Betzy babu

During these days, I continued my regular teaching in classes 8C and 9B, focusing on the topics Isosceles Triangles, Multiplication Identities, and Special Operations. I used PPTs, charts, and working models to explain concepts clearly and conducted group activities to ensure active student participation. Students showed curiosity and enthusiasm, especially during visual and model-based lessons. I also participated in a conscientization programme on traffic awareness and later conducted an achievement test in 9B to assess students’ learning. These days strengthened my teaching skills, assessment techniques, and classroom management abilities. On August 8 we conduct a conscientization programme. In which we took class on awareness on traffic rules

In this innovative work, a working model was developed to demonstrate the properties of equal (congruent) triangles — SSS, SAS, and ASA. The model was made using cardboard, protractors, movable scales, allowing students to visualize and verify each property through hands-on experience. Instead of just learning theoretically, students explored how triangles remain equal when specific sides and angles are the same. The class was divided into groups, and each group demonstrated one property using the teacher’s prepared model. This approach promoted active learning, collaboration, and conceptual understanding. Through the activity, students realized that congruent triangles are equal in shape and size, and these properties are used in real-life structures like bridges, roofs, and signboards. The innovative work successfully made abstract geometry concepts clear, interactive, and enjoyable.

During these days, I continued teaching in class 8C, focusing on the concepts of two angles and two sides properties of triangles. I used ICT and constructivist models to explain topics and conducted group activities to enhance student interaction and understanding. Lessons on isosceles and equilateral triangles were presented using PPTs and practical examples, helping students visualize and apply the concepts effectively. Along with my regular classes, I also managed substitution periods in various classes. These days provided valuable experience in integrating technology and activity-based learning for better concept clarity.

Days 21–25  During these days, I continued my regular teaching in class 8C, covering topics from the chapter Equal Triangles. I introduced new concepts such as sides and angles properties using PPTs, charts, and inquiry-based models to make learning interactive. Group activities were conducted in each class to promote student participation and understanding. I also handled several substitution classes in different divisions, ensuring productive engagement of students. These sessions helped me improve my classroom management and teaching skills while strengthening students’ grasp of geometric concepts.