“Education is not the learning of facts, but the training of the mind to think.” — Albert Einstein
The eighth week of my teaching practice, held from 22nd to 26th September 2025, was a vibrant and multifaceted phase. I introduced and taught the prose lesson “Talking of Science”, an excerpt from an interview with Dr. Ajith Padmanabhan. The unit titled The Trail of Science brought a refreshing shift of theme, focusing on curiosity, inquiry, and the value of scientific thinking. The week was not only marked by classroom teaching but also enriched with experience such as a school extension activity, a sub-district IT Quiz. This diverse engagement deepened my exposure to both academic and co-curricular aspects of school life.
Day 29 (22nd September, 2025)
The day began with enthusiasm as I introduced the unit The Trail of Science. I gave a short introduction about the lesson “Talking of Science” and the renowned scientist Dr. Ajith Padmanabhan. The students listened keenly as I highlighted the importance of questioning and scientific curiosity. They showed eagerness to know more about the interview format and the scientist’s insights. The initial interaction was promising and set a strong foundation for the rest of the lesson.
Lesson plan 29
Topic: Talking of Science
Content: Unit introduction & author introduction
Teaching Aids: Charts, flascards, activity cards, blackboard
Activity: Write a short note on Dr. Ajith Padmanabhan in 3–4 sentences.
Day 30 (23rd September, 2025)
The day was a special one, as I got the opportunity to accompany the students of Govt. Model Boys’ HSS, Thevally, to Govt. HSS Vallikkezhu for the Sub-District IT Quiz Mela in the morning. Observing the event gave me insights into how competitions foster healthy academic spirit among students. In the afternoon, I returned to school and continued with the lesson “Talking of Science”. The students engaged with the content actively and related the discussion to their own learning experiences. It turned out to be a day of both external exposure and regular classroom enrichment.
Lesson plan 30
Topic: Talking of Science
Content: First two questions
Teaching Aids: Charts, flascards, blackboard, activity cards
Activity: Write three questions you would ask a scientist if you met one.
Day 31 (24th September, 2025)
The day began smoothly and grew into a rewarding teaching session. I carried forward the lesson “Talking of Science”, explaining the second portion in detail. Students listened attentively and shared their own thoughts on how science impacts daily life. Their reflections showed that the theme of inquiry encouraged them to think beyond the textbook. The interaction was lively and the students’ responses enriched the session.
Lesson plan 31
Topic: Talking of Science
Content: Middle portion of the text (Question 3 & 4)
Teaching Aids: Flascards, activity cards, charts, blackboard
Activity: Write about one scientific invention that changed human life.
Day 32 (25th September, 2025)
The day unfolded with energy and focus. I taught the next portion of “Talking of Science”, guiding students through comprehension and vocabulary tasks. They participated enthusiastically and demonstrated curiosity by connecting the discussion to their surroundings. Their willingness to engage reflected the effectiveness of the theme. By the end of the class, I felt a sense of satisfaction in witnessing their active involvement in learning.
Lesson plan 32
Topic: Talking of Science
Content: Continuation of the text (Question -5,6 & 7)
Teaching Aids: Flascards, charts, blackboard, activity cards
Activity: Write 3–4 sentences on “How science makes our life easier.”
Conclusion
The eighth week of teaching practice was a blend of academic and co-curricular learning. Introducing “Talking of Science” helped students appreciate the significance of curiosity, questioning, and the relevance of science in everyday life. Their active participation made the lessons engaging and thought-provoking. Beyond classroom teaching, the Sub-District IT Quiz provided opportunities to observe how schools foster holistic development. These experiences, combined with regular teaching, enriched my role as a teacher-in-training and strengthened my understanding of the balance between academic instruction and co-curricular activities.
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