: Constructivist Model by Fejina

Class: 10

Unit: Probability

Topic: Introduction to Basic Probability

In the second class, Fejina demonstrated the Constructivist Teaching Model, beautifully applying its principles in a lesson on basic probability for Class 10 students.

She began with an engaging question: “If I toss a coin, what can I expect?” This initiated a discussion where learners shared intuitive responses. Using simple examples Fejina created a dynamic environment where students constructed understanding through hands-on experience.

The class moved from individual predictions to group discussions, ultimately arriving at the theoretical probability concept . Her facilitation style encouraged exploration, hypothesis testing, and reflective thinking.

Feedback:

Strengths: Inquiry-based, student learning, well-connected with real-life contexts.

Suggestions: Could include a small quiz or reflection sheet to assess conceptual clarity.

Reflection 

Day 3 of Criticism Models Teaching was a rich blend of theory and practice. Both Athira and Fejina showcased commendable skills in lesson planning, execution, and student engagement. Their teaching not only reflected a deep understanding of pedagogical models but also highlighted how abstract mathematical concepts can be made accessible and enjoyable.

These sessions reinforce the importance of applying appropriate models of teaching to match content and learner needs—a key takeaway for all budding educators.

 Criticism Models Teaching – Day 2 (5th June 2025)

Baselios Marthoma Mathews II Training College, Kottarakkara

The second day of Criticism Models Teaching, held on 5th June 2025, witnessed engaging and thoughtfully prepared classes conducted by teacher trainees as part of their practical pedagogy training. The focus was on teaching Mathematics using structured instructional models that promote deep conceptual understanding. Two sessions were held for Class 9 students on the topic Prisms, utilizing the Information Processing Model (ITM) and Concept Attainment Model (CAM) respectively.

 Class 1: Curved Surface Area of Cylinder (ITM Model)

Class Taken By: Anjana

Subject: Mathematics

Unit: Prisms

Topic: Curved Surface Area of Cylinder

Model Used: Information Processing Model (ITM)

Class: 9

Anjana led the first session using the Information Processing Model, which emphasizes logical sequencing and cognitive skill development. Her lesson was designed to help students understand and apply the formula for the curved surface area (CSA) of a cylinder.

Highlights of the session:

The input phase activated students’ prior knowledge of cylinders and basic geometry.

In the processing phase, Anjana introduced the formula (CSA = 2πrh) using clear diagrams and real-life cylindrical objects.

Students were encouraged to derive the formula themselves, enhancing critical thinking.

The output and feedback phase involved solving sample problems and receiving timely corrections and reinforcement.

The class was interactive and well-paced, with Anjana guiding learners through the thought process step by step. The use of visual aids and real-world examples helped in making the abstract concept concrete and comprehensible.

Class 2: Introduction to Prism (CAM Model)

Class Taken By: Ansha

Subject: Mathematics

Unit: Prisms

Topic: Introduction to Prism

Model Used: Concept Attainment Model (CAM)

Class: 9

Ansha conducted the second session using the Concept Attainment Model, a strategy focused on helping students learn through examples and non-examples. The aim was to guide students toward discovering the definition and features of a prism on their own.

Structure of the session:

Ansha presented “yes” and “no” examples of prisms using images, models, and everyday objects.

Students worked collaboratively to identify common features and eliminate non-essential ones.

Gradually, they arrived at a formal definition of a prism through guided inquiry.

The session concluded with an application phase, where students categorized various shapes based on the concept of a prism.

The CAM model proved highly effective in encouraging active participation and conceptual clarity. Ansha maintained a smooth flow of discussion and ensured that all learners were involved in the learning process.

Reflection and Feedback

Both sessions showcased the importance of model-based teaching in Mathematics. Anjana and Ansha demonstrated clarity in instructional planning and execution, effectively using ITM and CAM to support meaningful learning.

The ITM model fostered logical thinking and problem-solving.

The CAM model cultivated analytical reasoning and concept formation.

The peer group and evaluators praised both classes for their structure, clarity, use of teaching aids, and effective engagement strategies. These sessions not only enriched the classroom experience but also enhanced the pedagogical confidence of the trainees

Conclusion

Criticism Models Teaching Day 2 was a successful step in bridging theory and practice. It highlighted how thoughtful instructional models can make abstract mathematical ideas accessible and interesting for students. The sessions served as an excellent platform for professional growth, self-reflection, and collaborative learning among aspiring teachers.

 Environment Day 2025 Celebration at Baselios Marthoma Mathews II Training College 

Every year, June 5th marks World Environment Day, a global platform for raising awareness and taking action on pressing environmental issues. This year, Baselios Marthoma Mathews II Training College embraced this vital cause with enthusiasm and purpose, organizing a thoughtful and inspiring event to celebrate Environment Day 2025.

🌿 The Spirit of the Day

With the theme of environmental responsibility and action, the event aimed to nurture awareness among teacher trainees and inspire them to become advocates for sustainable living. The celebration was held on 5th June 2025 at 2:00 PM, and it brought together the college community in a collaborative effort to reflect on our connection with nature.

🌳 A Green Awakening

The beautifully designed poster, featuring illustrations of Earth, greenery, and students engaging in eco-friendly activities like planting and cleaning, set the tone for the event. It encapsulated the very essence of the day—to give back to the planet that gives us life.

🌱 Activities and Engagement

Participants took part in a variety of hands-on activities such as:

Planting saplings to promote green cover

Campus cleaning drives to reinforce the habit of maintaining cleanliness

Poster presentations and discussions highlighting the urgent need for ecological balance

Pledges and reflections encouraging responsible environmental behavior

Such interactive and practical engagements not only instilled environmental values but also gave the trainees an opportunity to set examples for future students.

🌼 A Learning Beyond the Classroom

The Environment Day celebration was more than a one-day event—it was a gentle reminder to embrace environmentally responsible behavior in our everyday lives. As future educators, the trainees were reminded of their role in shaping environmentally conscious generations.

🌟 Reflection of the day 

By organizing the Environment Day 2025 program, Baselios Marthoma Mathews II Training College demonstrated its unwavering commitment to ecological awareness and sustainability. The event served as a reminder that small acts of care can collectively lead to big changes.

 Criticism Models Teaching Day 1 – Concept Attainment Model by Akhila A.

On Criticism Models Teaching Day 1, we witnessed a thoughtful and well-executed demonstration of the Concept Attainment Model (CAM), conducted by Akhila A, a dedicated student-teacher from the Mathematics optional. The session was part of the ongoing teacher training program aimed at mastering various models of teaching and refining classroom practices through peer and mentor feedback.

📚 Lesson Details

Subject: Mathematics

Class: 8

Unit: Equal Triangles

Topic: Isosceles Triangles

Model Used: Concept Attainment Model

Teacher: Akhila 

🌟 Introduction to the Model

The Concept Attainment Model, developed by Bruner, Goodnow, and Austin, is a powerful strategy for helping students understand abstract concepts through a process of comparing examples (Yes/No cases). It promotes higher-order thinking by allowing students to discover the defining attributes of a concept themselves.

🧮 Session Overview

Akhila started her session with a warm and engaging introduction that immediately captured the attention of the students. She set a clear objective: to help students identify and understand the properties of isosceles triangles through a process of classification and guided discovery.

The presentation included:

• A well-organized chart with examples and non-examples of triangles.
• Thought-provoking questions that encouraged students to observe, compare, and classify based on common features.
• Clear highlighting of attributes such as equal sides and equal angles, leading to the definition of an isosceles triangle.
• The students were actively involved throughout the process, identifying patterns and discussing their observations. Akhila skillfully facilitated the discussion, using both verbal and non-verbal reinforcement techniques to support student responses.

✅ Strengths of the Lesson

Effective Use of CAM: The lesson remained true to the principles of the Concept Attainment Model, allowing students to construct knowledge independently.

Visual Aids: Well-prepared teaching aids enhanced clarity and engagement.

Student Participation: High levels of student interaction and curiosity were evident throughout the class.

Classroom Management: Akhila maintained a calm, encouraging atmosphere conducive to learning and exploration.

Reinforcement: Timely appreciation and gentle correction supported the learning process.

📌 Feedback and Suggestions

As part of the criticism session, peer and faculty evaluators appreciated Akhila’s confident delivery and adherence to the CAM strategy. A few constructive suggestions included:

Incorporating real-life examples of isosceles triangles to further relate the concept to everyday experience.

Using geometrical tools or digital demonstrations for better precision.

Providing a short follow-up activity or assessment to consolidate learning.

🎯 Reflection

The session showcased the practical application of a theoretical teaching model, reinforcing how abstract concepts can be made accessible through structured, student-centered strategies. Akhila’s clarity in concept delivery and strategic questioning demonstrated the effectiveness of the Concept Attainment Model in mathematics teaching.

📝 Conclusion

Criticism Day 1 was a meaningful step in building professional teaching competencies. Akhila A’s lesson on isosceles triangles exemplified how thoughtful planning and the right teaching model can transform a classroom into a collaborative learning environment. The feedback and reflection process further added value, contributing to the continuous growth of future educators.

 

A Vibrant Goodbye: "AL-VIDA 2025" at Baselios Marthoma Mathews II Training College

“Every ending has a new beginning, but some goodbyes are harder than others.”

On April 7, 2025, the atmosphere at Baselios Marthoma Mathews II Training College, Kottarakkara, was charged with a beautiful blend of joy, nostalgia, and gratitude. The college union, Ektha, orchestrated a stunning farewell party titled "AL-VIDA" to honor and celebrate the graduating batch of 2022–2024.

From the very beginning of the day, there was something magical in the air. The preparations, the decorations, the lights, and the music all came together to transform the campus into a lively festival of memories. The party kicked off sharply at 10:00 AM, but the excitement among students had started long before.

A Warm Welcome to Memories

The event began with a warm welcome address by members of the college union, setting the tone for the celebration. The stage was framed with vibrant backdrops and a retro-style lit board that read “Farewell Party: AL-VIDA”, grabbing everyone's attention and setting a dramatic mood.

Dressed in their finest, the students and teachers gathered with hearts full of memories and hope. The juniors, full of admiration and affection, took over the stage to express their love and appreciation for the seniors.

Celebration in Colors and Emotions

The entertainment program was a dazzling mix of emotions. There were:

• Group dances that got everyone clapping and tapping their feet.

• Heartfelt speeches by both teachers and students that moved many to tears.

Each performance carried a message, a memory, or a moment that symbolized the bond between the seniors and juniors.

A Touch of Gratitude and Reflection

One of the most emotional parts of the event was the “Reflection Session”. Seniors were invited to share their thoughts, memories, and experiences from their time at the college. Many spoke about how the institution shaped them, the support from faculty, and the friendships that turned into family.

Some shared their struggles and triumphs, while others simply expressed how grateful they were for every single moment spent on campus. The teachers too, expressed pride in the outgoing batch, offering blessings and advice for the path ahead.

A Picture-Perfect Farewell

To capture the moments forever, a colorful photo booth was set up, where groups of friends, mentors, and classmates posed together, immortalizing their bond. The bright neon paints, sunglasses, and joyous expressions captured in the photographs told stories of happiness and togetherness.

Delicious refreshments were served, allowing everyone to gather, talk, and enjoy the day beyond the stage.

A Bittersweet Goodbye

As the program drew to a close, the final moments were filled with hugs, tears, laughter, and promises to stay in touch. “Al-Vida” wasn’t just a goodbye—it was a celebration of everything that had been shared: the learning, the laughter, the lessons, and the love.

The farewell left behind not just a trail of memories, but also a legacy of unity, growth, and spirit. The name Ektha—which means unity—truly lived up to its essence through this event.

To the Batch of 2022–2024:

Your journey at BMM II Training College may have ended, but the roads ahead are full of promise. Keep the spirit alive, chase your dreams, and carry forward the light of knowledge and kindness that you nurtured here.

 College Day Celebration at Baselios Marthoma Mathews II Training College, Kottarakkara

The vibrant campus of Baselios Marthoma Mathews II Training College, Kottarakkara, was set ablaze with enthusiasm and excitement on the 28th of March, 2025, as the institution celebrated its much-awaited College Day. Organized by the Nitara College Union, the event was a grand showcase of talent, unity, and festivity.

A Day of Celebration and Camaraderie

The College Day celebrations provided a platform for students, faculty, and staff to come together, rejoice, and create lasting memories. The event was meticulously planned and featured a series of cultural programs, performances, and activities that highlighted the creativity and dynamism of the students.

A.H.A.A.N – The Musical Extravaganza

One of the major highlights of the evening was the electrifying performance by the A.H.A.A.N Music Band at 2 PM. The band captivated the audience with their sensational music, engaging rhythms, and dynamic stage presence. The energy in the auditorium was palpable as students swayed to the beats, sang along, and immersed themselves in the soulful and energetic performances.

Unity Through Festivity

College Day is not just an event; it is a tradition that fosters a sense of belonging among students. It is a time to reflect on the academic year, celebrate achievements, and look forward to future aspirations. The collective participation in organizing and executing such a grand event further strengthened the bond among students and faculty.

Reflection 

The College Day celebration at Baselios Marthoma Mathews II Training College, Kottarakkara, was a spectacular success, leaving everyone with unforgettable moments and a renewed spirit of togetherness. The Nitara College Union deserves applause for orchestrating such a fantastic event. As the night ended with cheers and applause, the echoes of music and laughter lingered, marking another milestone in the vibrant history of the college.