Marking the Beginning: “LOKAHI” Logo Launch Ceremony

“LOKAHI” Begins Its Journey: Logo and Name Revealed with Pride

The much-awaited logo unveiling and name declaration of “LOKAHI”, the five-day community living camp of the 2024–2026 batch of Baselios Marthoma Mathews II Training College, Kottarakkara, was held with immense joy and dignity. The honourable Chairman of Kottarakkara Municipality, Adv. Unnikrishnamenon, proudly unveiled the logo and officially announced the name of the camp.

The event was presided over by Mr. Riju John, Principal of the College, whose motivating address added depth and inspiration to the ceremony. Rev. Simon Lukose, College Administrator, conveyed his heartfelt greetings and best wishes for the fruitful conduct of the camp.

The active involvement of teacher coordinators Mrs. Smita and Ms. Sreelakshmi, along with student coordinators Mr. Jeevan and Ms. Jisa, enriched the occasion with their dedicated presence. 

The ceremony marked a graceful beginning to “LOKAHI”—symbolizing harmony, teamwork, and the spirit of togetherness.

Inspiring Success👏🤝: Our Heartfelt Congratulations to Praveena Teacher ♥️

Celebrating Our Teacher’s Achievement 🎉

It was a proud and joyful moment for all of us when our beloved class teacher, Dr. Praveena, secured First Rank in Lecturer in Life Science under the Kerala Public Service Commission (KPSC) for the General Education (DIET) Department.

We were truly delighted and felt honoured to be her students. To share her happiness, Praveena teacher distributed sweets to everyone, filling the atmosphere with warmth and excitement.

As a token of love and appreciation, our Natural Science batch organized a small surprise celebration with a cake-cutting ceremony. The moment was filled with smiles, claps, and heartfelt wishes.

It was a memorable occasion that inspired us to strive for excellence, just as our teacher has done. We are truly proud of her achievement! 🤩

“Your success is an inspiration to us all, Teacher. Congratulations on this well-deserved victory” 🌟

Endings that Inspire New Beginnings

 A Heartfelt Goodbye to G.H.S. Thalachira

WEEKLY REFLECTION
Week 10 (06 September 2025 – 08 October 2025)

Day 1 (06/10/2025)

The week began with a sense of fulfillment and closure. I conducted the Achievement Test in class 9B to assess how effectively the students had grasped the topics taught during the practice period. The students participated actively and answered the questions with confidence. Their performance reflected their enthusiasm and interest in learning, which gave me immense satisfaction as a teacher trainee. Apart from that, I performed my regular school duties, including noon meal and dispersal duty, as usual.

Day 2 (07/10/2025)

Today, I didn’t have any class periods scheduled. However, I continued my routine responsibilities and provided assistance wherever needed. It was also a time to organize materials and complete documentation related to my teaching practice. The day’s highlight came during the fifth period, when we organized and led a School-Based Activity titled "മാറുന്ന ജീവിതങ്ങൾ," aimed at sensitizing students to the critical issue of child labour.

Day 3 (08/10/2025)

Today was both special and emotional—it marked the final day of our 43-day teaching practice at Government High School, Thalachira. I distributed the answer sheets of the Achievement Test to the students and discussed their performance. Their responses showed genuine appreciation for my efforts, and many of them expressed their affection in touching ways.

We also distributed sweets to students, teachers, and staff members as a token of gratitude and to celebrate the successful completion of our teaching practice. To my surprise, I received heartfelt feedback and small gifts from my students, which made the day even more emotional and memorable.

However, we also felt a little sad, as our mentor teachers were not present at school—they had accompanied the class 10 students for their educational tour. We missed sharing our farewell moments with them in person, but their guidance and encouragement throughout the practice period will always remain in our hearts.

It was truly hard to say goodbye. Over these weeks, I had built a strong bond with my students, teachers, and the school environment. The guidance from my mentor Smitha Teacher, along with the support from my peers Keerthy Molly Jacob (Mathematics) and David C. Alex (Natural Science), made this experience even more memorable.
Before leaving, we met the Headmaster and staff members to express our gratitude for their cooperation and kindness. We also distributed sweets as a token of appreciation and shared joyful moments reminiscing about the time spent in school.

This final day was not just an ending—it was a celebration of growth, learning, and unforgettable experiences. The journey at G.H.S. Thalachira has strengthened my passion for teaching and reaffirmed my choice of profession. I carry forward valuable lessons, both academic and personal, that will guide me in my future teaching career.

 മാറുന്ന ജീവിതങ്ങൾ

A SCHOOL-BASED DRAMATIZATION ON THE PROHIBITION OF CHILD LABOUR

School-based activities are an integral part of the teaching-learning process as they help students develop awareness, social values, and practical understanding of real-life issues. As part of our teaching practice, we organized a dramatization titled “മാറുന്ന ജീവിതങ്ങൾ”, which focused on the theme of prohibition of child labour. The activity aimed to inspire students to reflect on the importance of education and the rights of every child.

The story revolved around Meena, a young girl who works in a cracker factory due to family hardships. One day, an NGO activist visits her family and explains the importance of education, child rights, and the availability of scholarships. Moved by the activist’s words, Meena and her mother realize the value of education, and Meena returns to school to rebuild her life.

A total of seven students from Class 8 B participated in the skit.

• Aiswarya Raj – Meena (the child labourer)

• Nasriya Sajeev– NGO Activist

• Jincy Johnson – Meena’s Mother

• Muhammad Ramzan – Meena’s Father

• Niranjana R.S. – Factory Supervisor

• Adithyan S. – Meena’s Father’s Friend

• A. N. Vinayakan – Factory Security Guard

All the students displayed enthusiasm and commitment throughout the preparation and performance. They practiced their dialogues, expressions, and movements with great interest, often staying after class for rehearsals. Their friends from Class 8 B formed an encouraging audience, which boosted the performers’ confidence and made the event more lively.

The teaching team also played an active role in organizing the activity. Keerthy Molly Jacob (Department of Mathematics) prepared the script, Shamna Shams (myself) handled choreography, and David C Alex (Department of Natural Science) directed the entire performance. Our mentor teachers, Smitha Teacher and Sajeev Sir, along with Syama Teacher (Class Teacher of 8 B), guided and supported us throughout the process. The Headmaster also provided valuable suggestions that enriched the presentation.

The skit effectively conveyed the message that education is the key to breaking the cycle of child labour. It created awareness among students about social responsibility and inspired them to value learning opportunities. The performance helped students enhance their communication skills, teamwork, creativity, and confidence.

This activity proved to be a meaningful learning experience for both teachers and students. It combined creativity with moral education, showing how dramatization can be a powerful tool to promote social awareness within the school environment.

A Week of Inspiration and Conscientisation

Weekly Reflection 

Week 9 (29 September 2025 –  04 October 2025)

Day 1 (29/09/2025)

Today was a regular school day that began with the Monday morning assembly at 9:45 a.m., conducted by Class 10 B. I took my scheduled class as per the timetable and also performed my noon meal and dispersal duties. In the afternoon, there was a career guidance session organized for high school students after the Plus Two session, which provided valuable insights into future career options.

Day 2, 3 & 4 (30/09/2025 to 02/10/2025)

These days were Pooja holidays, giving everyone a short and refreshing break from regular school activities.

Day 5 (03/10/2025)

On this day, I helped in the shooting of the Little Kites reel, a creative initiative under the IT Club. 

I also participated in the skit practice on ‘Child Labour’, a school-based activity aimed at spreading social awareness. Additionally, I took my regular scheduled class, ensuring a balance between academic and co-curricular responsibilities.

Day 6 (04/10/2025)

Even though it was Saturday, regular classes were conducted. I got a substitution period and took the opportunity to engage the students meaningfully. The attendance was comparatively low. As part of our practicum activities, we conducted a conscientization program related to our survey "Awareness Test on First Aid among Secondary School Students.” The session included classes, demonstrations, and a PowerPoint presentation, which effectively helped students understand the importance of first aid and emergency response.

This week blended academic duties with social awareness activities. The career guidance session, Little Kites reel, and the conscientisation program all enriched my teaching practice experience and strengthened my connection with students beyond the classroom.

CONSCIENTIZATION PROGRAM

 Act Fast, Act Right: A Conscientization Program on First-Aid Education

INTRODUCTION

A conscientization program is an educational initiative designed to create awareness, develop critical thinking, and encourage responsible action among learners on socially significant themes. In schools, such programs play an important role in nurturing essential life skills that go beyond classroom learning. One such vital skill is first aid—a basic yet crucial life-saving ability that every student should possess, as they are often the first to encounter accidents or medical emergencies within the school environment.

An awareness test conducted among high school students revealed that most of them had only a moderate understanding of first-aid practices. Although they were familiar with a few basic concepts, many were unaware of the correct steps to follow during emergencies. This finding pointed to the urgent need for systematic awareness and practical training. Without proper knowledge, students might respond incorrectly, worsening the situation instead of helping effectively. Hence, a structured conscientization program became essential to strengthen their knowledge and readiness to act confidently in critical moments.

Based on these observations, the conscientization program titled “Act Fast, Act Right: A Conscientization Program on First Aid” was designed and implemented. The program aimed to reinforce accurate first-aid practices, develop emergency response skills, and instill confidence in managing common injuries like sprains, fractures, and shock. Through interactive presentations, live demonstrations, and collaborative learning activities, the program sought to empower students as capable first responders and to promote safety awareness across the school community.

NEED AND SIGNIFICANCE

The need for a conscientization program on first aid arose from the moderate level of awareness identified among students during the survey. Although they had a general idea of first aid, most were unsure about the correct steps to handle emergencies like burns, fractures, fainting, and shock. This revealed a gap between theoretical understanding and practical application, emphasizing the importance of a focused program that would build both knowledge and confidence.

The significance of this program lies in its ability to empower students with essential life-saving skills and foster a sense of social responsibility. Since schools are active spaces where students engage in physical activities, sports, and experiments, accidents can occur unexpectedly. Equipping students with first-aid knowledge prepares them to respond quickly and effectively until professional help arrives, thereby ensuring a safer school environment.

Beyond immediate safety, the program also promotes health literacy and value-based learning. It encourages students to go beyond textbooks and apply what they learn to real-life situations. Developing first-aid competence at an early age helps them grow into confident, responsible individuals who can contribute positively to their community. The knowledge gained through this program can be extended beyond school, helping to create a more aware and prepared society.

OBJECTIVES OF THE PPROGRAM

• To improve students’ understanding of basic first-aid principles and emergency response techniques.

• To develop practical skills for managing common injuries such as shock, sprains, and fractures.

• To bridge the gap between theoretical learning and real-life application of first aid.

• To build confidence and preparedness among students as responsible first responders.

• To promote a sense of safety, responsibility, and care towards others.

• To encourage teamwork and interactive learning through demonstrations and group activities.

• To cultivate health awareness and a culture of preparedness among school stuEducation

REFLECTION OF THE PROGRAM

The conscientization program on First Aid was conducted at 2:00 p.m. for Class VIII students and turned out to be both engaging and impactful. The session began with a silent prayer, followed by a warm welcome by David, setting a positive and respectful atmosphere. The inaugural address was delivered by Mrs. Smitha S., Biology Teacher, who highlighted the importance of first-aid awareness and appreciated the initiative. The program achieved its goal of enhancing student understanding through clear demonstrations, practical insights, and active participation.

The presentation segment was the heart of the program. David introduced the concept of shock and demonstrated CPR, capturing the students’ interest through a realistic demonstration. I handled the topic of Sprains, explaining their meaning, causes, and symptoms, and showing immediate first-aid steps through a mock demonstration, which made the learning process more engaging. Keerthy explained Fractures, their causes, symptoms, and management using sticks and cloth for support, followed by a joint explanation of the R.I.C.E. method (Rest, Ice, Compression, Elevation) by both of us to reinforce the concept. The felicitation address by Manju Teacher and the Vote of Thanks delivered by me concluded the program at 2:55 p.m. on a positive note.

Both students and teachers gave encouraging feedback, noting that the session improved their confidence and understanding of first aid. The experience also helped us, as organizers, develop our teamwork, presentation, and planning skills. It truly demonstrated the importance of practical learning experiences that prepare students for real-life situations.

MY ROLE IN THE PROGRAM

As an active participant and organizer, I played a key role in ensuring the smooth conduct of the program. I delivered the Vote of Thanks and took charge of the topic Sprain, where I explained its causes, symptoms, and first-aid management techniques. I also demonstrated the procedure practically, making the session interactive and easy for students to understand. Additionally, I co-presented the R.I.C.E. method, linking it to both sprains and fractures to help students connect the concepts effectively.

I also contributed to the preparation of the PowerPoint Presentation, creating slides for my section and coordinating with my peers for the overall structure and design. The collaborative preparation process helped strengthen our teamwork and communication. Through this experience, I enhanced my confidence in public speaking, developed leadership and coordination skills, and learned to combine theory with hands-on teaching. The program provided me with a meaningful opportunity to integrate classroom knowledge with real-world application.

CONCLUSION

The conscientization program “Act Fast, Act Right” successfully achieved its purpose of spreading awareness and building first-aid skills among students. It effectively bridged the gap between theory and practice, empowering students to respond appropriately during emergencies. For us, the organizers, it was a valuable learning experience that enhanced our communication, collaboration, and teaching abilities.

By equipping students with essential life-saving skills, the program contributed to creating a safer and more caring school environment. It also highlighted the value of experiential learning—showing that true education extends beyond books to develop socially responsible, confident, and compassionate individuals capable of making a positive difference in their community.

APPENDICES 

👉 ℙ𝕠𝕨𝕖𝕣ℙ𝕠𝕚𝕟𝕥 ℙ𝕣𝕖𝕤𝕖𝕟𝕥𝕒𝕥𝕚𝕠𝕟

Making Biology Fun: Conducting Innovative Work in Class

Today I conducted an innovative, game-based learning activity titled “Respiratory Odyssey” to teach the concept of the respiratory process as a whole. This activity was planned to move away from the routine lecture method and to create an engaging, learner-centered classroom atmosphere where students could actively participate and learn through collaboration.

The class was divided into four groups, and two groups played at a time while the others observed and encouraged their peers. A large cardboard game board illustrating the respiratory process was used, and each team was provided with different coloured glitter foam pieces to mark their progress. This visual and competitive element created excitement and sustained students’ interest throughout the session.

During the activity, students actively recalled previously learned concepts and connected different stages of respiration in a meaningful sequence. Group discussions, peer interaction, and problem-solving were evident, and even passive learners showed increased involvement. The game format helped students revise complex biological processes in a simple, enjoyable, and stress-free manner.

Conducting this innovative work was a rewarding experience for me as a teacher trainee. It enhanced my confidence, classroom management skills, and understanding of the effectiveness of activity-based learning. The session reaffirmed that innovative teaching strategies can make science learning more meaningful, enjoyable, and memorable for students.