Dr.

Umayal Ramanathan College For Women

Reaccredited with A Grade by NAAC
Recognized u/s 2(f) & 12(B) of the UGC Act 1956
ISO 9001:2015 Certified Institution
Affiliated to Alagappa University
(Estd. by Dr.Alagappa Chettiar Educational Trust)
Alagappapuram, Karaikudi - 630003

Bachelor of Arts in English

Internship report on

My Experience as an English Teacher at

Alagappa Montessori School

Submitted by

Ms. S. Jansi Nirmala

Register No. 2922103009

April-2025
 CERTIFICATE

This is to certify that the internship programme on “My Experience as a English

Teacher” is a report done by S. Jansi Nirmala (2922103009) submitted to the Department of
English Dr. Umayal Ramanathan College for Women, Karaikudi, in partial fulfillment of the
requirements for the award of the degree of Bachelor of Arts in English under Alagappa
University, Karaikudi during the academic year 2024-2025 submitted for the viva was held on

Guide Department in Charge

Internal Examiner External Examiner

Ms. S. Jansi Nirmala 420, Kalaiyarkovil,

Sivagangai.

Declaration

I hereby declare that the internship programme report entitled “My Experience as a
English Teacher” submitted by me to Dr. Umayal Ramanathan College for Women, Affiliated
to Alagappa University for the award of the degree of Bachelor of Arts in English during the
academic year 2024-2025 is my original work done under the guidance of Dr. N.Alagumeenal
M.A., M.Phil., P.hD, Head of the English Department, Dr. Umayal Ramanathan College for
Women, Karaikudi.

Place: Karaikudi

Date:

Signature of the Student

 Acknowledgement

I am overwhelmed with gratitude and humility to express my gratitude to the

almighty for all of his blessings, which have shaped who I am now, and I am filled with
gratefulness to extend my thankfulness to all those who have supported me in completing
the thesis.

I am extremely grateful to Dr. Umayal Ramanathan College for Women esteemed

Principal Dr. A. Hema Malini for providing me with this fantastic opportunity to pursue my
UG Degree. I would like to express my heartfelt gratitude to our Head of the Department
Dr. N. Alagumeenal for her unconditional support of my internship work. Aside from my
adviser, I'd like to thank other professors for their insightful comments, motivation, and
positive attitude to finish my internship. I would like to express my heartfelt gratitude to the
organization in-charge for providing me the opportunity to pursue my internship program in
the reputed organization and for their unconditional support of my internship work. Aside
from my adviser, I'd like to thank other office members for their insightful comments,
motivation, and positive attitude to finish my internship work.

I would like to thank my friends for their constant motivation and areas of
improvement throughout my research. I express my heartfelt gratitude to my lovely family
members; I would like to express my gratitude to everyone who has helped with this
internship report, directly or indirectly.
 CONTENT

Chapter Title Page Number

No.

I Introduction

II Aim and objectives

III Organization profile

IV Method work

V Observation and knowledge gained

VI Summary and outcome of the study

References
 Abstract

During my internship at Alagappa Montessori School, I had the opportunity to teach 1st and
2nd standard students across multiple subjects, including Tamil, English, Mathematics, and
Environmental Studies. Additionally, I conducted dance classes, fostering creativity and
physical activity among the students. Each morning, I facilitated board reading and book reading
sessions to enhance students' literacy skills. Following this, I assigned writing tasks and
diligently corrected their notebooks to track their progress. To ensure continuous learning, I
assigned homework daily and reviewed it the next day. In the afternoons, I supervised students
during lunchtime, ensuring discipline and proper hygiene. During exam periods, I took on the
role of an exam hall supervisor, maintaining a fair and organized environment for students. A
significant aspect of my internship was working with slow learners and students with special
needs. I provided personalized support to 15 slow learners and five children with learning
difficulties. Through structured practice sessions, I helped improve their reading and writing
skills, ensuring they gained confidence in their learning journey. This internship allowed me to
develop strong classroom management skills, patience, and the ability to cater to diverse learning
needs. It was a fulfilling experience that reinforced my passion for teaching and student
development.
 CHAPTER 1

INTRODUCTION

My internship at Alagappa Montessori School provided me with invaluable teaching experience,

allowing me to engage with 1st and 2nd standard students across multiple subjects. I was
responsible for teaching Tamil, English, Mathematics, and Environmental Studies, along with
conducting dance classes to foster creativity and physical engagement among students. Each
morning, I began with board reading and book reading sessions, which helped students improve
their pronunciation, fluency, and comprehension skills. These activities encouraged active
participation and built their confidence in language learning. Following this, I assigned writing
exercises to reinforce their learning and worked diligently to correct their notebooks, providing
feedback and necessary guidance to enhance their understanding. To ensure consistent learning,
assigned daily homework to all students and reviewed their completed work the next day. This
helped them develop a routine and reinforced their academic progress. Additionally, I regularly
assessed their performance through informal quizzes and interactive activities. In the afternoons,
I served as a lunch supervisor, ensuring that students followed proper hygiene practices,
maintained discipline, and had a healthy eating environment. This role also gave me an
opportunity to observe students' social interactions and address any concerns related to their
well-being. During examination periods, I took on the role of an exam hall supervisor,
maintaining a strict yet supportive environment for students. I ensured that exams were
conducted smoothly, helped clarify any doubts regarding the instructions, and monitored
students to prevent any disruptions. One of the most fulfilling aspects of my internship was
working closely with students who required additional support. I handled 15 slow learners and
five students with special needs. I implemented personalized teaching strategies to help them
improve their reading and writing skills. By offering extra practice sessions, using visual aids,
and encouraging interactive learning, I helped these students gain confidence and make
noticeable progress in their academic performance. This internship was an enriching experience
that enhanced my teaching skills, classroom management abilities, and patience. I learned how to
handle diverse learning needs, create engaging lesson plans, and foster a positive and inclusive
learning environment. Overall, my internship at Alagappa Montessori School strengthened my
passion for education and provided me with valuable insights into student development. It was a
deeply rewarding experience that reinforced my commitment to nurturing young minds and
making a meaningful impact in their learning journey. Embarking on a three-month teaching
internship at Alagappa Montessori School has been a transformative experience, shaping my
passion for education and equipping me with essential teaching skills. As an aspiring teacher. I
chose this internship to gain hands-on experience in handling young learners and understanding
their unique learning needs. During this internship. I was responsible for teaching 1st and 2nd
standard students, ensuring a nurturing and engaging learning environment. Under the guidance
of experienced teachers. I learned various classroom management techniques and effective
methods to engage students in active learning. My primary focus was on helping slow learners
develop their writing skills and gain a deeper understanding of concepts Additionally, I provided
special care for students who required extra attention, ensuring they felt included and supported
in their academic journey. Each day, I assigned homework to students, reviewed their
notebooks, and made necessary corrections, clarifying their doubts whenever they needed
assistance. Apart from academics, I also took on additional responsibilities, such as serving as an
exam hall supervisor and lunch supervisor, ensuring discipline and order among students.
Beyond traditional teaching methods, I introduced interactive learning through smart TVs,
Craft works and Montessori materials, which enhanced the students' listening and
comprehension skills. Recognizing the importance of extracurricular activities, I also conducted
dance and singing classes, making learning a joyful experience for my students. This internship
has strengthened my dedication to teaching, improved my ability to handle young learners with
patience and care, and reinforced my commitment to fostering an engaging and supportive
classroom environment. The role of an intern teaching English at the 1st and 2nd standard
students provides a unique opportunity to gain practical experience in a classroom while
simultaneously contributing to the academic growth and development of students. As an intern,
the opportunity to teach English at this stage is both challenging and rewarding. 1st and 2nd
standard students are at a pivotal stage in their educational journey, as they are transitioning
from the foundational years to higher-level critical thinking and application of knowledge. As an
intern, the objective is not only to assist in teaching but also to learn how to engage with
students, implement effective teaching strategies, and contribute to their academic success in a
meaningful way.
 Chapter 2

Aim and Objectives of the Study

Aim of the Study

The primary aim of my teaching internship at Alagappa Montessori School was to bridge the gap
between theoretical knowledge acquired during my academic training and the practical demands
of a real classroom environment. As a student of English Literature aspiring to become a teacher,
I saw this internship as an opportunity to deeply explore and understand the teaching profession
through direct engagement with children. I aimed to familiarize myself with the Montessori
Method of education and understand how it operates in a structured school environment,
especially for children in their foundational years, such as those in 1st and 2nd standard. My goal
was not just to teach, but to learn how teaching evolves in response to children’s emotional,
psychological, and intellectual development.

This internship also aimed to provide insight into the behavior and learning patterns of young
learners. At this early stage of schooling, students are highly impressionable and sensitive to
their surroundings. My aim was to observe their interaction with the classroom environment,
how they responded to various teaching styles, and how their attention and curiosity could be
engaged meaningfully. I wanted to learn how to build a strong teacher-student bond based on
trust, kindness, and empathy—elements which are often as important as academic teaching.
Understanding how to approach children who may have different learning speeds and behavioral
traits was one of the more nuanced aims I focused on during this internship.

Another significant aim of my study was to develop the necessary professional qualities and
competencies that every aspiring teacher must possess. These include the ability to prepare
lesson plans, manage time efficiently, use creative teaching aids, assess students fairly, and adapt
to different classroom situations. I also aimed to strengthen my interpersonal and communication
skills by working closely with experienced teachers, interacting with students daily, and
receiving guidance from my mentor. I hoped to learn how teachers build rapport with students,
encourage them to express themselves, and create a classroom culture of mutual respect and
curiosity.
A core element of my aim was to understand how teaching methods can be made more engaging
and effective by integrating both traditional and modern approaches. In a Montessori
environment, the emphasis is placed on sensory learning, self-directed activity, and collaborative
play. My goal was to observe how these practices worked in a structured school setting and how
they could be harmonized with curriculum-based instruction. I aimed to become familiar with
how learning is scaffold in this system, where the teacher acts as a facilitator rather than an
instructor, allowing children to explore and learn through experience and interaction with their
environment.

Furthermore, I sought to build self-confidence and professional discipline through consistent

classroom participation. Every day at school brought with it new experiences—from preparing
the blackboard to organizing teaching materials, and from calming a restless child to explaining a
lesson in simple words. These everyday actions were part of my larger aim of becoming a
reflective and effective teacher. I wanted to emerge from this internship with a clearer sense of
my strengths and areas of improvement, and with a vision of the kind of teacher I want to
become—one who is thoughtful, patient, and deeply committed to the learning and growth of her
students.

In addition to developing teaching skills, my aim included observing and understanding how
school systems function as a whole. I was interested in the routines, responsibilities, and
collaborative efforts that keep a school running smoothly. From morning assemblies to
maintaining attendance registers, from preparing teaching materials to observing classroom
decorum, I aimed to absorb as much as possible about the day-to-day activities that make
teaching a profession of responsibility and continuous effort. By witnessing how each teacher
contributes to the overall success of the school, I was inspired to prepare myself for a future
where I could contribute meaningfully too.

The aim of this internship was not limited to gaining teaching experience alone. It extended to
learning how to manage a classroom, understand young learners, implement teaching
methodologies, build communication, reflect on my progress, and become confident in my role
as an educator. I entered the internship with curiosity and a desire to grow, and I aimed to leave
it with knowledge, experience, and a deeper respect for the art and science of teaching.
Objectives of the Study

The objectives of my internship study were thoughtfully aligned with the overall aim of
becoming a competent and compassionate teacher, capable of adapting to the needs of young
learners. One of the primary objectives was to engage with the 1st and 2nd standard students in a
meaningful way that encouraged both academic and emotional development. At this foundational
stage of education, students are learning how to interact with the world, follow instructions, and
build social relationships. Therefore, my objective was to foster a classroom environment that
supported these developmental milestones through careful observation, patience, and structured
learning activities.

Another essential objective was to gain a solid understanding of the Montessori Method used at
Alagappa Montessori School. I intended to learn how Montessori materials were used to promote
independent learning and critical thinking among students. Observing how students worked with
these materials and how they responded to self-directed activities allowed me to understand how
learning can be both structured and exploratory at the same time. I also aimed to compare and
contrast the Montessori Method with conventional teaching techniques to find a balanced and
practical approach for future teaching contexts.

One of the major objectives of this internship was to design and deliver lessons that were suitable
for the intellectual level and attention span of 1 st and 2nd standard students. I worked towards
creating engaging lesson plans in core subjects such as English, Mathematics, and Environmental
Studies. These lesson plans included storytelling, visual aids, hands-on activities, and games to
ensure that students remained attentive and motivated. I was also focused on implementing moral
and value-based lessons to support the ethical development of the students. Through these
activities, I sought to make learning a joyful experience while also fulfilling academic goals.

Managing a classroom was another important objective I set for myself. Young learners require
constant supervision, gentle discipline, and positive reinforcement to stay focused and respectful.
I observed how my mentor handled behavioral issues, and I practiced using similar strategies like
setting clear rules, encouraging good behavior, and using calming techniques for students who
felt restless or upset. This objective helped me understand the importance of maintaining balance
— being both firm and compassionate at the same time. It also taught me how the
physical
arrangement of the classroom, student grouping, and timely intervention can all contribute to
effective classroom management.

Assessment and feedback were also key objectives during this internship. Unlike traditional
exams, young children are often evaluated through observation, activities, oral responses, and
worksheets. I observed and took part in the assessment process by conducting small tasks, asking
questions during lessons, and recording student responses. I learned how to give feedback that
was encouraging rather than judgmental, and how to support students who needed more time or
attention to understand the concepts being taught. This process helped me understand the
importance of differentiated instruction and the need for flexible evaluation methods.

A further objective was to enhance my interpersonal and communication skills, particularly in

the school setting. I communicated regularly with students, guiding them with care and listening
to their concerns. I also interacted with my mentor teacher to seek advice and clarify doubts.
Through staff meetings, informal conversations, and shared activities, I learned how to be a part
of a professional teaching team. I also observed interactions with parents, which gave me a sense
of how teachers handle feedback, share progress reports, and maintain respectful and clear
communication with the families of students.

Another objective was to develop the habit of reflection. At the end of each day, I spent time
writing about my experiences—what I taught, how the students responded, what challenges I
faced, and how I handled them. These reflections helped me identify what worked well and what
could be improved in the next session. Through this practice, I developed a deeper awareness of
my teaching style, my reactions in various situations, and my growing understanding of the
learning process. This reflective habit has become an essential part of my journey toward
becoming a lifelong learner and educator.

Ultimately, the objective of this internship was to become well-prepared for the teaching
profession through direct experience. From creating lesson plans to handling real-time teaching
challenges, from building bonds with children to learning from mistakes, I worked toward
acquiring not just skills, but the right attitude and mindset for teaching. The entire internship was
a step-by-step realization of these objectives, each one contributing to my overall growth and
preparing me to confidently step into the role of a future educator.

The aim of this teaching internship is to provide a comprehensive learning experience for
students pursuing a career in education. This internship aims to bridge the gap between
theoretical knowledge and practical application, allowing students to develop the skills and
confidence needed to become effective educators. Through this internship, students will develop
teaching skills, apply educational theories, and enhance student learning. They will also foster
professional growth, build confidence and competence, and become empowered to make a
positive impact in the lives of their students. This teaching internship aims to provide students
with hands-on experience in lesson planning, classroom management, and instructional delivery.
By working alongside experienced educators, students will gain a deeper understanding of the
teaching profession and develop the skills needed to succeed in the classroom.

The objective of this internship is to equip students with the knowledge, skills, and confidence to
become effective educators. Through this experience, students will apply theoretical knowledge
to real-world teaching situations, reflect on their practices, and develop their professional skills,
ultimately becoming prepared to make a positive impact on the lives of their students.
 CHAPTER 3

ORGANIZATION PROFILE

Alagappa Montessori School, established in 1953 by Dr. Alagappa Chettiar in Karaikudi,

Tamil Nadu, is among the first Montessori institutions in the region. The school employs the
Montessori Method, emphasizing free activity within a "prepared environment" tailored to meet
children's developmental needs. This approach fosters independence across various areas,
aligning with Dr. Chettiar's vision of providing high-quality education from the pre-primary
stage onward. The institution offers classes from Lower Kindergarten to Standard II, featuring
well-ventilated classrooms, ample play areas, and a variety of educational play materials.
Transportation facilities are also available for students.

Alagappa Montessori School is a distinguished educational institution that follows the

Montessori Method of teaching. It aims to provide a child-centered learning environment that
fosters independent thinking, creativity, and holistic development. Established with a vision to
promote experiential learning, the school has grown into a reputed center for early
childhood education, offering a blend of traditional and modern teaching techniques. The
school envisions creating a nurturing and stimulating learning environment where children can
develop into confident, responsible, and compassionate individuals. Its mission is to provide
quality Montessori education that fosters independence and self-motivation, cultivate an
inclusive and diverse learning community, enhance cognitive, social, and emotional growth
through hands-on activities, and prepare children for lifelong learning by instilling curiosity and
problem-solving skills.

Alagappa Montessori School was founded with the objective of bringing Dr. Maria Montessori’s
philosophy to life in an engaging and structured manner. Over the years, it has expanded its
programs to accommodate students from early childhood to primary levels. The school prides
itself on its commitment to individualized education, allowing students to learn at their own pace
in a prepared environment. The school offers a range of programs tailored to different age
groups, including a toddler program for children aged 1.5 to 3 years, which focuses on
sensory exploration, language development, and motor skills. The primary Montessori program
for children aged 3 to 6 years encourages practical life activities, mathematics, language, and
cultural
studies. The elementary Montessori program for children aged 6 to 12 years integrates core
academic subjects with hands-on learning experiences. Additionally, the school provides
enrichment programs that include arts, music, foreign languages, and extracurricular activities to
promote holistic growth.

Alagappa Montessori School strictly follows the Montessori principles, which include a prepared
environment where classrooms are designed with age-appropriate materials that encourage self-
directed learning. The school implements multi-age classrooms that allow students to interact
with peers of different ages, promoting mentorship and collaboration. The hands-on learning
approach ensures that materials and activities help children grasp complex concepts through
tactile experiences. The school also follows individualized learning plans, allowing each child to
progress at their own pace with the guidance of trained Montessori educators. Teachers act as
facilitators rather than direct instructors, observing and assisting students when needed.

The school provides spacious and well-equipped Montessori classrooms, a child-friendly outdoor
play area, a well-stocked library with books on diverse subjects, music and art rooms to enhance
creative expression, and science and cultural activity spaces. Alagappa Montessori School employs
experienced and certified Montessori teachers who undergo continuous professional
development. The faculty is dedicated to upholding the Montessori philosophy while adapting to
the evolving educational landscape. The school offers teaching internships to aspiring educators
interested in Montessori methods. Interns can expect hands-on classroom experience under the
supervision of experienced mentors, training in Montessori materials and methodologies,
exposure to lesson planning and student assessments, and participation in workshops and
teacher training sessions.

The school has a structured admission process that includes inquiry and campus visits,
orientation on Montessori philosophy, assessment and interaction sessions, and registration and
enrollment. To ensure well-rounded development, the school encourages parent-teacher
collaboration and workshops, annual cultural and academic events, environmental and social
responsibility projects, and field trips and outdoor learning experiences. Alagappa Montessori
School is committed to shaping young minds through a structured yet flexible learning approach.
Aspiring interns will gain invaluable experience in Montessori teaching, preparing them for a
rewarding career in early
childhood education. The school fosters a learning environment where children are encouraged
to explore their potential through hands-on activities and experiential learning. Its well-trained
faculty and thoughtfully designed curriculum ensure that students develop essential life skills and
a love for learning. The Montessori approach at Alagappa Montessori School instills
independence, critical thinking, and problem-solving abilities in students, helping them grow into
responsible global citizens.

The Montessori education method focuses on the natural development of children through self-
directed activities and collaborative learning. Alagappa Montessori School integrates this
philosophy by providing children with an environment where they can explore, discover, and
develop at their own pace. The teachers play a crucial role in guiding students while allowing
them the freedom to choose their learning experiences. The carefully curated learning materials
and interactive sessions enable children to develop strong cognitive and social skills. Through its
carefully structured curriculum, Alagappa Montessori School ensures that children receive a
well- rounded education that prepares them for future academic success and personal growth.
The institution remains committed to providing high-quality education that nurtures creativity,
independence, and lifelong learning.

Alagappa Montessori School continues to uphold the values of Montessori education, creating an
enriching learning experience for young minds. Its comprehensive academic programs, state-of-
the-art facilities, and dedicated faculty make it a leading institution in early childhood education.
Aspiring interns will find a nurturing and dynamic environment where they can gain invaluable
teaching experience and develop a deeper understanding of Montessori principles. The school’s
unwavering commitment to quality education, student-centered learning, and holistic
development makes it a premier choice for both students and educators seeking excellence in
early childhood education.

The Montessori Method of teaching is based on the principle that children learn best in an
environment that fosters independence, curiosity, and hands-on experiences. For the teaching
internship at Alagappa Montessori School, the approach revolves around engaging 1st and 2nd
standard students in a structured yet flexible manner, allowing them to explore and develop their
cognitive, social, and motor skills in a supportive environment.
The daily routine begins with a welcoming session where children are encouraged to express
their thoughts and feelings. This serves as a transition phase that prepares them mentally for the
day’s activities. The teacher plays a passive yet observant role, guiding the students to choose
their learning activities. This self-directed learning approach ensures that children are
intrinsically motivated and engaged with their tasks. Each child is provided with a personalized
learning plan tailored to their developmental needs and interests.

This individualized approach ensures that students’ progress at their own pace, fostering a deep
understanding of concepts rather than rote memorization. Learning materials are arranged in an
accessible manner to encourage exploration. These materials include Montessori-specific tools
such as bead chains for mathematics, sandpaper letters for language development, and knobbed
cylinders for sensory refinement. The use of hands-on materials ensures that children grasp
abstract concepts through concrete experiences.

One of the essential elements of this teaching method is the emphasis on practical life skills.
Activities such as pouring water, tying shoelaces, and arranging objects develop fine motor skills
and hand-eye coordination. These tasks also instill a sense of responsibility and independence in
young learners. The students are encouraged to perform daily routines with minimal intervention,
fostering a sense of accomplishment and confidence.

The teaching methodology integrates subjects such as mathematics, language, and science in a
holistic manner. Mathematical concepts are introduced using manipulative that enable children to
understand numbers, patterns, and basic arithmetic through tactile experiences. Language
development is facilitated through phonetic exercises, storytelling, and interactive discussions
that enhance vocabulary and communication skills. Science concepts are introduced through
observation and experimentation, encouraging a spirit of inquiry and exploration. The emphasis
on experiential learning ensures that children develop critical thinking and problem-solving
abilities.

Outdoor learning experiences play an integral role in the Montessori approach. Nature walks,
gardening, and outdoor play activities are designed to develop a sense of appreciation for the
environment. These activities also support physical development and provide opportunities for
social interaction. Children are encouraged to observe and interact with their surroundings,
fostering curiosity and environmental awareness.

The assessment process in a Montessori setting is based on continuous observation rather than
formal testing. The teacher takes notes on each student’s progress, strengths, and areas that need
improvement. Portfolios of students’ work are maintained to track their development over time. .

The teaching internship at Alagappa Montessori School provides an enriching experience in

early childhood education. The structured yet flexible methodology allows children to develop at
their own pace while acquiring foundational skills in a supportive and nurturing environment.
The role of the teacher is to facilitate learning by providing appropriate materials, guidance, and
encouragement. Through this approach, children cultivate independence, creativity, and a love
for lifelong learning.

A key aspect of the internship experience is classroom management, which is centered on

creating a calm and respectful environment. The prepared environment allows children to work
independently or in small groups, promoting collaborative learning. The role of the teacher is to
provide guidance rather than direct instruction, allowing students to discover solutions through
trial and error. Positive reinforcement techniques are employed to encourage good behavior and
social interactions. Another crucial component of the Montessori Method is the inclusion of
cultural and artistic activities. Music, dance, and visual arts are integrated into the curriculum to
nurture creativity and self-expression. Children are given the freedom to explore various artistic
mediums, which enhances their fine motor skills and aesthetic appreciation. Singing and
movement activities are used to make learning enjoyable and engaging.

The school maintains a strong relationship with parents and the community, fostering an
inclusive learning environment that values collaboration and cultural diversity. It organizes
events and programs that engage parents in their children’s education, strengthening the
partnership between educators and families. The school also conducts outreach programs that
contribute to the broader community, reinforcing its commitment to social responsibility. The
emphasis on interactive and experiential learning ensures that students develop a love for
knowledge while acquiring essential life skills. The Montessori approach practiced at Alagappa
Montessori School promotes a child’s natural curiosity, allowing them to become active
participants in their education rather than passive learners. By encouraging independent thinking
and hands-on exploration, the school ensures that students develop confidence and self-
discipline.
Institution facilities:

The school has two storied building with rooms fully air conditioned for the convenience of the
students. The school performs assembly regularly. School prioritizes to speak
English.

Name of institution Alagappa Montessori school

Location Alagappa Puram, Karaikudi -630003

Time of Establishment 1953 by Alagappa Chettiar

Number of Students 1st and 2nd Standard Students - 220

1st Standard – A,B,C,D

Section
2nd Standard – A,B

Number of Teachers 23

Tuition fees Vary from primary to higher class

 CHAPTER 4

METHOD WORK

The Montessori Method of teaching is based on the principle that children learn best in an
environment that fosters independence, curiosity, and hands-on experiences. For the teaching
internship at Alagappa Montessori School, the approach revolves around engaging 1st and 2nd
standard students in a structured yet flexible manner, allowing them to explore and develop their
cognitive, social, and motor skills in a supportive environment.

The daily routine begins with a welcoming session where children are encouraged to express
their thoughts and feelings. This serves as a transition phase that prepares them mentally for the
day’s activities. The teacher plays a passive yet observant role, guiding the students to choose
their learning activities. This self-directed learning approach ensures that children are
intrinsically motivated and engaged with their tasks.

Each child is provided with a personalized learning plan tailored to their developmental needs
and interests. This individualized approach ensures that students’ progress at their own pace,
fostering
a deep understanding of concepts rather than rote memorization. Learning materials are arranged
in an accessible manner to encourage exploration. These materials include Montessori-specific
tools such as bead chains for mathematics, sandpaper letters for language development, and
knobbed cylinders for sensory refinement. The use of hands-on materials ensures that children
grasp abstract concepts through concrete experiences.

One of the essential elements of this teaching method is the emphasis on practical life skills.
Activities such as pouring water, tying shoelaces, and arranging objects develop fine motor skills
and hand-eye coordination. These tasks also instill a sense of responsibility and independence in
young learners. The students are encouraged to perform daily routines with minimal intervention,
fostering a sense of accomplishment and confidence.

The teaching methodology integrates subjects such as mathematics, language, and science in a
holistic manner. Mathematical concepts are introduced using manipulative that enable children to
understand numbers, patterns, and basic arithmetic through tactile experiences. Language
development is facilitated through phonetic exercises, storytelling, and interactive discussions
that enhance vocabulary and communication skills. Science concepts are introduced through
observation and experimentation, encouraging a spirit of inquiry and exploration. The emphasis
on experiential learning ensures that children develop critical thinking and problem-solving
abilities.

A key aspect of the internship experience is classroom management, which is centered on

creating a calm and respectful environment. The prepared environment allows children to work
independently or in small groups, promoting collaborative learning. The role of the teacher is to
provide guidance rather than direct instruction, allowing students to discover solutions through
trial and error. Positive reinforcement techniques are employed to encourage good behavior and
social interactions.

Another crucial component of the Montessori Method is the inclusion of cultural and artistic
activities. Music, dance, and visual arts are integrated into the curriculum to nurture creativity
and self-expression. Children are given the freedom to explore various artistic mediums, which
enhances their fine motor skills and aesthetic appreciation. Singing and movement activities are
used to make learning enjoyable and engaging.

Outdoor learning experiences play an integral role in the Montessori approach. Nature walks,
gardening, and outdoor play activities are designed to develop a sense of appreciation for the
environment. These activities also support physical development and provide opportunities for
social interaction. Children are encouraged to observe and interact with their surroundings,
fostering curiosity and environmental awareness.

The assessment process in a Montessori setting is based on continuous observation rather than
formal testing. The teacher takes notes on each student’s progress, strengths, and areas that need
improvement. Portfolios of students’ work are maintained to track their development over time.
The emphasis is on intrinsic motivation rather than external rewards, ensuring that learning is
driven by curiosity rather than competition.

The teaching internship at Alagappa Montessori School provides an enriching experience in

early childhood education. The structured yet flexible methodology allows children to develop at
their own pace while acquiring foundational skills in a supportive and nurturing environment.
The role of the teacher is to facilitate learning by providing appropriate materials, guidance, and
encouragement. Through this approach, children cultivate independence, creativity, and a love
for lifelong learning.

Beyond the fundamental aspects of Montessori teaching, the internship experience extends to
deeper engagement with students, fostering a more profound connection between the children’s
learning process and their emotional, social, and cognitive development. The use of mixed-age
classrooms allows for peer learning, where younger students benefit from older peers,
reinforcing concepts through collaborative exercises. This dynamic helps students to build
confidence and a sense of community.

Observation plays a crucial role in the Montessori Method, allowing teachers to assess student
engagement and progress while making necessary adjustments to lesson plans. Teachers
maintain detailed records of each child’s strengths, challenges, and interests, ensuring that their
individual
learning paths are nurtured effectively. This close monitoring aids in early detection of learning
difficulties and allows for prompt intervention, ensuring that no student is left behind.

The prepared environment is another foundational element of Montessori education, structured to

provide a balance between freedom and discipline. The classroom is designed to encourage
autonomy, with clearly defined areas for practical life activities, language development,
mathematics, and sensory exploration. Students are encouraged to select their tasks
independently, helping them develop decision-making skills and self-discipline. The role of the
teacher in a Montessori setting is multifaceted, acting as a facilitator, guide, and observer.
Instead of delivering direct instruction, teachers present learning materials and demonstrate their
usage, allowing students to explore concepts through their own experiences. This non-traditional
teaching approach fosters curiosity, self-motivation, and a deeper understanding of subject
matter.

In addition to the structured activities, Montessori education places a high emphasis on

movement and kinesthetic learning. Classroom furniture and materials are designed to
accommodate active learning, allowing children to move freely and engage with their
environment. Exercises such as yoga, stretching, and rhythmic movement enhance physical
development while fostering mindfulness and concentration.

As part of the teaching internship, reflective practices are encouraged. Interns are required to
document their observations, challenges, and learning experiences, allowing them to refine their
teaching techniques and adapt to the diverse needs of students. Regular discussions with mentor
teachers help interns gain valuable insights and improve their instructional methods.

The Montessori approach to discipline is centered on respect and redirection rather than
punishment. Children are guided to understand the impact of their actions and encouraged to
make positive choices. Conflict resolution is addressed through peaceful communication
techniques, helping students develop emotional intelligence and empathy toward others.

Incorporating technology in a Montessori classroom is done mindfully, ensuring that digital tools
supplement hands-on learning rather than replace it. Educational apps, interactive storytelling,
and digital microscopes are used sparingly to enhance learning experiences while maintaining
the core Montessori philosophy of experiential learning.
Alagappa Montessori School emphasizes Montessori training for teachers and interns, ensuring
they understand the core principles of child-centered education. The training focuses on the
prepared environment, observation techniques, and individualized instruction methods. Teachers
are trained to guide students rather than dictate lessons, allowing each child to progress at their
own pace. This training also includes strategies for integrating technology, managing mixed-age
classrooms, and using Montessori materials effectively.

The integration of Smart TV and tablets enhances the learning experience by making lessons
more interactive and engaging. The Smart TV is used for visual storytelling, educational videos,
and animated lessons that help students grasp complex concepts more easily. It is also used for
virtual field trips, exposing children to different cultures, historical landmarks, and scientific
phenomena beyond the classroom. Tablets are incorporated into daily lessons through carefully
selected educational apps that support language development, mathematics, and problem-solving
skills. These digital tools are used in moderation to complement hands-on Montessori materials
rather than replace them.

Flashcards play a significant role in reinforcing learning concepts. They are used for vocabulary
building, mathematical operations, phonics, and memory development. Teachers use flashcards
to create interactive games, making learning enjoyable and stimulating. Students also engage in
peer- learning activities, where they quiz each other using flashcards, strengthening their
comprehension and recall abilities. The use of flashcards aligns with Montessori principles by
promoting active participation and engagement.

Homework assignments at Alagappa Montessori School are designed to encourage independent

exploration rather than rote memorization. Assignments include practical life exercises, nature
observation activities, and creative storytelling tasks. Mathematics homework may involve real-
world applications, such as measuring ingredients for a recipe or identifying geometric shapes in
the environment. Language assignments often include journaling, reading comprehension
exercises, and phonetic spelling practice. Science homework may involve simple experiments or
observation logs, allowing students to explore scientific principles at home.
Regular tests and assessments are conducted to evaluate student progress, but they follow the
Montessori philosophy of non-competitive evaluation. Instead of traditional exams, assessments
include oral presentations, project-based learning, and teacher observations. Students may also
participate in group discussions and demonstrations to showcase their understanding of concepts.
Teachers maintain detailed progress reports for each child, focusing on strengths, areas for
improvement, and overall development rather than assigning grades.

Book reading practice is an essential part of the Montessori curriculum at Alagappa Montessori
School. Students have access to a well-stocked library with age-appropriate books that cater to
different reading levels. Teachers encourage daily reading habits through guided reading
sessions, where students read aloud in small groups or pairs. Phonics-based learning is reinforced
through interactive storytelling and word-building activities. Older students mentor younger ones
in reading, fostering a collaborative learning atmosphere.

The school also incorporates handwriting and fine motor skill exercises into the daily routine.
Students practice cursive writing and letter formation using sandpaper letters and tracing
exercises before transitioning to pencil writing. These exercises help strengthen hand
coordination and muscle memory, making writing a natural and enjoyable process.

Beyond academics, the school emphasizes emotional and social development. Activities such as
role-playing, group storytelling, and peer discussions help students develop empathy, confidence,
and communication skills. Practical life skills, such as organizing personal belongings, helping
with classroom maintenance, and engaging in community service, are integrated into daily
activities to instill a sense of responsibility.

Physical education and movement-based learning are incorporated through yoga, dance, and
outdoor play. Structured physical activities improve coordination, balance, and focus, while
unstructured play encourages creativity and social interaction. The Montessori approach
recognizes the connection between movement and cognitive development, ensuring that students
remain active and engaged throughout the day.

Alagappa Montessori School’s teaching methodology provides a balanced blend of traditional

Montessori principles and modern educational innovations. The integration of technology,
interactive teaching tools, and experiential learning ensures that students develop essential skills
in a holistic manner. The emphasis on self-directed learning, collaborative activities, and non-
traditional assessments fosters a love for learning that extends beyond the classroom. This
comprehensive approach prepares students to become independent thinkers, problem solvers, and
lifelong learners.

Every evening, 1st and 2nd standard students engage in specially designed games that develop
their listening, reading, and writing skills. These games are structured to be both fun and
educational, helping children reinforce what they have learned in class while also building
essential communication skills. Listening skills are improved through storytelling activities,
where teachers or peers narrate stories and students must recall details or answer questions based
on what they have heard. Games like "Simon Says" and "Guess the Sound" enhance auditory
processing and comprehension, encouraging students to focus on spoken words and interpret
them accurately.

By the end of the internship, teachers gain a profound understanding of the Montessori
methodology and its impact on child development. The experience fosters skills in classroom
management, individualized instruction, and student engagement. Interns leave with a deep
appreciation for student-led learning and a commitment to nurturing curiosity, independence, and
a love for knowledge in young learners. The Montessori Method of teaching at Alagappa
Montessori School is rooted in experiential learning, self-directed activities, and hands-on
educational materials. The school integrates traditional Montessori principles with modern
technological advancements to create an enriching learning environment for 1st and 2nd standard
students. This approach ensures that children develop foundational academic skills, critical
thinking abilities, and a strong sense of independence while fostering curiosity and creativity.

A significant aspect of the Montessori teaching internship is community building. Students are
encouraged to participate in group activities that promote cooperation, respect, and shared
learning experiences. Activities such as group storytelling, collaborative art projects, and peer
mentoring build essential social skills that prepare students for real-world interactions. The
Montessori philosophy extends beyond academics, shaping students into well-rounded
individuals with strong moral values and interpersonal skills.
Reading games include phonics-based activities where children match words to pictures, create
simple sentences using word cards, and participate in group reading circles. Interactive
storytelling sessions involve students taking turns reading aloud while their peers listen
attentively, reinforcing both speaking and listening skills. Games such as "Word Hunt," where
students find hidden words in a story, and "Sentence Builder," where they construct sentences
using flashcards, help enhance vocabulary and sentence formation.

By incorporating these evening games into the Montessori curriculum, students develop their
literacy skills in an enjoyable and engaging manner. The interactive and playful nature of these
activities ensures that children remain motivated and excited about learning. The Montessori
approach at Alagappa Montessori School provides a balanced blend of traditional principles and
modern educational innovations, helping students become confident, independent, and lifelong
learners.
Writing-focused activities include "Story Dice," where students roll dice with images and create
a short story based on the pictures they see. Another popular game is "Chain Story Writing,"
where each student writes a sentence, and the next student continues the story, fostering
creativity and collaborative writing. Dictation exercises with a fun twist, such as writing short
passages from memory after hearing them once, further reinforce spelling, grammar, and
comprehension skills. Letter tracing and word formation activities using sand trays, chalkboards,
and paper further refine motor skills and handwriting.
 CHAPTER 5

OBSERVATION AND KNOWLEDGE GAINED

Observation

During the internship period, I had the opportunity to closely observe the teaching-learning
process in classrooms of 1st and 2nd standard students. The overall classroom environment was
lively, welcoming, and highly child-friendly. The walls were adorned with colorful charts,
student artwork, and posters that not only made the environment visually stimulating but also
served as educational tools. These visual aids included alphabets, numbers, days of the week, and
seasonal charts, all contributing to passive learning. The seating arrangement was designed in
small groups or clusters, promoting interaction and collaboration among peers. This setup
encouraged students to share ideas, help each other, and develop a sense of community and
teamwork. The classroom atmosphere was nurturing, with teachers providing a supportive and
patient environment that allowed students to express themselves freely and comfortably.
The role of the teacher extended far beyond simply delivering lessons. Teachers in these classes
took on the role of facilitators, guiding students through learning activities rather than dictating
instructions. They used clear and simple language to ensure comprehension and often repeated
instructions to support better understanding. Positive reinforcement was a frequent strategy
employed-students were praised for their efforts, no matter how small, which built their
confidence and motivation. A key feature of the classroom routine included storytelling, songs,
and playful activities, which were not only enjoyable for the children but also effective in
introducing and reinforcing concepts in an engaging way. These methods helped in capturing
students' attention and keeping them involved in the learning process.

Student behavior reflected the natural curiosity and high energy typical of their age group. The
children were enthusiastic about classroom activities and eager to participate, especially in
interactive and hands-on tasks. However, many had short attention spans, and it was observed
that they were easily distracted. This required teachers to constantly adapt their strategies, such
as incorporating movement-based tasks or switching activities frequently to maintain
engagement. Peer interaction played a significant role in shaping their learning experiences.
Students learned a great deal through group tasks and collaborative play, where they could
observe, imitate, and assist each other. It was also evident that peer influence could either
positively or negatively impact a child's participation, depending on the dynamics of the group.

The teaching methods used in these early grade classrooms were dynamic and child-centered. A
variety of visual aids were utilized, including flashcards, storybooks, real-life objects, and
pictures, to make abstract concepts more concrete and relatable. Lessons were often linked to the
children’s immediate environment, helping them connect what they learned in class to their daily
lives. Teachers also incorporated creative activities like drawing, coloring, singing rhymes, and
playing educational games. These strategies not only made learning fun but also catered to
different learning styles-visual, auditory, and kinesthetic. Frequent repetition of key concepts and
regular revision sessions helped reinforce learning, ensuring that even slower learners were able
to catch up. The overall teaching approach was holistic, aiming not just at academic development
but also at emotional and social growth. These observations provided valuable insights into the
foundational aspects of early education and the importance of creating a supportive, engaging,
and adaptive learning environment for young children.
 First Class Observation

Class: 1st Standard

Name of the Teacher: Mrs. Vaishnavi

Number of Students: 90

Duration: 40 minutes

Medium: English

Details:

03 January 2025 9:00 am as an intern teacher was my first day at Alagappa

Montessori School. I was nervous and excited. To guide them toward the new language needed
scheduled planning to finish the lesson. Mrs. Vaishnavi started the class with usual question as
thing they had for breakfast? Their favorite food and else. These questions encouraged students
to brainstorm in pairs and then share their ideas with the class. Mrs. Vaishnavi started writing
English alphabets on the word and loudly repeated. After that she handed them a worksheet and
colorful papers where they colored alphabets to learn them. She also took technology aid to make
learning more enjoyable.
 Observation details

Ms. Vaishnavi utilized assessment

effectively integrated dynamic and
Subject Matter Content participatory classroom environment to their
interest in art as a multisensory skill to
advance learning.
The layout was made to finish her lessons in
Organization time following organized method about
upcoming activities, class updates, and
children's progress.
The class ended with pretty good
collaboration between teacher and student.
Rapport Throughout the class the students
incorporated to the provided gentle guidance
enthusiastically.

Teaching Method: Ms. Vaishnavi initiated Communicative method by asking open-ended

questions to engage with the young learning interest with enjoyable English learning experience.
Second Class Observation

Class: 2nd Standard

Name of the Teacher: Ms. P. Sathya

Number of Students: 80

Duration: 40 minutes

Medium: English

Details:

On January, the observation class with 2nd standard students was about them learning new words
from the pictures. Mrs. P.Sathya before starting the class provided students with colorful papers
and asked students to read words written in the board. Then she asked them to read and write
them in the colorful paper and to come forward to read them loudly. Students were very
delighted with coming front and read those words. So, from each word she would make sentence
and students understood easily.
Observation Details:

Mrs. P. Sathya engaged with young learners

captivating their attention towards enjoyable
Subject Matter Content English learning experience by showing her
strong teaching skills to integrate props
seamlessly into their lessons.

From the observations it is cleared that

Organization Mrs.P.Sathya prop usage to achieve learning
goals are to maximize their impact on language
acquisition, helps maintain a clutter-free and
organized learning environment.
Mrs. P.Sathya using colorful paper transformed a
simple word recognition exercise into an
Rapport engaging adventure for the kinder garden
students.

Teaching Method:

Mrs. P.Sathya in this class used Grammar Translation Method to clarify their
word meanings and using Communicative Language Teaching maintained language acquisition.
KNOWLEDGE GAINED:

My teaching internship at Alagappa Montessori School, I had the enriching opportunity to

engage with young learners from Grades 1 and 2 in a unique educational setting grounded in the
Montessori philosophy. This experience profoundly influenced my understanding of child
development, pedagogical strategies, and the dynamics of an effective learning environment.
Over the course of my internship, I immersed myself in the daily routines of the classroom,
collaborated with experienced educators, and interacted closely with children at a crucial stage in
their academic and personal growth.

One of the most significant areas of growth during my internship was my deepened
understanding of the Montessori Method. Unlike conventional classrooms, the Montessori
approach fosters independence and self-motivation through hands-on learning and child-centered
activities. I witnessed how the environment, meticulously prepared with purposeful learning
materials, allowed children to explore concepts at their own pace. Through self-directed tasks
and peer interactions, students cultivated autonomy, responsibility, and confidence. The role of
the teacher in this setting was profoundly different from what I had previously known; instead of
directing the class, the teacher acted as a guide and facilitator, observing keenly and intervening
only when necessary to support the learner’s journey.

In working with children between six and eight years old, I gained vital insights into classroom
management and child psychology. I learned to anticipate common behavioral traits of this age
group, such as fluctuating attention spans, emotional sensitivity, and high energy levels.
Managing a mixed-age group required me to adapt my communication, maintain a calm
demeanor, and create structured yet flexible routines. I developed patience and empathy,
especially in moments of conflict or restlessness, and began to understand how consistent yet
gentle discipline could help children feel secure and focused. Encouraging positive behavior and
reinforcing classroom expectations through kindness and clear communication became second
nature as the days progressed.

My involvement in lesson planning and instruction gave me a solid foundation in developing

age- appropriate teaching strategies. I was responsible for preparing and delivering lessons in
English,
Mathematics, Environmental Science, and Tamil. Each lesson was crafted with an emphasis on
experiential learning. I incorporated storytelling, visual aids, and hands-on materials to engage
the children and make abstract concepts more relatable. I explored different modes of instruction
to address the diverse learning styles within the classroom, employing differentiated strategies to
ensure that every student, regardless of their pace or proficiency, could participate meaningfully
in the lesson.

Language and literacy instruction formed a vital part of my teaching experience. I actively
participated in building foundational skills in reading and writing by guiding children through
phonics exercises, vocabulary games, and sentence construction activities. I realized how
important it was to connect reading and writing activities to students’ daily experiences to keep
their interest alive. Group reading sessions and interactive discussions not only improved
language fluency but also encouraged critical thinking, active listening, and peer learning.
Watching students express their thoughts confidently in complete sentences was a rewarding
experience that highlighted the impact of consistent and joyful literacy practice.

In the realm of mathematics, I discovered the effectiveness of Montessori materials in facilitating

conceptual understanding. Manipulative such as number rods, bead chains, and sandpaper
numbers helped children visualize numerical relationships and develop a sense of quantity.
Through guided practice and play-based exercises, I helped them grasp fundamental concepts
such as addition, subtraction, place value, and patterns. I also encouraged the use of mental math
by incorporating fun games and real-life examples to promote problem-solving skills. It was
remarkable to see how tactile learning experiences helped demystify abstract ideas and made
math an enjoyable subject for the children.

Observation and informal assessment were ongoing components of my internship. I learned to

document student progress through anecdotal notes, checklists, and samples of their work. These
tools helped me identify learning gaps, behavioral patterns, and areas of interest in each child.
Unlike formal testing, this method of continuous assessment emphasized growth over
competition. I learned the importance of offering positive reinforcement and constructive
feedback to boost self-esteem and intrinsic motivation. This perspective reshaped my
understanding of evaluation, highlighting the value of supportive observation over judgmental
grading.
Planning and time management were essential skills that I refined throughout the internship.
Each week, I collaborated with the class teacher to develop detailed lesson plans aligned with
learning objectives and classroom themes. I learned to balance academic instruction with
physical, creative, and social activities. Managing transitions between subjects, allocating time
for individualized attention, and staying responsive to the students’ needs were key to
maintaining a smooth flow of the day. Flexibility was crucial, as not every lesson went as
planned, but being able to adapt without compromising on learning outcomes became one of my
strengths.

The internship also deepened my sense of professionalism and teamwork. Working under the
guidance of experienced educators, I learned how to engage in reflective practice, accept
feedback gracefully, and strive for continuous improvement. Staff meetings provided a space for
sharing ideas, discussing challenges, and aligning on common goals. I came to value the
importance of professional conduct—punctuality, respect, and accountability—both in and
outside the classroom. Interactions with colleagues and mentors were supportive and instructive,
shaping my approach to collaborative work in educational settings.

Another key takeaway from my experience was understanding the importance of effective
communication with parents. I observed how the school maintained transparency with parents
through open houses, report discussions, and regular updates on student progress. These
interactions emphasized the importance of building a strong school-home connection. I realized
that keeping parents informed and involved in their child’s learning journey can significantly
enhance student outcomes and create a sense of community around the child’s development.

Beyond academics, I engaged in a variety of co-curricular activities that supported holistic

development. I facilitated sessions in yoga, arts and crafts, storytelling, and music, all of which
contributed to the emotional and creative growth of the children. These activities nurtured life
skills such as discipline, cleanliness, cooperation, and empathy. I was especially moved by how
such experiences shaped students' values and social understanding. The emphasis on moral
education—instilled through simple practices like sharing, respecting elders, and caring for the
environment—was woven seamlessly into daily routines and was a vital part of the Montessori
ethos. My teaching internship at Alagappa Montessori School was a transformative experience. It
not only enriched my knowledge of pedagogical theories but also honed my practical teaching
skills.

I developed a deeper appreciation for child-centered education, the power of observation, and the
importance of emotional intelligence in teaching. Most importantly, I learned that teaching is as
much about learning from children as it is about guiding them. The memories, insights, and
relationships formed during this internship will continue to inform and inspire my journey as an
educator. Throughout this internship, I gained valuable knowledge and insights into the teaching
profession. I developed a deeper understanding of lesson planning, classroom management, and
instructional delivery, and learned how to create engaging and inclusive learning environments. I
also gained hands-on experience with various teaching methods and approaches, and learned
how to adapt my teaching style to meet the needs of diverse learners.

One of the most significant knowledge gains from this internship was the understanding of how
to apply theoretical concepts to real-world teaching situations. I learned how to analyze student
data, identify areas of need, and develop targeted interventions to support student learning. I also
gained a deeper understanding of the importance of reflection and self-assessment in teaching,
and developed strategies for ongoing professional growth and development.
 CHAPTER 6

SUMMARY AND OUTCOME OF THE STUDY

The teaching internship at Alagappa Montessori School was a deeply enriching and
transformative phase in my academic journey as a student of English Literature aspiring to
become an educator. The opportunity to work closely with young learners of 1st and 2nd
standard offered a practical insight into the world of early childhood education, where every day
brought new experiences, challenges, and lessons that shaped my understanding of pedagogy in
real-life classroom settings.

The internship began with an orientation session conducted by the school authorities, which
introduced me to the principles of Montessori education, the structure of the school, and the
expectations from interns, and the values the institution upheld. During the initial days, I
dedicated myself to observing the mentor teacher’s classes. I carefully noted how she used soft-
spoken language, gestures, and facial expressions to manage the classroom. Her way of
maintaining discipline through affection rather than authority left a lasting impression on me. I
observed how students were encouraged to take responsibility for their actions, which helped in
nurturing a sense of self-awareness and independence in them.

I then gradually began assisting the teacher with daily tasks, followed by taking full
responsibility for handling classes independently. As I moved into the active teaching phase, I
planned and delivered lessons across subjects such as English, Mathematics, Environmental
Science, and Moral Instruction. In English, I introduced phonetic sounds, basic grammar
concepts, simple rhymes, and storytelling sessions that engaged the young minds. I encouraged
students to participate through choral reading, picture identification, and matching words with
images. The children responded enthusiastically to creative learning methods such as action
songs, drawing-based vocabulary building, and letter games. I made use of Montessori materials
such as sandpaper letters, moveable alphabets, and phonetic cards to reinforce concepts visually
and kinesthetically.

In Mathematics, I introduced foundational concepts like number recognition, counting, basic

addition, and subtraction through colorful beads, number strips, and counting games. The golden
bead material helped children understand place value in a concrete manner. To ensure that
learning was meaningful and joyful, I incorporated storytelling in Math lessons too—turning
sums into simple stories helped learners grasp concepts more easily. In Environmental Science
and Moral
Education, I taught topics like body parts, seasons, good habits, and safety rules. Activities like
planting saplings, drawing nature scenes, and organizing health and hygiene charts added a
practical touch to the lessons.

I noticed that children learn best when they feel emotionally secure and curious. Keeping this in
mind, I ensured that my interactions were always filled with warmth and encouragement. I took
special care to listen patiently, resolve doubts kindly, and celebrate every small achievement of
the students. Children who were shy or hesitant were given more opportunities to speak and
participate in small groups. I adapted my language and pace depending on the learning levels of
the students and ensured that no child felt left out.

The assessment methods I followed during the internship were largely informal and formative. I
used oral questioning, observation checklists, drawing-based worksheets, and simple written
tasks to track student progress. I gave verbal feedback and used smiley stickers, stars, and
colorful remarks to boost their confidence. I also took part in preparing progress notes and
observing parent-teacher interactions, which taught me how to communicate effectively with
parents regarding their child’s academic and behavioral development.

One of the significant learnings during the internship was the importance of integrating play into
learning. Activity-based lessons that included puzzles, songs, art, storytelling, and dramatization
were far more effective than conventional lectures. I realized that young children need variety,
movement, and imagination in their learning process. With the guidance of my mentor, I created
flashcards, puppets, and mini storytelling props using low-cost and recycled materials, which
were well-received by the students.

Another vital experience was managing classroom behavior. Instead of using punishment or
scolding, I practiced gentle redirection, positive reinforcement, and logical consequences. For
example, when students were distracted, I would sing a catchy rhyme or play a clapping game to
regain their attention. When conflicts arose between peers, I guided them in resolving the issue
through simple discussions. These techniques gradually built a sense of responsibility and
cooperation among the children.
My communication skills saw significant improvement during the internship. From giving clear
instructions to explaining concepts in simple language, I became more confident and expressive.
I learned to use storytelling as a tool for both instruction and classroom management. My
interaction with fellow teachers, non-teaching staff, and parents helped me develop professional
communication manners and etiquette. I learned the value of being polite, punctual, dependable,
and approachable.

One of the moments that I cherish the most was organizing a special day event in the school,
where I guided students in performing a skit based on a moral story. I helped them prepare
dialogues, practice expressions, and design simple costumes using craft materials. The success of
the event made me realize my capability to lead and inspire young minds.

Through this internship, I have grown not only as a teacher but as a learner. I understood the
essence of being empathetic, patient, and observant. I realized that teaching is not just a
profession, but a responsibility to nurture young minds with love, respect, and wisdom. The
internship also gave me a clear vision of the kind of teacher I aspire to be—one who ignites
curiosity, creates a safe space for every learner, and celebrates each child’s unique journey.

The internship at Alagappa Montessori School was a turning point in my teacher training
process. It bridged the gap between academic theory and practical application. The experience
strengthened my belief in child-centered education and empowered me with the tools,
techniques, and mindset necessary to be an effective early year’s educator. It has laid a strong
foundation for my future endeavors and has inspired me to pursue teaching not just as a career,
but as a lifelong mission of learning and guiding.
 CHAPTER 7

REFERENCE

Books Referred

"Cultivating Excellence: The Internship Pathway in Teacher Education" by Dr.

Praveen Rastogi and Dr. Ram Shanker Saxena.

"Internships in Action: Strengthening Teacher Education Programmes" by Dr. Praveen

Rastogi.

"Teacher Education: An Analytical Approach to Internship Practices Around the World"

by G.S. Prakasha and Anthony Kenneth.

"The Reflective Educator's Guide to Classroom Research" by Nancy Fichtman Dana and
Diane Yendol-Hoppey.

"Becoming a Teacher" by Justin Dillon and Meg Maguire.

Websites:

Internshala - Teaching Internships: A platform offering teaching internship opportunities and

resources.

AICTE National Internship Portal: A government initiative providing internship opportunities

and guidance.

National Education Association (NEA): Offers resources for educators, including internship tips.