SCHOOL INDUCTION PROGRAMME 2025

SCHOOL INDUCTION PROGRAMME (2025–27)

Date: 14 -10-2025 to 18-10-2025

Program: School Induction Program

Course: B.ED (2025-27 Batch)

Institution: GCTE, Thycaud

The School Induction Program for the B.ED batch 2025–27 was conducted from 14 October to 18 October 2025. A total of 14 schools across Thiruvananthapuram district were allotted for the programme, and student teachers from various optional subjects were placed in these schools. The induction programme was an essential part of the B.ED curriculum because it provided student teachers with direct exposure to the functioning of a real school environment. It helped us understand the professional responsibilities of teachers, the academic and administrative structure of the school and the overall student learning environment.Fourteen Schools were allotted this program that are,SMV Govt. Model HSS, TVM (Anusree B- Commerce, Sivarenjini J- English, Silpa PSHindi, Avani VS- Social Science, Amaya -Sanskrit)Govt. Tamil V&HSS, Chala (Bagavathi P- Tamil, Malavika R- English, Adithya SukuSocial Science)St. Mary’s HSS, Pattom (Sreenath RK- Malayalam, Adrija Kumar- Malayalam, Adwaith Narayan- Physical Science, Anjith Das- English.)Govt. HSS, Balaramapuram (Soliha S- Natural Science, Sivaprasad PS- Physical Science, Krishna GK- English, Chandralekha LR -Social Science)Govt. Model Girls HSS, Pattom (Arunima J S_ Hindi, Assumpta Maria- Geography, Devendu SR-Natural Science, Nanditha M, Kesh -Physical Science)Govt. Girls HSS, Neyyattinkara Science, Juliya JS-English)(Aiswarya VS- Malayalam, Abhishek TP- Social Govt. Model HSS, Venjaramoodu Mathematics)(Salini UR-Social Science, Krishna Jain AGovt. Model Boys HSS, Thycaud(Amrutha S- Natural Science, Manya MohananSanskrit, Reshma Mery S- Tamil, Sneha S- Mathematics, Megha Sabu-Hindi,FathimaGeography)Govt. Girls HSS, Peroorkada (Vineetha A- Geography, Harini Vinod- Physical Science, Suhana Jaleel KP-Malayalam)Govt. Girls HSS, Attingal (Gowri Rajukumar_ Commerce, Arsha G- Sanscrit, Beema Arshad-Geography, Sanitha S-Hindi, Sumi -Social Science)St. Xavier’s HSS, Peyad (Abhinav PS- English, Shajini Johns JL-, Social Science, Revathy SS- Physical Science)Govt. Girls HSS, Karamana (Anusuya V- Tamil, Akhila M Nair- Mathematics, Gopika CK- Sanskrit, Sandra PV- Natural Science, Steffy S Sherin-English)Govt. Girls V&HSS, Manacaud (Anjana CK- Mathematics, Anuja MS- English, Linta Santhosh- Physical Science, Theertha Manohar-Physical Science)St. Joseph’s HSS, Palayam (Jeevan S- Sanskrit, Sooraj Raj- Mathematics, Asha AshokHindi, Kumar R, Sooryajith Sathyan-Malayalam)During the four-day program, we thoroughly observed the school administration.

 We watched how the head of the institution coordinated the daily functioning of the school, prepared schedules, supervised teachers, handled documentation and ensured the smooth conduct of academic activities. We also visited the school office to understand how records, attendance registers, staff files and student files were maintained. Through these observations, we became familiar with the official procedures followed in government and aided schools. The school infrastructure was another important aspect of our observation. We examined classrooms, laboratories, the library, playground, computer labs, smart classrooms, staff rooms and sanitation facilities. We assessed the quality of the learning environment, ventilation, cleanliness and seating arrangements. The physical environment of the school provided us with a clear idea about how infrastructure influenced student learning and teacher performance. The surrounding areas of the school, including gardens, assembly grounds and activity zones, were also observed to understand how they contributed to a healthy school ecosystem.We interacted with the teaching and non-teaching staff, who explained their roles and responsibilities. 

Teachers described how they planned lessons, prepared teaching aids, assessed students, maintained discipline and balanced academic as well as co-curricular responsibilities. Non-teaching staff members informed us about their duties related to documentation, office administration, accounts and maintenance. Through these interactions, we gained a deeper appreciation for the teamwork required to run a school effectively. We observed student activities such as NSS, NCC, SPC, Scouts & Guides and Arts Club events. These activities helped students develop leadership, discipline, responsibility and social commitment. Watching these programs gave us insight into how schools nurtured the holistic development of students beyond classroom learning. One of the most valuable experiences of the induction was the observation of demonstration classes handled by experienced teachers. 

We observed various teaching strategies such as activity-based learning, questioning techniques, group work, use of ICT tools, blackboard work and classroom interaction patterns. Through these observations, we learned how effective classroom management contributed to student engagement and discipline. We also studied how teachers used audio-visual aids and illustrations to make lessons more meaningful.As part of the programme, we conducted peer group observations as well. We observed our peers handling classes and discussed each session in detail. Peer group sharing gave us opportunities to reflect on teaching techniques, identify our strengths, recognise areas for improvement and develop confidence in handling students. Some optional subject students also handled short practice classes in their respective subjects. 

These initial teaching experiences helped them build the basic skills required for the upcoming teaching practice. Overall, the School Induction Programme provided us with a comprehensive understanding of school functioning. It strengthened our knowledge about teaching–learning processes, administration, student behaviour and school culture. The experience helped us grow as future teachers by improving our observational skills, classroom awareness, professional behaviour and confidence. The programme served as a strong foundation for our upcoming teaching practice and contributed significantly to our professional development.