TEACHING PRACTICE: PHASE I - WEEK I (14 JULY 2025 - 17 JULY 2025)

 Day 1 Reflection – 14th July 2025 (Monday)

Teaching Practice

My teaching practice officially began on Monday, 14th July 2025, at Marthoma High School, Arumurikkada. The air was filled with anticipation and a sense of purpose as ten of us from the teacher education college stepped onto the campus—three of us specializing in English, two in Physical Science, three in Malayalam, and two in Mathematics.

We arrived at the school by 9:15 a.m. and were warmly greeted by the headmistress, whose welcoming demeanor immediately put us at ease. She conducted an informative orientation session, clearly outlining the school’s routines, discipline policies, and our roles as trainee teachers.

The school day officially started at 9:30 a.m. with a melodious prayer song performed by the students, creating a serene and respectful atmosphere. Following this, we had a brief meeting with the headmistress and a few senior faculty members. They handed out our teaching timetables and provided valuable guidance on effective classroom management, lesson planning, and maintaining meaningful student engagement throughout our practice period. 

At noon, Akhila and I helped the teachers serve the mid-day meal to the students. It was a wonderful opportunity to engage with the children outside the classroom and to support the school staff in their daily routine.

After the lunch break, I continued working on preparations for my next class. I spent time refining my lesson plans and arranging materials, staying at school until 3:30 PM.

Overall, it was a meaningful and encouraging start to the teaching practice. The experience gave me confidence, and I look forward to growing as a teacher in the coming days through both classroom interaction and school activities.

Day 2 Reflection – 15th July 2025 (Tuesday)

DAY 2

On the second day of my teaching practice, my mentor teacher was absent, so I had to manage the classes independently.

In the first period (9:30 – 10:10 a.m.), I handled class 8C. In the second period (10:10 – 10:50 a.m.), I taught class 10A. During the third period (11:00 – 11:40 a.m.), along with my peers Eye and Akila, I went to class 9B where we conducted a test paper. In the fourth period (11:40 a.m. – 12:50 p.m.), I had my regular class with 8A.

After the lunch break, I again had a class with 8A. This session allowed me to interact more closely with the students, understand their learning pace, and build better rapport with them. The students were cooperative, and the class went smoothly, which gave me more confidence in handling the subject matter and managing time effectively.

Although it was a little challenging to work without my mentor’s guidance, the day provided me with valuable opportunities to gain practical experience. I realized the importance of preparation, adaptability, and maintaining a positive attitude in the classroom. Overall, the second day of teaching practice was productive, confidence-building, and encouraging, helping me grow as a teacher.

Day 3 Reflection – 16th July 2025 (Wednesday)

DAY 3

Today I reached the school before 9:30 a.m. The day began with a prayer by the students, which created a calm and respectful atmosphere.

I had my class during the 5th period (12:15 – 12:50 p.m.) with 8A. In this session, I focused on problem-solving based on the previously taught concept. The students were attentive and participated actively in solving the questions. A few needed additional explanation, but overall the class was interactive and effective.

Since I had only this one period today, I could give more attention to clarifying doubts and ensuring that the students understood the steps thoroughly. The session helped me complete part of the pending portion and boosted my confidence in handling the class independently.

The school dispersed at 3:30 p.m. Overall, it was a simple yet productive day of teaching practice.

Day 4 Reflection –17th July 2025 (Thursday)

DAY 4

I reached school before 9:30 AM. Today’s assembly included both the morning prayer and the pledge. After the assembly, I spent some time preparing for my class. I had the 4th and 5th periods in Class 8B. As soon as I entered the classroom, I checked the homework given in the previous class.

During the 4th period (11:40 to 12:15 PM), I taught a principle related to isosceles triangles and did problems based on the concept to reinforce their understanding. Fortunately, I also got the 5th period (12:15 to 12:50 PM) as the concerned teacher had another class. I made use of this opportunity to introduce the concept of equilateral triangles and guided the students through a set of problems related to it. By the end of the 5th period, I was able to complete the portions assigned to me for the midterm examination. This gave me a sense of relief and satisfaction.

After teaching, I clarified the doubts raised by the students and collected their notebooks to check if all the notes were complete. Then I had lunch and spent some time preparing for the next class. We left the school at 3:30 PM. One of the highlights of the day was the way students came and talked to us with enthusiasm. I feel genuinely happy and encouraged by their friendly behavior, which makes the experience of teaching practice more fulfilling and meaningful.

Overall Reflection – First Week of Teaching Practice

The first week of my teaching practice was truly a memorable journey that combined new challenges, excitement, and valuable learning experiences. Entering the school on July 14th as a trainee teacher filled me with anticipation and a sense of responsibility. Every day offered me new insights into classroom management, student engagement, and my own growth as a teacher.

The week began with a warm welcome from the school community. On the very first day, I observed the routines of the school and the behavior of the students. I also assisted in the distribution of the mid-day meal, which gave me an opportunity to interact with students outside the classroom and build a friendly rapport. Taking my very first class was a special moment—I introduced the topic of isosceles triangles with the help of a story and simple teaching aids. Although I was nervous at the beginning, the enthusiasm of the students encouraged me to continue with confidence.

In the following days, I gradually became more confident and systematic in my teaching. I focused on preparing lesson plans, managing time effectively, and involving students through interactive activities. I taught the properties of triangles, assigned problem-solving exercises, and conducted follow-up activities to check their understanding. Observing my peers’ classes also gave me useful ideas about different teaching styles and classroom strategies, which helped me reflect on and improve my own methods.

The most rewarding part of the week was the interaction with students. Their eagerness to clarify doubts, share thoughts, and even engage in small conversations after class gave me immense satisfaction. I realized that building a positive relationship with students is just as important as delivering content. Even when students became restless or distracted, I tried to handle the situation with patience, and in the process I learned the value of adaptability and calmness.

By the end of the week, I had completed the required portions for the upcoming examination, including topics on isosceles and equilateral triangles. Checking notebooks and addressing individual mistakes gave me a clearer understanding of students’ strengths and difficulties. This not only helped me as a teacher but also reinforced the importance of providing personalized support.

Overall, the first week of teaching practice gave me confidence, improved my classroom management skills, and deepened my passion for teaching. It was a week of growth, reflection, and encouragement, laying a strong foundation for the weeks ahead.