EdJourny

  Teaching becomes truly effective when students are able to connect new ideas with what they already know. To support this kind of meaningful learning, teachers need strategies that go beyond rote memorization. One such simple yet powerful tool is the cognitive map, which helps learners understand concepts visually and clearly. A cognitive map is a visual way of organizing knowledge using shapes, lines, and arrows to show how ideas are connected. Instead of long explanations, students see relationships, patterns, and key ideas at a glance. This approach makes complex topics easier to understand and helps students remember them better. To explore the usefulness of cognitive mapping, I created cognitive maps for two units from the Higher Secondary English syllabus. The first unit, Beyond the Horizon , encourages learners to look beyond their everyday experiences. The map connects the poem “Sunrise on the Hills” , which highlights the beauty of nature and hope; the travelogue “The ...

​ https://online.fliphtml5.com/jfzrz/kihh/ In today’s digital world, e-textbooks have made learning more flexible and engaging. Unlike printed books, e-textbooks are available online and can be accessed anytime on a mobile phone, tablet, or computer. This makes learning convenient and stress-free for students. The e-textbook presents lessons in a clear and organised way with chapters, visuals, examples, and activities. The flipbook format feels like turning the pages of a real book, while features like search options and links help students quickly find important topics. This makes understanding and revision easier. E-textbooks encourage independent learning. Students can read at their own pace, revise whenever needed, and stay connected with digital learning tools. Overall, e-textbooks combine technology and education to create a simple, effective, and enjoyable learning experience.

  The innovative work titled Article Houses was designed to teach the concept of articles in English grammar in an interactive and learner-friendly manner. Articles function as determiners that help specify nouns as definite or indefinite. The definite article “the” is used when referring to specific or previously mentioned nouns, while the indefinite articles “a” and “an” are used for general or non-specific nouns. This teaching aid helps students clearly understand the use of “a” before consonant sounds, “an” before vowel sounds, and “the” before specific nouns, enabling them to apply these rules accurately in both spoken and written English. For the preparation of this innovative work, a cardboard sheet was used as the base, and three houses were constructed using thermocol, each representing one article— A , An , and The . Fences were placed between the houses to indicate that each article has a separate and distinct function. Behind each house, thermocol trees were fix...

Teaching Practice Reflections: Days 26–30 The final days of my teaching practice were filled with learning, reflection, and a quiet sense of closure. Each day brought opportunities to strengthen my connection with students while refining my teaching approach. Teaching “Caged Bird” to Class 8C during these days was especially meaningful. The use of ICT, charts, and visuals helped students grasp the deeper meaning of the poem and its literary devices such as imagery, rhyme, and personification. Group activities encouraged discussion, collaboration, and confidence, allowing students to express their interpretations freely. Completing the poem together was a joyful moment—students were visibly excited, and it felt rewarding to see their growth in understanding. Beyond classroom teaching, these days also highlighted the broader responsibilities of a teacher . Conducting an achievement test required careful planning, clear instructions, and firm discipline, reminding me of the importanc...

Teaching Practice Reflections: Days 21–25 Days 21 to 25 of my teaching practice reflected a steady rhythm of teaching, reflection, and growing confidence in the classroom. Working consistently with Class 8O helped me understand students’ responses better and refine my teaching strategies according to their needs. Teaching “A Tale of Two Gifts” became more meaningful as lessons moved beyond explanation to interaction. The use of ICT, charts, and group activities supported students’ comprehension and encouraged them to express ideas freely. One of the most memorable moments was the gift card activity , which allowed students to connect emotionally with the text. Their enthusiasm showed how creative tasks can deepen understanding and make learning personal. The days also highlighted the value of learner-centred approaches . Group discussions, collaborative reading, and opportunities to share opinions helped students become active participants rather than passive listeners. Listening to...

  Teaching Practice Reflections: Days 16–20 Days sixteen to twenty were a mix of new beginnings, responsibilities beyond teaching, observation, and steady progress in classroom practice. Each day contributed in its own way to shaping my understanding of a teacher’s role. Beginning a new unit with the help of a Zen story was a refreshing experience. Introducing the concept through video helped spark curiosity and mentally prepare students for the lesson ahead. Their attentive listening and willingness to engage in group activities showed how effective visuals can be in capturing interest and encouraging participation. Managing classes during a day with limited staff availability was both challenging and rewarding. With regular teachers engaged in Kalolsavam and election duties, handling entire classes independently helped me realise that classroom management and keeping students meaningfully occupied are just as important as content delivery. Simple activities and discussions p...