Fifth Week Reflection

-

Fifth Week{03/12/18 - 07/12/18}

     We had went to 10th standard with our concerned teachers for having a practical work for them.  We arranged the clinometer for developing the concept of Angle of Elevation and Angle of Depression through a practical work.  It was a nice experience for me.  I had already understood the way of keeping silence in some classes are better than asking them to be quiet.  I had conducted the test paper on the sixth period and I think, they had considered the exam as a fun, because some of the students were not attending the test paper.  

     The test was conducted inorder to find their difficulties in the areas I had taught.  I had given the papers on this week itself and on 5 December I had conducted the Diagnostic test for the students.  After checking two or three papers, I was confirmed that, the topics I had selected was really difficult for them.  I need to explain the concept for better understanding.  Through the test I will be able to identify the weakness in them in the selected topic.  I had provided Remedial Teaching on the next day itself.  The question which was wrongly answered by most of them were given a classroom teaching and rest were done in group tutorial teaching and individual teaching.    The day went smoothly without much more stress.  I had taught them my 18th lesson plan which is a part of the side boxes of the chapter "Ratio".  The lesson actually mention about the terms median and centroid, in which the application of centroid is discussed and the activities can't be done, due to lack of time.  So, I need to do the activity in the next class.  

     This week, I couldn't had more lesson plans, because of test paper, diagnostic test and giving remedies and giving explanations , etc.  No more additional periods were got in this week.  So I really need to plan well for completing my works and lessons in the given time itself.  On December 7, I was planning to start my next lesson plant. i.e., starting my next chapter " Area of Quadrilaterals".  I was wishing to get  additional periods today.  We found that Preetha Miss had came for observation class.  I had taken the second period for observation class.  It  went well too.  The concept was" Same Area".  I was happy because, they got the idea easily. After the class, I got two more additional periods.  On third period, I continued the lesson plan and done the problems.  The observation points had given me a confidence that, to improve the class more.  Rest of the days went well.  There was no programmes in school.  We were having classes on our concened hours only.  And on next week on wards, Exam is going to start, I found I had improved my black board work and others skills too.  But felt really bad when our efforts for making students understand the concept went wrong, when they considered us as an enemy.  But still, the classes were managable for me.  

Comments

Post a Comment

Popular posts from this blog

KATHAKALI Demo class @FMTC

-
Image
KATHAKALI Kathakali is a classical dance-drama form of Kerala, known for its highly stylized movements, elaborate costumes, and expressive facial techniques. It originated in the 17th century and evolved from earlier ritual and folk art forms such as Ramanattam and Krishnattam . Kathakali performances are traditionally based on stories from Indian epics like the Ramayana , Mahabharata , and Puranas . A distinctive feature of Kathakali is its powerful abhinaya (expression), especially netrabhinaya (eye movements) and mukhabhinaya (facial expressions). The actors communicate emotions and narratives through a well-defined system of hand gestures known as mudras , without spoken dialogue. The accompanying vocal music is sung in the Sopanam style, while percussion instruments such as chenda , maddalam , and chengila provide rhythm. Kathakali costumes and makeup are elaborate and symbolic. Characters are categorized into types like Pacha (noble), Kathi (villainous), Kari (evil), ...
Read more

KTET/SET/NET/SLET/CTET (TEC 1 - module 4) for M.Ed Kerala University

-
State and National Level Eligibility Tests for Teachers      Teacher eligibility tests are standardized examinations designed to ensure that aspiring teachers meet the minimum qualifications and competencies required for teaching at various educational levels.   These tests are conducted both at the S tate and National levels and are often mandatory for recruitment in government and private institutions.   They aim to maintain quality in teaching, enhance professional standards, and provide a fair selection process. School- Level Eligibility Tests (TETs) These examinations qualify candidates teach in primary, upper primary, and high schools (from Classes 1 to 10)  1.  CTET (Central Teacher Eligibility Test): Level: National-level (Central) Conducting Body: Central Board of Secondary Education (CBSE) Purpose & Scope : Its primary function is to  determines eligibility for teachers in Central Government Schools , such as Kendriya Vi...
Read more

IDEALISM (PCS 1 - module 2) for M.Ed. Kerala University

-
IDEALISM – A PHILOSOPHICAL FOUNDATION OF EDUCATION      Idealism is one of the oldest and most influential schools of philosophy. It holds that mind, ideas, and spirit constitute the ultimate reality , while the material world is merely a reflection of this spiritual essence. Originating from Plato’s Theory of Ideas , idealism affirms that ideas are more real and enduring than objects of sense perception. In education, it emphasizes the development of the mind, character, and spirit to attain truth, beauty, and goodness — the eternal values of life. Meaning and Definition      The word Idealism derives from “idea,” meaning thought or mental image, and the Greek idein , “to see.” It asserts that reality is fundamentally mental or spiritual, not material. For idealists, the mind, soul, and spirit are the true realities, while the physical world is transient and secondary. Core belief : The mind or spirit is the essential substance of the w...
Read more