The Last Week at School: Memories to Carry Forever

 

Weekly Reflection 
Week 7 (19 January 2026 – 22 January 2026)

Day 1 – Monday (19/01/202duty.

The day began with the morning assembly, which carried a sense of pride and social responsibility. A special moment of appreciation was given to Devasritha Ram of Class 9B, who achieved a remarkable milestone by qualifying for the State Level Kalolsavam in Ashtapathi and securing an A grade. This achievement brought great honour to the school and served as motivation for all students. During the assembly, the Vice Principal also addressed the students about a charity initiative for a cancer patient in the village, encouraging everyone to contribute voluntarily and develop empathy and social commitment.

As per the timetable, I handled my scheduled class in Class 9B, where I conducted an Achievement Test to assess the students’ learning outcomes. The test was conducted smoothly, and the students responded sincerely. In addition to teaching responsibilities, I actively participated in routine school duties, including noon meal duty and dispersal duty

Day 2 – Tuesday (20/01/2026)

On this day, I did not have any scheduled teaching periods. I utilized the time effectively by collecting and completing the pending details for my case study, which helped me strengthen my understanding of student behaviour and learning needs. Along with academic responsibilities, I carried out routine school duties such as noon meal duty and dispersal duty, ensuring proper supervision and discipline among students.

Additionally, the school had an inspection conducted by KITES, which highlighted the importance of technology integration and digital infrastructure in schools.

Day 3 – Wednesday (21/01/2026)

As per the timetable, I had a scheduled teaching period in Class 8A. The class was conducted smoothly, though a few students were absent as they had gone to attend the NMMS examination. Despite this, the remaining students participated actively in the learning process, and the session was productive.

In addition to teaching, I performed routine responsibilities such as noon meal duty and dispersal duty

Day 4 – Thursday (22/01/2026)

Today marked the completion of more than 70 days of teaching practice, and it was one of the most emotional days of this journey. The school organized a warm and memorable farewell for us, making every moment of the day filled with gratitude, love, and deep attachment. We never imagined that within such a short span of time we would become so closely connected to the school, the teachers, and the students.

The speeches delivered by the teachers and the Headmaster felt like a true reward for all our efforts. Their words of appreciation, encouragement, and guidance touched our hearts deeply and made us feel valued and respected as future teachers. The overwhelming love and care shown by the students left us speechless. We were treated not as trainees, but as part of the school family. Though leaving the school was painful, we carry with us beautiful memories, meaningful lessons, and lasting inspiration that will guide us throughout our teaching career.

As a token of gratitude and happiness, we distributed sweets to the students and teachers. We also presented gifts to our mentor teacher and the Headmaster as a small expression of our heartfelt thanks. The gifts I received from my students and their positive feedback touched my heart deeply and made this journey even more meaningful. This day will always remain special, reminding us that teaching is not just a profession, but a bond built with love and trust.

Back to School: Learning Beyond the Classroom

 

Weekly Reflection 
Week 6 (12 January 2026 – 16 January 2026)

Day 1 – Monday (12/01/2026)

After a short break due to the third semester examination, we resumed our teaching practice at Government High School, Thalachira by submitting the official permission letter to the Headmaster. The day began with the Monday morning assembly. As per the timetable, I handled the first period and also a substitution period in the same class. We carried out routine duties such as noon meal duty and dispersal duty. In addition, we assisted in conducting sports activities for the KG section and gave instructions to students regarding the Chief Minister’s Mega Quiz, making the day active and engaging.

Day 2 – Tuesday (13/01/2026)

Today was a regular school day during which we performed routine responsibilities including noon meal duty and dispersal duty. I handled a substitution period and managed the class effectively. On this day, government officials (BLOs) visited the school for the SIR process and occupied our usual place in the library. As a result, we adjusted ourselves by sitting in the Sanskrit classroom. This experience helped us understand the importance of adaptability and cooperation within the school environment.

Day 3 – Wednesday (14/01/2026)

Today was both productive and memorable. Along with routine duties such as noon meal duty and dispersal duty, I handled a class in 8A as per the timetable.The school achieved a significant milestone when Devasritha Ram of class 9B qualified for the State Level Kalolsavam in Ashtapathi and secured an A grade, which was a proud moment for the entire school. On the same day, our peer Keerthy had a class observation conducted by Sreelakshmi Teacher, which provided valuable insights into effective teaching practices. I also collected required data from the school for my case study, making the day academically enriching.

Day 4 – Friday (16/01/2026)

It was Friday, and classes began at 9:30 a.m. As per the timetable, I handled the first period in class 9B, and the teaching session went smoothly with active student participation. It was a regular day with routine duties such as noon meal duty and dispersal duty. On this day, the school organized a study tour for students from classes 1 to 9 to Vagamon. While some students participated in the tour, the majority were present in the classroom. Despite a few absentees, the classroom atmosphere remained positive, and learning activities continued without disruption.

Innovative Work during Teaching Practice: Carbon Cycle

 From Cake Box to Carbon Cycle: Learning Made Fun

As part of my teaching practice, I conducted an innovative learning activity for Class 8 A to teach the topic Carbon Cycle. To make the lesson more interesting and interactive, I prepared an innovative model using a cake box.

Initially, the cake box was kept closed in front of the students, which created curiosity among them. Before opening the box, I asked a few introductory questions to the students of Class 8 A, such as what carbon is, where it is found, and how it moves in nature. The students actively responded and shared their ideas based on their prior knowledge.

After this interaction, I opened the cake box, and the carbon cycle model was revealed inside. This presentation immediately attracted the attention of the students. The model clearly showed the various components of the carbon cycle such as plants, animals, atmosphere, soil, and human activities. Arrows were used to explain processes like photosynthesis, respiration, decomposition, and combustion.

The explanation was given in a simple and clear manner, using real-life examples relevant to the students. After the presentation, I asked question-based interactions, and most of the students from Class 8 A were able to answer correctly. This showed that the innovative model helped them understand the concept effectively.

This activity proved that low-cost, easily available materials like a cake box can be creatively used to teach complex scientific concepts. The innovative work increased students’ interest, participation, and understanding. Overall, the session was a successful and meaningful learning experience for both the students and myself.

Cognitive Mapping as a Tool for Learning Plant Kingdom and Biodiversity

 As per the B.Ed curriculum requirements, two cognitive maps were prepared. The first cognitive map was prepared for Class XI, Unit 3 – Plant Kingdom, to organize and relate various plant groups based on their characteristics and evolutionary trends. The second cognitive map was prepared for Class XII, Unit 13 – Biodiversity and Conservation, to depict the types of biodiversity, causes of biodiversity loss, and conservation strategies. These cognitive maps help in structuring concepts meaningfully and promote better understanding, retention, and conceptual clarity among learners.