TEACHING PRACTICE : WEEK 3
Teaching Practice – Week Three Reflection
As the third week of my teaching practice at G.V.H.S.S Kadakkal unfolded, I began to feel more confident in my role as a teacher. The initial nervousness slowly gave way to comfort and rhythm — the classrooms felt like familiar spaces, and the faces of my students had become part of my daily routine. This week was filled with observation, interaction, and continuous learning, making it one of the most memorable parts of my practice so far.
Day 11 – Thursday, 31 July 2025
The day began with a lively morning assembly that included the special release of the school newspaper, adding a touch of excitement to the start of the day. I was both anxious and eager because it was observation day.
Our teacher educator, Saumya Miss, arrived for the observation. We accompanied her to meet the principal and briefed her about the session. During the fourth period, I handled my class using a combination of charts, flashcards, and interactive strategies. The students were highly responsive and enthusiastic. Although the bell rang ten minutes early due to the extended assembly, the class went smoothly and achieved its objectives.
After lunch, Saumya Miss shared her feedback, appreciating my classroom management and teaching aids. Her suggestions for improvement were insightful and encouraging, motivating me to refine my teaching techniques further. The observation reminded me that every class is a learning experience — not only for the students but for the teacher as well. Constructive feedback is truly the key to growth.
Day 12 – Friday, 1 August 2025
The day focused on continuing with the short story “A Prescription for Life.” During the third period, I taught the next paragraph using ICT tools, encouraging students to think critically about the theme and the author’s perspective. Their active participation and punctual homework submission reflected their growing interest in the story.
Between classes, I used my free time to complete pending work and later took part in the lunch duty as usual. The more I taught this story, the more I realized how effective ICT integration can be in bringing literature to life. It not only captures students’ attention but deepens their understanding.
Day 13 – Monday, 4 August 2025
Monday began smoothly with all regular routines. During the sixth period, I continued teaching the next part of “A Prescription for Life.” The students’ readiness and enthusiasm made the session lively. I used ICT tools and classroom activities to keep the lesson interactive, ensuring every student got a chance to participate.
In the free periods, I focused on preparing lesson plans, updating records, and assisting teachers when required. We also completed our lunch duty as usual. I felt a sense of growing confidence this day — both in managing time and keeping the class flow balanced between explanation and student engagement.
Day 14 – Tuesday, 5 August 2025
I began the day by signing the attendance register and reviewing my plan for the day. During the sixth period, I reviewed the students’ homework and discussed their responses before moving on to the next paragraph of the story.
To enhance comprehension, I incorporated ICT tools, vocabulary activities, and a short interactive task. The students were eager to share their ideas and interpretations, which created a pleasant and collaborative learning environment. I realized how classroom discussions can empower students — giving them confidence to express their own understanding of a text while strengthening peer learning.
Day 15 – Wednesday, 6 August 2025
This day marked the completion of the story “A Prescription for Life.” I taught the final paragraph using ICT support to help students visualize and connect ideas better. The class was active and engaging, with students responding enthusiastically to questions and participating in short recap activities.
Besides my academic duties, I performed lunch duty and supported teachers in maintaining discipline during other classes. The sense of closure after completing the story was deeply satisfying.
Completing an entire chapter felt rewarding. Watching students grasp the moral and message of the story reminded me why teaching literature is so special — it shapes both minds and values.
Week Three brought a balance of academic focus and professional growth. The observation by Saumya Miss gave me valuable insights into my teaching strengths and areas for improvement. I became more confident in using ICT tools, managing class time, and engaging students through activities.
By the end of the week, I felt more comfortable navigating the rhythm of school life — balancing lessons, duties, and co-curricular activities. Each class taught me something new about patience, preparation, and the joy of seeing students learn. Teaching, I’ve come to realize, is not just about delivering content — it’s about connecting with hearts and minds.
