Sixth Week ( 12/1/26 - 16/1/26)

Day - 24(12/1/26)

Today, I did not have a regular class, but during my period, I conducted a CM quiz. I explained the rules, organized the students, and observed their enthusiasm and teamwork. Conducting the quiz helped me practice classroom management and maintain discipline in a fun way. I also assisted teachers with checking papers and organizing materials. Even without teaching a lesson, the day was productive and reminded me that a teacher’s role goes beyond classroom instruction.

Day - 25(13/1/26)

Today, I reached school before 9:30 a.m. and signed the register. In the third period, I taught “Prism” using the Concept Attainment Model, helping students understand its properties. During the fifth period, we explored the volume of a prism, and students practiced applying the formula. Lunch was followed by preparations for the Annual Day celebration, where I helped organize activities. Overall, it was a productive day of teaching and event preparations.

Day - 26(14/1/26)

The day began with signing the attendance register before 9:30 a.m. During the morning session, I handled classes on the topic “Volume of Prism” from the unit Prisms. In another period, I taught the topic “Area of Prism”, helping students understand the relationship between surface area and volume through examples and illustrations. The students participated actively and solved related problems with interest.

After the lunch break, students were engaged in practice sessions for the Annual Day and Talent Show programmes. I assisted and guided them during the practice, ensuring smooth coordination and participation. Overall, the day was fruitful, combining effective teaching with vibrant co-curricular preparations.

Day - 27(16/1/26)

The day began with signing the attendance register before 9:30 a.m. During the class, I handled the topic “Area of Prism”, followed by “Lateral Surface Area of Prism” from the unit Prisms. The concept was introduced through an innovative method—a playful singing activity about the lateral faces of prisms. This creative approach helped students easily visualize and remember the concept. They enthusiastically joined in the song and actively participated in identifying the lateral faces and calculating their areas. The class was lively, engaging, and effective in achieving the learning objectives.