SEVENTH WEEKLY REPORT OF TEACHING PRACTICE PHASE II
FOURTH SEMESTER FIFTH WEEKLY REPORT OF TEACHING PRACTICE
12th January 2026 - Monday
#Twenty Second Day of Teaching Practice Phase II
I reached the school at 9:40 a.m. and signed the attendance register. Today, along with Arunima, I assisted in conducting the JRC examinations for the students.
The lesson on “Village of the Watermills” aimed to help learners understand how film and screenplay writing convey ideas and to appreciate a simple lifestyle in harmony with nature. The class began with an informal interaction about students’ native places and their preference for village or city life, which created a friendly atmosphere and activated prior knowledge. The use of pictures and recap activity helped learners compare different lifestyles effectively.
Loud reading, silent reading, and peer sharing helped learners understand the text clearly. Vocabulary such as linseed oil, paddies, tractors, and cultivate was taught using contextual explanations and visuals, which improved comprehension. Scaffolded questions confirmed students’ understanding of the villagers’ attitude towards life.
The debate on Rural vs Urban Lifestyle encouraged active participation, confident expression, and respect for different viewpoints. The assignment given reinforced the debate session.
Teaching aids used in the classroom:
Coursebook
Blackboard
ICT
https://www.canva.com/design/DAG-ex8cU8g/-ZWOlXO5V9Tv_SGX1Fck5g/edit
Video
Activity
The school dispersed at 3:55 p.m., and I left the campus by 4:45 p.m.
🌟Reflections on the Twenty Second Day
The day was productive as I actively participated in examination duties, student welfare activities, and classroom teaching. The lesson was effective in engaging learners through interactive strategies, visual aids, and meaningful discussions.
13th January 2026 - Tuesday
#Twenty Third Day of Teaching Practice Phase II
Today, I reached the school by 9:35 am and marked my attendance and participated in school activities.
I took two classes for VIII C students, one in the second and the other in the fourth period.
The lesson “Village of the Watermills” was taught to Class VII students with the aim of promoting understanding of screenplay techniques and eco-friendly living. The class began with an informal discussion on fuels used at home, supported by visuals. Loud and silent reading improved reading skills, while scaffolded questions and vocabulary activities enhanced comprehension. A group activity on classifying fuels developed critical thinking and environmental awareness. The homework to prepare five rules on how to use fuel responsibly was given.
Teaching aids used in the classroom:
Coursebook
Blackboard
ICT
https://www.canva.com/design/DAG-e8XpZU8/EkxiOGSCCZ6c7wTNrPpNGA/edit
Video
Activity Card
During the 4th period, I continued with the chapter "Village of the Watermills" by Akira Kurosawa. The lesson aimed to help students understand the close relationship between human life and nature and how modern life affects the environment. The class began with an informal interaction and an entry activity using the sound of flowing water, which created a calm atmosphere and encouraged deep thinking. Loud reading, silent reading, and sharing activities helped develop pronunciation, comprehension, and cooperative learning. Vocabulary was taught effectively using pictures, facial expressions, examples, and scaffolded questions, which supported slow learners. Students actively participated and showed understanding of the old man’s idea of living in harmony with nature. Creative and reflective activities, including a diary entry on pollution as homework, helped students express empathy and environmental awareness.
Teaching aids used in the classroom:
Coursebook
Blackboard
ICT
https://www.canva.com/design/DAG-fXh5aSg/WVi6vdfOqk-P2Tm_HtLfhQ/edit
Videos
Activity
https://www.canva.com/design/DAG-fgRRlqg/lJae02_1nC-fiEQuQ5SEsA/edit
The day’s activities concluded with the school dispersing at 3:55 p.m., and I left the school campus by 4:40 p.m. in the evening.
🌟Reflections on the Twenty Third Day
The day’s lessons were effective in engaging students through interactive discussions, reading activities, and meaningful tasks that strengthened their understanding of eco-friendly living and human–nature relationships.
14th January 2026 - Wednesday
#Twenty Fourth Day of Teaching Practice Phase II
Today, I reached the school campus at 9:00 a.m. I engaged with the students of Class VIII C during the third period and handled the planned lesson from "Village of the Watermills". The lesson aimed to help learners understand how film and screenplay writing bring stories to life while highlighting values like kindness, care, and remembrance. Students actively shared observations and personal experiences, creating a warm and learner-friendly classroom atmosphere.
Entry and link activities helped learners recall the previous lesson. Through dialogue-based teaching, scaffolded reading, group reading, and discussion, students understood the flow of dialogue and clarified key ideas. Vocabulary was explained using situational examples, and learners confidently answered questions related to film shots and discourse construction.
The lesson concluded with a review emphasizing moral values and a follow-up assignment encouraging reflection on surroundings. Feedback from the observing teacher noted that while the lesson was well-organized with effective ICT integration and interaction, voice modulation, reinforcement, and classroom movement could be improved.
Teaching aids used in the classroom:
Coursebook
Blackboard
ICT
https://www.canva.com/design/DAG-gO6oD5Y/_ozL-YQCYHxXKYKZNhzeOA/edit
Later, I was assigned substitution periods and worked with the students of Classes VIII A and VIII B, ensuring meaningful engagement during the sessions.
In the last period, I assisted the GOTEC students in practising a role play activity,
https://www.canva.com/design/DAG-gBCECSQ/95-s2Oig52PsXRjTvl89GQ/edit
which was lively and engaging, helping students improve their confidence and expression. The school dispersed at 3:55 p.m., and I left the campus at 4:50 p.m., marking the end of a productive day.
🌟Reflections on the Twenty Fourth Day
The day was productive and enriching, as active student participation and effective use of ICT created a positive and engaging learning environment. Constructive feedback from the observing teacher provided clear direction for improving my voice modulation, reinforcement, and classroom movement in future lessons.
16th January 2026 - Friday
#Twenty Fifth Day of Teaching Practice Phase II
I reached the school campus by 9:00 am in the morning. I engaged with the VIII C students in the 4th and 6th period. In the 4th period, a portion from the 'Village of the Watermills' was taken. The aim was to help learners understand how film and screenplay bring stories to life and to develop a humane and reflective outlook towards life and death. The lesson largely achieved its objectives.
The informal interaction helped create a comfortable classroom atmosphere and activated students’ prior knowledge about funerals and cultural practices. The entry activity and link talk effectively connected the previous lesson with the new topic. The image of a peaceful funeral procession generated curiosity and helped students understand different cultural attitudes towards death.
Loud reading, track reading, and peer sharing promoted active participation and improved comprehension. Vocabulary support using examples and visuals helped students understand and use new words meaningfully. Scaffolded questions encouraged critical thinking and helped students appreciate the villagers’ positive attitude towards death.
The discourse construction activity on writing a death column was effective and encouraged creativity and sensitivity. Though some students needed guidance, overall participation was good. Time management was mostly effective, with minor scope for improvement.
Teaching aids used in the classroom:
Coursebook
Blackboard
ICT ( ppt)
https://www.canva.com/design/DAG9kHg17mo/4U2tD6CaOJSs_pnUkU6VPQ/edit
Video
Activity Card
The link talk helped students connect the previous scene with the present one. Loud reading by the teacher and track reading by students improved comprehension and pronunciation. Peer discussion and vocabulary support using examples and visuals helped learners understand difficult words clearly.
Scaffolded questions enabled students to infer the Old Man’s positive attitude towards life, ageing, and emotional resilience. The discourse construction activity on adjectives helped students describe the character effectively. Student presentations showed confidence and understanding.
Teaching aids used in the classroom:
Coursebook
Blackboard
ICT ( ppt)
https://www.canva.com/design/DAG9kQdVoLE/G9K98UGtdDs_c_iFkjwWdA/edit
Video
Activity
🌟Reflections on the Twenty Fifth Day
The day was meaningful and productive, as the lessons effectively engaged students and encouraged deep reflection on life, death, and human values. Interactive activities, visuals, and discourse construction tasks helped learners express empathy, creativity, and critical thinking.
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