The Educationist

My teaching practice was given in the school G H. S Vazhamuttam. It is a beautiful school located in vazhamuttom near NH 66 bypass. In my first week in the school I got to know about the school atmosphere, students, teachers and non teaching staffs. It was a nice experience for me to work in this school. Teachers are very friendly and cooperative towards us. We,seven student teachers have a great experience from the school which will help us to shape our future teaching career. From my first week experience I understood that teaching is not a easy profession. It requires a lot of hard work and patience. We have given some responsibilities by headmistress and other teachers in the first week which make us feel a real teacher. It was wonderful by spending time with students and teach them feel blessed. From my teaching I understand that I need to improve very much for a successful career. This school made me feel my own school experiences in the past. Students are very lovable but quite...

As part of the BEd curriculum, students need to take classes based on lesson plans to get feedback from teacher educators and peer groups. On june 27, 2024 , i took a criticism class. I taught a poem "the village blacksmith" based on the constructivist model. Although i had a well- structured lesson plan with clear learning outcomes and engaging activities, i faced challenges during the class. I struggled with time management, exceeding the allotted time, and felt nervous, which impacted my performance. The feedback from my teacher educator and peers highlighted the need for improvement in time management and conducting the class in a calm and composed manner. Despite this , i received positive feedback on my fluent use of the English language. I have taken this feedback constructively and an committed to making necessary adjustments to become a more effective, reflective and resilient educator.                           ...

As part of the BEd curriculum, we were assigned to do a practicum for everyone, which provided us with a hand-on teaching experience in a real classroom setting. During this practicum, we encountered students with diverse learning abilities, including slow learnerswho faced significant challenges in acquiring language skills. This experience highlighted the need for tailored approaches to address the unique language learning needs of slow learners , who often require additional support and accommodations to reach their full potential. This paper will explore the essential changes that can be made in teaching practices, classroom environment and assessment methods to create a more inclusive and supportive learning environment for slow learners, ensuring that every student has an equal opportunity to succeed in language learning                                        The needs of slow learn...