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Teacher Education book for M.Ed. students and all educationist.
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Index
Page No.
Unit – I Teacher and Education in the Emerging Society The Teacher in Ancient India and in the Emerging Indian society The Characteristics of Teaching Profession Demands of Teaching Profession Qualities of a Good Teacher Teachers as Professionals Professional Ethics Problems in Teacher Education Suggestions to Remedy the Problems Unit – II Training Institutions Various levels of Training; Pre-Primary level of Training Primary level of Training District Institute of Education and Training Secondary Training Higher Secondary Training Technical teacher’s Training Special Teacher Training Physical Education Music Education Teaching the Handicapped Regional Colleges of Education Institutes of Advanced Study in Education University Departments of Teacher Education Ideal Physical Facilities for Good Teacher Training Institutes Ideal Physical Facilities for Good Colleges of Education
1-38 4 17 19 22 24 25 33 36 39-117 40 44 49 54 60 65 70 74 76 81 86 99 102 105 106 108
Unit – III Selection of Student Teachers Selection of Student Teachers Admission Tests Interests Aptitude Attitude Interview Achievement tests
117-143 117 124 128 129 131 135 140
Unit – IV Organisation of Practice Teaching Preparation of Trainees for Teaching;
144-200 147
Lesson Plan 148 Model Lessons 152 Criticism Lessons 155 Block Teaching/Internship Training 157 The role of Co-operating Schools and Teachers 161 Supervision before Classroom Teaching& during Class Teaching 172 New Trends in Teacher Preparation 177 Micro Teaching 179 Flanders’s Interaction Analysis 192 Unit – V Dynamics of Teaching Strategies and Teaching Models for Teacher Education 201-250 Interactive Teaching 207 Team Teaching 208 Student centered methods - Activity Method 213 Heuristic Method 215 Project Method 216 Lecture cum Demonstration Method 224 Assignment Method 228 Tutorial Strategy 232 Seminar Method 237 Role-Play Method 244 Meaning and Assumptions of Teaching Models 245 Teaching model by Taba 248 Teaching model by Turner 250 Unit – VI Teacher and School Organization Objectives of Professional Development Professional Prospects for Teachers Meaning and Programme of In-service Training Service Conditions of Teachers Principles and Types of Time Table Budgeting Teacher-Student Relationship
251-285 252 254 257 265 270 277 282
Unit – VII Research in Teacher Education Areas of Research in Teacher Education Institutional Context Curriculum Context Practicing School Context Use of Learning Materials Use of Mass-Media
286-301 289 290 292 293 298 298
Micro-teaching Techniques of Behaviour Modification Training in Teaching Models Unit – VIII National Organizations in Teacher Preparation Role and functions of NCTE NCERT NAAC NUEPA UGC DEC ICSSR MHRD SCERT DTERT RCI
299 299 300 302-367 302 312 319 332 337 339 343 345 350 354 358
TAMIL NADU TEACHERS EDUCATION UNIVERSITY, CHENNAI. DEGREE OF MASTER OF EDUCATION (M.Ed.) (With effect from the Academic (Non-Semester) Year 2009-2010) TEACHER EDUCATION - Syllabus (70 Hours) Objectives 1. To create in students awareness of various problems of Teacher Education. 2. To acquaint the students with the teacher education programmes at all levels. 3. To acquaint the students the selection of student teachers. 4. To develop in students skills in organizing practice teaching and in selecting teaching strategies and teaching models. 5. To acquaint the students with the responsibilities pertaining to school organization and class room management. 6. To enable the students appreciate the need for research in Teacher Education. 7. To acquaint the students the various statutory bodies regarding Teacher Education. Unit – I Teacher and Education in the Emerging Society (5 Hours) The teacher in ancient India and in the emerging Indian society, The characteristics and demands of teaching profession, Qualities of a good Teacher, Teachers as professionals, Professional ethics, Problems in Teacher Education. Suggestions to remedy the problems. Unit – II Training Institutions (10 Hours) Various levels of training - Pre-Primary, Primary, Secondary and Higher Secondary training, Technical teacher’s training, Special teacher training such as physical education, music, teaching the handicapped, Training institutions such as Regional Colleges of Education, Institutes of Advanced study in Education, University Departments of Education, Ideal physical facilities for good teacher training institutes and colleges of education. Unit – III Selection of Student Teachers (5 Hours) Selection of suitable students for teacher training programmes: Admission tests, Interests, Aptitude, Attitude, Interview and Achievement tests. Unit – IV Organisation of Practice Teaching (10 Hours) Preparation of trainees for teaching – Model lessons, criticism lessons, Block teaching/Internship training, the role of co-operating schools and teachers, Supervision before classroom teaching, during class teaching, new trends in teacher preparation-Micro teaching, Flanders’s interaction analysis. Unit – V Dynamics of Teaching Strategies and Teaching Models for Teacher Education (10 Hours) Interactive teaching, Team teaching, Student centered methods such as activity method, Heuristic method, Project method, Lecture cum demonstration, Assignment method, Tutorials, Seminar and Role-play. Meaning and assumptions of teaching models, Teaching models by Taba, Turner.
Unit – VI Teacher and School Organization (10 Hours) Objectives of professional development, Professional prospects for teachers, Meaning and programme of In-service training, Service conditions of teachers, Principles and types of time table, Budgeting, Teacher-Student relationship. Unit – VII Research in Teacher Education (10 Hours) Areas of research in Teacher Education – Institutional context, Curriculum context and practicing school context, Studies in innovative teacher training practices such as use of learning materials, Use of mass-media, micro-teaching, techniques of behaviour modification, training in teaching models. Unit – VIII National Organizations in Teacher Preparation (10 Hours) Role and functions of NCTE, NCERT, NAAC, NUEPA, UGC, DEC, ICSSR, MHRD, SCERT, DTERT, RCI.
TEACHER EDUCATION (M.Ed., Elective Paper)
Author: Dr. C.THANAVATHI, M.A., M.Ed., M.Phil., D.G.T., D.C.A., SET(Edn.), Ph.D., B.A(Eng.).,
Assistant Professor of History, V.O.C.College of Education, Thoothukudi – 628001.
PERUMAL PUBLICATIONS, Thoothukudi.
TEACHER EDUCATION BOOK
AUTHOR: Dr. C.THANAVATHI, M.A., M.Ed., M.Phil., D.G.T., D.C.A., SET(Edn.), Ph.D., B.A(Eng.).,
ASSISTANT PROFESSOR OF HISTORY, V.O.C.COLLEGE OF EDUCATION, THOOTHUKUDI – 628001. CELL: 9629256771 Email: [email protected] & [email protected]
ISBN 978-81-926336-0-2 First Published, 2012 Reprinted, 2013 Price : Rs.400
Published by: Perumal Publications, 7B, Vathiyar Street, Thoothukudi – 628 001.
Printed at: Robert Press, Thoothukudi.
Preface
I take this opportunity to praise the Almighty for his leading Hitherto. It is my great privilege to express my gratitude to my college president Thiru. A.P.C.V.Chockaligam and secretary Thiru.A.P.C.V.Shanmugam providing me this opportunity to write this book and for their encouragement. I extend my grateful thanks to my Principal and Guide Dr.V.Thomadharan and my colleagues for enthusiastic inspiration, encouragement and favor to complete this book. I am always indebted to my husband, son, parents, brothers, friends and my students for their kind co-operation, prayer, encouragement and support in carrying out this book publication. This Teacher Education book description and analysis of the subject is the Indian context. It covers the syllabi of Tamil Nadu Teachers Education University on this subject in simple and lucid language drawing examples from our society and Indian educational system. An attempt has been made to cover up most of the topics included in M.Ed., syllabus of the Tamil Nadu Teachers Education University. I am very thankful to my sister in law Miss. R.ThangaSelvam, M.Sc., M.Ed., Assistant Professor of Bio-Science, SCAD College of Education, Cheranmahadevi, for material collection. I am very thankful to Mrs. A. Antony Arockia Anufia Mel, Assistant Professor of English, V.O.C.College of Education for Language Correction. I have presented this book in a very simple, lucid and self contained manner for the benefit of study and write examinations. If there is any mistakes in this book please point out to me this is help to my growth and professional development. Last but not least I am thankful to publisher and the printer who helped in publishing my work. Thanking you By,
DR.C.THANAVATHI
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1 | DR.C. THANAVATHI
TEACHER EDUCATION
UNIT I TEACHER AND EDUCATION IN THE EMERGING SOCIETY Education Concept of Education The process of education begins immediately after the child is born. Mother is the first teacher. The child’s exposure expands the number of his formal and informal teachers also increases. This process continues till one’s last breath. Whole life of a man is centered on his wisdom or intelligence making him superior. Today, society, social needs and social relations have become very complex. To make education a systematic and health process, the knowledge of philosophical thoughts and social awareness becomes necessary. Meaning of Education Kalvi (Tamil) : to bring out Vidya
: to know
Shiksha
: to control
The Word “Education” has three roots in Latin language. i) Educatum – to train/art of teaching. ii) Educere – to draw out (inner powers). iii) Educare – to bring up/to develop. Thus drawing out the innate capacities of the individual to develop his personality to the full by training or teaching is Education. Definitions of Education Education as a modification of behavior – Prof. Drever & John Dewey Education as a process of personality development – Mahatma Gandhi & R.N. Tagore Education as a process of drawing out the innate powers - Socrates & Pestalozzi Education as a process of adjustment to environment and society – Brown & T. Raymont
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What is this Job Like? Teachers teach children to read, write, do Maths and much more. They use games, videos, computers and other tools to teach children different subjects. Teachers show students’ skills. They also explain information. Teachers plan their lessons before they teach which can take a lot of time. Teachers try to make their lessons easy to understand. They teach things in different ways so that different students can learn in the way that is easiest for them. Teachers might use a chalkboard, a projector or a computer. They make posters or worksheets before class starts. Teachers plan the schedule for the day. Most teachers have to teach what the principal tells them.Teachers also assign homework and class projects. They often have students work together to do projects. When students are not doing as well as they should, teachers help them. After class, teachers grade papers and projects. They also create tests. They write students report cards. And they meet with parents to try to help their children do better in school. Teachers sometimes go to workshops to learn how to teach better. Some teachers also help with sports or other after-school activities.Most kindergarten and elementary school teachers teach several subjects to one class. In some schools, two or more teachers work as a team. Other teachers teach one special subject, such as art, music, reading or gym. Middle school and high school teachers focus on one subject. They might teach English, Science or History, for example. Some teach students how to do a job. High school teachers spend more time explaining a subject and less time with activities like games. Teachers work with students of many different cultures. Some students were born in the foreign countries and some were not. Teachers learn about different cultures so that they can be more helpful to students. Teachers like to see children learn. But sometimes teaching lots of students can be stressful. Teachers also have to deal with children who misbehave. Many teachers work more than 40 hours a week. While most go on vacation during the summer, some choose to teach in summer school. Some take another job. Some go to college to learn more about teaching. Concept of Teacher Education According to Monroe’s Encyclopedia of Educational Research, Teacher Education refer to the total of educative experience which cans tribute to the preparation of a person for a reaching position in schools, but the team is more commonly employed to designate the programme of courses and other experiences offered by an educational institution for the announced purposes of preparing lessons for teaching and other educational services and for contribution to their growth in competency for such service. Such teacher education programmes are offered in teachers colleges, normal schools, colleges and universities.
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According to Woods Dictionary of Education, Teacher Education consists of all formal and informal activities that help to quality a person to assume the responsibilities as a member of theeducational profession or to discharge his responsibilities more effectively. It is obvious from the above definitions the teacher education is institutionalized educational procedure, which aims at preparation of teachers. Presently it was known as teachers training and the institutions which impacted training to teacher were called training colleges. Aims, Objectives and Scope of Teacher Education The following one the main objectives of teacher education: 1. Knowledge of the subject: To impart through knowledge of theoretical and practical aspects of the subject which the teacher has to teach. 2. Knowledge of child psychology: To impart knowledge of child psychology,the teacher should be able to understand the process of child’s growth and development. 3. Knowledge of principles of pedagogy: To impart knowledge of principles of pedagogy,the teacher should be able to understand the principles, processes, techniques of teaching and learning. 4. Knowledge of aims of education: To acquaint the teacher with the aims and purposes of education. 5. Knowledge of adjustment process: To impart the knowledge of adjustment processes, the teacher should be able to understand the problems of students and help them in making better adjustments. 6. Development of ability to use instructional material: Teacher’s ability is to be developed to contrive and use a number of teaching devices, instructional material and audio visual aids. 7. Organization of extracurricular activities: Teacher’s ability is to be developed to organized and supervise extracurricular activities in the school.
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8. Planning of lesson: The teachers are to be taught how to plan lessons effectively and how to communicate knowledge at the class level of intelligence. They are to be trained to find out individual need of the students and to adjust teaching accordingly. 9. Knowledge of evaluation methods: To impact knowledge of evaluation methods to enable the teacher to asses and evaluate the attainment of the students. 10. Assist in guidance programme: Guidance is to be made an integral part of education and it is during teacher education the teachers are trained to help effectively in the guidance programme of the school. Origin, Growth and Development of Teacher Education in India The Teacher in Ancient India and in the Emerging Indian Society: Education is the most important output for the development of an individual, society and nation. The strength of an educational system depends largely upon the quality of teachers who are foundation and pillars on which the whole educational system is built.The teacher always occupies a pivotal position in the process of teaching. The teachers are considered to be the agent of development. In fact, the crisis in teacher education now is serious and calls for immediate attention. In our ancient tradition, education was regarded as the most important tool for self-realization. During ancient period, there were two significant impacts on education, the first of these was the impact of the Aryan Civilization and the second was the Buddhist influence. During the beginning of the Aryan period, the education imparted was generally confined to the priestly class and later it spread to the two other classes- the Kshatiyas and the Vaishyas. Ancient Period During the ancient period, the teacher occupied a place of pride at the top of the social ladder because he encouraged learning and gave wisdom to his pupils. He was considered the intellectual and spiritual father of his disciples leading them “from the darkness of ignorance to the light of knowledge which is concealed”. The teachers of those days called ‘gurus’ did not receive any formal teacher education or training, but they are men of highest caliber from the point of knowledge and spiritual progress. They were well versed in all the Vedas’, which formed the curriculum of that period. The disciples lived with them, learnt what all the gurus knew and so life was education and education was life.
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The disciples held their gurus in all reverence, did all the duties for them. The ‘Guru Kula System’ was fully psychological verbal and meditative systems were encouraged. It included character-building, spiritual progress, physical development and life-centered education. Rabindranath Tagore says, “A most wonderful thing we notice in India is that, here the forest not the town is the fountain of all its culture”. Women also received education, which was practical and useful such as spinning, weaving. The method of education was dialogue and verbal. The Vedas were learnt or memorized and were realized through meditation and realization so even without any proper or formal training as we have now, the teachers taught lessons in a scholarly manner. Buddhist Period The Buddhist and Janis also held their perceptions in high esteem. Buddha, among seven instructions, firmly recommended that the guy hair and religious teachers should be respected. The teachers provided his disciplines with all the necessary material and were responsible for their physical and mental development. In Buddhist period so many Universities was constructed Takshila (Now it situated in Pakistan) Vikramasila (Bikar). They used Pali language. The teachers in Buddhist period received education. The teacher behavior were under scrutiny by this sang and if any defects are noticed, sang will take action against those teachers were accommodated. The Chinese Traveler HieunTsang who visited India has given an account of Buddhist education. He says that “the pupils go to his teacher at the first watch and last watch of the night. Selecting passages from Tripitaka, the teacher gives lesson in a way that suits circumstances and does not pass any fact or theory unexplained”. Teacher Education in Medieval Period (Muslim Period)–A.D.1200 to A.D.1700 The beginning of 18th century A.D., witnessed a large number of Mohammedan invasions. During the Muslim rule, education was organized in ‘Maktabs’ and ‘Madrasas’. Primary education was imparted in Maktabs and higher education was imparted in Madrases in cities like Agra, Delhi, Kanpur, Lahore, Lucknow, Hyderabad, Bijapur etc., Delhi became a great center of learning and literary activity. Children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, they wrote that they should be taught the Qur'an, Islamic metaphysics, language, literature, Islamic ethics and manual skills (which could refer to a variety of practical skills).
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Scholars and Students are in Maktab.
Ulugh Beg Madrasa, Samarkand, Uzbekistan (1912)
This is a madarasaa of the Jamia Masjid mosque in Srirangapatna, India. This mosque dates back to the 1700s and is where Tipu Sultan used to pray. Madrasah is the Arabic word. Children after the age of 14 should be allowed to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship or any other subject or profession they would be interested in pursuing for a future career. The term "madrasah" referred to the higher education institution, whose curriculum initially included only the "religious sciences", while philosophy and the secular sciences were often excluded. The curriculum slowly began to diversify, with many later madrasahs teaching both the religious and the "secular sciences", such as logic, mathematics and philosophy. Some madrasahs further extended their curriculum to history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry. The curriculum of a madrasah was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madrasahs were established throughout the Islamic world, the most famous being the 10th century Al-Azhar University. Akbar ordered the teachers to look after five things- knowledge of letters, meaning of words, the verse, the theistic and the formal lesson. But education during Muslim rule was done with primary motive of propagating their religion. The learned were respected. The Muslims had two types of scholars – UlemaIakharat and Ulema-Iduniya. Teachers of the highest order were produced from the former group. There exists no record of training of teachers. Scholars were also imported from the middle east of today.
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Teacher Education in Pre – Independence India British Period Till the 18th century only the wealthy man employed teacher to instruct their children. Education was confined to select communities. Teachers were paid by the parent’s shade of a tree or a verandah was a classroom. No manuscript was used British people opened a new chapter in Indian education schools were started in different parts of the country. East – India Company supported British people’s activities. Many Government schools were established monitorial system was popular. The first normal school was set up in Bengal in 1793. This was the result of the collaborative efforts between the Danish and English people. The beginning of 19th century many sporadic attempts gave specialized training to teachers. In 1819 the Calcutta school society began to train teachers for imparting elementary education. Bombay was the first presidency to recognize the importance of training. In 1826 teacher education was gathering momentum 24 teachers trained in the Bell Lancaster system were distributed throughout the presidency. The training was given to the knowledge of content and methods of instruction. In June 1826 Madras had the distinction of establishing the first normal school under Government management. It concentrated on the training of teachers for district schools and later this became the present presidency college of Madras. The Bell Lancaster system became the corner stone of teacher training schemes. In Calcutta Mrs. Wilson founded a central school in 1824. It has a section devoted to training of woman teacher. In those early easy the entire candidate received stipends. 1. Woods Dispatch: (Later half of the 19th century) In 1854 Woods Dispatch gave tremendous change to all aspects of education in the century. It considered training of teachers very interesting and gave practical suggestion for the recruitment and training of teachers. This started many normal schools all over the country. Two years after the Dispatch the oldest existing training colleges in India was started as the Madras normal school. In 1862 the Madras normal school extended its function and added preparation for university examination. In 1876 its curriculum broadened to include agriculture as a subject and thus was pioneer in introducing a more practical bias to the training given Woods Dispatch was a turning point in Indian education. Its recommendations are: i. ii.
An education department should be start up in each province and its highest official should be named as director of public instruction. Universities should be set up at Calcutta, Madras and Bombay. These universities should have chancellor, vice chancellor and fellows.
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iii. iv. v. vi.
TEACHER EDUCATION
Emphasis should be laid upon the spread of public education. A system of grant –in-aid should be adopted. Special institutions for training teachers should be set up. Importance should be given to the education of woman.
2. Hunter Commission: The second important landmark in the history of teacher education was the report submitted in 1882 by the Indian education commission. After the commission’s report an interesting experiment was tried in the Madras Normal School. The school started three courses of lectures. The lecture were on, i. ii. iii.
Psychology in its relation to education or the scientific basis of education. General History of education in Europe. A development of the existing course of lecture in school –Method, Management and on the art of teaching.
The course was well received that the university agreed to award a fullfledged diploma. By 1886, the Madras normal school was recognized as a teacher’s college affiliated to the Madras University. It prepared the candidate for the diploma of licentiate in Teaching.The Hunter commission made all teachers’ schools examination and certificate conscious. Recommendations: i.
ii.
iii. iv. v. vi.
Training school should be established at places, which will conveniently fulfill the demand for teachers in all primary schools. At least one training school should be set up within the area administrated by inspector of schools. Proper arrangement should be made for the setting up of training schools known as normal schools as in England and the education department should train school inspectors. All region of the country should have teacher training institutions. Separate curricula for graduate and matriculate teachers should be framed. Training should be a compulsory qualification for school teachers. Secondary school teachers should take an examination in theory and practice of teaching.
By the end of the 19th century there were as many as six training colleges and 56 training schools in different parts of the country. 3. Education Commission (1904): In 1904 (Education Commission) the Government took a policy decision of the status of teacher education. They considered the various aspects of teacher education and made the following recommendations. i. Provisions should be made for higher training of able and experimental teachers for Indian education service.
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ii. iii.
iv. v.
TEACHER EDUCATION
The importance of the equipment of the training colleges is almost equal as that of general colleges. The training period for the graduates should be only one year. For nongraduates the training period is two years. The knowledge of teaching method and practical training should be included in the curriculum. Theoretical training and practical training should be mutually connected with each other and there should be a practicing school connected with it. Training colleges should be connected with ordinary schools so that the teacher may apply the methods learned in the training colleges.
In 1913 the Government directed that only trained teachers should be appointed in schools. 4. Calcutta University Commission (1917-19): In 1917-19, Calcutta University Commission devoted special attention towards teacher education. i. They wanted to increase the number of trained teacher. ii. Research work in education should be encouraged. iii. A demonstration school should be attached to the training college for practical work. iv. Education department should be established in Calcutta and Dacca University. 5. Hartog Committee: In 1929, Hartog Committee emphasized the training of teachers. They wanted to raise the standard of education and increase the duration. Able teachers should be appointed. These should be refresher courses, seminars and to attract able persons to teaching profession of the conditions of teachers should be improved. 6. Sargent Report (1944): The Sargent plan envisaged universal primary education for a period of 40 years. It declared that teaching must be remunerative and it must be both a vocation and profession. The Sargent plan rightly pleaded for training women as teachers. No fees should be collected from student teachers. Bright students must be picked up and given stipends during training period. The commission identified four forms of training institutions i.e., 1) 2) 3) 4)
For Pre-Primary Schools. For Primary and Secondary Schools. For Non-Graduate High School Teachers. For High Schools.
Recommendations: i.
Provision should be made for training different categories of teachers-2 years for Pre-primary; 2 years for Junior Basic (primary); 3 years for High
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ii.
iii. iv.
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school teachers; 2years for undergraduates in High secondary school; and 1year for graduates. Suitable persons for teaching jobs should be picked up during the last two years of their high school course and they should be given stipends for receiving teacher training. Refresher courses should be organized for giving in-service education to teachers. Research facilities should be provided. As a result of these recommendations, there was some development in the field of teacher education. In 1946-47, there were 649 training schools and 42 training colleges.
In 1947 when India got independence there were three types of training institutions. I. II. III.
Normal Schools – for teachers of primary schools. Secondary Teacher Schools – For middle school teacher. Training Colleges – The teachers of high schools were given training.
Teacher Education in Post – Independence India 1. The University Education Commission (1947): India became an independent country in 1947. The University Education Commission was setup in 1948 under the chairmanship of Dr.S. Radhakrishnan. It made the following recommendations: i. The curriculum should be reformed. Instead of bookish knowledge, important should be given to the practice of teaching in schools. ii. Which evaluating the students’ work, special attention should be given to their success in teaching work. iii. Suitable school should be selected for practice of teaching. iv. Most of the teachers of training schools should have sufficient experience of teaching in schools. v. Teachers having teaching experience should be encouraged to do M.Ed., 2. The Secondary Education Commission (1953): The Secondary Education Commission (1953) has emphasized teaching methodology, need for refresher courses and innovative programmes. The commission noted the existence of three types of teacher training institutions – primary; secondary and graduate level teacher training institutions. It recommended that: i. There should be two types of training institutions – one for those who have taken the school leaving certificate or higher secondary school leaving certificate, for which the period of training should be two years and the other for graduates whom the training may, for the present, be one academic year, but extended as a long-term
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ii. iii. iv. v.
vi.
vii.
viii. ix. x.
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programme to two academic years.The duration of training for the two types should be two and one year. Teacher training institutions for graduates should be affiliated to universities. Training schools should function under the control of a separate board. The teacher trainees should receive various extracurricular activities. The training colleges should arrange refresher courses, short intensive courses in special subjects, practical training in workshops and professional conferences. The training colleges should conduct research in various important aspects of pedagogy and for this purpose it should have under its control an experimental or demonstration school. No fees should be charged in training college, while during the period of training all the student teachers should be given suitable stipends by the state. Should provide adequate residential facilities. Free exchange between professors in training colleges. Shortage of women teachers, special part-time training courses should be provided.
The Central Institute of English was established in 1958 in Hyderabad. In 1961 the National Council of Educational Research and Training was established in New Delhi. During sixties four Regional Colleges of Education were started at Ajmer, Bhopal, Bhubaneswar and Mysore for improving the quality of teacher education by starting a four year integrated course after higher secondary, the university of Kurukshetra introduced a four year integrated course. Baroda University was established and correspondence courses were started in 1964. Kothari commission was also set up in 1964. 3. The Kothari Commission (1964): It made significant recommendations for removing the isolation of teacher training, improving professional education and quality of training institutions, duration of training course, in-service education of teachers and professional preparation of teachers in higher education. i) Removing the Isolation of Teacher Training: The commission recommended that in order to make the professional preparation of teacher’s effective; teacher education must be brought into the main stream of academic life of the universities on one hand and school life and educational developments on the other. 1) To remove the existing isolation of teacher education from university life. a. Education should be recognized as an independent academic discipline and introduced as an elective subject in courses for the first and second degree.
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b.
Schools of education should be established in selected universities to develop programmes in teacher education and studies and research in education, in collaboration with other University discipline. 2) To remove the existing isolation of teacher education from schools. a. Extension work should be regarded as an essential function of a teacher training institution and an extension service department should be established in each institutions. b. Effective alumni associations should be established to bring old students and faculty together to plan programmes and curricula. c. Practice teaching for teachers under should be organized in active collaboration with selected schools, which should receive recognition from the Education Department as cooperating schools and special grants for equipment and supervision. d. Periodic exchange of the staff of the cooperating schools and of the teacher training institutions should be arranged. 3) An intensive effort should be made to remove the existing separation among the institutions preparing teachers for different stages of education or for special fields such as craft or physical education. a. Comprehensive colleges of education should be established in each state. b. Establishing a state board of teacher education in each state to the responsible for all functions related to teacher education at all levels and in all fields. ii) Improving Professional Education: The commission has emphasized the importance of improving the quality of teacher education. It can be done through; a. b. c. d. e. f.
Organization of well-planned subject orientation or content courses in collaboration with university departments. Introducing integrated courses of general and professional education in universities. Using improved method of teaching and evaluation. Improving practice teaching and making it a comprehensive programme of internship. Developing special programmes and courses. Revising the curricula and programmes at all levels in the light of the fundamental objectives of preparing teachers for their varied responsibilities in an evolving system of education.
iii) Duration of Training Courses: The duration of professional courses should be two years for primary teachers who have completed the secondary school course. It should be one year
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for the graduate students; but the number of working days in a year should be increased to 220. iv) Improving the Quality of Training Institutions: Secondary Teachers: a.
b.
c. d.
e.
f.
The staff of secondary training colleges should have a double master’s degree in an academic subject and in education. A fair proportion of them should hold doctorate degrees. They should all have taken induction or orientation courses in teacher education. Qualified specialists in subjects like Psychology, Sociology, Science or Mathematic may be appointed on the staff even if they have not had professional training. Summer institutes should be organized for the in-service training of staff. No student should be allowed to specialize in the teaching of a subject unless he has studied it for his first degree or obtained an equivalent qualification prior to training. States and Union territories should adopt a rule that teachers in secondary schools will ordinarily teach only those subjects which they had studied for a university degree. Attempts should be made to recruit first and good second-class students to teacher training institutions and adequate scholarships should be provided for them.
Primary Teachers: a.
b.
c.
d. e.
f. g. h.
The staff in institutions for training primary teachers should hold a master’s degree either in education or in an academic subjects as well as B.Ed. New appointment of primary teachers should be restricted to those who have completed at least 10 years of general education. Exceptions may be made for woman teachers and teachers from tribal areas. Correspondence courses and liberal concessions study-leave should be made available to unqualified teachers in primary schools to improve their qualification. Special courses for graduated entering teaching should be organized. The duration of the training courses for primary teachers should be uniformly two years for those who have completed the secondary school courses. All tuition fees in primary teacher training institutes should be abolished and liberal provisions should be made for scholarships, stipends and loans. Residential facilities must be made. Demonstration (or) Experimental school should be attached to these institutions.
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General a. b. c. d.
e.
All tuition fees in training institutions should be abolished and liberal provision made for stipends and loans. Every training institution should have an experimental or a demonstration school attached to it. Adequate hostel facilities for trainees and residential accommodation for staff should be provided. Libraries, laboratories, workshops, etc., are very inadequate at present in most institutions, especially at the primary level. These need to be improved. Expansion of Training Facilities.
v) In-service Education of School Teachers a.
b.
The commission recommended a large scale and coordinated programme of in-service education for teachers should be organized by universities, training institutions and teachers organizations for teachers at all levels. The target should be that every teacher be that every teacher would receive at least two or three month’s in-service education in every five years of his service. The programme of summer institutes for the in-service training of secondary schools should be extended.
vi) Professional Preparation of Teachers in Higher Education The commission recommended that the teachers should prepare themselves for higher education. They should learn higher education for improve their profession. vii) Standards in Teacher Education For maintaining standards, the commission recommended that at the national level the UGC should take the responsibility for the maintenance of standards in teacher education. The State Board of Teacher Education should be responsible for the raising of standards at the state level. 4) National Policy on Education (1968): It made the following recommendations: a.
b.
Teachers must be accorded an honored placed society. Their emoluments and other service conditions should be adequate and satisfactory having regard to their qualifications and responsibilities. The academic freedom of teachers to pursue and publish independent studies and researches and to speak and write about significant national and international issues should be protected.
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c. 5)
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Teacher education, particularly in-service education should receive due emphasis. In 1973 the Government of India set up National Council of Teacher Education (NCTE) to advice Government on matters relating to teacher education. In 1983 the Government of India set up two National Commissions on teachers to advice on various aspects related to teachers. In 1986 DIETs were established in all states.
6) Acharya Rama Murthi Committee (1990): In 1990 Acharya Rama Murthi Committee was set up to review the National Policy on Education 1986. Their recommendations are: a. The first degree in teacher education should not be given through correspondence education. b. More institutions should be encouraged to open the four year integrated course. c. The practice of using teacher training institutions as a dumping ground for unwanted and trouble some persons should be stopped. 1. Development of Common School system A very vital component of the overall strategy for securing equity and social justice in education is the development of the common school system. Concrete steps for translating this concept into action have to be taken. In order to achieve this objective, the existing government local body and government-aided schools have to be transformed through quality improvement into genuine neighborhood schools. Private schools also should be similarly transformed in course of time by making them freely accessible. 2. Removing disparities in Education The rural areas in general and the tribal areas in particular have suffered in terms of resource personnel and infrastructure faculties. This phenomenon of regional disparities in educational development has acquired major regional movements. So the need of how to plan for and implementation of educational development programmes in term of a disaggregated target and area, community and gender specific activities. This would mean concrete programmes being established for the disadvantaged groups – SC’s and tribes, women, the educationally backward minorities and the handicapped with appropriate budgeting for the same. 3. Promotion of Women Education In order to promote participation of the girls and the woman in education at all levels there is need for an integrated approach in designing and implementing the schemes that would address all the factors that inhibit their education. Here implementation of disaggregated schemes such as opinion of non-formal education centers for girls, adult education centers for women etc. by themselves are not
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adequate education. A woman is not to be constructed of a question of mere access but of empowering them through education of all on equality of sexes. 4. Vocationalisation of Education The modification suggested in the case of vocationalisation of school education have been constructed in the context of equity and social justice as well as the scheme as it is now implemented, through an intendancy has come to be viewed by the students as well as the parents as meant for the less fortunate. It is also on account of this that a single stream of school education with vocational as well as non-vocational components of different mixes becomes relevant and important. 5. Examination Reform Examination reforms also have their justification from the point of view of equity and social justice. The examination system is in favor of the privileged that have access to certain facilities such as special teaching leaning material, special coaching etc. It is inter are to rectify this inequitable till the examination reform have been suggested. 6. Raising of Resources The committee recommends that fees at the higher educational institutions must be increased. Similar examination fees could be raised for the economically weaker section. Provision for scholarship and loans should be made on the large scale. 7. Regional Languages as the Media of Education One of the factors seriously inhibiting access for the rural student to higher education is the continuing sway of English. Hence equity demands that education in the media of regional languages is encouraged at all levels. 8. Decentralized planning and Management of Education The fundamental justification for decentralized planning and management of education is the sheer sign of the diversity of the country. There is need for decentralization of education planning and management all the way down at all levels from the center to the states, from the state to the district, from the district to the blocks, from the blocks to the Panchayat/Villages and habitations. 9. University Autonomy: Decentralization is the university system would mean autonomy for the Universities and Colleges as well as for the respective faculties and individual teachers. Examination reforms including establishment of continuous comprehensive internal evaluation cannot come about to the teacher’s educational
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complexes recommended by the committee are constructed as an instrument of bringing about decentralization. 10. Value Education In the view of the committee value education is to be constructed as a continuous process, which is to be sustained throughout the process of growth of the individual from childhood to adolescence than to adulthood and so on. It is also the role of value education to bring about integration of the hand, head and the heart to ensure that education does not alienate the students from the family, community and life. One of the key roles of education should be creation of a work culture at all stages of education so that the individual develops into a socially and economically useful human being with respect for the welfare of all thing beings. Above all education critical appreciation and concern for the cultural and argotic heritage or the country has to be installed amongst the students. It is fair package of values which will help the creation and substance of an enlightened and human society in the country. THE CHARACTERISTICS OF TEACHING PROFESSION Teaching Profession The teacher is an important component in the process of National Development. Infact he is a key person in the preservation, progression and projection of a nation’s cultural heritage. The teacher is a backbone of the system of education. He is not only an informer of the knowledge but he is a reformer as well as a transformer of the society. Teacher is one through whom the new generation is prepared to lead a good life in the social environment. The main aim of their profession is not only what to teach but whyto teach. The answer to the why aspect of his work leads to the all-round fulfillment ofthe wider goals of the National, Social and Individual development. Therefore, the teachers have to play a very vital role in any society or community. Because of their role in social and individual upliftment that, the teachers are referred to as professional and teaching as a profession. Meaning of Profession: Profession may be defined as an occupation, business, career, job, etc. which requires specialized knowledge or advance learning. Meaning of a Professional: A professional is one who is able to acquire a fund of knowledge range of skills and their application in the service of humanity. Dictionary meaning of a professional 1) Belonging to or connection with a profession. 2) Showing the skill of a trained person. 3) Doing specified work etc. 4) For payment- engaged in specified activity as paid occupation. 5) Not as a pass time. Characteristics of a Profession The following are some of the main characteristics of a profession:-
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1. Intensive training: - A profession is the practitioners of which possess body of specialized knowledge and have undergone practical training. 2. Providing service to the community: - A profession is different from avocation because in it is involved the concept of social service. The professional renders service to the society or community even though he earns his living by virtue of his profession. As a medical doctor, teacher earns his living through his profession of medicine or teaching but his main aim is to provide relief to the sick or knowledge to theignorant. 3. Membership to the professional group: - A profession has a clearly definite membership of a professional group. The doctor is the member of the professional group of medical persons or a lawyer of group of persons in legal profession. 4. Code of ethics: - Every profession has its own code of ethics. This emerges through the thinking and consideration of the service by the professional themselves. This code is self-imposed. 5. Having own professional organization: - A professional group has its own organization. The organization exerts influence as its members to observe the code of ethics in their work and also safeguards the interest of the profession itself. The above mentioned characteristics show that the teaching is also a profession and teacher is a professional because he has been intensively trained to teach and has acquired teaching skills. As a professional the teacher is required to observe certain code of conduct or norms of behavior. This means that his behavior pattern must be governed by ethical consideration. Besides he is also a member of a professional organization that protects his rights and facilitates his further professional growth. The teacher’s professional characteristics: Attributes which contribute to effective teaching: • • • • • •
Flexibility Ability to inspire trust in pupils (fair, consistent) Professionalism: (respect, confidence, optimism, challenge and support, creating trust) Thinking and Planning Leading (managing pupils, flexible, holding people accountable) Relating to others – Hay McBer Report
It has well said that “teaching” mean “causing to learn”. Nothing has been given until it has been taken; nothing has been thought until it has been learnt. Teaching is more than the efficient delivery of thoroughly prepared lectures and a clear realization of this simple fact will have many beginners in the art of teaching from much disappointment. Knowledge of how children learn is the first essential for success in teaching and that is why teaching at present is considered as a profession. Let us not forget that teaching is a noble profession which counts among its members the
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greatest and noblest figures of human history. All the great religious leaders and reformers of the ages were teachers of mankind in the truest sense of the word. Teachers of our age, too, can work as the architects of a better future for the race if they follow their examples and try to achieve happiness, not by concentrating on petty and selfish interests but by serving some cause greater than themselves, the cause of building up a better type of human being and a better social order than that in which it has been their lot to live. Our teachers are prepared to accept this challenge and equip themselves for the great task. Modern society is full of professional men and women like the Doctors, Engineers, Weavers, Oilmen, Cobbler, Barber, Sweeper, Washer Man, etc., A doctor’s profession is concerned with the physical side of man’s personality and the engineer looks after physical side of social like in building roads, bridges, dams, houses in devising new methods and machines. He enriches national life and adds to the comfort and convenience of the common man. A weaver makes cloths, a tailor stitches cloths. A cobber makes shoes and in the same way the washer man, sweeper, the carpenter, the oilmen, the barber, etc., serve mankind by their own profession. Though their profession is useful for the society, it is limited to physical side of human life. But the highest good consists in all round development of individual physical, social, intellectual, moral, spiritual and aesthetic aspects. It is the teaching profession, which helps an individual for his growth fully, in his body, mind, spirit, intellectual, emotion and with moral values and artistic sensitivity. Therefore, teaching has been accepted as the noblest profession. DEMANDS OF TEACHING PROFESSION Introduction Children must be left free to express themselves; they must discover knowledge for themselves; the only true education is self-education. Teachers, must stand aside; they must talk less explain less, direct less, correct less. All this is a very natural and a very necessary reaction against much traditional classroom practice. It must be emphasized, however, that teachers are not as superfluous as some enthusiasts suggest; teaching is not as undesirable as it is sometimes as represented to be. It is true that children are by nature curious, assertive and creative but they are also submissive, imitative and ready to appeal for help. It follows, therefore that we are not necessarily working contrary to child nature when we teach. We must, however, know when to teach and when to stand aside, when to demonstrate and when to leave children free to experiment, when to require children to listen and when to give them scope for free expression. No simple rule can be formulated on this matter; teaching is an art and correct procedure in given circumstances depend upon the whole situation. Gifted, experienced teachers know intuitively what to do; they are actually sensitive to the
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needs of a situation partly of their experience in similar circumstances and partly of their acquired knowledge to children. All children need skilled help and guidance if they are to make adequate progress in any subject. It is true that, when a child is engaged in creative work, any teaching of technique must be done with a very light touch so as not to tamper with the sincerity and freshness of the child’s creation; it is equally true that technique must be taught with a very sure touch so that a child makes the technical progress earnestly desires. It should be further recognized that, important as it is to encourage artistic creative work among children, it is equally necessary to train them in many ordinary work a day activities. In many composition lessons, for example, our aim is not to inspire children to write imaginatively so much as to teach them to express a few plain facts clearly, concisely and accurately. In the emerging Indian society, there is a demand for a sound programme of the professional education of teachers. There is a demand for the teaching profession for the reasons stated below. a. b. c. d. e. f. g. h. i. j.
A thorough knowledge of the theoretical and practical aspects of the subject contents which the teacher has to teach; Knowledge of the psychology of child, principles of pedagogy and class management; Ability to communicate knowledge at the class level of intelligence; Ability to contrive and use a number of teaching devices; Ability to develop and use instructional materials and audio-visual aids; Ability to plan and organize the contents of a lesson; Capacity to find out individual needs to students and to adjust teaching procedures accordingly; Ability to assess and evaluate the attainments to the students by various methods; Ability to organize, supervise and participate in extra-curricular are activities of the school; Ability to help effectively in the guidance programme of the school.
Teaching Profession Demands: • A pleasant outlook • Exemplary character • Intellectual insight • Flexible approach • Sense of responsibility • Clear vision • Sizeable output Types of Demands • Knowledge Demands • Skill demands • Planning Demands • Management Demands
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• Research Demands • Personal Demands Knowledge Demands: Awareness of self and surroundings Subject knowledge with specialization Understanding professional requirements Good perception of social and moral values Understanding students’ potentials and needs Skill Demands: • • • •
Learning art of teaching Designing interactive activities Learning teaching methods and strategies Measuring learning achievement
Planning Demands: • Learning academic planning • Learning course planning • Learning session planning • Learning assessment planning Management Demands: • Learning administrative skills • Learning management skills • Learning official correspondence • Learning record keeping skills Research Demands: • Planning research • Conducting research • Supervising research • Report writing • Paper writing Personal Demands: • Respect for administrative hierarchy • Cooperation with individuals andgroups • Developing acceptable behavior • Respect and care for others’ ideas • Following the ethical codes • Positive social interaction Teacher needs to express following behaviors to avoid any conflict • Care (Compassion and acceptance) • Trust (Fairness, openness and honesty)
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• Respect (Value others and fair mindedness) • Integrity (Honesty, reliability and moral actions) QUALITIES OF A GOOD TEACHER “The trouble with good teachers is that, finally, they won't be contained in a corral labeled "good teachers”. The trouble with exciting teachers is that they are almost always mavericks, trotting blithely off into some distant sunset where no one can brand them. The trouble with inspiring teachers is that they won't stay put long enough to be measured, perhaps because they know that if they did they would be expiring teachers”. What makes a good teacher?
Teacher is a distinct personality that provides a vital association to the student regarding the self (student), the social environment, he inherits and the curriculum he studies.
Teachermore than a “recipe” of skills. Some are born teachers, some achieve teachership through efforts and some have teachership thrust upon them.
Those persons who are born with the peculiar traits of a teacher finally become the best teachers as they enjoy doing their work.
Unfortunately in India, one is not a teacher by choice but by compulsion.
It is of paramount importance to understand that anybody cannot teach everybody.
Some have aptitude to teach kindergarten kids some may treat adolescents better and some may love to interact with elder students.
Most Important Characteristics – A good teacher • wants the student to learn • is motivated to excel as a teacher – Motivation is • Internal desire. • Not a departmental requirement. To accomplish this; – A good teacher is • Enthusiastic, energetic and excited. • Highly knowledgeable in their area of expertise. • Maintains that knowledge base. • Lifelong learner.
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– Good teachers are ‘classroom researchers’ • Experiment with teaching strategies. – Listen to students – Flexible • keeping what works. • discarding what doesn’t. • Constantly reevaluating and being evaluated. – Strongly values personal growth Know the students you are teaching! – Class personality • Quiet, reserved gunners? • Raucous freewheeling party animals? – Know them personally - Remember the three A’s • Able, Affable and Available Teacher plays the most important role in the teaching-learning process. It is the teacher who teaches guides and selects the subject matter. He is the pivot and pillar for the national development. A good teacher is expected to have the following qualities. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
Really Want to Be Good Teachers. Take Risks. Have a Positive Attitude. Never Have Enough Time. Think of Teaching as a Form of Parenting. Try to Give Students Confidence. Try to Keep Students-and Themselves-Off Balance. Try to Motivate Students by Working within their Incentive System. Do not Trust Student Evaluations, Neither do Bad Teachers. Listen to their Students. Empathy Professionalism Flexibility Open to New Ideas Innovative Encourages Free Thinking Positive Mental Attitude Open to Change Role Model Creative Sense of Humor Presentation Skills Calmness Respectful
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25. 26. 27. 28. 29. 30.
TEACHER EDUCATION
Inspirational Helpful Knowledge of his Subjects Efficient Committed Hardworking TEACHERS AS PROFESSIONALS
Duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their noble profession, they strictly adhere to observe and practice this set of ethical and moral principles, standard and values. (Preamble, Code of Ethics for Professional Teachers) “A teacher shall maintain at all times a dignified personality which could serve as model worthy of emulation by learners, peers and others.” (Code of Ethics, Article XI, Section 3) “Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness and other excesses, much less illicit relations.” (Code of Ethics, Article III, Section 3) “A teacher shall place premium upon self-respect and self-discipline as the principle of personal behavior in all relationships with others and in all situations.” (Code of Ethics, Article XI, Section 2) Teachers are not in private practice. We are in the helping and caring profession, a service profession to help people enhance the quality of their lives. Professionals are not born they are designed. In the knowledge industry, especially in the teaching profession, one has to acquire and also add to fund of existing knowledge. The teachers additionally have to transmit knowledge to the successive generations of students who come under their mentorship. A good teacher, thus, has to equip himself with the major growth points in his specialist or sub-specialist; demonstrate adequate communication skills to transmit the knowledge he has acquired and continuously strive through his research endeavors top create new knowledge. Ideally a balance has to be struck between acquisition, transmission and addition. This calls for a passionate devotion to knowledge in these three dimensions. For a teacher, acquisition of knowledge alone would be a selfish and unproductive pursuit if it is not followed up the transmission function. Teaching is not to be viewed as a mechanical process. It is not enough to tell the students what one knows about a subject. There is an element of high creativity in teaching. The plus factor requires creation of enquiring and questioning minds. A competent teacher would not promote excessive dependence of the students on the teacher; instead, he would generate a self-learning and group learning processes. Routine teaching gets an element of inspiration when the individual research of the teacher and his instructional role get organically linked. Through this process a good
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teacher gets to be a better teacher, if not always an inspired teacher. Creativity thus emerges as a central value in the teaching profession. Given the importance of well-trained teachers for technologies to be effective in enhancing learning, education policy makers do to support and encourage appropriate strategies for training teachers. No single approach to professional development will meet the learning needs of all teachers seeking to develop skills and knowledge in the integration and application of technology. Teacher’s progress through a series of five predictable stages as their expertise in technology adoption and integration evolves. It is likely that within a school and certainly within a district, teachers will exhibit varying levels of expertise and therefore a variety of different professional-development opportunities will be required. To the extent possible, it is desirable to provide a continuum of professional development opportunities so that the learning needs of teachers at all stages in the continuum will be met. This is easy to say, but hard to do with the limited time and money available for training. PROFESSIONAL ETHICS Introduction In ancient India, China, Egypt and Judea, teaching was often done by a Priest or Prophet. Teachers were so much honoured and respected that they were considered a guide to salvation; and their life was an example that set standards for the student or the common man. Around 1000 BC, Upanishads explained the meaning of the word Guru – ‘Gu’ stands for darkness or Ignorance and ‘Ru’ stands for one who dispels the darkness: the two letters together make up the word Guru. The Guru-Shishya (student) tradition in India produced such great teachers as Bhishma Pitamah, Vishwamitra, Valmiki and so on; Confucius and Lao-Tze in China; Socrates, Plato and Aristotle in Greece. Among the Prophet teachers were Sri Krishna, Gautam Buddha, Mahavira, Guru Nanak in India: Moses, Jesus Christ and Hazrat Mohamed in the Judea tradition. We as teachers are supposed to develop skills, awaken curiosity, develop independence, encourage intellectual rigours and promote moral and ethical values in our students; hence every classroom needs a competent, caring and qualified teacher. When the welfare and education of young people is at stake, accountability in professional conduct and the action of teachers become sacrosanct. As teacher’s we have to fulfill our duty towards the students, institution we work for and the content we have to teach. To fulfill our duty successfully, we teachers need t be “Ethically Sound”. Profession An occupation requiring special education. Our society has attached a special meaning to the term professional. A professional is expected to conduct him or herself at a higher level than most other members of society.
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Ethics A set of principles of right conduct. The rules or standards governing the conduct of a person or the members of a profession. Ethics can be defined broadly as a set of moral principles or values. Each of us has such a set of values. We may or may not have considered them explicitly. The principle of conduct – professional ethics A system or philosophy of conduct. A discipline dealing with what is good and bad- moral duty and obligation. A set of moral principles or values. Reflection in a company’s operations of the values and moral principles used in the communities in which they operate. Successful markets and corporate performance are founded on a commitment to basic ethical principles aligned as much as possible to the interests of individuals, corporations and society. Ethical standards may be expressed in a company’s formal conduct requirements, or contained in generally stated principles that guide a company’s preferred conduct or behavior. Most companies have put in place a code of ethics for its employees to conduct themselves in a particular manner while doing business. ETHICS-Definitions The word ethics is derived from the Greek word ethos meaning ‘character’ and Latin word mores meaning ‘customs’. To better understand ethics let us understand and contrast the definition of ethics and law. Law is a consistent set of universal rules that are widely published, generally accepted and usually enforced. These rules describe the ways in which people are required to act in society. Ethics defines what is good for the individual and for society and establishes the nature of duties that people owe to oneself and others in society. The Draft of the Professional Ethics The National Policy on Education 1986, in its Article 9.3 states “Teacher’s association must play a significant role in upholding professional integrity, enhancing the dignity of the teacher and in curbing professional misconduct. National level associations of teachers could prepare a code of professional ethics for teachers and see to its observance”. In pursuance of the above policy a draft code of professional ethics for teachers was prepared in 1988. Professional Ethics 1. Professional ethics is the need of the hour in India. 2. When a person is at the work spot, he must think of his work only. 3. He must put his heart & soul into the work. 4. Each employee is a organic part of the organization and must strive to contribute his mite to the successful functioning of the organization.
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Feeney and Kipins (1985) define professional ethics as a shared process of critical reflection upon our obligations as professionals. Ethical codes communicate a profession distinctive responsibilities and relationships, both among practitioners and between practitioners and society. Professional Ethics for the Teachers Every profession has its own professional ethics. The professional ethics signify the code of conduct to be adopted by the persons who profess that profession. The professional ethics emerges in the form of broad principles which are to be followed for rendering service to the people for their welfare. These principles are based upon the socio cultural and philosophical foundation of the society. They are the result of the best human values which have been proved to bebeneficial to the mankind by deep reflection and centuries of practiced living. The roots of the professional ethics for the teacher can be found in the ancient Indian literature such as Upanishads, Geeta etc. These texts have expectations of the society from the teachers. (For e.g. the teacher should idealist in thinking, possess professionalmorality and conscience and has high standard of behavior. The teacher must transmit all his learning to the pupil etc. Describing the role of the teacher Bhagwat Geeta says, “A true teacher helps a pupil to discover his own personal philosophy or the invisible sunwithin him”. Unfortunately in modern times, the teaching profession has degenerated from its high ideals and ethical values to the level of merely a service oriented vocation. Thus, there ismuch need of educating the teacher in teacher’s professional ethics. There is nothing wrong in his demand for a decent living but in his conduct and manners he should be as ideal to be followed by others. There is no doubt that the teacher should discharge his obligations and duties intelligently, diligently, honestly, sincerely and uncomplainingly.This is the demand and expectation of the society from his profession. But at the same time the community should also look at his needs, his emoluments, his status and prestige in commen surate to his functions and role. In our Indian Constitution’s Preamble clearly express about education, teachers and their rights. Preamble I. Goal of Higher Education in our Country: The basic purpose of education is to create skill and knowledge and awareness of our glorious national heritage and the achievements of human civilisation, possessing a basic scientific outlook and commitment to the ideals of patriotism, democracy, secularism and peace and the principles enunciated in the preamble to our constitution. Higher education has to produce leaders of society and economy in all areas of manifold activities with a commitment to the aforesaid ideals. Higher education should strive for academic excellence and progress of arts and science. Education, research and extension should be conducted in
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conformity with our national needs and priorities and ensure that our best talents make befitting contributions to international endeavour on societal needs. II. Teachers and their Rights: Teachers should enjoy full civic and political rights of our democratic country. Teachers have a right to adequate emoluments, social position, just conditions of service professional independence and adequate social insurance. The Code of Professional Ethics I. Teachers and Their Responsibilities: Whoever adopts teaching as a profession assumes the obligation to conduct him in accordance with the ideals of the profession. A teacher is constantly under the scrutiny of his students and the society at large. Therefore, every teacher should see that there is no incompatibility between his precepts and practice. The national ideals of education which have already been set forth and which he/she should seek to inculcate among students must be his/her own ideals. The profession further requires that the teachers should be calm, patient and communicative by temperament and amiable in disposition. Teachers should: 1. Adhere to a responsible pattern of conduct and demeanor expected of them by the community. 2. Manage their private affairs in a manner consistent with the dignity of the profession. 3. Seek to make professional growth continuous through study and research. 4. Express free and frank opinion by participation at professional meetings, seminars, conference etc. towards the contribution of knowledge. 5. Maintain active membership of professional organisations and strive to improve education and profession through them. 6. Perform their duties in the form of teaching, tutorial, practical and seminar work conscientiously and with dedication. 7. Co-operate and assist in carrying out functions relating to the educational responsibilities of the college and the university such as: assisting in appraising applications for admission, advising and counselling students as well as assisting in the conduct of university and college examinations, including supervision, invigilation and evaluation. 8. Participate in extension, co-curricular and extra-curricular activities including community service.
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II. Teachers and the Students: Teachers should: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Respect the right and dignity of the student in expressing his/her opinion. Deal justly and impartially with students regardless of their religion, caste, political, economic, social and physical characteristics. Recognise the difference in aptitude and capabilities among students and strive to meet their individual needs. Encourage students to improve their attainments, develop their personalities and at the same time contribute to community welfare. Inculcate among students scientific outlook and respect for physical labour and ideals of democracy, patriotism and peace Be affectionate to the students and not behave in a vindictive manner towards and of them for any reason. Pay attention to only the attainment of the student in the assessment of merit. Make them available to the students even beyond their class hours and help and guide students without any remuneration or reward. Aid students to develop an understanding of our national heritage and national goals. Refrain from inciting students against other students, colleagues or administration.
III. Teachers and Colleges: Teachers should: Treat other members of the profession in the same manner as they themselves wish to be treated. 2. Speak respectfully of other teachers and render assistance for professional betterment. 3. Refrain from lodging unsubstantiated allegations against colleagues to higher authorities. 4. Refrain from allowing considerations of caste, creed, religion, race or sex in their professional endeavour. 1.
IV. Teachers and Authorities: Teachers should: 1.
Discharge their professional responsibilities according to the existing rules and adhere to procedures and methods consistent with their profession in initiating steps through their own institutional bodies and/or professional
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2.
3.
4. 5.
6. 7.
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organisations for change of any such rule detrimental to the professional interest. Refrain from undertaking any other employment and commitment including private tuitions and coaching classes which are likely to interfere with their professional responsibilities. Co-operate in the formulation of policies of the institution by accepting various offices and discharge responsibilities which such offices may demand. Co-operate through their organisations in the formulation of policies of the other institutions and accept offices. Co-operate with the authorities for the betterment of the institutions keeping in view the interest and in conformity with dignity of the profession; should adhere to the conditions of contract. Give and expect due notice before a change of position is made. Refrain from availing themselves of leave except on unavoidable grounds and as far as practicable with prior intimation, keeping in view their particular responsibility for completion of academic schedule.
V. Teachers and Non-Teaching Staff: Teachers should treat the non-teaching staff as colleagues and equal partners in a co-operative undertaking, within every educational institution. 2. Teachers should help in the function of joint staff-councils covering both teachers and the nonteaching staff. 1.
VI. Teachers and Guardians: Teachers should: Try to see through teacher’s bodies and organisations that institutions maintain contact with the guardians of their students, send reports of their performance to the guardians whenever necessary and meet the guardians in meetings convened for the purpose for mutual exchange of ideas and for the benefit of the institution. VII. Teachers and Society: Teachers should: Recognise that education is a public service and strive to keep the public informed of the educational programmes which are being provided. 2. Work to improve education in the community and strengthen the community's moral and intellectual life. 1.
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Be aware of social problems and take part in such activities as would be conducive to the progress of society and hence the country as a whole. 4. Perform the duties of citizenship, participate in community activities and shoulder responsibilities of public offices. 5. Refrain from taking part in or subscribing to or assisting in any way activities which tend to promote feeling of hatred or enmity among different communities, religions or linguistic groups but actively work for National Integration. 3.
Foundations of Professional Ethics The professional ethics for the teacher is based on several foundations:1) Psychological Foundation: - Psychological principles of the professional ethicsindicate to the psychology of ethical consciousness for the determination of ideal conductthe psychology of desire will freedom has to be understood as they are the constituents’ ofour conduct and without understanding their ultimate nature we cannot build up a patternof ideal conduct. 2) Sociological Foundation: - The sociological foundation of professional ethicshelps us to understand the important of social morality. The social morality takes intoaccount the customs, traditions, rites etc. of the community. Without knowing thesesocial customs etc. we can neither judge the character of that particular society nor canwe ascertain how far that society is just. In the case of teachers professional ethics thisaspects reflects that the professional conduct of a teacher has links with the society’smorals, ideals and values. In Indian society teacher is held in high respect and the customis that he is even worshipped. Hence extremely high conduct and behavior pattern areexpected from him. 3) Philosophical Foundation: - This foundation helps us to conceptualize the termsright and wrong, virtue and vice etc. these terms have different dimensions but ethicsdirects us to the appropriate meaning of the concepts. Importance of the Professional Ethics The acceptance and the observance of the professional ethics are of a great help for theteachers:1. It brings about deeper understanding about his variety of role perceptions. 2. It develops positive attitude towards work. 3. It develops in him the sense of duty commitment and accountability towardshis work. 4. It makes effort to define the duties and obligations of the teacher of leading anideal life. 5. It makes explicit the teacher’s role of defines his rights and duties and what is involved in his virtuous conduct and what is vice for him or unbecoming of hisconduct. 6. It helps to bring about the qualitative improvement in the field of education. 7. It helps to change the social, moral and ethical atmosphere in the educational institutions and in the society at large. Thus, it can be said that the professional ethics has a very wide scope. It is as lay asthe life. It is especially interested in providing us rational and enlightened norms ofconduct without affecting the freedom and dignity of human beings.
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Teachers, who consider their job as a profession, work only for pay cheque. Their work is considered useful for their own sake. Since perchance they have occupied a professional chair they try for their own food, at the cost of the others. But our cultural heritage proves that true teachers are those who consider their job as honourable. Their activities become honourable, only when they work with a sense of self-fulfillment and self-realization. Professor George Herbart Palmer once rightly said, “If Harvard does not pay me to teach, I would gladly pay Harvard for the privilege of teaching”. This should be the professional value of an Indian teacher. An ideal teacher, as a professional person, should not work with pecuniary motives, but with a sense of dedication for the cause of education. He must be a man helping his brothers, a child leading other children, a light kindling other lights an awaken soul awakening other souls. To follow professional value in its right perspective, a teacher must learn to teach, to influence and to show good examples to other. He must follow a code of ethics and maintain high professional standards. A branch of professional value not only right up a moral lapse for his, but casts a shadow on and weakness the whole corporate body of his profession. Hence a teacher must follow professional value for the sake of honour and for the sake of the welfare of the people of India. Students tend to copy the behavior and mannerism of the teachers. The teacher’s entire personality is reflection on the minds of the students. If the teacher is honest, leads a balanced and disciplined life, the children adopt these virtues as ideal conduct unconsciously. The ideal teacher is one who through his thoughts, words and deeds, gives an impression of an honest upright life which can serve as a model for the students to copy, follow and emulate. Ethical Principles 1. Responsibilities: Professionals should exercise sensitive and moral judgments in all their activities. 2. Public Interest: Members should accept the obligation to act in a way that will serve and honor the public. 3. Integrity: Members should perform all responsibilities with integrity to maintain public confidence. 4. Objectivity and Independence: Members should be objective, independent and free of conflicts of interest. 5. Due Care: Members should observe the profession’s standards and strive to improve competence. 6. Scope and Nature of Services: A member in public practice should observe the Code of Professional Conduct. Therefore an increased understanding of ethics and values is important for us teachers especially when teaching is an essential profession, the one that makes
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all other professions possible and without ethically sound individuals in such an important profession it becomes difficult for effective functioning of educational systems and improves learning processes.The teacher should take a pledge to follow the code of ethic which may bring credit to the entire profession. A professional Code or Oath that can be taken by all teachers at the end of the Pre-service teacher preparation programme and at the time of induction into an educational institution can be as follows: I Name, pledge, in the presence of my Principal, my Teachers and all those present here that as a TEACHER I WILL Keep abreast of my new advancement in content and methods in my discipline and present the best-updated information to my students. Work diligently for the advancement of my students. Never ridicule, humiliate or punish any child who is under my care and will always be available to all my students. Develop a scientific temper in my students and encourage their participation in discussions and debates to enable them to arrive at conclusions through their own reflection. Never compare abilities of my students, respect their trust and keep confidentiality of students’ communication. Fulfill my responsibility as a good citizen of my country and the world. Be a Mentor of my students. PROBLEMS (WEAKNESS) OF THE TEACHER EDUCATION PROGRAMMERS Introduction The teacher education in our country has been under fire for long. The weaknesses of this system have been repeatedly pointed out by the University Education Commission (1953), the International Team on Teachers and Curricula in Secondary Schools, the Education Commission (1964-66) and the Committee of Experts (1978). The nomenclatures have no doubt changed such as ‘Education’ instead of ‘Training’. The system in practice remained unchanged. It suffers from arrested development; it has failed to keep pace with the changes-social and political, economic and industrial which have contributed to the making of modern India. It has also failed to keep abreast of the latest developments in educational theory and practice. Despite the recommendations of various committees, commissions and working groups, little has been done to adapt an out worn system to the conditions of modern life.
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Indeed, it is only a slight exaggeration to say that a teacher training institution with a few notable exceptions, is much the same today as it was in 1949 and but little changed from what it was as far back as 1909. Teacher education programmes are dominated by formalism, academic emphasis on learning and cramming. The methods of teaching are poor and stereotyped. Problems There has been a great expansion of higher educationover the years. Today, there are more than 200 universities and 8000 colleges. Kothari commission remarks “The destiny of India is being shaped in its classrooms”. No doubt education plays a significant role innation's development but the quality of education is greatly determined by the quality of teachers, therefore, great efforts were made and still are being made to improve the quality of teacher education. Some of the problems concerning teacher education are discussed below: (1) Problem of selection: Defects of selection procedure lead to deterioration of the quality of teachers. Better selection method would not only improve the quality of training but also save the personal and social wastage. Some suggestions are mentioned: (a) Candidates should be interviewed. (b) Test of General Knowledge should be applied. (c) Test in school subjects. (d) Test of language (e) Test of intelligence should be administered (f) Aptitude, interest and attitude inventory should be administered. (g) A well direct guidance service should be provided. (2) Deficiencies of small time period provided forTeacher's training: In India, this period is of one year after the graduation - the effective session being of eight to nine months. The main purpose of teacher education programme is to develop healthy attitude, broad based interest and values. It is not possible during the short duration of nine months. (3) Incompetency of student teachers: The existing training programmes does notprovide adequate opportunities to the student teachers to develop competency because the organisers ofteacher's training programme are not aware of the existing problems of schools. Therefore there should be a close matching between the work schedule of the teacher in a school and the programme adopted for teacher preparation in a training college. (4) Defects concerning papers: A student teacher should know the meaning of education, its objectives, the socio-cultural and political-economic background, the principles that guide construction of curriculum etc. But a proper preparation leads towards a good orientation is impossiblein a short duration. Following steps may be taken inthis connection: (i) Allowing more time to learners for good readingand sound build-up of the intellect and attitude, (ii) Pruning the existing course, (iii) Arranging for exchangeof experience than merely attending lectures,
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(iv) Changing the mode of testing inputs, (v) The contentmust have direct implications in the daily school teaching. (5) Problems of practice teaching: The ratio of marks between theory and practicegenerally remains of 5:2 although teaching practice plays a significant role in B.Ed. programme. In spite of all kinds of elaborate arrangements regarding practicein teaching, student teachers are non-serious to the task of teaching, deficient in sense of duty irresponsible, aimless, indifferent to children, lacking innovative measure in teaching which is great obstacles in the development of pedagogical skills. (6) Problem of supervision of teaching: The supervisory organisation for practice teaching aims at bringing improvement in the instructional activity of the student teachers by using various techniques and practical skills in teaching and helps them to develop confidence in facing the classroomsituations. This is done through following types of supervisions: (i) Supervision before classroom teaching: It aims at guiding in planning their lessons, learning to organise contents, formulating suitablegestures and developing other related skills. At present the lesson plans are checked superficially and no discussionis made by the subject method specialist. (ii) Supervision during the classroom teaching: It is done by teachers who are not method specialist generally. These supervisors offer descriptive type ofcriticism, while constructive type is desirable. Their remarks are related to the general personality of the student teachers. The percentage of lessons supervised by the subject method specialist varies from 5 percent to 25 per cent due to faulty staffing pattern, lack of time, too many lessons to be supervised, defective time table etc. Here, the school teacher should be assisted by the college supervisor in his work. Frequent conferences and consultations between them will help torelate them to practice and the student teacher will improve the performance in a realistic school setting. (7) Lack of subject knowledge: The B.Ed. programme does not emphasize the knowledge of the basic subject. The whole teaching practice remains indifferent with regard to the subject knowledge of the student teacher. (8) Faulty methods of teaching: In India teacher educators are averse to innovation and experimentation in the use of methods of teaching. Their acquaintance with modern class-room communication devices is negligible. (9) Isolation of teachers’ education department: As has been observed by education commission, the teacher education has become isolated from schools and current development in school education.The schools considers the teacher education department as an alien institution and not a nursery for the professional development of school teacher. Thesedepartments only observe the formality of finishing the prescribed number of lessons no caring for the sounders of pedagogy involved in the procedure.
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(10) Poor academic background of student-teachers: Most of candidates do not have the requisite motivation and an academic background for a well-deserved entry in the teaching profession. (11) Lack of proper facilities: In India, the teacher education programme is being given a step-motherly treatment. About 20 percent of the teacher education institutions are being runin rented buildings without any facility for an experimental school or laboratory, library and other equipment necessary for a good teacher education department. There are no separate hostel facilities for student teachers. (12) Lack of regulations in demand and supply: The State Education Department has no data on the basis of which they may work out the desired intake for their institutions. There is a considerable lag between the demand and supply of teachers. This has created the problems of unemployment and underemployment. (13) Inadequate Empirical Research: In India, research in education has been considerably neglected. The research conducted was inferior quality. The teacher education programmes are not properly studied before undertaking any research. (14) Lack of facilities for professional development: Most of the programmes are being conductedin a routine and unimaginative manner. Even the association of teacher educator has not contributed anything towards development of a sound professionalisation of teacher education in the country. (15) Insufficient financial grants: In most of the state’s teacher education is still being run by the fee collected from student teachers, as the share of state grant is too small. Suggestions to Remedy the Problems of Teacher Education The whole of our educational system is being renovated and revamped. The patterns, politics and procedures are being examined and restructured. We are in for revolutionary changes. As stated so well by V.S. Mathur, no system of education, no syllabus, no methodology and no text-book can rise above the level of teachers. This necessitates fundamental reforms in all aspects of teacher education-its objectives, structures, curricula, methods, modes and media, evaluation techniques, staffing pattern, administrative machinery and control of teacher education in the country so that the objectives spelled out in the documents entitled. The Curriculum for the Ten-Year School, Higher Secondary and Vocationalisation, NCERT and Learning to do could be achieved. (1) The courses of studies both in theory and practice should be reorganised. For this a pragmatic research should be conducted by some universities to see the course structure which will be helpful for realisation of the goals of teacher education. A comprehensive job analysis of teaching in our schools should necessarily is made the basis for recasting of courses in teacher education. (2) The method of teachingin the teacher education departments should besuch that it inspires a sense of appreciation among other departments of the
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universities and colleges. A teacher education department should therefore, conduct special innovative programmes in the following directions: seminar, combining of seminar and discussions with lectures, team teaching, panel discussion and projects sponsored by the faculty members’ for improvement of learning in various spheres. (3) For development of professional attitude it wills beadvisible to recognise the college of education as unitin themselves. Such an institution should be equipped with facilities for organising various types of activities such as daily assembly programmes, community living, social work, library organisation and other curricular activities, which promote democratic spirit of mutual appreciation and fellow feeling. (4) The admission procedures of B.Ed. should be completely systematised and steps should be taken to make it full proof against tempering and meddling as far as possible. (5) There should be a planning unit in each State Education Department. The function of this unit should be to regulate the demand and supply of teacher’s at various levels of schools. This unit can also be given the responsibility of projecting future requirements ofteachers in various categories. (6) It will be in the fitness of things if at the time of setting up a teacher education department, a demonstration school is made integral part of it and a definite norm should be followed for certain facilities such as laboratories, libraries and other important audio-visual equipment. (7) The practising schools have to be taken into confidence. For this the members of the staff of teachers the course of studies and the practical work and practice teaching can be easily moderated in such a waythat they will have useful implications for improving school practices. (8) Teacher education programme should be organized on the basis of evidence obtainable from researching such areas as follows: Teacher behavior, developing conceptual framework and a theory of institution. Innovative practices of teaching such as micro teaching, simulation and interaction analysis procedures. (9) The teacher education department should be madea nucleus for research on teaching curriculum and evaluation in the regular university departments. It can also be entrusted the responsibility of sponsoring programmes for extension such as bringing the community into close contact with the university academicians. There should be a free exchange of scholars from one department to the other. This wills improve the quality of teacher education programmes immensely. (10) For professional growth of teacher educators there should be seminars, summer institutes and research symposia at more frequent intervals. (11) There is a paucity of round textbooks and reading material, including reference books in Hindi and regional languages in the field of teacher education. (12) The State Government should make adequate provision of funds for teacher education departments. Special assistance should be given for running an experimental school and holding of practice teaching sessions in various schools. (13) Correspondence courses in teacher education should are provided, with a strict and high screen for admissions and a rigorous manner of assessment.
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(14) Libraries are needed to be enriched with complete and comprehensive reference section equipped withall available journals for use by all the researchers. Since the teacher is the pivot of the entire educational system and is the main catalytic agent for introducing desirable changes in the teaching learning process, all attempts need be made for motivating teachers to become innovative and creative. It goes without saying that a self-motivated and really industrious teacher can utilise his own resources to keep himself abreast of new knowledge and skills. The Recommendations of the International Commission The commission has recommended that Teacher Training Programmes should be modified so that teachers are equipped for the different roles and functions imposed by the new technology and we should reserve a fixed part of the increase in education budget for the rational development of sophisticated techniques. The programmes of teacher training in our country have not kept pace with the changing times. It is essential that all possible resources of educational technology are systematically introduced into teacher-training institutions. In the professional training of educators, particular attention should be paid to the preparation for supervisory and coordinating framework of teaching by the new technology.
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UNIT II TRAINING INSTITUTIONS Education System and Teacher Training In India Introduction Education is the basic necessity to any society. According to a Tamil poet, the deeper we dig, the more we discover. The role of teacher also involves the character building of the taught apart from designing and implementation of the curriculum. Teachers cause desirable and anticipated revolution in the society silently. In short, a teacher inspires and shapes the destiny of the nation in class rooms. Realizing the above facts, the teaching profession is considered as the noblest profession in India. Educational institutions shape a person’s orientation towards social action and try to overcome the constraints due to the inequality, poverty and social structure. Being a developing nation, it may be relevant for Ethiopia to understand the Educational system of other countries. In this context an attempt has been made to discuss the basics of the educational system and teacher training in India with special reference to the state of Tamil Nadu (meaning land of Tamils) located at the southern tip of the Indian peninsula. Educational Background of Tamil Nadu Tamil Nadu has been consistently in the fore front, among the states of India, in the implementation of educational programs over the years. The overall literacy rate in the state has gone up 62.7% in 1991 and 73.47% in 2001 which is much more than the national literacy rate. The female average literacy rate has gone up 53.33% in 1991 and 64.55% in 2001. The ratio of male literacy to female literacy has come down from 1:4 in 1991 and 1:27 in 200l, revealing the narrowing down of gender inequality in the state. The average number of students per primary, upper primary, secondary and higher secondary schools is 119, 327, 398 and 1124 respectively. The teacher pupil ratio in the above mentioned institutions is 33, 41, 40 and 30. The drop out percentage up to primary, upper primary, secondary and higher secondary schools is 13.85, 32.10, 57.37 and 75.81 respectively. This exploding phenomenal growth either in overall literacy rate or female literacy rate in this state, no doubt, is a dramatic one which prompts us to go into the successful details of its educational system, the different cadre of teachers who are responsible for such an astonishing growth and how they are trained. Further Tamil Nadu may be considered as typical and model state reflecting the Indian scenario regarding educational system, teachers and their training. Educational System in Tamil Nadu The structure of education in Tamilnadu is based on the national pattern of 10+2+3, (also 10+2+4 and {10+2+Respective professional course duration} patterns does exist) consisting of five years of primary and three years of upper primary/middle school education for the age groups of 6-11 and 11-14 respectively both put together as primary, elementary education, followed by secondary and higher secondary education of two years duration each. The entry age in standard
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1, which is also called as class or grade, is 5 plus. There are also pre-primary classes for the age group of 3-5. After secondary or high school education, a student can join higher secondary course or Industrial Training Institute (ITI) or polytechnic college. The higher secondary school certificate enables the students to pursue their studies either in universities or colleges for higher education in general academic stream leading to bachelors’ degree like B.A., B.Sc., B. Com., B.C.A., and B.B.A., (of 3 years course duration) and technical and professional courses such as B.E., B.Tech., B.D.S, (of 4 years course duration) and M.B.B.S., B.P.T., B.L., and E.T.T., (Elementary Teacher Training). After graduation, the student can pursue post-graduation or master’s degree course of either two years duration (or) three years duration. Students can also join the professional courses like B.Ed., or B.L., after under graduation. On completion of post-graduation a student may work for M. Phil., or Ph.D., degree. Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community. Although ideally it should be conceived of and organised as, a seamless continuum, teacher education is often divided into these stages: 1. Initial Teacher Training/Education (a pre-service course before entering the classroom as a fully responsible teacher); 2. Induction (the process of providing training and support during the first few years of teaching or the first year in a particular school); 3. Teacher Development or Continuing Professional Development (CPD) (an inservice process for practicing teachers). VARIOUS LEVELS OF TRAINING Teaching has an influence in developing one’s mind and character and also gives the satisfaction of having sparked the light of knowledge and dispelled the clouds of ignorance. As this field is so vast having areas of specializations, different skills and type of training are required for different levels. Areas of specialization include teaching at pre-primary schools, primary schools, secondary and higher secondary schools, colleges, universities, technical institutes, special schools etc. Each level calls for a different expertise. If you love to be with children, teaching at schools would be a good option, but if you want to be with young adults, it is better to look at the college or university level. Good teachers can bring out the best in every student. They are the ones who make a difference in the lives of their students. Rousing students from their apathy and watching their curiosity grow is one of the biggest rewards of teaching. Comfortable hours of working and paid vacations are considered to be the main reasons behind the popularity of teaching as a profession. However, teaching
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when compared to other professions is less lucrative but it is the mental satisfaction attached with the profession that draws the attention of individuals. Teacher Training Courses The format and the kind of teacher training courses differ according to the levels, like: Pre-Primary, Primary, Secondary and Higher Secondary Teaching. The needs of primary students are quite different from the students at the secondary levels. Therefore training courses like Diploma in Education (D.Ed.), Basic Training Certificate (BTC), Bachelor in Education (B.Ed.) and Primary Teachers’ Training (PTT) are impacted by a number of institutes in India. B.Ed. and M.Ed. are degree level courses whereas D.Ed. and BTC are diploma and certificate courses respectively. Take a look at the list below to know more about some of the institutes that offer Teacher Training Courses in India: • • • • • • • • •
Technical Teacher's Training Institute, Bhopal Indian Association for Pre School Education, Dehradun A.S.P.P.T.T.I., Kollam National Institute of Technical Teachers' Training and Research, Chandigarh Nehru Smarak Vidya Kendra Nursery Teachers Training Institute, Bangalore Al-Kateeb Nursery T.T.I, Bangalore, Karnataka Children Educational Society's TTI for Women, Karnataka Kasturba P.P.T.T, Thiruvananthapuram, Kerala Dattatreya T.T.I, Karnataka
Some of the Teachers Training Courses of India are: » » » » » » » » » » » » » » »
Bachelor of Education (B.Ed) Basic Teaching Certificate (BTC) Certificate Course in Teachers Training Diploma in Child Care and Education Diploma in Early Childhood Education Diploma in Education (D.ED) Diploma in Nursery Teacher Training Diploma in Pre-Primary Teacher Training Education (DPPTE) Diploma in Primary Teacher Training Diploma in Teacher Education (DTE) Elementary Teacher Education Junior Teacher Training Certificate (JTTC) Licentiate in Teaching (L.T) M.Phil. Education Master of Education (M.Ed.)
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Nursery Teacher Training (NTT) Ph.D. Education Pre-Primary Teacher Certificate Pre-Primary Teacher Training Course (PPTTC) Primary Teachers Certificate (PTC) Primary Teachers Training (PTT) Senior Teaching Certificate (STC) Teachers Certificate Course (TCC) Teachers Training Certificate (TTC) Under Graduate Basic Training (UGBT)
First Teacher Training Institution in the Country March 1, 1856 is a re-letter day in the history of education not only for Tamil Nadu but also for the whole country. The first Normal School was opened at Vepery, Madras with an enrollment of 13 students on that day. The object of this Normal School was to provide competent teachers for employment in vernacular schools. A normal School established in 1853 combined training of schoolteachers with provision for general education. The normal school, vepery, Madras was unique in the sense that it devoted itself to teacher training only. J.T. Fowler was the first principal. He had completed his education in one of the training colleges in London and had afterwards been employed for some years as Master of Methods in a provincial school. He did not know any south Indian language but was assisted by an Indian master who had previously served as superintendent of vernacular studies in provision for teaching “Vernacular “ languages was there. The art of teaching was explained orally, though criticism lessons were delivered regularly. The Normal School did not charge any fee. It conducted its own examinations and awarded certificates. There was a written examination to select students for admission. Selected students were given stipends ranging from Rs. 15 to 30 depending upon the marks they secured in the admission test. The training period was for two years and students had to agree to serve as teachers for at least five years after their training. The primary Department of the Government High School (now Presidency College) was transferred to the Normal School to serve as practicing school. The practicing school had two sections, the model section and practicing section. Pupils of the practicing section were taught entirely by pupil teachers of the Normal School under the supervision of the principal, while pupils of the model section were entrusted to Assistant Masters. The normal school was recognized in 1857 with two departments, the normal department and the school department. The normal department had three sections- normal class proper, preparatory normal class and vernacular normal class. The school department had two sections called model section and practicing
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section. The course at the normal class proper was for two years and it prepared students who were to be employed as teachers in Zilla (District) schools. The pupil teachers received instruction in general subjects and had teaching practice in the practicing section. Students in the preparatory class received instruction only in general subjects as preparation for joining the normal class proper. The vernacular normal class prepared students received instruction in general subjects and in the methods of teaching. At the end of the course, pupil teachers of the normal class had to take a written test and a practical test. The written examination was in general subjects. The practical examination consisted of teaching a lesson before the principal. The examination for the award of teacher’s certificates was divided into nine grades. The examination of the first five grades was open to pupils of the Vernacular normal class. To being with, it was left to the option of the normal students to appear for the Grade tests to get the teacher’s certificate. This system continued in the normal school till 1860. After 1860, all the normal school students were required to appear for the grade tests. Apart from conducting pre-service training course, normal school arranged lectures and model lessons on Saturdays for the benefit of working teachers even as early as 1859. In 1860, a separate class was opened for giving training to military personnel for employment as teachers in army schools, under the supervision of G. Duncan. This two year training programme was later discontinued. The normal school, Vepery was shifted to Mount Road in 1862. The subjects of study were changed to enable students to prepare for several university examinations. Vernacular Normal class was abolished as such schools were opened in the districts. Practicing and model sections were amalgamated. The preparatory normal class prepared students for the matriculation examination. The normal class proper was divided into two sections-lower Division and upper division. The lower division prepared students for F.A and the upper division for B.A. Degree Examinations of the University of Madras. Students of the normal school after passing the university examinations of their grade had to undergo a test in methods of teaching and the candidates who succeeded in the same were given teacher’s certificate. In 1867, Bickle assumed office as Principal. He abolished the upper division as well as the preparatory normal class. He divided the normal department into the junior section and the senior section. The junior section prepared students for the matriculation examination and the senior section devoted itself to teaching the methods of teaching. In 1873, a major change was brought about. Only those who had passed a university examination were admitted for professional training, which was reduced to one year. The examination consisted of two parts-theory and practical.
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In 1876, vocational education was included in the curriculum and the student teachers had to attend lectures on agriculture. This provision was discontinued in 1883. Teachers’ College, Madras In 1887, the normal school was shifted to its present location in Saidapet and was affiliated to the University of Madras. In 1888, Teachers’ College, Saidapet presented candidates for the L.T. (Licentiate in Teaching) Degree examination. During 1888-89, there were 52 studetns and in the calendar year 1889 there were 55 students -11 B.A., 18 F.A. and 26 Matriculates. As many as 49 students got stipend or scholarship. The Report on public instruction for 1888-89 stated that all the successful candidates except three got suitable jobs. A trained graduate was paid Rs. 52 per month, an F.A. got Rs. 32 per month whereas a Matriculate got Rs. 30 per month. The period of training was extended to eighteen months in 1890, which was reduced to 12 months in 1892. In 1889 teachers’ college was provided with pucca buildings. In 1892, women students were admitted to the L.T. Course. In 1897, the college hostel was constructed. In 1904 a special building to accommodate the kindergarten section was constructed. In 1914, manual training section was added. In 1923, arts and crafts class was attached to the manual training section and in 1927 an adult night school was started. Thus, the Teachers’ college developed into a premier institution offering L.T degree course, certificate courses in manual training (carpentry and weaving) and arts and crafts. It involved itself in adult education and in-service programmes. Teachers’ college was re-christened as college of education, Saidapet in 1981. It was upgraded as an institute of advanced study in education in 1990. The college now provides for B.Ed., M.Ed., M.Phil and Ph.D. in Education, besides a certificate course for Tamil Teachers. PRE-PRIMARY LEVEL OF TRAINING The success of the developmental plan in preschool education depends on the quality of teacher education programme in the county. A pre-school teacher has to play multiple roles. She is responsible for the children under charge who are stimulated to achieve the maximum of their potential. She helps the child to develop physically, socially, emotionally and intellectually by means of different programmes organized in the school. A pre-school teacher is a teacher, a play mate and a mother to the children and a counselor to the parents. To fulfill these roles effectively, she has to be adequately trained.
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Pre-primary schools, better known as kindergarten, Montessori and play schools are gaining popularity not only in cities and towns but also in villages. Medium of instruction is English and these institutions to a very large extent are run on commercial basis. The government of Tamil Nadu has directed these schools to teach Tamil as a compulsory language in order to prevent children from cultural alienation. A Brief History A few pre-primary teacher education institutions existed with government support in Vepery and Adayar (Madras). The Adayar School had the privilege of having the presence of Madam Montissori during its initial years. Even now courses are conducted periodically by experts in Montissori methods on a purely voluntary basis. For a few years in the Eighteen-Eighties (1880s), teacher education was offered under the vocational stream at the higher secondary stage but it was soon discontinued. Pre-primary teacher education is carried on in a limited way without financial assistance or regulation from the government. Types of Pre-Primary Schools 1. Nursery schools 2. Kinder garden 3. Montessori schools 4. Balwadi schools (Anganwadi) 5. Pre-primary class in selected primary schools. Objectives of Pre-School Teacher Education 1. To acquire theoretical and practical knowledge about early childhood education. 2. To develop understanding of the major principles of child hood growth and development with special reference to the environment of the child. 3. To apply these understandings and knowledge to the education of young children under the Indian condition, rural, urban and industrial. 4. To develop skills of communication, such as telling stories, explaining situation etc. 5. To develop skills, interest and attitude this would help him to all round growth and development.
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6. To develop skills of taking care of the physical and emotional health of young children by creating good environment. 7. To possess knowledge to provide a variety of learning experiences such as dramatic activities, play, work experience, creative art and game. 8. To possess skills of developing simple visual aids from waste. 9. To understand the home environment of the children and the role of the school and the teacher in changing society. Suggested Activities for Pre-Primary Level 1) Play Activities 1. Free play including education and constructional toys, indoor games and outdoor games and outdoor activities with other children. 2. Physical activities involving muscular and limb movement. 3. Play involving contact; acquaint dance, limitations and experience of physical, fly and social environment. 4. Organised play and group activities. 5. Playground activities using playground facilities physical training including simple exercise and dance, manual activities and play like gardening sensorial education using natural objects and specially constructed apparatus. 6. Hand work artistic activities drawing and painting. 7. Learning activities including language, personal hygiene and health rules. 8. Self-service in schools- avoiding servants and helpers. Training The basic educational qualification to enter into an elementary teacher training school, which offer training to those who later become primary and upper th
primary school teachers is a pass in 12 grade. The training extends for a period of two academic years. The admissions to such training schools are made on merit basis among those who have applied for the training. There are more than 774 elementary teacher training schools in Tamilnadu and the total intake of the students is roughly 4380 per academic year. It is to be emphasized here than nearly 600000 students appear for the 12th grade examination and only less that 0.008% of these students join in elementary teacher training schools per annum. Therefore,
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according to this statistics, the majority of the students who seek admission in elementary teacher training schools normally have an interest and affinity towards teaching profession. Thus they become teachers by choice and not by chance. The curriculum of the training course includes study of child care. Activity methods, music, work experience, child development etc. and teacher in emergency society must have special courses to suit the needs and facilities available. It also includes practice in teaching use of aids such as picture etc. Staff of Nursery Schools: The sergeant commission recommends that nursery classes should be in the charge of woman teachers who have received this appropriate training. A very specialize kind of training is required for dealing intelligently with the very young. The teacher for infants should be woman, who alone possesses the essential sympathy and knowledge of the child nature. The Indian education commission recommends that staff of nursery school should be trained at district levels. Instructional Programme: The instructional programme of the institute is treated in 3 parts 1. Theory 2. Practical work 3. Practical teaching Theory: Theory includes as many as nine courses. The details of the different courses are given below: 1. Principles of Education: It is taught either as a separate paper or as a part of another paper in the majority of the institution. 2. History of Education: The cause deals with the contribution of Froebel, Montessori in primary education. 3. School Administration: It deals with topics on maintenance of files, records etc. 4. School Organisation and Management: It includes the topics on the requirement of a good school site, furniture etc. 5. Parents and Community Education: It is relating to parent teacher relationship. 6. Methods of Teaching: 1. Nursery method of teaching done in details in the vapory school. 2. Montessori method – Thiruvanmiyur 3. Kinder garden
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7. Health and Nutrition: It deals with the body health and nutrition food. 8. Child Psychology: Aspects relating to physical, motor, emotional, intellectual and social development of the child are done in all the institutes. 9. Causes in Liberal Education: It deals with the liberal education. Practical Work: 1) Dance, Drama and Music: Done in all institutions – study of nursery rhymes, action songs, children songs, dance, tunes etc. 2) Art and Craft: Drawing, painting (or) decorations – art craft, includesclay modeling toy making sewing etc. 3) Physical Training: It includes rhythematical games-drill free movements, simple exercises etc. 4) Field Work: Home visit-observation of community organization of parents-teacher meeting, recreational programme for children. 5) Child Study (Case Study): Case study by periodical observation. 6) Record Keeping: It involves the maintenance of different records. 7) Health Hygieneand Nutrition: Case of children, keeping record of height and weight, elements of nursing purification of waste, preparation of simple food etc. Practice Teaching Programme: Practice teaching programme was conducted on 30 days. During the practice teaching they observe the children and pre-primary teachers how they teach them. Trainees are preparing the records and reports. Part-B: Practical Unit I a. Teaching Competence
b. Record of Observation
Unit II a. Practical Work I b. Practical Work II
relating to
c. Practical Work III
the concerned
d. Practical Work IV
theory papers.
Eighty per cent marks are allotted for external examination and twenty per cent for internal examination. Forty-five per cent are the minimum pass marks.
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PRIMARY LEVEL OF TRAINING Importance of Primary Education Free and compulsory education up to the age of fourteen is a constitutional guarantee to all Indian children. The new twenty-point programme assumed to provide free and compulsory primary education to all children by the year 1991. All villages with a population of 3000 and above have at least on primary school. All these schools are staffed by trained teachers only, most of who are women. To become a primary school teacher the minimum educational qualification required is a pass in the higher secondary school leaving certificate examination and diploma in teacher education, which is of two years’ duration. The diploma course was revamped in 1990. Throughout the state the same syllabi is followed and student teachers are examined both internally and externally. The director of government examinations conducts the examinations and issues the diplomas. Admission is based on merit, subject to the reservation rules framed by the state government. Eligible students get scholarships from the Adi Dravidar Welfare department and the backward classes’ welfare department. The two-year diploma in teacher education course is offered by the district institutes of teacher education as well as the teacher training institutes. Objectives of Primary Teacher Education: The primary teacher trainee should acquire the necessary skills and attitudes to become a successful teacher. 1. Possess competence the first and the second language, mathematics and in topics of natural and social sciences related to environmental studies. 2. Develop skills in identifying, selecting and organizing learning experiences for teaching the above subjects. 3. Possess sufficient theoretical and practical knowledge of health, physical and recreational activities, work experiences art and music and skills for conducting these activities. 4. Develop understanding of the psychological principles underlying the growth and development of the children. 5. Acquire theoretical and practical knowledge about childhood education, including integrated teaching. 6. Develop understanding of major educational principles that help in promoting cognitive, affective and psychomotor learning.
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7. Understand the role of the home and the community in shaping the personality of the child and to help the child to develop an amicable home school relationship. 8. Conduct simple Action Research. 9. Understand the role of school and of the teacher in changing the society. Teacher Training Institutes Primary teacher training institutes offer two-year teacher education programme leading to diploma in teacher education. The course is in great demand. There are eight government institutions and 43 aided institutions offering this course in the state. Out of the 43 aided institutions, only 7 are managed by non-minority organizations and 36 are administered by minority organizations including one by the Anglo-Indian community. All of them have registered bodies and conform to the prescribed statutory rules. A majority of the institutes (33) admit only women students. Only 18 institutes admit men students. Thirty two of these institutes functioned even before Independence. Nineteen teacher training institutions were started after Independence. Brief History In every revenue district one teacher training school offering a two year course existed before Independence. They offered two courses: 1. Higher Elementary Grade – for this course, pass in English Standard was the minimum admissible qualification. 2. Secondary grade – for admission to this course, pass in the S.S.L.C. was essential. In the fifties, a number of basic training schools were started. Many existing institutions were encouraged to switch over to basic education pattern. Primary school teachers were trained in the nuances of basic education in select basic Training Schools. In this institution compulsory residential life, co-operative living and craft teaching and techniques of correlated teaching were the salient features. Since the Eighties, as the output of trained teachers Junior Grade (Higher Elementary) as well as Senior Grade (Secondary) was far in excess of actual demand, many of the basic training schools were closed.
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In the Nineties, a number of teacher training institutions claiming minority status sprang up. The Government took stern action to weed out bogus and substandard institutions. Primary School Teachers They are broadly classified into two categories namely nursery or Montessori School Teachers and Primary School Teachers. The teachers at this level play a very important role in society as they are largely responsible for molding the young impressionable minds. These teachers mainly deal with children in the age group of 5-10 years. As the child comes out of the protected environment of his home for the first time and is away from his parents, these teachers are a parent substitute. What a child learns and experiences during his early school years can shape the child’s view about himself and the world around him which would later play an important role in his success at school work and also his personal life making him a good social being. Therefore the nursery and primary school teachers are responsible for the social, emotional and intellectual growth of children. At the upper primary school level the teachers are responsible for students in the age group of 11-13 (classes 6-8). They help children to develop their use of languages, explore mathematical ideas and introduce them to history, geography, science and creative arts. They also train the students in physical education, music, reading, elocution, dramatics, art and craft. Creative techniques in teaching are used for lower classes, for older students the teaching is more formal including regular homework and tests. Subjects studied during training: Both theory and practical work should be taught. As far as theory is concerned the subjects to be studied are. 1. Education in India 2. Child Psychology 3. Principles of Elementary Education and Languages. 4. Science and Humanities 5. Practical Work includes working with community, training programmes, vocational and practical, mathematics, environmental studies health and physical education, Recreational activities and practical works related to it. Courses A two year Diploma in teacher education is offered in teacher training institutes as in district institutes of education and Training. A few in-service programmes were also conducted during 1997-98.
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Programmes relating to minimum levels of learning were offered in the under mentioned institutes: 1. Mary Immaculate T.T.I, Tirupathur 2. Sanata Fathima T.T.I., Dindigul 3. TELC T.T.I., Tharangambadi 4. St. Theresa T.T.I., Tharangambadi. 5. St. Annes T.T.I., Madhavaram 6. Concordia T.T.I., Ambur 7. St. Theresa T.T.I., Madurai. Infrastructure Location-of the 51 teachers training institutions, 25 are located in rural area and 26 in urban area. The under mentioned institutions has a campus with more than 5 acres of land: 1. T.T.I., Johilpatti. 2. T.T.I., Samugarengapuram 3. Vallimmaiyar Mission T.T.I., Kulasekarapatinam. 4. Ramakrishna Mission T.T.I., Coimbatore. 5. D.V.D. Teacher Training Institute, Kottar 6. St. Joseph’s T.T.I., Salem 7. C.S.I. Teacher Training Institute, Bathalagundu. Forty-one institutions have a land area between 2 to 5 acres. Only three institutes have less than three acres of land. These are: 1. Christu Raja T.T.I., Palayamkottai. 2. St. Theresa T.T.I., Tharangambadi. 3. C.S.I. T.T.I., Hasthampatti. All the teacher training institutes except Teacher Training Institute, Coimbatore, are housed in their own buildings.
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Library – Teacher Training Institute, Thanjavur and the Anglo India T.T.I., Church Park has more than ten thousand volumes in their libraries. Eight institutes have between 5,000 and 10,000 volumes. Forty-one institutes have less than 5,000 volumes. All teacher training institutes subscribe to educational journals; twenty of them to more than five journals each. Laboratories – In forty-eight institutes separate laboratories for Biosciences, Physical Science and Psychology have been established. In three Teacher Training Institutes viz. Government T.T.I., Gangavalli, Ramakrishna Mission T.T.I., Coimbatore and D.V.D. Teacher Training Institute, Kottar all the three laboratories are housed in one and the same hall. Educational technology – All the teacher-training institutes have Educational Technology room equipped with Radio, T.V. and Educational hardware. Hostel facilities (Management Wise) – Only one teacher-training institute provides hostel facilities to student teachers whereas three non-minority institutions have attached hostels. Twenty-one institutes do not provide hostel facilities to student teachers and teaching staff. Staff strength in an institute generally consists of one headmaster and six or seven trained graduates. More than 75% of the staff has atleast one postgraduate degree. One teacher educator in Government service and eight in aided institutions have an M.Phil. qualification. Admission Procedure Minimum qualification for admission to Government T.T.Is. is pass in standard XII examination and also marks in the interview for selection in aided T.T.I.s. Seats are reserved on the basis of Government orders (S.C. 16%, S.T. 1% M.B.C. 17%, B.C. 33% O.C. 33%). Each institute admits 40 students every year and has a total strength of 80. Working days and working hours-Every teacher training institute has to work 5 hours a day and for 220 days in an academic year. Curriculum – The syllabus for Diploma in Teacher Education was last revised in 1991. It provides for Public Examination (700 marks in the first year and 1000 marks in the second year and 600 marks for internal assessment of practical in the first year and 600 marks for internal in the second year). The Director of Government Examinations conducts theory examination. Practical work – Student teachers are exposed to demonstration lessons by teacher educators. The number of such lessons varies from 10 to 15 Model lessons
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by external experts and Micro teaching lessons ranging from 5 to 15. Student teachers are trained in atleast five microteaching skills. All student teachers spend 5 to 15 days for observation of lessons and for practice teaching atleast ten days in a year. Teacher educators supervise both the phases – observation as well as practice teaching. In the first year, student teachers teach standards I to V (all school subjects) and in the second year, they are required to teach standards VI to VIII (one language and any two school subjects). Curriculum for the profile education of Primary Teachers: Kothari Commission (1964-66) stressed that the subject matter should have direct relevance to what the teacher is going to perform in the school. The trainees should understand the objectives and implications of the school syllabus. The general education should be included in education for primary student teacher heritage and problems of the nation, of human culture and civilization. Community living programmer can develop a sense of responsibility and a desire for social service. This programmer would be useful when the teacher is called upon to organize such activities in his school. Training: According to the Kothari Educational Commission, The staff in institutions for training primary teachers should hold a diploma’s degree in teacher education or in an academic subjects as well as B.Ed. New appointment of primary teachers should be restricted to those who have completed at least 10 years of general education. They also must passed Teacher Eligibility Test. Exceptions may be made for woman teachers and teachers from tribal areas. Correspondence courses and liberal concessions study- leave should be made available to unqualified teachers in primary schools to improve their qualification. Special courses for graduates entering teaching should be organized. The duration of the training courses for primary teachers should be uniformly two years for those who have completed the secondary school courses. All tuition fees in primary teacher training institutes should be abolished and liberal provisions should be made for scholarships, stipends and loans. Residential facilities must be made. Demonstration or Experimental school should be attached to these institutions. DISTRICT INSTITUTES OF EDUCATION AND TRAINING Briefly called as DIETs, they were established on the basis of the plan of Action for implementing the National Policy on Education. There are 21 DIETs in Tamil Nadu. All of them operate under the aegis of the Directorate of Teacher Education Research and Training and admit both men and women. They provide,
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in addition to the pre-service course i.e. Diploma in Teacher Education, several inservice programmes also to primary and middle school teachers. In –service programmes cover the following areas. i)
Playway methods and joyful learning
ii) Population education iii) Key resource persons’ training iv) Preparation of model question papers v) Course in minimum levels of learning. Infrastructure Location: Eighteen out of the twenty –one District Institutes of Education and Training are located in rural areas. Twenty DIETs have more than five acres of land, their own buildings and well-planned facilities to meet the usual routine needs of a teacher education institution. Nineteen DIETs have four classroom and two have an assured supply of electricity and are provided with television and radio sets. Staff Principals of DIETs are drawn from the cadre of Chief Educational Officiers/Deputy Directors who have considerable interest and experience. Each DIET has 7 Senior Lecturers and not less than 13 Lecturers who are postgraduate trained teachers with experience of teaching in secondary schools/teacher training institutes. Library and Reading Room Seventeen DIETs have more than 5000 volumes in their libraries. Books in Tamil and Telugu which deal with pedagogy and topical interests are purchased by the principals after getting the approval of the Director, D.T.E.R.T. Six DIETs subscribed to more than five journals in 1996-97 while 11 DIETs subscribed to 4 journals each. Four DIETs are yet to subscribe to any journal. Laboratory: Nineteen out of the 21 institutes have separate physical science laboratories while 14 each have Biology and Psychology laboratories.
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Educational Technology All the 21 DIETs are equipped with computers which are kept in special rooms. Nineteen of them have separate audio visual rooms. All students are given experience in using computers and audio visual equipments. Museum: Only 5 institutions have developed museums. Other DIETs are expected to follow. Sports and games Sports and games are included in the Diploma curriculum. A specially trained physical education teacher is incharge of sports and games. Twenty DIETs have adequate play grounds. Socially Useful Productive Work (SUPW) Twenty DIETs have facilities for teaching socially useful productive work. All student teacher receive training in arts and crafts imparted by qualified teachers. Amenities Ten DIETs have student’s common rooms. All DIETs except one have hostel facilities while 19 provide separate hostels for men and women while one has a hostel for women only. Nineteen DIETs have staff quarters for teachers and 16 DIETs provide quarters for non-teaching staff also. Gardening Nineteen DIETs have good gardens where vegetable and fruit trees are grown. Professional Growth In four DIETs, Lectures with Ph.D. qualification are working. Around 50 Lectures have M.Phil. qualification. All others are post-graduates in one or the other school subject and also have a M.Ed. degree. Extension Work DIET Lecturers are involved in District Primary Education Project (DPEP) Programmes. Some are specially trained in action research. Curriculum The teacher education curriculum has been framed with a view to providing competence based training in the context of changing needs of the society.
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Course of Study The following will be the courses of studyGroup A: Pedagogical Theory i)
Education in Emerging India and Educational Management (I & II year)
ii) Education Psychology and Child Study (I & II year) Group B1: Content-cum-methodology i)
Regional Language – Tamil (Both I & II year)
ii) English (I & II year) iii) Mathematics (Std. I to V) – I year (Std. VI to VIII) – 2 years iv) Environmental Studies (I to V) – I year only v) Science – II year vi) Social Science-II year Group B2 i)
Health and Physical Education (theory) – I & II year
ii) Non – Formal and Adult Education (II year) Group C: Core Curriculum Areas – Elective (any two subjects) i)
Population Education
ii) Status of Women iii) Integrated Education – II year only iv) Tribal Education and v) Pre-School Education Group D: Liberal Education and other Activities i)
Value Education
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ii) Art Education iii) Library Reading iv) Work Experience v) Project Work vi) Practice Teaching vii) Preparation of Audio Visual and Teaching Aids. viii) Community Work. The following subjects are tested through external examination1. Education in emerging India and Educational Management 2. Educational Psychology and Child Study 3. Teaching of Tamil 4. Teaching of English 5. Teaching of Mathematics 6. Teaching of Environmental Studies 7. Teaching of Science 8. Teaching of Social Science The following subjects are for internal assessment only1. Physical Education and Health Education. 2. Non-formal and Adult Education inclusive of II year-preparation of learning episodes. 3. Core-Curricula are as Electives. Practical Subjects All subjects under liberal education and other activities, teaching practice including practical work are taught in close relationship with the practical subjects. The public examination held at the end of the I and II year will cover the course of study under theory and practical. The distribution of mark is equal for theory and practical – 100 marks for theory and 100 for internal assessment for each subject.
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The Head of the institution concerned, with the help of the teacher educators, will assess internally the attainments of student techers in practical subjects and the marks awarded shall be moderated or confirmed by a visiting Board of Examiners appointed for the purpose by the DTERT. Number of Working Days The total number of working days in a year will be 220 with 40 periods per week. Evaluation The scheme of Evaluation-Rules regarding the award of Diploma in Teacher Education Examination- There will be two external public examinations – one at the end of the first year and the other at the end of the second year. The public examination shall be conducted by the Director of Government Examinations. Internal assessment in practicals will be done by the Heads of Teacher training Institutes with the help of teacher educators and confirmed or modified by the visiting Board of Examiners appointed for the purpose by the DTERT. Those who fail to get the minimum prescribed marks for a pass separately under theory and practicals may be allowed to appear for a subsequent examination without further training. A certificate will be awarded only if marks obtained in practical internal assessment are entered in it. The Public Examination for theory subjects will be open to all candidates who have undergone the prescribed course according to rules. Scheme of Internal Assessment: There will be an internal assessment for all subjects under Group A and B. Maximum marks for internal assessment with subjects in Group A will be 100 for each. In both subjects under Group A, there will be atleast two terminal examinations and two tests in a year. Every candidate should do practical atiities noted in the syllabus under each subject and maintain necessary records. Internal assessment shall be made on the basis of these activites and the related records. Guidelines for Programmes and Activiies Main programmes and activities which would be organized in a DIET could be lised as follows: 1. Pre-service Teacher Education Programme. 2. In-service Progamme of Elementary Teachers, Headmastrs, Heads of School Complexes and Officrs of Education Department up to block level. 3. Field Interaction (including extension work).
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4. Training Programmes for Adult and Non-formal education personnel. 5. Workshops for development of curriculum, teaching learning materials, testing and evaluation tools and techniques and low cost teaching aids etc. 6. Orientation programmes for members of VECs, community leaders, youth and for other educational activities. Field studies, action research and experimentation. SECONDARY TRAINING Colleges of Education Colleges of Education cater mainly to secondary education. Secondary education paves the way for education and it may also be a terminal for those who want take up jobs. Secondary school teachers undergo training in colleges of education after graduation. These colleges are under the control of the Universities successful candidates were awarded B.Ed. Degrees.These teachers mainly deal with children in the age group of 14-15 years studying 9th and 10th Std. The first school for teachers was started in 1826. It was called the central school some professional education was given there. It was later developed into teacher’s college. Several universities have started correspondence cum contact courses leading to the B.Ed degree. History Tamil Nadu has the oldest teacher training institution (IASE, Saidapet) in the country. Before Independence; there were only 4 colleges of education- two under the Government and two managed by Christian Missionaries. Other Colleges of Education were established under the Fiver Year Plans. Now we have more than 650 colleges and separate University for teacher training that is Tamil Nadu Teachers Education University (TNTEU) situated in Chennai in ther year 2008. The year establishment of training colleges is indicated below: Names of the Colleges of Education
Year of Estb.
A. Government Institutions 1. I.A.S.E. Saidapet, Chennai
1856
2. Lady Wellington IASE, Chennai
1922
3. Government College of Education, Vellore
1955
4. Government College of Education, Komarapalayam
1955
5. Government College of Education, Pudukottai
1955
6. Government College of Education, Orathanadu
1957
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7. Government College of Education (W), Coimbatore
1956
B. Aided Institutions 1. Meston College of Education, Chennai
1966
2. N.K.T. National College of Education, Chennai
1966
3. Stella Matituna College of Education, Chennai
1961
4. St.Christopher’s College of Education, Chennai
1923
5. R.K.M.V. College of Education, Coimbatore
1950
6. Thiagarajar College of Perceptors, Madurai
1956
7. Lakshmi College of Education, Gandhigram
1967
8. V.O.C. College of Education, Tuticorin
1955
9. Annamal College of Education, Tuticorin
1962
10. St.Xavier’s College of Education, Palayamkottai
1950
11. N.V.K,S.D. College of Education, Attoor, K,K,Dt.
1963
12. Sri Saradha College of Education, salem
1968
13. St.Justin College of Education, Madurai
1968
14. St.Ignatius College of Education, Palayamkottai
1957
C. Self-Financing Institution 1. Dr.Sivanthi Aditanar College of Education, Tiruchendur.
1995
D. University Colleges/Department of Education 1. Department of Education, Annamalai University
1953
2. Department of Education, University of Madras
1976
3. Department of Education, Alagappa University
1986
4. Department of Education, MS University, Tirunelveli
1990
Working Days: The course (B.Ed.) of study shall be for duration of one academic year consisting of 200 woring days/Curriculum transaction days or 1080 hours (6 days per week @ 6 hours per day) excluding admission and examination days. The 200
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working days will include 148 curriculum transaction days, 40 teaching practice days, 7 revision examination days and 5 days as study holidays. Objectives of Secondary Teacher Education: The trainers should, 1. Possess competence to teach subjects of their specialization on the basis of the accepted principles of learning and in the context of the new school curriculum. 2. Develop skills understandings, interest and attitudes, which would enable them to foster all round growth and development of the children under his care. 3. Possess sufficient theoretical and practical knowledge of health and physical education games and recreational activities and work experiences. 4. Develop skills in identifying, selecting, innovating and organizing learning experiences for teaching the general and special subjects. 5. Develop understanding of psychological principles of growth and development, individual differences and similarities, cognitive, affective and psychomotor learning. 6. Develop skills in guiding and counseling the children in solving their personal as well as academic problem. 7. Understand the role of the home, the peer group and the community in shaping the personality of the child and help to develop an amicable home school relationship for manual benefit. 8. Understand the role of the school in changing the society. 9. Undertake investigator project and action research. Training The academic qualification for the entry in to a college of education is a bachelor degree in any one of the subjects taught in the secondary school level. Students with post-graduate degree in any one of the subjects taught in higher secondary school level are also eligible for the admission in a college of education. The program is of one year duration leading to the degree of bachelor of education (B.Ed.). B.Ed. degree holders with a graduate degree become qualified to teach th
th
their concerned subject for 9 and 10 grade students in a secondary school and th
th
those with post-graduate degree are qualified to handle 11 and 12 grade in a higher secondary school. Totally there are above 600 B.Ed. colleges and 6000 B.Ed. graduates come out as secondary and higher secondary teachers per annum.
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Any education oriented program has to have emphasis on both the principles of education and the mode of impart of knowledge. For example a B.Ed. program with chemistry as a major subject has to revolve around the means and modes related to impart the knowledge of chemistry and practical training at or up to secondary or higher secondary school level for which the concerned resource persons are required to be well equipped with a proper graduation, post-graduation degree in science (B.Sc./M.Sc.) with chemistry as the main subject having appropriate combination of allied science subjects (such as, physics and mathematics, physics and biology, geography and geology and likes). Needles to mention that these two programs (i.e.) B.Sc. and B.Ed. can neither be amalgamated nor can be acquired simultaneously as they are not only two different graduation programs under different eligibility requirements but also pertain to two different faculties (i.e.) science and education respectively. However, when these two degrees are acquired, they become contingent to each other as the former will enrich in “what to teach” and the later will help in “how to teach and impart”. Obviously knowing ‘how to teach’ without acquiring ‘what to teach’ becomes meaningless. Curriculum Programme Content for B.Ed. Degree The programmes will consis of a theory component and a practicum component. Theory Component Theory component consists of three Core Courses, one Elective Course and two Optional Courses with the following descriptions. Part I Core Courses 1. Education in the emerging Indian society 2. Psychology of Learning and Human Development 3. Educational Innovations Curriculum Development Part II Elective Course Each college will offer minimum of any FOUR elective courses from the list given below. A student shall choose any ONE of the elective courses offered by the respective college. 1. Teaching of Early Childhood Education 2. Human rights Education 3. Peace and Value Education 4. Environment Education 5. Guidance and Counselling 6. Perspectives in special Education 7. Computers in Education 8. Curriculum Development 9. Pre-Primary Education 10. Physical and Health Education 11. Library and Information Resource Management
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12. Safety and Disaster Management Education 13. Professional Course for Teacher Proficiency Part III Optional courses 1. Optional I 2. Optional II Part IV General 1. Life skills course 2. First Aid 3. Moral and Value Education Part V Practicals 1. Teaching Competence 2. Records, Instructional aids and SUPW Teaching Competency for B.Ed. Students Every student teacher is trained in six or more skills during micro-teaching traning programme. Only then he/she is sent for teaching practice. Teaching methods are demonstrated by teacher educators. Atleast two lessons are demonstrated in the college and are reviewed by student teachers. Student teachers go for observation of teaching and school practices for atleast two weeks. They observe five lessons in Optional I and five lessons in Optional II given by school masters. They have to remain in the school throughtput its working hours and assist guide teacher in conducting co-curricular activities. They also utlize this opportunity to study one of the school students and prepare notes for case study. Intensive or block teaching practice for four weeks commences two months after the observation phase is over. During the second phase (teaching practice), a student teacher goes well prepared. He/she had been taught how to write a lesson plan receive practice in atleast six micro teaching skills, observe atleast 5 lessons in each of the optional subjects, learn how to prepare and use instructional aids and study various problems connected with classroom management. A student teacher’s performance is rated in a proforma by the guide teacher. The proforma is modeled on the N.C.T.E. teaching scale. The student has to take 20 lessons (periods) in each of his optional subjects and is expected to conduct games and exercises for school students and also co-curricular activities. Both the phases are supervised by teacher educators. Co-operating Schools Co-operating schools are selected in consultation with the cjief Educational Officer of the concerned district. Colleges of education maintain cordial relations with the cooperating schools. Arts and Crafts Though arts and crafs have not found a place in the examination scheme, they are included in the curriculum. A craft teacher and an art master take care of craft work and art classes. Two periods a week are allotted for them. Indoor games such as chess, table tennis are played in these institutions. In Chennai, an intercollegiate sport is also organized. Physical education is taught for two periods in a week.
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N.S.S. Programme All other colleges involve themselves in community and social work in their respective areas. Camp Activities A five-day camp (Citizenship Camp) is a must for all colleges of education. Student teachers move out of the campus and stay in a rural setting enjoying community life and learning through camp activities. Usually adult literarcy programmes are undertaken to spread literacy in the villages. HIGHER SECONDARY TRAINING The higher secondary school teachers specialize in one or two subjects and teach those subjects to all age groups in secondary andhigher secondary schools. th th They prepare the students for the 10 grade and 12 grade examination (conducted by either State Board or National Board). These teachers mainly deal with children in the age group of 14-15 years. More emphasis is given on imparting knowledge of the subjects and these teachers play an important role in the overall personality development of the students. Master of Education (M.Ed.): This is a one year course open to those who have completed the B.Ed. degree course successfully. The undermentioned colleges offer M.Ed.degree course. 1. I.A.S.E. Saidapet, Chennai. 2. Lady Wellington IASE, Chennai. 3. Government College of Education, Komarapalayam. 4. Government College of Education, Pudukottai. 5. Government College of Education, Orathanadu. 6. Government College of Education (W), Coimbatore. 7. Meston College of Education, Chennai. 8. N.K.T. National College of Education, Chennai. 9. Stella Matituna College of Education, Chennai. 10. St.Christopher’s College of Education, Chennai. 11. R.K.M.V. College of Education, Coimbatore. 12. Lakshmi College of Education, Gandhigram . 13. V.O.C. College of Education, Tuticorin.
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14. Annamal College of Education, Tuticorin. 15. St.Xavier’s College of Education, Palayamkottai. 16. N.V.K, S.D. College of Education, Attoor, K, K, Dt. 17. Sri Saradha College of Education, salem. 18. St.Justin College of Education, Madurai. 19. St.Ignatius College of Education, Palayamkottai. 20. Dr.Sivanthi Aditanar College of Education, Tiruchendur. M.Phil. (Education): M.Phil. programme is of one year duration and is offered in institutions with sufficient number of Lectures with Ph.D. in Education qualification and other infrastructural facilities. The M.Phil in Education programme is offered in the following institutions. 1. I.A.S.E. Saidapet, Chennai. 2. Government College of Education (W), Coimbatore. 3. N.K.T. National College of Education, Chennai. 4. Stella Matituna College of Education, Chennai. 5. St.Christopher’s College of Education, Chennai. 6. R.K.M.V. College of Education, Coimbatore. 7. Lakshmi College of Education, Gandhigram . 8. V.O.C. College of Education, Tuticorin. 9. St.Xavier’s College of Education, Palayamkottai. 10. Sri Saradha College of Education, salem. Duration The duration of the M.Phil course shall extend over a period of one academic year commencing from 1st September of each year. Ph.D. in Education In recent years highly qualified persons are joining colleges of Education as Lectures. Many existing Lectures have also improved their qualification for
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career advancement. This trend has helped in starting Doctoral Programmes in several colleges of education and the demand for the same is on the increase. All the ten Colleges of Education offering M.Phil mentioned abover also provide for Doctor of Philosophy programme on full-time and/or part time basis. Objectives of Higher Secondary Stage 1. Develop competence to teach the subject of this specialization on the basis of accepted principles of learning and teaching and knowledge of the subject by striving to keep in touch with the latest development in both the subject and methodology of teaching. 2. Develop skills-cognitive and psychomotor for teaching academic and/or vocational subjects by providing appropriate learning experiences. 3. Develop an understanding of the aims and objectives of education in general and of higher education in particular in the Indian back-ground, to promote awareness of the role of education and of the teacher in building up a democratic, secular and socialist society. 4. Develop skills in making use of educational technology in teaching academic and/or vocational subjects. 5. Understand the bio-psycho-social needs of the adolescent and the problems arising out of their non-fulfillment; develop skills in guiding and counseling the adolescent in solving his personal and academic problems. 6. Understand the role of school and the teachers in changing the society. 7. Undertake investigatory projects, action research and experimental projects, both in education and specialized subject areas. When India was in the early stages of independence there was dearth of Indians for various jobs connected with the building of infrastructure of the nation. Post graduates, graduates and diploma holders were just snapped as soon as they come out of the institutions. Even under such a demanding situation the required academic eligibility to become primary, upper primary and secondary school teachers was not compromised and diluted, as the lives of younger generation and hence the development of the nation is entrusted to the safe hands of a teacher. Then the Indian planners in the field of education were fully aware of the fact that if fountain head is polluted containers cannot be free from contamination. Programme Content for M.Ed. Degree Subjects of Study: The course consists of (a) Core Subjects (b) Elective Subjects (c) Dissertation a) Core Subjects: 1. Philosophical and Sociological Perspectives in Education. 2. Advanced Educational Psychology. 3. Research in Education. b) Elective Subjects:
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Candidate can choose any TWO electives one from Group I and the other from Group II from the following subjects. GROUP I 1. Primary and Secondary Education 2. Teacher Education 3. Non Formal Education 4. Comparative Education GROUP II 5. Curriculum Development and Instructional Technology 6. Women’s Education 7. ICT in Education 8. Education for the Children with Special Needs c) Dissertation Programme Content for M.Phil Degree Course of study: The course of study for the degree shall consists of (a) Part I comprising three written papers according to the syllabi duly approved by the Chairman of the Board of Research Studies concerned from time to time; and (b) Part II – Dissertation. Part I shall consists of Paper I – Research Methodology. Paper II – An advanced paper in the main subject and paper III – which shall be a background paper relating to the proposed dissertation conducted internally by the College/Department. Provided that candidates admitted under inter-disciplinary basis shall be required to take Paper I – Research Methodology and Paper 2 – An advanced paper in the main subject (any one Elective Paper – refer Page 4) and Paper 3 – which shall be in Education or an inter-disciplinary paper relating to the proposed dissertation conducted internally by the College/ Department. The syllabus for the inter-disciplinary paper shall be approved by the Chairman of the Board of Research Studies. Features of Teacher Training Institutions The salient features of a teacher training institution whether it is elementary school teacher training or college of education, are as follows: 1. There is a rigorous and very serious training. 2. The teacher trainees should compulsorily stay in the hostel attached to the institution. 3. The institution will be situated in rural area, as far as possible away from the urban area. 4. There are supervisors to monitor the day-to-day activities of the trainees. 5. The students are trained to get up early in the morning and to do some physical exercise to keep them physically and mentally fit. 6. Dress code for the trainees will be strictly followed. 7. Every day before the breakfast there will be a prayer for 15 minutes
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8. Very strict rules and regulations regarding the discipline of the trainees will be followed. Any trainee found not abiding by the prevailing rules and regulations will be terminated from the institution after sufficient warring. 9. In the evenings, a group of students will be engaged in playing games and the other group of students will be working in the kitchen garden of the institution from where they get part of vegetables and greens. These groups will be exchanged once in a week. 10. Study hours will be strictly maintained in the evening after lunch under the supervision of the instructors. 11. Certain primary and upper primary schools will be attached to elementary teacher training schools and secondary and higher secondary schools will be attached to college of education where the trainees will have teaching practice periodically throughout the period of their study. 12. In order to develop the trainees as good administrators and to bring out their leadership qualities in them various committees like mess committee, purchase committee, recreation committee, accounts committee, games committee, etc, are formed among the students to look after the day to day affairs of the hostel. 13. The members of various committees will be exchanged cyclically once in a month to ensure the transparency both financial as well as administrative. 14. To create political awareness among the trainees, mock-parliament will be conducted every week, where a group of trainees will assume the role of ruling party and others will act as the members of the opposition party. The subject for the debate will be either the important political incident of that week in the nation or the institution or the hostel. 15. In order to develop the practice of savings and regulating their expenses each and every institution will have a mini bank known as Sanjayeka Savings Bank which will be operated by a committee of students and supervised by a teacher. There will be a co-operative store in the institutions managed by the students where the students can purchase their needs cheaply. 16. Days of national importance like Independence Day, Republic Day and Teachers Day will be organized and celebrated by the trainees in a grand manner. 17. Free medical camps will be arranged periodically which will be sponsored by the philanthropists. Trainees will take all efforts to bring the suffering to the camp and get treated. 18. The trainees will also be provided a special training in first aid and are deployed to serve the people in the event of national calamity like cyclone and flood. May be this develops the necessary patience and service oriented attitude which are the two eyes of a teacher. Generosity is the most important to human beings in general and teachers in particular. Lord Rutherford, the Nobel Prize winner who discovered the presence of nucleus in an atom, had been one of the outstanding examples of teachers who had taken interest in the work of his students. Instead of trying to
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attract more attention to his own work, Rutherford identified and motivated a number of his student researchers who made noteworthy discoveries in the later period. This essential quality of generosity is developed in the minds of trainee teachers so as to share their knowledge with the students generously and whole heartedly. Any profession is inherent with certain discomforts depending on the nature of the profession, and it is applicable to teaching profession also. But during the training period they are made to understand the discomforts of the profession which is an essential part of discharging any profession. “Devotion to profession is the highest form of worship of God”, says Swami Vivekananda. They are trained to devote themselves to their profession gradually. Water never assumes or imposes a shape. The formless one alone can have so many forms representing zero-ego state. The trainee teachers are gradually brought to such a state of zero egoism over the period of their training. Any growth would be considered complete only when it is associated with the growth of spiritual component in human being. Science cannot answer everything, for example, the questions regarding love, faith and beauty. However science and spirituality are similar in their quest to understand the secrets of life. During the training period students acquire spiritual understanding of life to a certain degree which is necessary not only to maintain emotional equanimity while experiencing difficulties but also to be generous, to critically analyze things and tend towards zero ego state. Chinese philosopher Confucius says “I hear, I forget; I see, I remember; I do, I understand”. The trainees are provided practical training in almost all fields pertaining to education and social life. As Confucius says, as they do, they understand and follow. The nature of training that one undergoes in such a teacher training institution transforms him not only as a good teacher but also a good citizen, administrator, substitute for parent and social worker. The trainees are made to realize that they are supposed to live up to the reputation and expectation of their profession. After graduation, they come out knowing full well about the significance of their profession in the society and that they are entering in to a more responsible phase of life in which they need to have more commitment and discipline. TECHNICAL TEACHER'S TRAINING (TTT) Technical Teachers’ Training Institute (TTTI) Taramani, Chennai: The National Institute of Technical Teachers Training and Research (NITTTR) Chennai was established as an autonomous Institute by the Ministry of Human Resource Development, Government of India in the year 1964 to improve the quality of Technical and Vocational Education and Training (TVET) system in India and in the Southern Region in particular. Within this mandate, the institute takes initiatives to offer need based Human Resource Development programmes through appropriate modes and develop curricula and instructional resources. It will also foster research in the inter disciplinary area of Engineering Education and offers consultancy and extension services for the total development of Engineering
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Colleges, Polytechnic Colleges, Vocational Institutions, Business, Industry, Service Sector and the Community at large.
In carrying out the above mandate, the institute collaborates with National and International Institutes, Universities and other agencies interested in and/or deriving benefits from technical and vocational education and training including business, industry and service sectors. Technical Teacher’s Training Institute, Chennai is a model Human Resource Development (HRD) Institute for planning, designing, developing, organizing and evaluating quality training programmes, research studies and learning packages for technical and vocational education, industry and community. The institute strives continuously and vigorously to further enhance its sensitivity to environmental changes and reach greater heights of excellence through active collaboration with national and international agencies of Projects and Programmes aimed at quality improvement of technical education systems. It is a key catalyst institution for ensuring quality in technician education in South India comprising the states of Andhra Pradesh, Karnataka, Kerala and Tamil Nadu and the Union Territory of Pondicherry. The NITTTR also situated in Bhopal, Chandikar and Kolkatta. TTTI, Chennai an autonomous organization has made substantial and significant contribution towards improving the quality of technical education in all its aspects. Though during the initial stages the emphasis was on training of teachers, over the years the emphasis has gradually changed to assisting the state governments and the polytechnics in the region towards improving their education process and products. This has led to diversification of the Institute’s activities to suit the requirements of the clientele system. Education is important for every individual in a nation. It plays a vital role to change the stare of a country. No country could bring a revolution in it unless everybody are educated enough to meet the challenges. Education makes a man realize about himself and his goals and how to achieve that goals. Basically, Education is divided into three groups. The Education which teaches the concerns of a society is called Social Education. The Education which develops a personality inside a
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man himself is called Spiritual Education. The Education that concerns with the professionalism is called Vocational Education. The Technical Education comes under the branch of Vocational Education which deals practically in the field of trade, commerce, agriculture, medicine and Engineering. Objectives of Technical Teacher Training Institutions (TTTI) 1) To act as a centre for offering quality training programmes for teachers as per need of the client system, covering the entire gamut of technical, vocational and management education, at regional and also at national levels; 2) To arrange for practical training for technical teachers in industries on a cooperative education plan; 3) To undertake systemic research to provide research inputs for development of technical education systems and their management; 4) To undertake action research for development of innovative methods, processes and practices for improvement of teachinglearning environment in technical and vocational education; 5) To design new instructional system and strategies for production of multimedia learning materials; 6) To develop and learning resources like Textbooks, Laboratory Manuals, VideoProgrammes, Computer Assisted Instructional, Multimedia Packages to Technical and Vocational Institutions and Other Organisations; 7) To offer programmes for technical and vocational teachers in distance learning mode using state-of-the-art technologies; 8) To offer courses/programmes for technical and vocational teachers to suit overseas demand especially SAARC and ASEAN countries; 9) To collaborate with Community and Industry in organising Continuing and Non-formal. Education programmes and providing extension and consultancy services; 10) To undertake Consultancy and Extension work for Industry, Technical Institutions/Organizations; 11) To provide support services to Government of India schemes related to technical and vocational education system and as entrusted by MHRD, Government of India, from time to time; 12) To co-operate with educational or other institutions in any part of the world having objects wholly or partly similar to those of the Institute by exchange of teachers and scholars and generally in such manner as maybe conducive to their common objects. Staff Qualification 1. First Class B.E./B.Tech./Equivalent degrees in any branch of Engineering. 2. Three years’ experience of teaching/administration in Technical Education System/Industry/Organisation having a bearing on technical education system.
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Courses It offers the following courses: B.Tech.Ed.
Diploma in Technical Education
M.Tech.Ed.
Post Graduate Diploma in Teaching Computer Science and Applications
Ph.D.
Engineering Education, Civil Engineering and Educational Technology.
The Institute has eight classrooms. Its educational technology room is very well equipped. It also has a psychology laboratory. The staff includes Principal, tweleve Professors, eleven Assistant Professors and five Lectures. The major activities of National Institute of Technical Teacher Training and Research (NITTTR) are: 1. Training and Education Various kinds of training programmes are conducted. These are; a. Short Term Training Programmes (STTP): for in-service teachers and staff members of technical institutions, e.g., Polytechnics and Engineering Colleges all over India. b. Special Training Programmes: Tailor-Made Training Programmes/Workshops. c. Collaborative Training Programmes: with Technical Institutions/Industries by sharing of resources. 2. Curriculum Development Curriculum development activities primarily relate to the followings; a. Reviewing, revising and developing/modernizing existing curricula. b. Introducing flexibility through Multi Point Entry and Credit System (MPECS). c. Preparing new curricula in engineering and non-engineering areas. 3. Learning Resources Development Learning resources development activities include promoting development of multimodal instructional resource materials to cater to individualized needs of learning. A good number of learning materials in print and non-print forms including text books, manuals, monographs, multimedia learning packages and educational video films have been and are being developed. 4. Research and Development The focal areas are: a. Research in advancement of Technology and Management. b. Action research for improvement of Classroom and Laboratory Instructions of technical institutions.
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c. Development of conceptual models and ideas for sharing with clients. Conduct of Tracer Studies. d. Research and development backup support for development of transfer of appropriate. 5. Extension Services and Consultancy The main objectives of the Extension Centers are: 8. To carry out Need Assessment Surveys to assess the technology and training needs. 9. To impart Skill Development Training to the intended target groups. 10. To disseminate Appropriate Technologies for productivity enhancement. 11. To provide Technical and Support Services to rural masses and slums dwellers. 12. To create awareness among die target groups about technological advancement and contemporary issues of importance. Special Features: TTTI has several salient features. These include: 1. In-service training for Polytechnic and Engineering college teachers. 2. Semester System. 3. Fifty percent marks for internal assessment. 4. Terminal examination includes both objective and descriptive questions. 5. Covers all the four Sourthern States and Pondicherry. 6. Autonomous College status affiliated to Madras Unversity. 7. From 1997-98 offers full-time B.Tech. Course. 8. Well equipped laboratories. 9. Closed circuit television. 10. Nearly 24,000 books in the library. SPECIAL TEACHER TRAINING Special Education Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings and other interventions designed to help learners with special needs achieve a higher
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level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education. Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities and developmental disorders. Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area or resource room. Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in an ordinary classroom and gifted education is handled separately. In most developed countries, educators are modifying teaching methods and environments so that the maximum number of students is served in general education environments. Special education in developed countries is often regarded less as a "place" and more as "a range of services, available in every school”. Integration can reduce social stigmas and improve academic achievement for many students. The opposite of special education is general education. General education is the standard curriculum presented with standard teaching methods and without additional supports. In the field of special education the three terms Impairment, Disability and Handicap are very often used interchangeable. What is the special education and who is a special teacher? The special education is the education of children who deviate socially, mentally or physically from the average to such an extent that they require major modifications of usual school practices. The children include the gifted, the mentally retarded, the emotionally disturbed, those with impairments of vision, hearing or speech, and those with orthopedic and neurological handicaps. Special Education Idea
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If one so experienced in special education field they have a good chance to remedy the condition when gathering substantial knowledge about the forms of special education, familiarizing with its definitions, educational process, about the children with special needs.Children involved in special education are not very typical children and it is necessary to remember they need particular treatment. Pay attention to tips and advice of special education teachers for qualified teaching towards gifted, disabled, learning handicapped or emotionally disturbed students. Various techniques and approaches of teaching are presented, as lending assistance, on behalf of those teachers dealing with such children and it certainly will be interesting for you. List of Ideas There are many simple improvements could be introduced in the work of the regular class to support children with disabilities, some of them are available here. Tips for Teachers A teacher should do to make gifted students energetic and occupied in study and how to make the learning process productive and profitable. Opening a Special Education Class Here are some tips for a fresh hand special education teacher. Find out how to plan rightly the classroom arrangements, classroom responsibilities and executive schedule for the first few days in school. Rules for Raising Children Simply browse through the rules for raising disabled children. Here we will find helpful information on raising children with ADHD. Special Education Process Get to know what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an Individualized Education Program (IEP). PHYSICAL EDUCATION Physical Education is an integral part of the total education process. It aims at building a sound body, a sharp mind and wholesome personality. It is essential for the cultivation of vitality, courage, self-confidence, cooperativeness, leadership, obedience, discipline and positive attitude towards life and the world. In the new education policy more importance is given to physical education at primary and secondary school level. India has a great tradition in physical education as a means of ensuring physical development, martial valour and recreational competence. Physical Education equips students with essential knowledge and skills needed to function effectively in this information age. The focus is on helping individuals develop human, technical and conceptual expertise required to take advantage of the various professional opportunities available in today’s job market. Physical Education Trainers tend to focus more on physical fitness activities rather than organized sports. They teach and lead exercise
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activities for individuals or groups conduct physical training classes; organize games and coach students in games and athletics. The importance of physical education has been recognized since the dawn of history. The ancient Greeks laid a great stress on the symmetry of body and mind. “The fair mind in the fair body will be the fairest and loveliest of all sights to him who has the Seeing Eye”. This has been called the aesthetic conception of physical culture. The ancient Indian also paid a good deal of attention to bodily fitness. Kalidas prescribed the sound body as a per-requisite for a ‘dharmic’ life. Systematic and scientific teacher training in physical education is comparatively recent in our country. Physical education is a part of the school curriculum. “Sound mind in a sound body” implies that sound body is necessary to make the mind sound. It is a compulsory subject though it is not taught for examination purposes it occupies an important place in school activities. Children are encouraged to participate in important games to complete at district level, state level and national level and if possible at world level. “Catch them young” is the slogan so if good athletes are to be produced, training of teachers to conduct physical education classes and to give special coaching for a selected few in India, there are a number of training institutes for physical education both at graduate and post graduate level. A lot of research work has been done in this field to find out the defects. The Aims and Objective of Physical Education: The aims of objective of Physical Education depend to a great extent on the political, economic and social changes that take place in a society. 1. The development of organic fitness. 2. The development of neuromuscular skill. 3. The development of character and personality. 4. To prepare highly qualified leaders in the field of physical education and sports. Types of Training Institutions: There are 49 institutions offering training courses in physical education to teacher out of these, three institutions are affiliated to Universities and offer a postgraduate degree in physical education. There are; 1. Department of physical education, Punjab University, ChandigarhM.A. in physical education.
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2. Government College of Physical Education, Patiala, Punjab University-M.Ed. (Physical Education) and B.P.E (Bachelor of Physical Education). 3. Lakshmibai College of Physical Education, Gwalior (M.P.) Jiwaji University-M.P.Ed.and B.P.Ed. In addition to the above there are 15 more institutions, which conduct postgraduate diploma in physical education. These diplomas are awarded by the State Government in their respective geographical units. Management: The Government University and private trusts mange the institutions. As many as private institutions are run by state government. The Lakshmibai’s college of physical education is an all India institute. Curriculum: The subjects usually included in the course of studies for diploma and certificates are: 1. Principles of physical education 2. History of physical education. 3. Organization and administration of physical education and Recreation. 4. Health Education. 5. Anatomy, physiology and First aid. 6. Methods in physical education. 7. Coaching of games and sports. Postgraduate degrees comprise advance level of professional preparation like philosophy and principles of programme planning, mechanical analysis of motor movements supervision recreation etc., with options for specialization and a dissertation. The practical aspects include instruction in calisthenics, gymnastics, ball games like football, hockey, cricket, indigenous activities, lathe, lerim, minor games, kabadi, kho-kho, track and field events like running, jumping, pole vault, discuss throw, javelin throw, shot put etc. Selection of Trainees: The selection of trainees is usually done on the basis of scrutinizing of credentials and interview. Most institutions have a policy of special test for assessing physical skills. A few have adopted the “National Physical Efficiency
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Tests” for assessment. The age requirements range from 17 to 30 years with relaxation up to 35 years in exceptional cases. The academic requirement is SSLC or equivalent for certificate course. The academic requirement for a diploma course is a basic degree. That for a degree course is a pass in the higher secondary and that for post graduate degree is a basic degree in physical education. The candidate has to pass in all the three parts-theory, practice and teaching skills. Majority of the institutions depend on government grants. Staff: There is an acute shortage of staff. The staff student ratio is 1:9. Lectures should have a degree with D.P.Ed.or a degree in physical education. The principal has to possess a post graduate degree with diploma in physical education. Persons with less qualification are appointed as instructions. Courses Physical Education is offered as a discipline in many colleges and universities. The subject comprises both theoretical and practical aspects. Hence the job of a Physical Education Instructor entails classroom teaching as well as imparting physical training. As there is a need for proper training and guidance to aspiring physical education students, UGC is promoting physical education and sports science as a subject in various universities. Many colleges, universities and other institutes are now offering various Physical Education courses such as Bachelor in Physical Education (B.P.Ed.), Masters in Physical Education (M.P.Ed.), Certificate in Physical Education (C.P.Ed.) and Diploma in Physical Education (D.P.Ed.). Indira Gandhi Institute of Physical Education and Sports Sciences (IGIPESS) is one of the leading institutions under the Faculty of Education, University of Delhi, offering all the categories of teacher training courses in physical education. Established in 1987 by the Delhi Administration, IGIPESS offers BPED and MPED courses recognized by National Council of Teacher Education. LNIPE (Lakshmibai National Institute of Physical Education, Gwalior), run by the Sports and Youth Affairs Ministry, also offers an adventure sports course which will help people gain international assignments. Study/Training Bachelor of Physical Education or B.P.Ed.is a 1-year porgramme. Eligibility: Graduation in any faculty. Some universities also offer 3 years BPE after plus two. General outline of the 3-year B.P.Ed. Programme: 1st year: Introduction to Physical Education, General Science, Anatomy and Physiology, English and an Indian language, skill and prowess in the first year.
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2nd year: Kinesiology and physiology of Exercise, Psychology with special reference to Physical Education, Methods of Physical Education, two languages as before, Practice of teaching and officiating, skill and prowess. 3rd Year: Principle and Foundation of Physical Education, Organisation of Physical Education, Health education, Recreation, Remedial and Massage, Officiating and Coaching, Officiating and Teaching Ability in games, Corrective physical education and athletic injuries, skill and prowess. The B.P.Ed.course can be followed up by the M.P.Ed.course. Master of Physical Education and Sports (M.P.E.S.) is offered as a 1-year course. Eligibility for admission to the M.P.Ed.course is, a B.P.Ed.degree. In exceptional cases MPES is of 2 years duration. Outline of Master’s Programme in Physical Education: Administration and Methods of Physical Education, foundation Physical Education Organistion and further studies in subject areas of the B.P.Ed. course. Athletics –formal activities and projects form a part of the M.P.Ed.curriculum. Science of Coaching, Research Methodology in physical Education and Stat, Sports Medicine, Physiology of Exercise, Measurement and Evaluation in Physical Education. Optional specialization may be in the areas of: Planning and Supervision in Physical Education, kinesiology and Biomechanic in Physical Education, practical and sessional work. The 1-year Diploma in Sports Coaching available at the Netaji Subhas National Institute of Sports is open to 3-years B.A./B.com./BSc. degrees with sports achievements. The course is conducted at Patiala and Bangalore and practical field work in SAI related organizations in implied. Other major training programmes are a 2-year Master’s degree in Sports Coaching; a 2-year Diploma course in Sports Medicine (recognized by the Medical Council of India) and offered to MBBS graduates. There are incentives and awards for the promotion of sports and physical education among women. Some of the institutes in India offering courses in Physical Education and related areas are the following: •
Prasanmani College of Physical Education, Cuttack – 754030, Orissa.
•
Agra University, Agra – 282004, Uttar Pradesh.
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Alagappa University, Alagappapauram, Karaikudi – 623003, Tamil Nadu.
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Annamalai University, Annamalainagar – 608002, Tamil Nadu.
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•
Lakshmibai National College of Physical Education, Sports Authority of India, Kariavattam, Thiruvananthapuram, Keral – 695581.
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University of Madras, Faculty of Physical Education, Centenary Buildings, Chennai.
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Pondicherry University, R. Venkataraman Nagar, Kalaper, Pondicherry 605014.
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University College of Physical Education, Mysore.
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University College of Physical Education, Gnanabharthi, Bangalore 560056.
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Government College of Physical Education, East Hill, Calicut – 673005, Kerala.
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Prasanamani College of Physical Education, Cuttack – 754030, Orissa.
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Shri Saradha College of Physical Education, Salem – 636016, Tamil Nadu.
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Sivanthi Aditanar College of Physical Education, Tuticorin – 628215, Tamil Nadu.
Grants to Physical Education Teacher Training Institutions: This scheme, which has been taken up as an independent scheme from 1970-80 onwards, provides for financial assistance to physical education. Teacher training institutions, both Governments as well as Non-Government, through the State Governments, to cover 50% of the expenditure on specific projects for improvement of physical facilities in these institutions like construction of gymnasia, swimming pools, development of playgrounds and purchase of library books and sports equipment, subject to the ceiling of Central Government grants stipulated for each project. SPECIAL TEACHER TRAINING: MUSIC EDUCATION Introduction Music can be termed as a performing art. Music is a universal language which can make or break the differences between people and cultures. The musician communicates with the audience and cultivates their mind, body and soul in a manner that is quite unlike any other profession of art. India has a great reputation of building some of the best music colleges in the world. Music colleges in India have a great history and share a legacy that is unparalleled. There are classical and popular music professionals who are not only employed in the film industry but are also popular because of their stage performances and other factors.
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Music colleges in India teach a variety of music and there are several different types of music colleges in India. Saraswathi Music College was established in 1924 at Delhi. There are several artists required to fill in the gaps in the creative industries and the avenues are opening up. Apart from a degree in Fine Arts, a student can choose to complete a course at the diploma level in many universities that have started to offer vocational training in these fields. Big or small, the entertainment industry is surely in need of thousands of professional musicians and vocalist every year and since the opening up of the spectrums and the advent of the FM radio channels, the radio has also offered new and exciting avenues to people who are with a good Fine Arts certificate or vocational training from a music college in India. There are different branches of music like the Carnatic and Hindustani, with new kind of western music and other music styles very much in popular culture, other music varieties are also taught at several music colleges in India. The Hindustani style of music is still a very popular form of music and is in great demand all over the Northern part of India. Apart from training musicians to performing at different levels, the music colleges in India also train the students to become good songwriters and lyricists. The new trend amongst the artists is to become composers, keeping in mind the aspirations and interests of these people involved, the music colleges in India have tailored courses that make it easy for them to lay a solid foundation on which their talent could be built on. Music as a profession is set to grow in a big way in the years to come. With the industry opening its arms to everyone and embracing different types of cultures and music theories, the musicians can concentrate on what they are good at and the music colleges in India can help them achieve this goal. Music Education Music is an art form whose medium is sound. Common elements of music are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture. The word "Music" derives from Greek pouoiKi'i (mousike) means "art of the Muses". Music education is a field of study associatedwith the teaching and learning of music. It touches on the development of the affective domain, including music appreciation and sensitivity. The incorporation of music training from preschool to postsecondary education is common in most nations because involvement in music is considered a fundamental component of human culture and behavior. Music education also takes place in individualized, life-long learning and community contexts. Vision The vision of Music Colleges is to; •
raise attainment and the quality of teaching and learning in music for all their students, using this as a catalyst for whole school improvement;
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•
identify ways in which music can improve learning in other curriculum areas and are flexible in allowing students to follow courses in music at their own pace; including the provision of related Diplomas such as Creative and Media;
•
encourage their students to develop a lifelong passion for and appreciation of, music - not only as composers and performers but also as audiences, technicians and critics;
•
promote enjoyment of many different musical forms and encourage all students to participate in a wide variety of music-making;
•
are lead practitioners in the use of ICT as a means of enhancing learning in music and other subjects;
•
collectively, contribute to a leadership role for music education, developing and helping to disseminate best practice throughout the sector;
•
work towards becoming key partners in local hubs of expertise in music education, identifying and developing close links with local providers and arts institutions which can support music in schools;
•
work closely with their local primary schools to support access to instrumental and vocal tuition.
•
enable students to work in school with professionals involved in music and to enjoy musical experiences outside the classroom;
•
maximise the opportunities for young people to achieve in music and gain access to employment, further education/training and higher education according to their individual abilities, aptitudes and ambitions;
•
provide a varying and continuing programme of musical performances for the enjoyment of those within the school, other schools and the local community.
Places of Music Education •
Bharathidasan University, Tirichy.
•
Seemless Education Academy, Pune.
•
Assam University, Assam.
•
Government Musical College, Ooty.
Duration It includes the following programmes: • A Bachelors music education study programme (B.A.)- 4 years • A one-year Masters music education study programme (M.A.)- 1 year • A Doctoral music pedagogy study programme (Ph.D.) - 4 years
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• Diploma in Music – 1 year. Objectives The general objectives of all three levels of this study programme are to prepare teachers to be: a) Competent and capable in many areas of music to be able to direct people's musical development. b) Competent to create conditions for the development of the individual as a whole, using music as a tool. c) Open to self-development - meaning that they have well developed powers of reflexive and critical (including selfanalytical) thinking. Other competencies cited in the general objective are the following: a) Practical competence in the area of music. b) Competence in the area of educational sciences. c) Philosophical and reflexive competence. d) Intellectual or cognitive competence. Bachelor of Arts Students specializing in music education are required to have multifaceted musical abilities, prerequisites and interest in working as a music teacher at a general educational school, a wide general cultural outlook, a healthy vocal apparatus and singing skills. Violine, Tabla, Sitar, Veena, Karnataka, Hisdustan, Voal, etc. instruments were taught to them. Curriculum for Bachelor’s degree programme Compulsory Courses: Courses in Educational Science, Courses in Music Performance, Courses in Music Theory and History. Elective Courses: Courses in Social Sciences and Humanities. Master of Arts The objectives of the Masters study programme are the following, based on the general objective of the study programme as a whole' 1) In the research branch: to develop integrative thinking through a work of research and to support the development of a teacher-researcher 2) In the pedagogical branch: to promote the development of a music teacher with high practical competence in the field of music, also possessing powers of integrative thinking. The curriculum consists of Master’s Thesis and masters studies: Compulsory Courses and Elective Courses. Doctor of Philosophy The aim of the doctorate program in Music pedagogy is to produce the next generation of scholars in the field and to train future music higher educational institution lecturers. The curriculum consists of doctoral dissertation and doctoral studies: Compulsory Courses (including the doctoral dissertation) and Elective Courses.
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Learning and Teaching Approaches Studies in musical subjects take place predominantly within individual lessons. The main learning methods are practice, practical work and independent work. The cycle of specialty educational science subjects includes a lecture-based course as well as seminars. Much video material is used in didactics for analyzing music lessons. Assessment/Examination To apply for a programme leading to the lower university degree, the students are required to have completed the secondary school or other education of equivalent level. Assessment takes place continuously in the course of the study process, through the providing of an evaluation or feedback in the form of praise, encouragement or constructive criticism. In recent decades there has been a significant move toward adoption of regional and/or national standards. The National Association for Music Education, Created Content Standards, called the National Standards for Music Education. These standards call for: a) Singing, alone and with others, a varied repertoire of music. b) Performing on instruments, alone and with others, a varied repertoire of music. c) Composing and arranging music within specified guidelines. d) Reading and notating music. e) Listening to, analyzing and describing music. f) Evaluating music and music performances. g) Understanding relationships between music, the other arts and disciplines outside the arts. h) Understanding music in relation to history and culture. Significance of Music Education a) Music not only inspires creativity and performance, but academic performance over all is seriously impacted. b) Music education also increases one's success in society. c) An education in music also increases overall brain activity. d) Music education also brings higher thinking to our children. It allows them to think about complex patterns. e) Music is an obvious outlet for self-expression and creativity. f) Music develops self-discipline. g) Scientists have also discovered that learning to read music or play a musical instrument develops higher thinking skills. h) The child who is skilled at music excels at problem-solving, evaluation and analysis. i) Music reading uses the same portion of the brain that's used in mathematical thinking. That's why so many adept musicians are also quite good in math. j) Music can serve to build self-esteem. k) Musical study may improve early cognitive development, basic mathematics and science skills, basic reading and language skills,
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spatial reasoning skills, motor skills and eye hand coordination and ability to work in teams. TEACHING THE HANDICAPPED Education of Handicapped Under the Centrally Sponsored Scheme of Integrated Education for the Disabled Children (IEDC) an attempt is being made to provide educational opportunities for the disabled children in common schools thereby mobilizing the education system for the education of the handicapped. Special schools are for severely handicapped children who cannot be integrated with normal children. Their educational requirements cannot be taken care of in the general schools as they would need individualized attention of a special kind which the school teachers would not be able to give. Their needs are more for daily living skills and rehabilitation which is the responsibility of the Ministry of Welfare. The supervisory infrastructure for general educational institutions is not equipped to supervise special schools because of their special requirements and needs. The National Institutes for the Handicapped under the Ministry of Welfare; are doing research and development, teacher training, etc. for the education and rehabilitation of the handicapped. Hence special schools should continue to be the responsibility of the Ministry of Welfare. They are, however, being used as resource centers under IEDC. The NPERC is generally in agreement with the directives of the NPE as far as the education of the handicapped is concerned, except in the following respects: The comments of the Ministry of Welfare on the recommendations of the NPERC are enclosed. - Recommendations made relate to strategies of implementation and not policy. - Suggestions are useful and different implementing agencies should keep them in mind. - Efforts to develop and disseminate appropriate teaching and learning materials for all disabilities should be intensified. - Education of the handicapped needs to be include in pre-service and in-service teacher training programmes. - More and diversified vocational training programmes for the disabled should be provided by the concerned implementing agencies. - Efforts under the S&T Mission to promote research for developing new materials and devices for the handicapped should be continued.
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Teaching Handicapped Children Just imagine that you have important needs and ideas to communicate, but are unable to express them. Perhaps unable to focus your attention, or try to read or add but not able to make sense of the letters or numbers. Perhaps you may be the parent or teacher of a child experiencing academic problems, or have someone in your family diagnosed as learning disabled. "Handicapped" means a personvisually handicapped; hearing handicapped ; suffering from locomotors disability; or suffering from mental retardation; Having handicaps – or living with someone who has them – can bring overwhelming frustration. But keep in mind that the prospects are hopeful. It is significant to remember that a person with a learning disability can learn. But one should know some directions for teaching disabled children. Attention Deficit Disorder Attention is a significant prerequisite for all learning and success in school. Find out how to help children with Attention Deficit Disorder to learn. Attention Deficit Hyperactivity Disorder (ADHD) Helpful information will educate one how to deal with children with Attention Deficit Hyperactivity Disorder. Examine several important advices on how to teach children with ADHD. Autism and PDD Familiarize yourself with tips which will help to educate children with autism or Pervasive Developmental Disorder. Cerebral Palsy Consider helpful information about children with cerebral palsy. Find into about activities for such children. Down syndrome Here one will find important information about Down syndrome. Get to know how one can help a disabled child. Epilepsy Get to know some important aspects of epilepsy. Explore how one can help to learn a child with epilepsy. Speech and Hearing Impairments Learn about the role of by speech-language pathologists. Increase our knowledge about teaching children with speech and hearing impairments. Visual Impairments The information will help to know more about visual impairments. Know about how to deal with children with visual impairments.
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Williams Syndrome Some learning modes and tasks can be particularly difficult for children with Williams’s syndrome. Read the common areas of difficulty and strategies to improve them. Education of Special Children Impairment leads to disability, disability handicaps the individual. Handicap means a restriction imposed/acquired by the child’s disability which affects the efficiency of his/her day-to-day life activities. The term handicap refers to the problems a person with a disability or impairment encounters in interacting with the environment. A disability may pose a problem in one environment but not in another. The child with an artificial limb may be handicapped when competing against non-disabled peers in a football match but experiences no handicap in the classroom. Thus, a disabled person is not handicapped, however, unless the physical disability leads to educational, personal, social, vocational or other problems. The handicapping effects of a disability can be reduced by corrective services like hearing aids, artificial limbs, medical interventions, etc. The differences between these three terms can be summarized as follows: Impairment is structural, disability is functional and handicap is socialpsychological. Types of Special Children Exceptional children are of various types such as the following: (i)
Children with Hearing Handicap
(ii)
Children with Visual Handicap
(iii)
Children with Mental Retardation
(iv)
Children with Learning Disability
(v)
Children with Orthopedic Handicap
(vi)
Children with Emotional Disturbance
(vii)
Children with Speech Handicap
(viii)
Children with Special Health Problems
(ix)
Children with Multiple Handicaps
(x)
Gifted Children
(xi)
Children with Creative Talents
(xii)
Socially Disadvantaged Children
A brief description of these children is given below: Children with Hearing Handicap: The hearings handicapped are those children who have a damaged hearing mechanism and face difficulty in speech and language development. There is loss of hearing. The degree of hearing loss is less
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in some children while it is more severe in others. The hearing handicapped children may be hard-of-hearing or deaf. The hard-of-hearing children are those children who have hearing loss but who can hear if spoken too loudly without a hearing aid. A hearing aid will enable to hear well. For such children education in general schools in common with other children is not difficult. Most of them are already studying in the general classroom. The deaf are those who cannot hear even if spoken to very loudly. They require preparation in basic skills through special techniques before they are admitted in general schools. Hearing aids help them to become more functional. Children with hearing impairment need hearing aid, auditory training, more of visual cues in the teaching-learning situation, services of audiologist, ENT specialist, special education and other supportive aids and services. The special needs of such children differ depending upon the type and nature of hearing loss, the quality of previous training received in the home and pre-school centres etc. Children with Visual Handicap: The visually handicapped children are those who have problems with vision. Some visually handicapped children can read large print and are functional in their environment whereas some have severed vision loss and cannot be taught through visual methods. The visual loss is measured with the help of Snellen chart. Depending upon the degree of loss they may be partially sighted or blind. The partially sighted are those who require large print or magnified print materials. Their visual acquit (sharpness of visual image) is very low (20/70) in the better eye). This means that the child can see at 20 ft. distance what a normal child sees at 70 ft. Their eye-sight may be weak due to short sightedness, long sightedness, astigmatism, and glaucoma or muscle detachment. The blind are those who need to be taught through Braille or through aural method. Their visual acquity (sharpness of visual image) may fall at 2/200. Such children must be prepared in pre-academic skills like Braille reading, Braille writing and use of cane for mobility before they are admitted in general schools. They need orientation training, mobility training and more of oral instruction depending upon the degree of loss of vision. Children with Mental Retardation: Mentally retarded children are those who have a lower level of intellectual functioning and have problems in social adaptability. There are various degrees of mental handicap. Consequently there are various categories of mentally handicapped children-the educable mentally retarded (EMR), the trainable mentally retarded (TMR) and the custodial mentally retarded (CMR). The educable mentally retarded are those who have minimum educational retardation in school subjects. Such children have problems of social adjustment, but are usually not recognized as mentally retarded at the pre-school level. They
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need repetition of instruction. The adaptive behaviours of such children should be observed carefully by the teachers so that they can be identified in the early stages. The trainable mentally retarded can be trained in vocational areas. They are poor in adaptive behaviour and may need training in daily living skills at the initial levels. The custodial mentally retarded need help in developing daily living skills. They can be education in special institutions/special classes. They are very poor in adaptive behaviour. They need constant care and attention. Children with Learning Disability: These children are life other children in intellectual functioning. They are not mentally retarded, nor do they have visual or hearing problems. But they have problems in spelling, reading, writing, arithmetic, listening and comprehension. Their problem may be due to cerebral dysfunction/emotional/behavioural disturbance, but it is not due to mental retardation, sensory handicap or instructional practices. Depending upon the degree of disability such children may be categorized into mild learning disabled and severe learning disabled. Such children have a severe discrepancy between their achievement and intellectual ability. Such children may have the following specific problem: Reading disability Writing disability Problems in comprehension and communication Problems in numerical ability Such children need repetition and drill, cognitive modeling, process training, multisensory experiences and remedial instruction. Children with Speech Handicap: Speech handicap refers to minor and major speech and language problems. There are children with mild language and speech disorders in our classrooms, and they often go unnoticed. While speaking and writing they tend to omit, distort, add or substitute words, phrases, letters of the alphabet etc. They stammer and are quiet or have long gaps in speaking full sentences. Their problems should be corrected before they start school. The major types of speech disorders are: Voice disorders, Articulation or pronunciation disorders, and Fluency disorders Children with Special Health Problems: Under this category we have children whose poor physical condition makes them inactive and who require special health precautions in school and adequate medical check-ups and support. Such children can be categorized into two groups. Children with mild health problems, and
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Children with severe health problems Epilepsy, diabetic problems, asthma, pain in the joints and anemia are some of the special health handicaps. Children with Multiple Handicaps: Multiple handicaps refer to more than one handicap in the child. A child may be blind and deaf, blind and orthopedically handicapped, deaf and orthopedically handicapped mentally retarded and orthopedically handicapped and so on. In case of multiple handicaps one handicap may be primary handicap and the other secondary or one handicap may be more severe than the handicap and take measures accordingly. Such children need intensive medical care, superior instruction from the teacher from the teacher and a little love and affection from the parents and teachers. Children with Orthopadeic Handicap: Some children have orthopaedic handicap or locomotor handicap. Locomotor handicap refers to problems with the functioning of bones, joints and muscles. In some cases the problems are so severe than they require artificial limbs to compensate for their crippling conditions. In other cases they need wheel chair or crutches. They need removal of architectural barriers and some environmental medications in the school. Usually mildly orthopaedically handicapped children do not have learning problems. They can be integrated in the regular school without much difficulty. Children with Emotional Disturbance: Children with emotional disturbance are very often considered as problems children in the school. An emotionally disturbed child has certain inner tensions which create anxiety, frustration, fears and impulsive behaviour. Such a child may find excuses for his inner tensions in some physical difficulty. An emotionally disturbed child may attempt to solve the anxiety by behaving in a premature or childish way, becoming aggressive towards other people, or withdrawing himself to the world of fantasy. Such children need love and protection, security and recognition, pleasant and success experiences in the home and the school. Gifted Children: Gifted children are in some way superior in intellectual ability to other children of the same age. Gifted children are those who have demonstrated high ability (including high intelligence), high creativity and high task commitment- a high level of motivation and the ability to see a project through to its conclusion. A variety of terms have been used to describe individuals who are superior in some way such as ‘talented’, ‘creative’, ‘genius’, and ‘precocious’ (remarkably early development in particular areas like language, music, mathematical ability). Most of these children remain unidentified in the class. Specific efforts are also not made to meet the special needs of such children. Such children who do not profit much from the regular school programme need early admission in schools, skipping grades, telescoping grades, early admission in secondary schools and colleges and enrichment activities and materials. Children with Creative Talents: In a school teachers may come across few students who have the ability to produce something new a composition, a system of ideas or a material or a process which is essentially new or novel, and
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previously unknown to them. Such children behave differently. They are courageous in their convictions. They have independent thinking and adjustment. They become absorbed and preoccupies in what they are doing. They are curious. They take risks. They are flexible in their opinions. They are intellectually selfconfident. The prevailing school practices and situations create hindrance for their creative expressions. Teachers need to modify their attitudes towards such children and employ suitable strategies for promotion of their creativity. Socially Disadvanted Children: Most teachers encounter a group of children in their classrooms who appear lifeless, incurious, and deceptively unintelligent. They show lack of interest, involvement, and motivation for academic success. They show general academic underachievement. The cumulative deficiencies in learning ultimately lead to their wastage and stagnation. These children are socially, economically, and educationally disadvantaged. School readiness programmes in preschool centers, enriched experiences and remedial instructions are very useful for them. An exceptional child, whether he is handicapped or gifted, has an individuality of his own. The handicapped children need equality of educational opportunity. The indicators of equal education opportunity for the handicapped have been spelt out by NCERT (1987) as follows: (i)
Equal access to educational institution in common with others.
(ii)
Access to special education institutions where needed.
(iii)
Resource facilities to support educational programmes.
(iv)
Equal access to curriculum.
(v)
Curriculum adjustment to the needs arising out of a disability wherever needed.
(vi)
Adaptive aids and equipment to ensure optional access to curriculum.
(vii)
Adjustment of instructional methods and materials to ensure optimal access to curriculum.
(viii)
Adjustment of evaluation and examination procedures to offset handicapping effects of the disability.
(ix)
Trained manpower for equal educational opportunity in general and special institutions.
(x)
Educational administrator’s response to the needs of the disabled children.
(xi)
Commitment to education and rehabilitation of the disabled.
The Programme Of Action (POA) (NPE, 1986) also stipulates the above mentioned measures for appropriate education of handicapped children. But handicapped children experience problems of access to and success in educational
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institutions. There are a limited number of general schools enrolling handicapped children along with materials, and special education provided in such schools is not appropriate to the needs of handicapped children. The evaluation and examination procedures are not adjusted to the special needs of such children. Exceptional children need special education and related services.Their requires proper assessment and classification of exceptional children. The problem is that in most cases the assessment procedure is not objective and systematic. This is why many children with temporary learning problems are classified as mentally retarded or learning disabled. Moreover, what is the cut-off points between a mildly retarded and moderately retarded? With limited and incomplete understanding about these children we tend to classify them and label them as retarded, deaf, handicapped, crippled, disabled, etc. Labeling itself is not a healthy practice for a number of reasons: (i)
Labels usually focus on a child’s negative aspects. Once a child is labeled we tend to think about the child only in terms of his inadequacies or defects.
(ii)
Labels lead to low expectations from teachers, parents and others about what a child can do.
(iii)
Once a child is labeled teachers tend to explain the child’s poor performance only in terms of his disability and not in terms of instructional failure.
(iv)
A labeled child may develop a poor self-concept.
(v)
Labels may lead to rejection by the peers.
(vi)
Labels create a sense of helplessness, inferiority and stigmatization.
The following are various services available for handicapped children: i) Full-time placement in a regular classroom: The least intensive level of special education service is placement of the disabled child in a regular classroom. The regular classroom teacher is provided with materials, equipment and instructional methods that are appropriate to the disabled child. At this level, the direct services of experts may not be required. The expertise of the regular classroom teacher may be sufficient to meet the child’s needs. Usually speech handicapped, mildly mentally retarded, learning disabled, orthopaedically handicapped, visually impaired children who can work independently with Braille materials and the hard-of-hearing children can be full-time students in regular classroom. ii) Full-time placement in a regular classroom with special education consultations: At the next level, the disabled child is a full time student in a regular classroom. The regular teacher has special materials and equipment to teach the disabled child. But he may need consultation with the special educator. The special educator instructs the regular teacher for selection and use of special materials, equipment and methods.
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iii) Full-time placement in a regular classroom with provision of itinerant special educator service: Going a step further, the disabled child is a full-time student in a regular classroom. But he gets the services of an itinerant teacher. The itinerant teacher moves from school children either individually or in small groups. He provides specialized the regular teacher in the use of materials, equipment and methods. This plan can be used in rural areas where schools are far apart and too small to have full-time resource teachers. iv) Full-time placement in a regular classroom with provision of a resource room/resource teacher: At the next level, the disabled instruction from a resource teacher in the resource room. The length and frequency of such help depend on the severity of his problems. The resource teacher provides such instruction in the special classroom. The child returns to the regular classroom and participates in regular classroom activities in music, art and physical education in the second half of the day. v) Part-time placement in regular classroom with part-time placement in a special class: In this type of service the disabled child is a member of a special classroom. In view of his moderate disability and special needs he receives specialized instruction in academic subjects in a special classroom of the school for a half-day. The resources teacher provides such instruction in the special classroom. The child returns to the regular classroom and participates in regular classroom activities in music, art and physical education in the second half of the day. vi) Full-time placement in a special class: This is the type of service usually provided to severely retarded children. This is also the oldest and traditional type of service for disabled children which has been criticized for it segregates disabled children from their normal peers. In this plan a group of ten to fifteen disabled children belonging to one particular category of disability are enrolled in a special class. Thus all MR children attend one special class. All hearing impaired children attend one special class.These children spend the whole day with the resource teacher in the special classroom being segregated from their normal peers in the school, except during recess, lunch, after school activities and school functions. In rural areas, where ten to fifteen children having same type of handicap are not available, children having different types of disability may be enrolled in a special class. But considerable demands are made on a teacher working with children with diverse problems. vii) Full-time placement in special schools: Special schools provide an all day, segregated experience for disabled children. The special school is usually organized for a specific category of disabled children. It contains special equipment necessary for their care and education. The children return to their home after the school hour. There are special schools for blind, deaf and mentally retarded children in our country. viii) Full-time placement in a residential school: The most restrictive type of services is usually provided in boarding or residential schools. This type of service is usually provided to blind, totally deaf, and profoundly retarded children. In this
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arrangement disabled children receive twenty four hour care in the boarding school. They are isolated from their parents, siblings and the community. But they can visit their homes during vacation and on weekends. In residential schools children received academic instruction in addition to training in social skills, communication skills, self-help skills, etc. ix) Hospital and home-bound instruction: This involves teaching the handicapped children in the hospital or at home because of their physical and/or psychological conditions. This type of service is most often required for physically handicapped or emotionally disturbed children when no alternative is readily available. Typically, the child is confined to the hospital or his home for a relatively short period of time and the hospital or home-bound teacher maintains contact with the child’s regular teacher. Special education services in the past were much more restrictive and much less effective than they are today. Now placement of mildly and some moderately handicapped children in the least restrictive and most effective environment of the regular classroom is becoming increasingly common. Teacher Preparation in Mental Retardation In 1984, The Rehabilitation Council of India (RCI) was established. The RCI is a statutory body charged with the task of regulating and monitoring training programs for preparing professionals and personnel to serve individuals with disabilities. In 1993, the RCI established that all new professionals and personnel serving individuals with disabilities would be required to participate in training recognized by the RCI as well as register with the council. The RCI outlined training requirements for each disability area which regional centers must follow (Ministry of Welfare, 1998). This was the first time all personnel working with children and adults with special needs were required to participate in some formal training. The National Institute for the Mentally Handicapped (NIMH) is under the auspices of RCI and attempts to develop and design appropriate models of care for individuals with mental retardation, as well as conduct and coordinate research in assessment, education, training and habilitation for this population (NIMH, 199899). The direct training of personnel to serve children and adults with mental retardation in the country is managed by NIMH. Both RCI and NIMH are agencies under the Government of India Society, Ministry of Welfare. The training of personnel in the area of mental retardation is coordinated by four regional centers of NIMH located in Calcutta, New Delphi, Mumbai and Secunderabad. NIMH administers three main programs: (1) A Bachelor’s Degree in Mental Retardation (BMR) (2) A Diploma in Special Education and (3) Short Training Programs.
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Additionally, NIMH conducts 10-12 training programs through University Departments, State Governments or Non-Governmental Voluntary Organizations (NGOs). Because India is such a large country, the number of training sessions offered through NIMH does not meet the needs of all that desire training. Consequently, the selection of participants is highly competitive. A small reimbursement is available for transportation to and from training and usually some accommodations are arranged for participants. Bachelor’s Degree in Mental Retardation It is possible to receive a Bachelor’s Degree in Mental Retardation (BMR) from a university or NIMH. Both programs take about 3 years to complete. Admission requirements are determined by Osmania University, Hyderabad. The maximum age for admission is 25 years and candidates must have passed English, in three qualifying examinations. Courses in Neurobiology, Psychology, Special Education, Speech-Language Pathology and Audiology, Physiotherapy and Occupational Therapy are offered. Only about 20 students are admitted each year to the university programs. Students are selected based on merit from each of the four zones in the country. Their aggregate marks earned in the qualifying examination and the entrance examination conducted by NIMH in Secunderabad is used for selection. Due to a high level of unemployment and a general sense that Special Education may offer some employment stability in the future because of the Persons with Disabilities Act, hundreds of applications are received for each slot available. Post-graduate degrees in Special Education (Masters Degrees) are also being offered through the Rehabilitation Council of India in most areas of Special Education. The university system in India is openly strained. Buildings are often in poor repair, campuses which were designed for 5,000 students may currently serve 60,000 students (Bearak, 1998). While only 3 percent of Indians ages 17-23 attend college, this still amounts to 7 million students seeking college training. Completion of a college degree is increasingly viewed as the admission ticket to the middle class for students from poorer backgrounds so more poor students are attending college than ever before. India allocates only 3.7 percent of its gross domestic product on education (Bearak, 1998). This amount exceeds most other nations in South Asia, but lags behind much of the developing world. Diploma in Special Education (Mental Retardation) The diploma program is the most common training program for Special Education teachers in India. This program takes about one year. Participants chose to specialize in either Mental Retardation or Vocational Training and Employment for the Mentally Retarded. The program is conducted in about 31 training centers
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in the country (NIMH, 1998-99). It involves 1,000 hours of training, offered 5 days a week. The major content areas taught are: (a) Mental Retardation (nature and needs) (b) Special Education (curriculum and teaching) (c) Psychology (d) Family and the Community (e) Speech Therapy, Physiotherapy and Occupational Therapy. The program is divided into lectures, known as theory, on subjects such as individualized programming, group teaching, use of teaching aids, art, crafts, music, yoga, behavior modification, physiotherapy and occupational and SpeechLanguage Therapy. Theory lectures tend to be taught in the afternoons. Participants are also given experience working in school settings, known as practical. The Diploma courses are limited to 20 participants.Most are sponsored by nongovernmental voluntary organizations (NGOs). NGOs in the past have been private schools for children with special needs. Participants are given a stipend to support them during the training, offered a hostel to live in and the cost of some travel. Participants spend 15 days training in a rural setting as well as 10 days on an educational tour of Special Education programs in India. As with all education in India, there is no cost for tuition. Again, there are many more applicants than openings. In 1999, over 500 applications were received for the 20 slots in the diploma program in the Calcutta NIMH Center. Participants must have a minimum schooling of class 12 of high school that is roughly equivalent to a high school diploma. Applicants are selected based on recommendations, experience in the field, performance in an interview and education. Applicants with college experience are given preference, as are those who are 35 years old and younger. About 20% of those accepted into the training are working currently in the field while about 5% tend to be parents of a child with a disability or have a sibling who is disabled. Participants for the Diploma in Vocational Training and Employment (Mental Retardation) receive training in: (a) Identifying and training appropriate work environments. (b) Skills in the use of technology to develop the most productive work environments. (c) Skills in managing clients with mental retardation in the work environment. (d) Skills in serving as administrators in vocational positions (NIMH, 1998-1999). Only two regional centers offer this type of program. Enrollment is limited to 15. Participants are required to have college training in engineering, vocational or science subjects or have a Bachelor in Special Education. A small training allowance is provided. The Diploma in Special Education is now considered the most basic training program for new teachers entering the field.
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Short Term Training About 30 short-term courses are offered annually through NIMH. These training sessions range from 2 days to 3 weeks for professionals already working in the field in mental retardation (in-service training) and for parents of children with mental retardation. Participants in short courses must be sponsored by their current employers to attend. Short-term courses have a variety of topics. One course is a 3-week refresher training for professionals working in the field that is limited to 30 participants. Other courses are designed specifically for vocational professionals and teachers teaching in rural areas. One short-term program currently being offered across India is called Bridge Training. This is a one-month training course RCI requires for all teachers who began working in the field prior to1993, but have no formal training. This describes the largest number of teachers working with the mentally retarded in India. RCI has declared it a national goal that all teachers serving children with special needs will have training, the least of which being the Bridge Training by the year 2000. If a teacher working in the field does not receive and pass the training, it has been stated that the teacher can only be hired as a teaching assistant in the future. Mandatory Teacher Preparation Today, as mentioned, new teachers of children and adults with mental retardation must complete the Diploma in Mental Retardation program. If they have been working in the field for 5 years or longer, teachers must complete the Bridge Training. In the past, training was handled in different ways, by different programs and may not have always been formal. The new standards for training required by the RCI will eventually lead to more competent teachers and increase their social status. General education teachers tend to be highly respected in India. In contrast, teachers of students with mental retardation often have no pensions, no medical benefits and no employment security. Although outside their schools teachers of children with mental retardation may not be the recipients of the same level of esteem as general education teachers, within their schools they tend to be respected and highly valued by families and children. The majority of instructors in the NIMH training programs are well prepared and dedicated. Although all instructors are required to have a Master’s Degree in Special Education and take the National Eligibility Test for Lectureship, some instructors seemed to have limited classroom teaching experience. Due to this limitation, some training issues involving curriculum development and direct instruction may have been outside the experience of some instructors. Some participants and instructors commented that they found a few topics included in training that were unnecessarily theoretical, leaving teachers with an inadequate preparation in classroom organization or practical intervention planning.
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REGIONAL COLLEGES OF EDUCATION (RCE) Introduction The ministry of education government of India decided to establish four Regional Colleges of education in the country for the training of teachers required for multipurpose schools in particular and secondary schools in general. They are designed to meet some of the emerging needs of secondary education, with special reference to diversification and vocationalisation. These institutions are campus colleges with extensive laboratory, library and residential facilities. These colleges are specially meant to integrate professional and general programmes by running content-cum-pedagogy courses for four year duration leading to the B.Sc., B.Ed. in science and the B.A., B.Ed. in languages. They also conduct a one-year B.Ed. course. These colleges are expected to provide leadership in bringing about necessary changes in the structure and organization of secondary and postsecondary education by preparing competent teachers for subjects not adequately covered by existing teacher colleges. These colleges are experimenting with new programmes of teacher education new instructional materials and new ways of teaching with special emphasis on skill development. Academic scholars and professional education have been brought together under one roof in a big way. There are four regional colleges in the country. They are; 1. Regional Colleges of Education, Ajmer – this college served the Northern Region i.e. Jammu and Kashmir, Punjab, Haryana, Chandigarh, Rajasthan, U.P. Delhi and Himachala Pradesh. 2. Regional College of Education, Bhubaneshwar – This College serves the Eastern Region- i.e. Bihar, Orissa, West Bengal, Assam, Manipur, and Tripura. 3. Regional College of Education, Bhopal-This College serves the Western Region i.e. Maharashtra, M.P. and Gujarat. 4. Regional College of Education, Mysore-This Andharapradesh, Mysore, Tamil Nadu and Kerala.
College
serves
The aim of Regional Colleges: 1. To develop and provide a programme of teacher education for the multipurpose schools. 2. To prepare teachers of technical subjects – Sciences, Crafts, Agriculture, Commerce, English, Fine Arts, Home Science, etc. 3. To provide in service courses for the existing teacher of the practical subject in multipurpose school in the region in which it is located.
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4. To provide in service programmes and field services for teachers, supervisors and administrators concerned with the multipurpose schools in the region in which it is located. 5. To organize and develop a model demonstration multipurpose schools. 6. To function as a regional center for programme of in service education and field services for secondary schools in general. 7. To undertake pilot studies and research project in the method of teaching. 8. To evolve and tryout improved pattern of teacher education. 9. To prepare instructional materials for secondary schools. The regional colleges of education are affiliated to the Universities in the locality they are situated and the degrees are recognized as equivalent to the Bachelor’s degree plus the B.Ed. degree. The Regional Colleges provide the following courses: (i) Four year integrated B.Ed. course (ii) Four year integrated course in Technology and Commerce. (iii) One year B.Ed. course in Fine Arts, Science, Agriculture, Commerce and Home Science. (iv) Two year certificate course in Industrial Crafts. (v) Two year summer school-cum-correspondence course. A two year post-graduate course in science education leading to M.Sc. in education was started at Mysore to prepare science teachers for the two year higher secondary classes. Regional colleges have suitably modified some of their programmes so to enable the teachers to teach work experience in addition to their special subjects. Curriculum schemes in Regional Colleges of Education: The content of the course major science, minor science (or) ancillary. Major Science: i)
Physical and Chemistry.
ii) Physics and Maths. iii) Biological Science
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Minor Science: 1. Maths 2. Physical Science General Education: 1. English 2. Regional Language 3. Social Science 4. Health, Physical Education and Recreation. Professional Education includes: 1. General and Educational Psychology. 2. Workshop in Teaching. 3. Foundations and Problem of Education. 4. Special Methods and Student Teaching. 5. Internship in Teaching. Staff: Each Regional Colleges of Education should be provided with adequate qualified staff to handle the content. The college at Bhubaneshwar has principal-1. American Consultant-2; Professor-1; Readers-11; Lecturers-28; A Director and Instructor of Physical Education; an Artist; one Workshop Superintendent; one from Superintendent; one Librarian and one Supporting Administrative Staff. Working Days: The total number of working days is 222 (exclusive of examination) classes are conducted from Monday to Friday. On Saturdays co-curricular, physical and other activities are conducted. Each period consists of 45 minutes duration. Health, physical education and recreation – 30 minutes in the morning and in the evening for the days. Admission: Admission is based on the good academic achievement, aptitude for teaching profession and an interview. No tuition fees are collected. Each student is given a stipend of Rs.75/- per month in the first three years and Rs.100/- in the fourth year. In the one-year course also Rs.75/-stipend is given.
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Evaluation: Evaluation is based on the assumption that “teaching, learning and examining constitute an indissoluble trim it’s of functions in an academic community and they must be related to each other and to the objective which the educational process is desired to achieve”. Weight ages given to internal assessment. The programme of practice teaching is known as internship in teaching each student is to spend 6 to 8 weeks in a school as a full time student teacher. He has to observe the different aspect of the school organisation. Students are attached to a senior teacher supervisors from the college also visit the school and will guide the students. Instructional programme are well-balanced and do justice to general education content and profession education. Development: The education commission appointed by the Government of India in 1964 stressed the need for “Removing the Isolation of Training Institutions” by bringing them into the direct stream of close relations with the schools and between the training institutes preparing teacher for different levels a subject in the three year degree course in science with the co-operation of facilities of education. INSTITUTE OF ADVANCED STUDIES IN EDUCATION (IASE) An Introduction Institute of Advanced Studies in Education Deemed University Recognized by UGC and Ministry of HRD, Government of India. IASE Deemed University, as also Gandhi Vidya Mandir (GVM) the parent organization of IASE Deemed University is a non-governmental organization run by a constitutionally elected management. There is no discrimination along the lines of caste, class or color. The University is nestled like an oasis in the Thar Desert, near the town of Sardarshahr, in India’s north-western state of Rajasthan. It is about 350 km west of Delhi, 125 km east of Bikaner and 250 km north of Jaipur (connected by rail and road). GVM has its own triad of helipads. GVM was founded in 1950, on a 1200-acre piece of land, in a terrain which is one of the harshest and the most backward. It is acutely prone to droughts, heat and cold waves, epidemics and other calamities. GVM has been striving to alleviate these suffering and backwardness through various permanent and ad-hoc programmes of education, culture, livelihood, health and hygiene, vocations etc. The rich cultural and spiritual heritage of India and propagation of Gandhian ideals of Ahimasa, Sarvodayaand Universal Brotherhood. These values are given proper importance in the curricular, as well as periodical, programmes.
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Institute of Advance Studies in Education or also known as IASE University was founded in 1950 under the Section 3 of the UGC Act-1956 of the Government of India. Located in Sardarshahr, Rajasthan, India, it is now accredited as "B+ (79% i.e. 5 stars)" by NAAC. IASE University, which currently teaches around 18,000 students in various study programs, is the pioneer of distance education in the country. The new millennium heralded the dawn of a dream-come-true. After a long toil of over fifty years, Institute of Advanced Studies in Education (IASE) of GVM was formally recognized as Deemed to be University by the Government of India. IASE is India's premiere institute in the Faculty of Education, facilitating teachers' training from primary up to the doctoral stage and also having an additional special charge of seven districts of Rajasthan, namely Jaipur, Dausa, Alwar, Sikar, Jhunjhunu and Charu, to improve the quality of teaching at all levels, through specific courses devised for training of in-service teachers. The fledgling University has within no time created a niche of its own in the field of distance education. There are hundreds of Study Centers of the University, already operating, from Kashmir to Kanyakumari, in the fields of IT, Management, Para-Medical, Vocational and various other modern and traditional streams. Construction of new buildings for the colleges of IT, Management, Engineering, Home Science and Para-Medical Science are completed and some courses have been started, on-campus, and more will be added soon. Degree courses in Arts, Commerce and Science are offered on-campus at Seth Budhmal Dugar (Govt.) College. Academic Program There are seven departments at IASE University: 1. Department of Engineering. The department offers B.E. in four programs and B.Tech.in two programs. There are B.E. degrees in Computer Science Engineering, Electrical Engineering, Electronics and Communication Engineering and in Mechanical Engineering. The B.Tech.programs is available in Biotechnology and Bioinformatics. 2. Department of Life Science. The department offers B.Sc. and M.Sc. in Life Science. 3. Department of Information Technology. The department offers Master of ComputerApplication, Bachelor of Computer Application, Master of Science in Information Technology, Bachelor of Science in Information Technology and Postgraduate Diploma in Computer Application. 4. Department of Management. The department offers MBA degrees in Finance, Human Resource Management, Information Technology and Marketing. 5. Department of Physiotherapy. Thedepartment offers five degreesas follows: BPT, DPT, DMLT, DRIT, and CMLT.
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6. Department of Veterinary Science. Thedepartment offers two-year DLSA program and one-year CVAS program. 7. Department of Traditional and Home Science. The department offers M.Com., M.A., B.A., M.Sc. and B.Sc.degrees. M.Com degree is available in EAFM, ABST and Business Organization. The twoyear MA degree is available in Education, Hindi, Political Science, Sanskrit, History, English, Economics and Mathematics. M.Sc. and B.Sc. degrees are offered in Home Science and Science. Lastly, B.A. degree is offered in History, Hindi, Political Science, Physics, Computer Science, Philosophy, Public Administration, Geology, Sociology, Economics, Sanskrit, English and in Drawing and Painting. Distance Learning programsare available in some areas of study such as Information Technology, Management, Engineering, Traditional, Paramedical, Veterinary Science and Ayurveda and Yoga. There are many degree programs to choose from in each area. Students from any degree levels can join the distance learning programs. Function of IASE IASE institutions will perform the following functions: 1. Conduct M.Ed., M. Phil. and Ph.D. programme in education so as to prepare elementary and secondary teacher educators and research workers in education. Some of the IASEs may also start four year integrated course for secondary school teachers. 2. Conduct in service courses for (i) Elementary and secondary teacher educators. (ii) Principals of secondary schools. (iii) Persons involved with supervision of secondary schools, etc. 3. Organise pilot programmes in teacher education. 4. Conduct advanced level fundamental, applied and experimental research in education, especially of inter disciplinary nature, e.g., sociology of education and economic development, educational psychology, etc. 5. Conduct training programmes for preparation of software and use of educational technology. 6. After the system of organizing in service programmes gets stabilized and depending upon the capacity of the capacity of an IASE and the demand, such an institution may also organise some longer duration and specialized courses in appropriate areas. 7. Provide academic guidance to DIETs. 8. Also undertake development of Instructional Material such as: Unit plans content cum methodology, Instruction packages, Question banks, Teachers' handbooks studies work books, etc. Source book and resource materials, Innovative programs/practices and experimental projects, Self-learning instructions packages, Teaching aids and kits. Academic Responsibilities of IASE 1. Foundation of Education
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This area will be concerned with instructional work in communication with foundation disciplines of education relevant to professional course of teacher preparation 2. Pedagogy and Methodology This area will be connected with the development teaching methodology for various school subject and consultancy developing models of integration content and Pedagogy sufficient amount for practice teaching will be organized for the trainees and method laboratories will be developed and maintained. 3. Educational Technology and Media Resources Audio visual support needed in the art of pedagogy and methodology will be developed. It will also be concerned with development of low cost teaching aids and other audio visual materials. 4. In-service Education and Extension Programmers This will be one of the main areas of responsibility of these institutions. On the basis of felt needs and in consultation with educational administration, areas of in service teacher education will be identified and the programmers will be conducted accordingly. 5. Special Programmes These will include Science Education, Vocational Education, Environmental Education, Work Experience, Population Education, Language Teaching, etc. the institution could play the following important roles in the context of the new programmers immolated as part of implementation of NPE. 6. Special training of teachers and technicians a. Development of materials and methods. b. Provision of general resource support. c. Formative evaluation. d. Improvement of supervisions. e. Evaluation skills among heads of institutions and teachers. UNIVERSITY DEPARTMENTS OF TEACHER EDUCATION (UDTE) Education is now considered an independent field of study; the UGC provides grants to the university department of teacher education. Higher level training is essential for teachers for their development. The departments of education provide training for educational administrators and curriculum specialists to improve evaluation procedure as well as examination system. The university departments organize the B.Ed., M.Ed., and M.Phil.classes as well as research work for Ph.D. and D.Litt. degree in education. In 1917, first education department was started at Calcutta University. At present, there are departments of teacher education in all the Indian Universities for B.Ed., M.Ed., M.Phil. and Ph.D. degrees in education.
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Functions of University Departments of Teacher Education a. Developing the post graduate studies and research work. b. Organising training for school teachers. c. Providing solid programmes for teacher education anddevelopment research work. d. Starting and organizing some programmes for post graduate teachers which are not organized on other centers. e. Developing language laboratory, preparing instructional material and new innovations and practices in teacher training. f. Encouraging the interdisciplinary courses and interdisciplinary research studies so that the requirements of other departments can is fulfilled. g. Organising extension lectures and programmes to encourage theteachers and research workers to contribute in the discipline ofeducation. h. Providing awareness of new methodology and technology to upgrade the standard of teacher education. i. Developing the effective procedure of evaluation of theory and practical’s in education. A very strong academic and administrative machinery at the state level should further aim at economy and integration of divergent elements, avoid duplication of efforts, consider and examine the needs of different types of institutions, give a proper turn to rising ideologies and tendencies and eliminate corruption and exploitation. There should be a university department of teacher education in every state on its own. It should be unitary as well as affiliating for all teachers' colleges at graduate and postgraduate levels within the state. IDEAL PHYSICAL FACILITIES FOR GOOD TEACHER TRAINING INSTITUTIONS Elementary Teacher Education-Programme leading to Diploma in Education (D.Ed.) Infrastructure Facilities: 1. The institution must have at least 1500 sq.mts. land whereupon built-up area consisting of classrooms etc. shall not be less than 1000 sq.mts. Space in each instructional room shall be 10 sq.ft. per student. Built up area for running other courses in combination with D.Ed. programme shall be under: Only D.Ed. - 1000 Sq.mts D.Ed. plus B.Ed. - 2500 Sq.mts D.Ed. plus B.Ed. and M.Ed. - 3000 Sq.mts 2. There shall be provision for two classrooms, one multipurpose hall, one multipurpose laboratory, seminar/tutorial rooms, resource
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3.
4. 5. 6.
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room for education of children with disability, separate rooms for the Principal, for the faculty members, for the office and for the administrative staff and a store. Appropriate space shall be provided for music, art, drama, work experience activities. For every instructional room like classrooms, laboratory, library, etc. space shall not be less than 10 sq.ft. per student. Multipurpose hall shall have the seating capacity for 150 persons. There shall be games facilities with a playground. Alternatively, the playground available with the attached school or local body may be utilized exclusively for fixed periods. Where there is scarcity of space as in metropolitan towns/hilly regions, facilities for small court games, yoga and indoor games may be provided. Safeguard against free hazard be provided in all parts of the building. The institutional campus, building, furniture etc. should be barrier free. Hostel for boys and girls separately and some residential quarters are desirable.
Instructional facilities 1. The institution shall have easy access to significant number (5-10) of recognized schools for practice teaching. The school should be within the radius of 10 kms. Of recognized elementary schools for fieldwork and practice teaching related activities of student teachers. A list of such schools shall be prepared. It is desirable that it has an attached elemental) school of its own. 2. There should be a multipurpose educational laboratory with psychology and science sections and a workshop attached to it.
3. The science section should have the apparatus required to demonstrate and the experiments as per the syllabus of elementary schools. The psychology section shall have facilities for observation of children, counseling and guidance, personality and interest inventories. There shall be hardware and software facilities for language learning. 4. There shall be an Educational Technology Laboratory with hardware for projection and duplication and educational software, required for imparting Information Technology (IT) literacy, including TV, camera etc. 5. There shall be a library equipped with minimum 2000 titles including text and reference books related to the prescribed course of study, educational encyclopedias, yearbooks, electronic publications (CD Rooms) and five educational journals on elementary education and related subjects. It should be augmented
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with addition of 200 titles annually. The library shall have photocopying facility and computers with internet facility for the use of faculty and student-teachers. 6. There shall be an art and music education, equipped with art paper, boards, brushes, colours etc. for visual art, simple musical instruments such as harmonium, table, flute, midrange, other local popular instruments, costumes and accessories for staging dance and drama performance, curtains and other accessories. Amenities 1. Functional and appropriate furniture in required number for instructional and other purposes. 2. The institution shall provide separate common rooms for male and female teacher educators/student-teachers. 3. Sufficient number of toilets, separate for male and female, shall be made available for staff and students. 4. Arrangement may be made for parking of vehicles. 5. Safe drinking water is provided in the institution. 6. Effective arrangement is made for regular cleaning of campus, water and toilet facilities, repair and replacement of furniture and other equipment. IDEAL PHYSICAL FACILITIES FOR GOOD COLLEGES OF EDUCATION The process of assessment and accreditation is expected to help institutions to carry out their Strength, Weakness, Opportunity and Threat (SWOT) analysis and in making their programmes more attractive to the students and their potential employers. Overall, the assessment and accreditation by NAAC is expected to act as an instrument for raising the quality of the teacher education system as a whole and help the institutions in using their physical and instructional infrastructure optimally and professionally. NAAC’s 4th Criteria is shows about the physical facilities for college of education. This criterion’s out line is given below. Infrastructure Infrastructure means physical facilities like buildings, play fields, hostels etc., which help run an institutional programme. Part - A 1.
Built-up Area (in sq. mts.)
2. Are the following laboratories been established as per NCTE Norms?
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a)
Methods lab
Yes
b)
Psychology lab
Yes
c)
Science Lab(s)
Yes
d)
Education Technology lab
e)
Computer lab
f)
Workshop for preparing teaching aids
Yes
No No No No
Yes
No
Yes
No
3.
How many Computer terminals are available with the institution?
4.
What is the Budget allotted for computers (purchase and maintenance) during the previous academic year?
Part - B Physical Facilities Does the institution have the physical infrastructure as per NCTE norms? If yes, specify the facilities and the amount invested for developing the infrastructure. Enclose the master plan of the building. 2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth? 3. List the infrastructure facilities available for co-curricular activities and extracurricular activities including games and sports. 4. Give details on the physical infrastructure shared with other programmes of the institution or other institutions of the parent society or university. 5. Give details on the facilities available with the institution to ensure the health and hygiene of the staff and students (rest rooms for women, wash room facilities for men and women, canteen, health center, etc.) 6. Is there any hostel facility for students? If yes, give details on capacity, no of rooms, occupancy details, recreational facilities including sports and games, health and hygiene facilities, etc. Secondary Teacher Education - programme leading to Bachelor of Education (B.Ed.) Degree Infrastructure Facilities 1. The institution must have 2500 sq.mts. land whereupon built-up area consisting of classrooms etc. shall not be less than 1500 1.
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2.
1.
2. 3. 4.
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sq.mts. Space in each instructional room shall be 10 sq.ft. per student. Built up area for running other courses in combination with B.Ed. programme shall be as under: Only B.Ed. -1500 Sq.mts B.Ed. plus M.Ed. - 2000 Sq.mts B.Ed. plus D.Ed. - 2500 Sq.mts B.Ed. plus D.Ed. and M.Ed.- 3000 Sq.mts There shall be provision for not less than two classrooms, one multipurpose hall, three laboratories for conducting instructional activities for approved intake of 100 students, seminar/tutorial rooms, resource room for education of children with disability, separate rooms for the Principal, for the faculty members, for the office and for the administrative staff and a store. In every instructional room like classrooms, laboratory, library etc. space shall not be less than 10 sq.ft. per student. One classroom shall comfortably accommodate 50 student teachers. The Multipurpose hall shall have the seating capacity for 150 persons. For additional intake proportional increase in the number of classrooms, tutorial rooms etc. There shall be games facilities with a playground. Alternatively, the playground available with the attached school/college may be utilized and there is scarcity of space as in the metropolitan towns/hilly regions, facilities for small court games, yoga and indoor games may be provided. Safeguard against free hazard be provided in all parts of the building. The institutional campus, building, furniture etc. should be barrier free. Separate hostel for boys and girls.
Instructional facilities 1. The institution shall have easy access to significant number of recognized schools within reasonable distance for fieldwork and practice teaching related activities of student teachers. A list of such schools shall be prepared. It is desirable that it has an attached elementary school under its control. 2. There shall be library-cum-reading room with seating capacity for at least 25% students equipped with minimum 1000 titles and 3000 books including text and reference books relevant to the course of study, educational encyclopedias, yearbooks, electronic publications (CD Roms) and five educational journals on teacher education and subscription to five others in related disciplines. The library holdings shall be augmented with addition of 200 titles annually. The library shall have photocopying facility and computers with internet facility for the use of faculty and studentteachers.
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3. There shall be a science laboratory. The laboratory shall have multiple sets of science apparatus required to perform and demonstrate the experiments prescribed in the syllabus for secondary/senior secondary classes, chemicals etc. should be provided in the required quantity. 4. There shall be a Psychology laboratory with apparatus for simple experiments related to educational psychology. 5. There shall be hardware and software facilities for language learning. 6. There shall be an Educational Technology with hardware and software including computers, TV, camera etc. 7. There shall be fully furnished work experience room. Amenities 1. Functional and appropriate furniture in required number for instructional and other purposes. 2. The institution shall provide separate common rooms for male and female teacher educators/student-teachers. 3. There should be provision for adequate sanitary arrangements such as neat and tidy surroundings, ventilated and airy classrooms, clean urinals and lavatories, etc. 4. Arrangement may be made for parking of vehicles. 5. Safe drinking water is provided in the institution. 6. Effective arrangement is made for regular cleaning of campus, water and toilet facilities, repair and replacement of furniture and other equipment. 7. The Principal's room should be centrally located and be spacious enough to certain visitors/hold small conferences with groups of students/staff. 8. There should be hostel facilities for men and women students separately. Non-residential secondary training institutions should provide hostel accommodation for at least 50% of the students. 9. There should be a model/demonstration school on the campus. The school should be preferably being under the administrative control of the Principal. Physical Facilities Including Buildings •
The location of a secondary teacher training institution should satisfy a genuine need of a new college in a particular locality.
•
A secondary teacher training college should be an independent institution with a building and campus of its own. The area of the campus should be determined by the requirements of the building, courses and programmes of the institutions, the student in-take and the number of teaching staff and other employees of the institution. Around 25-30 acres of land will be necessary for this purpose.
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•
There should be provision for adequate sanitary arrangements such as neat and tidy surroundings, ventilated and airy rooms, clean urinals and laboratories, etc.
•
The building should essentially provide for adequate accommodation in terms of classrooms, seminar hall, library, laboratories, auditorium, staff rooms, offices, hostels and residential quarters. Well laid-out gardens, playgrounds and open-air theatre will be desirable. 1. There should be 5-10 classrooms/subject rooms for a college with 100 students. Two additional rooms should be provided for 10 M.Ed. students. 2. Floor area of a classroom should be around 10 sq. ft. per student. 3. The Hall should be designed as a large multipurpose room and should have space around 2000 sq. ft. 4. There should be a provision of art/craft room/workshop having an area of, say, 500-1000 sq. ft. 5. A reading room providing seating accommodation for, say, 50% of the students at a time will be desirable. 6. Laboratories including psychology laboratory should be so designed as to provide at least 10 sq. ft. space to a student. A laboratory for use by 50 students at a time thus should have 500 sq. ft. area. 7. There should be two separate rooms for male and female staff and a common staff room in the institution. 8. There should be common rooms for men and women students accommodating at least 25% of the students in these rooms at a time. 9. The principal’s room should be centrally located and be spacious enough to entertain visitors/hold small conferences with groups of students/staff. 10. There should be hostel facilities for men and women students separately. Non-residential secondary training institutions should provide hostel accommodation for at least 50% of the students. The M.Ed. students should be provided with single seated rooms. The floor area of a single seated room should be 50-100 sq.ft. and that of a double-seated room 100-150 sq. ft. Hostels should be supervised by a member of the teaching staff who should be provided rent-free accommodation.
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11. The resident of the Principal be located at or near the campus. Rentfree accommodation for the principal will be desirable. 12. Staff quarters should be provided at or near the campus and rent charged as per rules of the respective states. 13. There should be a model/demonstration school on the campus. Their school should preferably be under the administrative control of the Principal. Enrolment (i) The minimum and maximum enrolment in a training college is determined in terms of (a) physical facilities and (b) the teaching and other staff. For a medium-sized institution the enrolment may range between 50-150 at the B.Ed. level and 10-25 at the M.Ed. level. (ii) The modal value of the class is around 50 with an overall teacher-pupil ratio of 1:12.5. (iii) The number of pupils in a tutorial should not exceed 13. Equipment Including Furniture (i) There should be adequate number of books in the area of pedagogy and content. A good number of books on general education and a collection of reference materials such as dictionaries, encyclopedias, standardized tests, etc., is a must. (ii) The number of volumes may range between four and five thousand or more for a college with 100 students. (iii) There should be multiple copies of certain important text books and the original works of important educational thinkers. (iv) The number of journals and periodicals may vary from 25 to 50 or more for a college with 100 pupils. (v) The laboratories should be adequately equipped with new and latest apparatus. (vi) The institution should be adequately furnished with suitable furniture for the classrooms, library, laboratories and office. (vii) Each classroom/seminar room should have a large black board preferably the glass black board.
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(viii) The library should have suitable furniture including reading tables, steel racks, catalogue cabinet and display racks for displaying journals and periodicals. (ix) Suitable work benches, tools and materials in adequate supply are available in arts and crafts room/workshop. (x) Audio-visual and instructional materials such as a 16 mm projector, overhead projector, film strip/slide projector, tape recorder, etc. be available in adequate supply and should be in the working order. Staff Pattern (i) The pattern of staff in a secondary training institutions be more or less on the following lines: One Unit = 1+7 a. Principal - 1 b. Professors – 1 or 2 c. Assistant Professors in Foundation Course in Education-1 each. d. Assistant Professors in Content and Methodology -1 each e. Physical Education Instructor – 1 f.
Art/Craft Instructor – 1
g. Librarian -1 (ii)
Teaching load of a teacher in a training institution should not exceed 18 hours per week including tutorials, seminars and practical work.
(iii) The minimum qualifications of the Principal/Professor should be: 1. Master’s degree in a subject in I or II class. 2. Master’s degree in Education in I or II class. 3. Doctoral degree in Education. 4. At least 10 years’ experience of teaching in a teachers training institution or a high school. (iv)
A lecturer in a secondary teachers training institution should possess the following minimum qualifications: a) At least I or II class master’s degree in the subject concerned. b) At least I or II class master’s degree in education.
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c) Qualification in iv (a) above need not be insisted upon for the post of a lecturer in education dealing with foundation courses such as philosophy and sociology of Education, Educational Psychology etc., provided he possess a doctorate degree in education. v) Instructors in Physical Education/Art and Craft should at least be graduates in their respective professional training. vi) The institution should have at least one qualified librarian. An additional assistant qualified librarian may be provided for 10 M.Ed. students. vii) There should be a provision for a part-time medical doctor and a fulltime nursing assistant. viii)
The following office staff be provided for a college of 100 students:
a) Superintended or Head Clerk-1 b) Accountant-1 c) L.D.C./Typist-1 d) Peon/Sweeper-2 e) Laboratory Attendant-1 (for each laboratory) f) Part-Time Assistant for Games and Sports-1 Selection of Staff 1. Staff of the secondary teachers training institutions be selected on merit based on (a) prescribed qualifications and (b) performance in the interview. 2. The selection board should be so constituted that the majority of members are experts in the concerned field. 3. No relaxation in the merit is permitted except for the reserved posts in accordance with the regulations of the various State Governments. Admission of Students (i) The students in the teacher training institutions should be admitted on the basis of merit and aptitude to the teaching profession. (ii) The number of students to be admitted in each subject is worked out by the respective universities in the light of the supply-demand position and the facilities available for offering programmes.
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Finance, Funds and Expenditure (i)
Each secondary teacher training institution should keep certain amount as reserve fund. This may vary from Rs. 75,000 to Rs. 1,50,000.
(ii)
There may be a cash balance of say Rs. 20,000 to 50,000 in the bank account of each college to meet the expenditure during a particular academic session.
(iii)
An initial expenditure toward the purchase of books, journals and reference materials varying between Rs.50,000 and Rs. 1,00,000 be provided. A recurring expenditure of Rs. 50,000 to Rs. 100,000 per annum is provided.
(iv)
There should be a separate financial provision for the psychology laboratory to the tune of Rs.15,000 to be spent initially and Rs. 2,000 to Rs. 5,000 annually as recurring expenditure for an intake of 100 pupils.
(v)
The financial provision for the science laboratory be not less than Rs.50,000 each during the first year for a college of about 100 pupils. A suitable amount of, say, Rs.3,000 to Rs. 5,000 will be necessary as recurring expenditure.
(vi)
A non- recurring financial provision of Rs. 5000 to Rs. 10,000 and a recurring provision of Rs. 2000 to Rs. 5000 will be necessary toward art and craft/workshops equipment. The institution should provide for at least Rs.5000 to Rs. 10,000 as initial expenditure on sports and games for strength of 100. Suitable amount as recurring expenditure will be necessary.
(vii)
Not less than Rs.50,000 may be provided for non-recurring expedite on audio-visual materials. An amount of Rs. 5000 annually towards recurring expenditure for this purpose will be desirable.
Master of Education - Programme leading to Master of Education (M.Ed.) Degree Infrastructure Facilities 1. The institution must have 2500 sq.mts. land whereupon built-up area consisting of classrooms etc. shall not be less than 2000 sq.mts inclusive of the space meant for B.Ed. classes. Space in each instructional room shall be 10 sq.ft. per student. Built up area for running other courses in combination with M.Ed. programme shall be as under: B.Ed. plus M.Ed. - 2000 Sq.mts B.Ed. plus D.Ed. and M.Ed. - 3000 Sq.mts
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2.
For an intake of 25 students, there shall be provision for at least one classroom, one hall/seminar room, laboratories for conducting instructional activities, separate rooms for Professor/Head, for faculty members to accommodate seven to eight students, office for the administrative staff and a store. 3. Safeguard against free hazard be provided in all parts of the building. The institutional campus, building, furniture etc. should be barrier free. 4. Hostel for boys and girls separately and some residential quarters are desirable.
Instructional facilities 1. There shall be a library-cum-reading room facility for at least 10 students and equipped with minimum 2000 titles including text and reference books related to all courses of study, educational encyclopedias, electronic publications (CD Rooms) and five educational journals, internet connectivity. At least 100 quality books will be added in the library every year. The library shall have photocopying facility and computers with internet facility for the use of faculty and student-teachers. 2. There shall be a well-equipped educational technology and media laboratory, with hardware for projection and for duplication and software including TV, Camera. 3. There shall be a psychology laboratory with equipment for performing experiments as listed in the curriculum. Amenities 1. Functional and appropriate furniture in required number shall be provided for instructional and other purposes including desks, chairs and tables, bookshelves for student and teachers in classrooms and halls. 2. The institution shall provide separate common rooms for male and female teacher educators/student-teachers. Arrangement shall be made for a canteen, telephone facility and parking of vehicles. 3. Sufficient number of toilets, separate for male and female, shall be made available for staff and students. Safe drinking water is provided in the institution. Effective arrangement is made for regular cleaning of campus, water and toilet facilities, repair and replacement of furniture and other equipment. 4. The Principal's room should be centrally located and be spacious enough to certain visitors/hold small conferences with groups of students/staff. The residence of the Principal is located at or near the campus. Rent-free accommodation for the Principal will be desirable. 5. There should be hostel facilities for men and women students separately. Non-residential secondary training institutions should provide hostel accommodation for at least 50% of the students.
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UNIT III SELECTION OF STUDENT TEACHERS Teacher Training Programme It is a well-established fact that promising candidates try to enter medical or engineering profession at the higher stages of education or compete for administrative jobs. For a good number of them when these doors are closed they try to enter this teaching profession. Only 33-34 percent boys and girls joined B.Ed. Course for love of the profession. Only have been that many people enter this profession who have no particular interest or aptitude for teaching. They are there because they could not get entry into other professions. This state of affair has lead to the lowering of the standards of this profession. One way to improve this situation is to take steps for providing proper socio-economic status to the teacher. The other step in the prevailing circumstances can be to keep a check on the entrants to the profession in the form of proper selection of candidates for teacher education. This will definitely help in improvement of the quality of education and may contribute to the status of the teacher. Teaching is one of the most respectable professions which are suited for women’s. Teacher is the person who educates other. Teaching is the profession of a teacher. He/She educate/inspire the students to reach for stars. They should be up to date with newest idea and information for their students. Teacher purpose is not to create students in their own image rather than developing his students who can create their own images. It’s said that a teacher is…. “A good teacher is like a candle - it consumes itself to light the way for others”. “A best teacher teaches form heart not from book”. A saying on teaching…. “To teach is to learn twice”. “The secret of teaching is to appear to have known all your life what you just learned this morning”. The importance of a good teacher is vast in India. Teachers play a vital role in developing a student. Teaches not only sharpens the students intellect and aptitude through their wisdom, patience and intelligence but also creates a wellrounded personality. As teaching filed is vast it requires different skills and training field includes teaching at nursery, middle schools, high schools, colleges, universities, institutes, special schools so on.
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Mostly the one who is interested in subject or want to be a professional in career goes for teaching. Depending upon the qualification the level of teachers is characterized as primary, high school, lecture, professor and so on. A good teacher is one who brings out best in every student. Selection of Suitable Students for Teacher Training Programmes Looking for a Career Option in the Field of Teaching, must have some special qualities different from other professions. The trick in being a popular teacher-the kind starry-eyed kids in school follow around with adoration write large on their faces and in college, seek out for advice, guidance and some simple hand-holding-is identifying yourself with the students. They are the most loved of teachers who climb down from the high perch of authority that their job automatically places them on and see things from the students’ perspective. And those who are aware of the power to shape lives that has been vested in them and uses it responsibly. Some of the character traits were mentioned by multiple people. We’ll call these the Top 5 (Plus 14) Character Traits of Superior Teachers. If onewants to be a great teacher, these are the things one should begin to develop first. Top 5 Character Traits of Great Teachers i) Inspired us and never let us settle for anything less than our best. ii) Compassionate, caring, made us feel important and welcomed, made a personal connection with us. iii) Were demanding, pushed us hard. iv) Had a great sense of humor. v) Knowledge of the subject matter. Other specifics 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Wasn’t afraid of what other people thought. Passion for the subject matter. Challenged us to think beyond just the answer in the textbook. Listened to our ideas. Taught our new things. A terrific fund raiser. Kept things interesting. They were interactive. Added personal elements to the classroom. Organized. Wasn’t fake or shallow with comments to students. Discipline. Confidence. They were problem solvers, rather than simply problem identifiers.
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Selectivity in Teacher Training: Countries with successful teacher training programmes enforce strict selection criteria in granting admission (one in six applicants are admitted to teacher training programmes in Singapore and one in ten in Finland). Countries with successful and unsuccessful programmes differ in their selection strategies. Successful countries are selective in admitting applicants while less successful systems allow great numbers of candidate teachers to obtain their academic degrees leaving the selection process to schools. It is both impossible and uneconomical to deliver quality teacher training to congregations of this size. Trends in the number of applications indicate a decline in the proportion of school leavers who find a teaching career an attractive choice. The number of people who apply to preprimary, primary, secondary and higher secondary school teacher training institutions as their first choice has recently plummeted and the school results of applicants are below the national average (NAGY & VARGA, 2006). Teacher training programmes were chosen by school leavers with poorer than average skills (VARGA, 2007) and since there were relatively few applications for a large number of places, applicants were practically freely admitted. If students bring with them poor levels of knowledge and skills, training cannot maintain high standards. Those students are suitable for a teaching career that is equipped with entry competences that can provide the foundations for the acquisition of a set of effective methodological tools in the course of their studies. These competences include advanced literacy and numeracy, good social skills, effective communication, an aptitude for lifelong learning and a desire to share knowledge. All of these can be assessed by a selection procedure, in the course of training or even at the time of resident training. In principle, the introduction of two-stage teacher training could have improved selectivity since teacher training has been transferred to master’s level and students now have to pass two selection procedures: their school leaving examination results must meet certain criteria to be admitted to bachelor’s courses and their suitability for master’s courses will be assessed through a teacher training entrance examination to be introduced in 2009. There is no guarantee, however, that teachers graduating from the new system will be better than previous generations unless fundamental changes are introduced to make teaching careers more attractive. If this does not happen, no-one other than the weakest third of bachelor graduates will be motivated to take masters. An improvement in teacher quality cannot be expected unless fundamental changes are introduced to make teaching careers more attractive. According to Tamil Nadu Teachers Education University norms for admission to B.Ed. Eligibility and Educational: 1. The candidates should have undergone 10+2+3 (15) or 11+1+3 (15) pattern of study and passed the qualifying examination conducted by the respective State Board or CBSE or any other recognized Board of Education/Examination and U.G. Degree examination of the UGC recognized Universities in any one of the school subjects offered by the
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2.
3.
4. 5. 6.
7.
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Directorate of School Education at the Secondary/Higher Secondary Education level. Candidates who have passed the U.G. or P.G. degree in Open University System without qualifying in 11 years SSLC examination and 1 year of Pre-University Course (P.U.C.) examination or 10+2 pattern of School Education examination shall not beconsidered for admission. Candidates who have taken more than one main subject in Part III/ Part IV (under Double/Triple Major System) of U.G. degree course should have to choose only one of the main subjects and should have applied for that Optional only. In such cases, marks obtained by the candidates in Two/Three major subjects shall be taken into account to arrive percentage of marks as stipulated in item (viii). Candidates who have passed Additional Degree Programme with less than three years duration are not eligiblefor admission. Candidates who have passed under four year Dual Degree Programme with two major subjects under Part III are not eligible for admission. Candidates who have qualified in P.G. Degree (5 year Integrated Course) under 10+2+5 or 11+1+5 pattern of study shall be considered for admission. In such cases, the marks obtained by the candidates in the PG shall be taken into account for admission to the B.Ed. Degree Course. a) Candidates who have done their U.G. degree in Applied Mathematics can apply for Mathematics. b) Candidates who have done their U.G. degree in Applied Physics, GeoPhysics, Bio-Physics and Electronics can apply for Physical Science. c) Candidates who have done their U.G. degree in Bio-Chemistry and Applied Chemistry can apply for Physical Science. d) Candidates who have done their U.G. degree in Bio-Technology and Plant-Biology and Plant Biotechnology can apply for Biological Science. e) Candidates who have done their U.G. degree in Environmental Science and Micro-Biology can apply for Biological Science. f) Candidates who have done their U.G. degree in Applied Geography can apply for Geography. g) Candidates who have done their U.G. degree in Computer Science, Information Technology, Computer Application, etc., can apply for Computer Science. h) Post Graduate candidates in Economics, Commerce, Home Science, Political Science, Sociology, Psychology, Philosophy, Logic and Indian Culture with 50% (irrespective of their UG marks) of marks in PG Degree or in the interdisciplinary subjects which are being declared equivalent by the respective University can apply. i) The candidates Qualified in PG Degree and secured 50% of marks with the same major subjects in UG degree but not fulfilling the minimum percentage of marks required in UG degree as per community/categorywise will be eligible. j) Candidates who have done their PG degree in Nutrition and Dietetics are eligible to apply for Home Science.
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k) Candidates who have done their UG in the school subjects are eligible for admission to B.Ed. However, those who have done the UG in the subjects not covered under this G.O. shall have to obtain an equivalence certificate for the respective subjects from the concerned Universities to consider their admission to B.Ed degree Course. The decision of the University shall be final in this regard. l) Candidates who have done their U.G. level without language Tamil or Other Indian languages Under Part – I and are awarded degree with English and Main subjects concerned need to be considered for admission to B.Ed., subject to the condition that they have to qualify for Tamil language test conducted by the TNPSC for the purpose of employment. 8. Candidates with the following marks in the Bachelors Degree are eligible for admission to the course other than Economics, Commerce, Home Science, Political Science, Sociology, Psychology, Philosophy, Logic and Indian Culture subjects for which PG qualification is mandatory. Community/Category Minimum Marks OC 50% BC 45% MBC/DNC 43% SC 40% Note : (a) Marks obtained by the candidates in the U.G. Degree Course Part III/IV Major and Allied including Practical (other than subjects Economics, Commerce, Home Science, Political Science, Sociology, Psychology, Philosophy, Logic and Indian Culture) alone shall be taken into account to arrive at the percentage of marks mentioned above. a) (i) Marks obtained by the candidates in UG Degree under part IV – Elective / Allied / Extra Disciplinary Subjects shall also be taken into account to arrive at the percentage of marks mentioned above. Marks obtained under Part V subjects shall not be taken into account to arrive percentage of marks. (b) Marks obtained by the candidates in P.G. Degree (other than Economics, Commerce, Home Science, Political Science, Sociology, Psychology, Philosophy, Logic and Indian Culture) shall not beconsidered for admission. (c) To arrive at the above percentage of marks, the marks obtained by the candidates in Major/Ancillary/Allied/Extra Disciplinary Subjects (Part III & IV) including practical alone shall be taken into account. (d) Rounding of marks to the next higher integer shall not be permitted. (e) The Candidates who have qualified for Bachelor Degree under Open University system after passing 10th std. and +2 Examinations shall alone be considered for admission to B.Ed. Degree Course. (f) The candidates who have qualified for Bachelor Degree under Open University system without passing 10th and +2 examinations and subsequently passing 10th and +2 examinations are not eligible for admission to B.Ed. Degree Course. (ix) Candidates who have passed P.G. Degree in Economics, Commerce, Home Science, Political Science, Sociology, Psychology, Philosophy, Logic and Indian Culture without undergoing 10+2+3 or 11+1+3 pattern of education shall not beconsidered for admission.
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(x) In the case of physically and visually challenged candidates, a minimum pass in the Degree is enough. However, the basis of selection shall be in accordance with the Regulations of the University/Government of Tamil Nadu Guidelines for admission to B.Ed. Course in force from time to time. Methods of Selection for Teacher Education: Selection of candidates who really have interest and aptitude for teaching requires a more systematic and reliable procedure. It is a known fact that if the input is poor, output can be no better. Therefore, for selecting proper candidates for teacher education whether for pre-primary or elementary or secondary or higher secondary teacher’s level, we can have the following procedure. a) General Considerations irrespective of merit: 1. The selection of candidates for teacher education courses should be centralized. It should be on state basis for non-university courses and on state or university basis for university level courses. The procedure of selection by individual’s institutions should be discontinued forthwith. 2. Fifty percent of the seats for various teacher education courses should be open to all the candidates at national level and the remaining fifty percentage seats should be for the candidates belonging to the particular state. This will help in discouraging regionalism in this field, better candidates will be selected. b) Determination of merit for selection: Academic Qualification: a) For Primary and Elementary teacher education courses: i) Minimum academic qualification for admission to these courses should be 50% marks in the matriculation or secondary school education. ii) Weight age to be given for higher qualification as for secondary teacher course. b) For Secondary Teacher’s Course: i) Minimum 50% at the graduation level. ii) Percentage of marks in B.A. or B.Sc. iii) Weight age given to marks obtained in the matriculation and equivalent examination. iv) Weight age (20% or so) given to marks obtained at the post-graduate level M.A. or M.Sc.
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ADMISSION TEST It’s often the simplest sounding questions that are the trickiest ones to answer in an interview situation. But with some self reflection and insight into what interviewers are trying to find out, one should be able to answer any questions put to one with confidence. Every perspective candidate for teacher education course should be appear for the admission test comprising Intelligence Test, General Knowledge Test, Aptitude Test and Creative Thinking Test each part carrying maximum of 50% marks. Those candidates who obtain less than 40% marks in aggregate in this test should be rejected for admission as ineligible. Ten percent of the total marks obtained in this admission test should be added to the percentage while preparing merit list, is a candidate, for example obtain 100 marks in this admission test, they should be given weight age of 10% marks. Covering the following subjects: Intelligence Tests Classification Series Completion Coding-Decoding Puzzle Test Direction Sense Test Logical Venn Diagrams Number Ranking & Time Sequence Test Mathematical Operations Logical Sequence of Words Arithmetical Reasoning Inserting the Missing Character Situation Reaction Test Completion of series Analogy Classification Counting of Figures Completion of Figures Embedded Figures Cube Dice Paper Cutting Formation of Figures Mirror-Images Water-Images Paper Folding Dot Situation
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General Knowledge Indian Polity History General Science Geography General Awareness Teaching Aptitude and Attitude Knowledge of Teaching Learning Process System Audio-Visual Aids and Mass Media Values as Enshrined in the Constitution of India General Awareness of National Educational Agencies Attitude towards the Teaching Profession Classroom Problems of Learners and their Solutions Adjustment Problems of Human Relation with Students. Examination, Evaluation and Assessment Use of Library General English Clause Correction Comprehension Synonyms Antonyms Fill in the Blanks Reconstruction of Sentences Numerical Ability Numbers Percentage Average Ratio and Proportion Profit and Loss Time and Distance Menstruation Compound Interest Simple Interest Performance in co-curricular and other activities subject to a maximum of 15% weight age in this field. a. 5% marks for having passed in education as a subject at graduate or postgraduate level.
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b. 5% marks for having got first, second and third position in sports at the state/university level or having participated at national/inter varsity level. c. 5% marks for securing first, second or third position at state/university level in cultural activities e.g. Music, drama, debate etc. or having participated at national or inter varsity level. d. 5% marks for having obtained education up to 10th class socially. The grand total or I, II and III should interline the merit for the purpose of selection for teacher’s education course. Merit of this procedure: i)
This will help in promoting national sprit and discourage regionalism.
ii) This will help in taking in to consideration the overall performance throughout the period of education not only in P.G. or U.G. iii) This will be considered the aptitude for teaching intelligence or creativity. iv) This procedure will be in accordance with procedures adopted for selecting candidates for professional courses. Proper selection for teacher trainees becomes essential because majority of this ordinary graduate from colleges rush for this training as they fail to find something else wealth while. There are many defective and hasty selection procedures used in teacher institute due to this good teachers are not supplied in schools and this results in the suffering of children in the country. It was found out that in many colleges the minimum qualification for admission was 40% to 45% marks in B.A./B.Sc. some weight age is given for first, second and third divisions in various examination from made. The main draw back in the admission, many colleges did not give any written test like aptitude or intelligence tests. Students were admitted only on the basis of their marks in the degree examinations, interviews were on apology as the candidates were disposed of in a short time. In the denominated colleges teachers were given preference. In some well-established and prestigious institutions better procedures were adopted. In central institute of education, Delhi they follow vigorous screening and selection procedures. Candidates with 50% of marks in B.A./B.Sc. of 45% with Horner’s or with second class in M.A./M.Sc. degree were eligible to apply. About 600 to 700 applications were called for written tests and half were eliminated on the basis of test results about 250 to 300 were called for interview
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and group discussion. Candidates fitted an interest inventory with served the basis for interview, which was conducted by 6 or 7 boards there has been for standard form for the interview assessment was done by the group collectively. The marks allotted for various test, interview and group discussion were; I. Written Test:
Time
Marks
1. Intelligence test
50 mts
50
2. G.K.
30 mts
50
20 mts
25
20 mts
25
3. Sensitive test (in Eng. or Hindi to judge literacy and Emotional reactivity to a poem or passage) 4. Expression test (English) Total
150
II. Interview:
70
It will be conducted by board of 5 person, head of the college, two staff members and two external educationalists: a. b. c. d. e.
Total Personality Expression Manners Co-curricular activities Confidence
At present many ill practices prevail for admission in training institutes. Political leaders, high official and members of managing committees put presence to get their kith and kin admitted. Some institutes demand large sums of money for admission. Many private colleges do not get good students, as they need only fee from the candidates. Majority of the trainees in all training institutions are those who have poor academic competency and who lack the qualities, which make good teachers. Sample Interview Questions during Admission time for Teachers 1. 2. 3. 4.
Tell me about yourself? Why do you want to be a Teacher? Why did you choose education as your career? How have your past experiences prepared you for teaching?
III. Group Discussion
30 250
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INTERESTS During adolescence, another dimension of important psychological change is the development of attitudes and interests. As young individuals, most pupils exhibit similar interests but during adolescence and later, there are changes in the mental and social characteristics, leading to different attitudes toward parents, school, teachers, peers and authorities. Interests change rapidly and sometimes are not easy to understand. The conduct of young people is affected by all these changes that we have referred to. It is the responsibility of the institutions to help the young grow into disciplined, mature adults and exhibit a conduct that is approved by society at large. For students to become self-motivated learners, a fervent interest for the subject has to be sparked among them. Teachers can generate interest by sharing purpose and vision and adopting teaching methods based on experience. A leading management teacher and consultant told how his teacher induced in him an interest for Sanskrit: In the first period he taught us, we were 40 boys ready to listen. The first sentence he said was, “Boys! You are lucky.” We asked him in chorus, “Why?” “Do you know what you are going to learn?” he asked. “Sanskrit,” we replied. “What is Sanskrit?” he asked. Most of us replied, “A language”. One student said, “A scoring subject (in our time there were only three subjects in which one could score 90% or more: Mathematics, Science and Sanskrit).” “You are all wrong”, he said, “Sanskrit is not just a language or a scoring subject. It is a key to 3,000 years of culture. With this one key the whole treasury is yours”. Not everybody believed him—but 10-12 of us did. After matriculation, Sanskrit was of no use to me in chemical engineering or MBA—but a boy read Sanskrit and said it is a virus that cannot be removed. When his Sanskrit teacher retired after 35 years of service, he visited his teacher. He started as a Sanskrit teacher and ended as a Sanskrit teacher; did not become even a vice-principal!
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“What did you achieve in your life?” he asked him. “Sanskrit is becoming a dead language; but I got every year a batch of 40 students. I tried to infect them (with interest for Sanskrit)—I know I could not infect everybody, perhaps 10-12 in each batch. After these 35 years, there are 400 former students of mine who must be still reading Sanskrit—this is my achievement”. A good teacher also has positive expectations of each student, that each can learn and be a winner. APTITUDE TEST This test is used for measuring the teaching aptitude for teachers and students. This test comprises eight sub-tests-professional knowledge, vocabulary, inferential reasoning, number series, numerical reasoning, logical selection, general information and reading comprehension. Aptitude test is a measure of a person’s natural ability or potential to learn a skill or set of skills. Abilities are a form of psychometric test and are administered by trained users. The terms intelligence, ability and aptitude are often used interchangeably to refer to behavior that is used to predict future learning or performance. However, subtle differences exist between the terms. The tests designed to measure these attributes differ in several significant ways. Concept of an Aptitude Test Like intelligence tests, aptitude tests measure a student’s overall performance across a broad range of mental capabilities. But aptitude tests also often include items which measure more specialized abilities-such as verbal and numerical skills-that predict scholastic performance in educational programs.Compared to achievement tests, aptitude tests cover a broader area and look at a wider range of experiences. Achievement tests tend to measure recent learning and are closely tied to particular school subjects. Aptitude tests tell us what a student brings to the task regardless of the specific curriculum that the student has already experienced. The difference between aptitude and achievement tests is sometimes a matter of degree. Some aptitude and achievement tests look a lot alike. In fact, the higher a student goes in levels of education, the more the content of aptitude tests resembles achievement tests. This is because the knowledge that a student has already accumulated is a good predictor of success at advanced levels. The Value of Aptitude Testing Research data show that individually administered aptitude tests have the following qualities:
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1. They are excellent predictors of future scholastic achievement. 2. They provide ways of comparing a child’s performance with that of other children in the same situation. 3. They provide a profile of strengths and weaknesses. 4. They assess differences among individuals. 5. They have uncovered hidden talents in some children, thus improving their educational opportunities. 6. They are valuable tools for working with handicapped children. In addition, group aptitude tests-usually given as part of a group achievement battery of tests-can is given quickly and inexpensively to large numbers of children who obtain extreme scores can be easily identified to receive further specialized attention. Aptitude tests are valuable in making program and curricula decisions. They can also be used for grouping students as long as grouping is flexible. In general, aptitude test results have three major uses: 1. Instructional: Teachers can use aptitude test results to adapt their curricula to match the level of their students, or to design assignments for students who differ widely. Aptitude test scores can also help teachers form realistic expectations of students. Knowing something about the aptitude level of students in a given class can help a teacher identify which students are not learning as much as could be predicted on the basis of aptitude scores. For instance, if a whole class were performing less well than would be predicted from aptitude test results, then curriculum, objectives, teaching methods or student characteristics might be investigated. 2. Administrative: Aptitude test scores can identify the general aptitude level of a high school, for example. This can be helpful in determining how much emphasis should be given to college preparatory programs. Aptitude tests can be also used to help identify students to be accelerated or given extra attention, for grouping, and in predicting job training performance. 3. Guidance: Guidance counselors use aptitude tests to help parents develop realistic expectations for their child’s school performance and to help students understand their own strengths and weaknesses. Some Model Questions for Aptitude Test:
A person's present age is two-fifth of the age of his mother. After 8 years, he will be one-half of the age of his mother. How old is the mother at present?
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At what time between 7 and 8 o'clock will the hands of a clock be in the same straight line but, not together? If the average marks of three batches of 55, 60 and 45 students respectively is 50, 55, 60, then the average marks of all the students is? A man purchased a cow for Rs. 3000 and sold it the same day for Rs. 3600, allowing the buyer a credit of 2 years. If the rate of interest be 10% per annum, then the man has a gain of? What is the value of 72 X 0.6 + 32 R D F 1 2 3 4 5 4 5 R D F G Y U U I I o 7 8 6 7 8 R D 4 5 2? How many 2's are there in the Series? Natural numbers are obtained by adding........ to the previous number. The attendance of a class is 12, 26, 42,13,24,27 form Monday to Saturday. What is the average attendance of the class? How many numbers are there between 200 and 300 in which 7 occurs only once? If 'working'=30, 'watching'=30 and 'coming'=10, 'cooking'=10 then what is 'making'=? Two coins are tossed simultaneously what is the probability of getting at least one head each time? A bag contains 11 fruits of which 3 are spoiled. If 4 fruits are chosen at random, find the probability that all the fruits are spoiled? ATTITUDE TEST
Attitudes are generally regarded as having been learnt. They predispose an individual to action that has some degree of consistency. The experiences of preservice teachers influence the formation of attitudes and these, in turn, influence their classroom practices. These attitudes and practices may sometimes be at variance with the main direction of their tertiary teaching methods courses. Thus it is crucial in assisting pre-service teachers to understand their own attitudes and practices that these attitudes be made explicit and examined. The key that opens our mind and heart to better job performance, an enriching career and life is your attitude. All of us want success; we want good results in all walks of life, in our homes, in work and in all our relations. The most important single factor that guarantees positive results is the Positive Mental Attitude! A positive mental attitude helps to one: - Consider our neglected and misunderstood fact. - Summary: Job as a part of the larger pattern of your organization.
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- Utilise our potential when dealing with other employees andcustomers. - Understand how our own attitude affects other people’s attitudes and performance. Attitude is defined as ‘the position or bearing as indicating action, feeling or mood’. And it is our actions, feelings or moods that determine the actions, feelings or moods of others. Our attitude is the way we communicate our mood and tells the world what we expect in return. If we are optimistic and anticipate success, we will transmit a positive attitude and people and customers usually respond favourably to our attitude. But when we are pessimistic and expect the worst, our attitude is often negative and people tend to avoid us. Inside our head, where it all starts, attitude is a mind-set; it’s the way we look at things mentally. Attitude is not simply a state of mind; it is also a reflection of what one value. Our attitude is more than just saying ‘I Can ’; it believes ‘I Can Do ’. It requires believing before seeing, because seeing is based on situations; believing is based on faith and our unwavering conviction. As a human creature, all of us have been given the godlike power to create our own lives. Every day, we utilize actions and ideas that will determine the nature of our tomorrows. Those ideas and actions lead some people to extraordinary achievements; some to a kind of average life; for some, those actions and ideas bring repeated frustration and problems. We tend to live up to our expectations; and others give to us what we expect. Our attitude is something we can control, and the people will reflect back to us the attitude we present to them. It is, then, our attitude towards life that determines life’s attitude toward us. Law of Cause and Effect. Your attitude is the disposition you transmit to others. It is also the way one see things mentally from the inside. The more one can focus on the positive aspects of our environment and life, the easier it will be to feel and remain positive. Positivity can be maintained through conscious efforts. When something negative diverts our mental focus, one can bounce back and make the adjustments by following these time-tested techniques. Techniques: • Think cheerfully; Onebecomes what onethink about all the day long. There is always a silver lining in the dark clouds; so, look for the light and this will enlighten our mind and thoughts process. • Clarify our objectives; a person with a crystal-clear goal is more apt to have a positive attitude than someone without an aim. A well-defined objective in
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life provides us direction, helps one achieve better focus and removes doubts and fears. • Sense of humour; the more one develop it, the more positive one become. Find out the funny aspects in every so-called problem and one can turn it into an opportunity. • Mix up with winners when an odd situation confronts us; negative losers can very easily aggravate the situation. Avoid these ‘turkeys and fly with the eagles’ who radiate enthusiasm, hope and optimism. • Visualise success; one get what one expect. Positive expectations pave the way for harmonious and positive times. Our imagination is the laboratory where one can rehearse and preview the successful events. • Pep talk often called self-talk or monologue; it is our thinking aloud. When we assure our self over and again of good, our subconscious mind accepts and believes so and our actions radiate the same thought process. Attitude is important to understand human behavior. To define what exactly an attitude is, many attempts have been made in literature. Generally it is defined as a complex mental state involving beliefs. The quality of education is directly related to the quality of instruction. Teacher is instrumental for better instruction. He is required to have a higher professionalism because of rapidly changing circumstances. He is expected to use the best practices and strategies to meet the challenging demand of his career, which involves imparting knowledge and developing essential skills in the students. A good teacher is expected to be committed to his work and have the ability to take the initiative (Sparks, 1979). Teacher is expected to not only to master the subject and various methods of teaching but also to show that he is capable of selecting the various study materials according to the teaching goals and varied group of pupils. He also possesses the potentials to create a learning environment for the students (Vermunt and Verschaffel, 2000). Gupta (1996) describes that the task of teachers is central to education. Teachers must transmit to new generation the cultural heritage of society - the knowledge, skills, customs and attitudes acquired over the years. They must also try to develop in their students the ability to adjust to a rapidly changing world. The effective teacher is capable of creating a desire to teach (Conant, 1993). Teaching is a complex and demanding profession. To sustain their energy and enthusiasm for teaching, teachers need to maintain personal commitment to the job (Day, 2000). Smith (1990) has claimed that teacher’s personality in the attitudinal sense is a significant factor in teacher’s behaviour and it has great impact on student’s achievement. The teachers must know the art of communication, understanding
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others and ability to learn from the experiences. They should be able to facilitate learning effectively (Reddy, 1992). Bhatia and Bhatia (1988) describe that the teacher is a servant of the society entrusted with the task of modifying and developing the behavior of the young child for maintaining and improving social patterns. The teacher can render this service to society only if he, above all, is a humanist - a human being in the true sense of the world. He is a person of high ideals and engaging personality. Wright (1987) describes that the primary function of teachers is to motivate the learners who are not motivated and to nurture those who are already well motivated to the task of learning. Attitude of Student Teachers: Attitude of student teachers largely depends upon their personal characteristics and disposition, both seems to be highly interlinked. The teaching profession requires certain dominant behaviors which show teacher’s intellect, desire to excel, extended professionalism and teaching as a life concern. This is a profession, which exalts service above the personal gains (Goodings et.al., 1995). Teaching involves human nurturance, connectedness, warmth and love (Hargreaves, 1994) and the teacher’s beliefs about his role in caring for the students plays a crucial part in developing the personality of the students (Kelchtermans and Ballet, 2002). Flores (2001) explored from the newly graduated teachers that what affects their attitude towards teaching profession. They indicated that social and political control existing over teachers and the profession, in addition to the economic problem. She also reported that the workplace also plays a crucial role in shaping teachers’ attitudes towards teaching, especially behavior of principal and the nature of the communication within the school. Teaching: Teaching is perceived as a difficult job among people. Many reasons can be named for this perception. It can be said that teachers face several difficulties when they start teaching. They start to feel deprived, alone and isolated in the society. It may cause a negative attitude towards the teaching profession. Attitudes of teachers play a crucial role in the teaching profession. Negative attitude of a teacher may have a negative impact on one’s teaching. Teaching is actually one of the oldest professions. It is true that the requirements for entrance into the teaching profession have not always been as high as those for some other professions. It is also true that in the profession of teaching, there are some members who have not lived up to the desirable level of conduct and service. Furthermore, many persons have used teaching as a steppingstone to other professions. It is always blamed that our teachers are not discharging their duties and responsibilities adequately and satisfactorily. The quality of education is deteriorating; it can hardly be challenged by anyone.
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Attitude towards Teaching Profession: The teaching profession has considerably suffered, as it could not attract the best talent because of the poor pay scale, limited prospects of promotion and insecurity of service, particularly in private institutions. The destiny of the country lies in its classroom. This implies that teacher, who is the organizer and the controller of the classroom is mostly responsible for the future of the country. He is building future citizens of the country. As he moulds the children so the country will be molded. From this point of view, a lot of responsibilities lie with the teacher. Attitude towards profession means a person’s feelings, behaviours and commitment to the profession or job. If the teacher is committed and has positive attitude then it is sure that his performance will be better and his efforts will be fruitful. Richardson (1991) narrated that education is a nation building activity. The quality of education depends upon ability and efficiency of teachers. If the teachers are well trained, motivated and committed with their profession, learning will be enhanced. This study may provide a searchlight towards developing a positive attitude among prospective teachers towards teaching profession. Some Model Questions for Attitude Test: (True or False) When you're thinking to yourself, you tend to use positive words and encouraging phrases. You don't worry about things you can't control. Most to all of your friends have upbeat attitudes. In the past month, you've described yourself as depressed. You tend to think about your strong points more than your weak points. Even when things are stressful, you are able to focus on what needs to be done. If someone criticizes you, you tend to take it in the worst light. You are usually the first person to give out a compliment. You have something good to say about everyone, even your enemies. You tend to be quite afraid of losing people you love. You have good posture. When talking to strangers, you tend to smile and try to sound friendly. Instead of participating in gossip, your rule is to say something nice or nothing at all. You tend to like to be well dressed and looking your best.
INTERVIEW It will be conducted by a board of 5 persons, head of the college, two staff members and two external educationists.
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Written Test i) ii) iii) iv) v)
Total personality Expression Manners Co-curricular activities Poise and Confidence
TEACHER EDUCATION
Marks 10 10 10 10 10 50
At present many ill-practices prevail for admission in training institutes. Political leaders’ high officials and members of managing committees put presence to get their kith and kin admitted. Some institutes demand large sums of money for admission many private college do not good students, as they need only fee from the candidates. Majority of the trainees in all training institutions are those who have poor academic competency and who lack the qualities, which make good teachers. Why selection? One factor encouraging selection is the increasing number of applicants. Many centres attract more applicants than there are places, so the temptation to accept people merely to ensure sufficient numbers is removed. But why not keep it simple by having a ‘first come, first served’ policy? Or let market forces rule and where course fees are charged; increase them until they balance demand? Of course, the trainers themselves know from experience that not everyone who applies for a place on a course will be suitable. Weak trainees struggle with language analysis, or cannot develop classroom management skills or any number of the other complex elements that go to make up a successful teacher. Only an irresponsible trainer would knowingly encourage such candidates to join a course. Trainers are also aware that large numbers of failures show them in an unfavourable light in the eyes of their managers, especially now that there is an increasing tendency (in Britain at least) to equate teachers’ performance with their students’ examination success. What makes a good interview? Interviewing and selection are not synonymous, but the first thing we can learn from the literature is that the former, while not 100% reliable, may still be the most effective selection tool at our disposal. Different authors have their own approaches and styles (e.g. Gratus 1988, Plumbley 1985, Breakwell 1990, Shouksmith 1978, Yate 1988) but in broad terms they are in agreement as to what constitutes a good interview: 1. Be prepared: Know the purpose of the interview and make a plan with questions framed to fit this purpose. Have questions and timing written down. Check that the interview and waiting rooms are satisfactory, with furniture suitably arranged.
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2. Create the right impression: Be polite, friendly, welcoming; don’t try to impress the candidates or to catch them out; to be over-friendly or too formal. Stick to the time table; don’t delay post-interview follow-up; whatever the outcome, allow the candidates to leave with their dignity and self-esteem intact. 3. Make the most of the time available: Get the maximum amount of relevant information from the candidate; aim to gather new or more detailed information rather than wasting time on that already given on the application form. Take control of the interview; give an outline of the interview stages; move on to new topics when appropriate, maintaining a steady, unhurried pace and be as systematic and thorough as time allows. Coax full answers from reticent or evasive candidates and guide rambling candidates back to the subject with appropriate feedback. 4. Give the candidates a fair chance, and be seen to be doing so; favour open questions, and build up a rapport to encourage full answers; be sensitive and avoid trick or leading questions - the interview is stressful enough without adding pressure; listen to answers, avoid excessive ‘interviewer talking time’, and be prepared to review first impressions. Give candidates time to ask questions. Take notes for later reference. 5. Beware of ignoring the facts and following feelings. Techniques: Not surprisingly, questions are identified as the main tool of the interviewer. There are two basic categories: closed questions (which expect yes/no answers) - these may have limited use when checking information, getting started, or seeking commitment (Yate, 1988); and open questions (which often begin with a question word, and demand a full response) - these can be used to explore an issue from many angles, and help to give the fullest possible picture of the candidate. Open questions can be used in a ‘layered’ manner, starting with a general approach (e.g. ‘why did you choose to do languages at school?’), and followed up with more specific queries (‘what do you mean when you say you were good at Indian?’). These can take the form of imperatives: ‘Tell me more about . . . ‘. If we have a very positive first impression of a candidate, we may be influenced by what Yate describes as the ‘halo effect’; in this case, we need to ask a ‘negative balance’ question: ‘Was there ever an occasion when things didn’t work out so well?’ The aim of using such a question is to ‘obtain the information you require and motivate the interviewee to talk freely’ (Gratus, 1988: 37), so questions which are vague, sarcastic, impertinent, or otherwise offensive should be avoided. Questions are also an important means of controlling the interview. ‘Reflexive’ questions (Yate, 1988) such as ‘That’s very interesting, but I think with time so short we would better move on to something else, don’t you?’ tend to trigger the candidate’s reflex to agree and the interview proceeds. For reticent candidates, ‘mirror statements’, used in conjunction with expectant silences, can serve to elicit more details.
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The technique is to mirror or paraphrase a key statement and then sit and wait for the candidate to expand on it. Vague answers can also be treated in this way or be followed with more specific or ‘layered’ questions as described above. In all cases, the interviewer should aim to remain matter of fact, especially if the question is a sensitive one; but if it is necessary, there should be no embarrassment about asking it - this would only make the candidate uncomfortable. As well as asking questions, interviewers must be equally adept at listening to answers. If our questioning technique is good, then most of the time (Gratus, 1988: 83 suggests 85% of it) should be occupied by the candidate’s answers. Body language, facial expression, eye-contact and gesture are of vital importance when listening to responses; they tell the candidate that the interviewer is interested and sympathetic and by feeling that we are paying attention to what they say, they will be encouraged to continue giving full answers. Fidgeting, fiddling with papers or tapping fingers clearly signal a lack of interest, while smiling, looking at the candidate and leaning forward show that we are listening attentively, as does appropriate verbal feedback (‘I see!‘, ‘Really!’, ‘I understand’, ‘Yes’, ‘Uh-huh’) accompanied by nods. To quote Gratus (1988: 59); ‘To listen properly and to hear not only what the interviewees are telling you but also what they are not takes concentration and intelligence, as well as humility and patience. It is the ability to hear the feelings expressed by the interviewee behind the words, as well as any omissions and evasions’. When it comes to special techniques such as psychometric testing and graphology, the advice seems to be: avoid them! They are of doubtful use and effective questioning and listening will be far more reliable. Group interviews, however, are a good idea. If well planned, with tasks for candidates to work on together, interviewer talking time is minimized and there is the opportunity to observe how each candidate gets on with and influences others and their manner of doing so. Individual interview: 5-10 minutes To be completed after the group interview. The panel of interviewers jointly agrees on follow-up questions, especially those of a more personal nature that could not be asked in the group session. Each interviewer then sees one or two candidates on a one-to-one basis. The candidate profile can be completed at this point, or afterwards in discussion with the whole panel. The scores can give a quick impression and the totals compared for two very ‘close’ candidates. The weightings of the scores and precise details included on the profile would depend on the course and context. Follow-up questions: 1 2 3 4.
Notes
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Candidate Profile What aspects of the candidate’s personality make you feel that he/she is (un)suitable for Teacher? What is your assessment of their communication skills? (Ability to express self and listen to others) Are there likely to be any problems with practical considerations (money, time, commitment, health, personal responsibilities)? How do you rate their linguistic knowledge and aptitude for language analysis? What is the level and nature of their motivation for doing the course? Personal appearance: Do they look the part? Do they have a satisfactory track record (successful completion of other courses, held down a job)? Total score Other Remarks:
Score* 0 1 0 2
2 3 4 6
0 1
2 3
0 2 0 2 0 1 0 1
4 6 4 6 2 3 2 3
Overall impression: IDEAL/STRONG/OK/BORDERLINE/WEAK/NO CHANCE Recommendation: ACCEPT/RESERVE/2nd INTERVIEW/REJECT *In this example the scores represent the following ratings: 0-3 0-6 (Single weighting) (Double weighting) Very poor/unsuitable 0 0 Poor/not very suitable 1 2 Satisfactory/quite suitable 2 4 Good/very suitable 3 6 We gave linguistic knowledge and motivation double weightings in this case as they seemed, from our experience, to be the two key factors in determining suitability for an intensive pre-service course. Selectors will be looking to see how we can talk about and demonstrate these skills at your interview. The sort of evidence we could offer includes: Listening - to children’s' problems Planning - a holiday with friends. Writing - a dissertation. Analysing - the best methods of publicizing a society's events to members. Presenting - acting as compare to a charity fashion show.
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ACHIEVEMENT TEST Achievement tests are exams that are designed to determine the degree of knowledge and proficiency exhibited by an individual in a specific area or set of areas. An achievementtest is sometimes administered as part of the acceptance process into an educational program or to qualify an individual for employment or a promotion with a current employer. In other applications, the achievementtest serves as a tool to measure current knowledge levels for the purpose of placing students in an educational environment where they have the chance to advance at a pace that is suitable for their abilities. It is not unusual for public school systems to utilize achievement testing to identify students who are prepared to move on to more advanced courses of study or who need some type of remedial instruction. The idea behind using an achievementtest format to measure the grade level for each student is not intended to reflect on the general intelligence of the individual. Rather, the purpose of the testing is to ensure each student is placed in a classroom situation where there is the best opportunity for learn and assimilate data in an organized fashion that prepares them for moving on to more advanced material. An achievement test is a test of developed skill or knowledge. The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait. Achievement test scores are often used in an educational system to determine what level of instruction for which a student is prepared. High achievement scores usually indicate a mastery of grade-level material, and the readiness for advanced instruction. Low achievement scores can indicate the need for remediation or repeating a course grade. Under No Child Left Behind, achievement tests have taken on an additional role of assessing proficiency of students. Proficiency is defined as the amount of grade-appropriate knowledge and skills a student has acquired up to the point of teaching. Better teaching practices are expected to increase the amount learned in a school year, and therefore to increase achievement scores, and yield more “proficient” students than before. When writing achievement test items, writers usually begin with a list of content standards (either written by content specialists or based on state-created content standards) which specify exactly what students are expected to learn in a given school year. The goal of item writers is to create test items that measure the most important skills and knowledge attained in a given grade-level. The number and type of test items written is determined by the grade-level content standards. Content validity is determined by the representativeness of the items included on
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the final test. The tests include three types of questions: multiple choice, short answer, and extended response. Besides requiring a written answer of five or six sentences, the extended response may also require the student to graph, illustrate or show work. Achievement Tests are used to Measure the Degree of Mastery of; (a) Skills (b) Concepts (c) Processes (d) Knowledge of Particular Subject
MODEL QUESTION PAPER V.O.C.COLLEGE OF EDUCATION, THOOTHUKUDI ACHIEVEMENT TEST
Name of the Trainee:
Subject : History
Name of the school:
Standard:
Time: 1.30 hrs
Marks : 50
i. True or False
: 5 x 1= 5
ii. Fill in the Blanks
: 5 x 1= 5
iii. Choose the correct answer
: 5 x 1= 5
iv. Match the following
: 5 x 1= 5
v. Short answer
: 5 x 2= 10
vi. Essay type
: 4 x 5= 20 (or) 2 x 10 = 20
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Knowledge
Book questions
Understanding
Compares, differentiates
Application
Day to day life apply
Skill
Time line map, table
BLUE PRINT Sl. No
Objectives Content
1
Knowledge
Understanding
Application
Skill Total
O
S
Topic 1
1(5)
2(2)
2
Topic 2
1(3)
1(2)
3
Topic 3
1(4)
1(4)
Total
E
O
S
E
O
S
E
1(2)
16
S
E
5(1)
2(3)
16
5(1)
14
O-Objective type
O
10
10
S- Short answer type
5(1)
10
5(1)
24 50
E- Essay type
Note: Number within the bracket indicates number of question. Number outside of the bracket indicates the marks allotted for the question. SELECTION AND WEIGHT AGE TO OBJECTIVES Sl. No
Objectives
Marks
Percentage
1
Knowledge
16
32
2
Understanding
14
28
3
Application
10
20
4
Skill
10
20
50
100
Total
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SELECTION AND WEIGHT AGE TO CONTENT Sl. No
Content
Marks
Percentage
1
Topic 1
16
32
2
Topic 2
10
20
3
Topic 3
24
48
50
100
Total
SELECTION AND WEIGHT AGE TO TYPE OF QUESTIONS Sl. No
Type of questions
Marks
Percentage
1
Objective
20
40
2
Short Answer
10
20
3
Essay
20
40
50
100
Total
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UNIT IV ORGANIZATION OF PRACTICE TEACHING Organisation of Student Teaching The teacher education institutions play a very important role in improving the system of education by educating teachers. Student teaching is the most important aspect of the preparation of teachers. Every training institution should organize and make provision for the supervision of student teahing adequately. Student teahing is the nucleus of any pre-service teacher training programme. In it, the student teachers get an opportunity to gain practical experiences of many ueful things that they learn in theory classes. While organizing its effective programme following important aspects need to be considered: 1. Series of General Lectures: Before the student teacher starts actual teaching in schools, it is necessary to give him a general background of some significant spheres of teahing so that he may attain a good mental preparation and awareness of professional courses, teacher’s professional growth, plae of curricular activities, human relations in schools, use of library, components of successful teahing, maxims of teaching, methods of teaching, types of lessons, use of teaching aids, class management strategies, planning of units and Individual lessons. 2. Demonstration Lessons: Demonstration lessons seeks to expose the student teaches to certain teaching situations. By observing the lessons of good and experiences teaches, student teahers get an opportunity to examine the points critically which they have learnt in theory. Some training institutions arrange demonstration lessons before practice teaching and some d oafter initially starting the practice teaching. Demonstration lessons should be organized before practical teaching when the student teacher feels some difficulty during practice teaching. As for the number of lessons in each method of the subject, it seems worthwhile to fix at least twenty fice lessons in each. The demonstration lessons should be delivered in the training colleges rather than in the schools. Each demonstration lesson and some of the practice teaching lessons should be followed by discussion by staff and students. The demonstration lessons may either be imparted by Training College Staff or by Effective School Teachers.
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Need of Organisation of Student Teaching A systematic orgfnisation of student teaching is necessary. Without a proper organization, student teaching programme can not proceed smoothly and successfully. It is essential to realize the objectives of student teaching. A functional programme of student teaching offers a challenge to the student teachers for acquiring an understanding of the fundamental teaching-learning process, knowledge about the problems of actual teaching and a mastery of skill for directing the learning of pupils. Student teaching is the ‘key-phase’ of total teacher education programme where attempt is made to prepare the student teacher for his multi-farious responsibilities as a teacher. The student teacher needs to k now all that is possible by the school in which he will do his teaching before his orientation of student teachers are necessary. All hese things require a proper organization. Without proper organization of student teaching, the programme of teacher preparation will not be successful. Hence, an effective organization of student teaching is indispensable. The organization of student teaching varies from college to college. Some approaches are as follows; Divide the student teachers into two batches-one batch is engage in the heory classes while the others in teaching fron the very beginning of the session for one and half to two months. The Present Practices Looking at the present practices, there is a variety of practices about the organization of student teaching. Some institutions divide it into two blocks. The duration of each block also differs. Some institutions divide the student teachers into two batchers. One batch is engaged in to theory classes while the other batch is kept busy in practice teaching. Some institutions organize the student teaching in one block which generally operates after two or three months before the amen strat of academic session. The other practice followed in some institutions is to organize the student teaching on half-days continuously for three or four months. The student teacher teaches one subject continuously by taking a period every day. These institutions stary the practice teaching usually from 10.00A.M. to 1 P.M. The internship in teaching is arranged by cooperating schools and Regional Colleges of Education. In most of the colleges, one or two lessons in eah subject are demonstrated before the practice-teaching. Discussion on these lessons and lesson planning are held. Criticism lessons in two method subjects are organized by the education departments. This practice is, obviously, very inadequate.
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Suggestions for Organising Student Teaching Student teahing is the most important prt in the teacher education programme. In organizing the programme of student teaching, due car should be taken. The trainees should be encouraged to practice new strategis and tactics in teaching. Practice-teaching should be divided into three phases: 1. Pre-Practice Teaching Preparation, 2. Actual Practice-Teaching and 3. Post-Practice-Teaching follow-up. (1) Pre-Practice Teaching Preparation: The pre-practice teaching preparation should be very practical. The institutions must try to enable their student teahers, before they ar put into actual teaching situations, to possess the knowledge of pedagogical aspect of education. This preparatory stage should contribute: (a) Instruction inphilosophy of education-meaning, aims and objectives of education, (b) Psychology of education-dvelopment of child and learning theories, (c) Components of successful teaching and teaching theories, (d) Instruction of general methods/strategies and tactics of teaching, (e) Schools-organisation-class management strategies, (f) Demonstration lessons and observation of the same, (g) Necessary information and skills for doing related practical work should be provided, (h) Preparation of flexible micro, mini and complete lesson-plans should be discussed during this period, (i) Student teachers should be acquainted with the various skills of teaching. (2) Actual Practice-Teaching Actual practice-teaching should be organized in three phases. At first phase, 4 or 5 complete lessons should be taught in simulated situations. As the second phase, 15-20 micro lessons may be taught in simulated situations. In this way, the theory and practice will go together. In the third and final phase of practice teahing, 25-30 lessons should be conduted in realistic situation in a block, because “it has now been accepted that block teaching practice is a better alternative to every day one lesson delivery practice”. During this period, the trainee has to function like a junior teacher of the school, participating in its entire programme, e.g. organizing co-curricular activities understanding recrds and registers, evaluating and recording child growth
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and child performances and communicating the same to the pupil and the guardian, etc. Practice-teaching should not be done hurridly. (3) Post-Practice Teaching Follow-up Necessary and related practical work connected with theoretical courses, such as construction and administration of tests, case studies of pupils, preparation of improvised taching aids, action research, etc., should be organized at this stage. It is suggested that the process and product of the work undertaken should be carefully observed and the necessary guidance be provided to the student teacher whenever necessary. Selection of School for Student Teaching We prepare teachers for primary and secondary schools, so teaching practice are organized in secondary schools. Only such schools are selected for student teaching whose principals are willing to cooperate and extend facilities for student teachers. Moreover the selected school should not be very far from the residences of the most of the student teachers. The following criteria may be used in selecting the cooperating schools for practice teaching: (i) The school management and staff should be willing to assist in the programme of student teaching, (ii) Provision of adequate physical facilities should be there, and (iii) The staff-members should be experienced and willing to co-operate the student teachers. PREPARATION OF TRAINEES FOR TEACHING There are several things that we can do to best prepare ourself for training to become a teacher. Effective teaching preparation and implementation is important to help students understand lessons in the easiest and clearest way possible. With proper preparation and effective classroom management, it is possible to achieve the desired educational outcomes. Teachers have attested that an efficiently organized classroom and an effective approach make it possible for students to have high academic achievements. Preparation Effective teaching is greatly dependent on the kind of lesson preparation made. In teaching, the preparation of materials and instructional tools comes before efficient teaching. The combination of educational materials and
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supplements with a structured learning format help ensure that lessons are better understood. Teaching Style In teaching a prepared lesson, teaching style is an important factor. There are many different styles and not one is considered the best. However, the style should match the environment, the nature of the subject being taught and the kind of students. More important, the measure of a good teacher is in the way he continually seeks to improve the teaching style. Learning Environment To efficiently teach students, it is necessary to create a good learning atmosphere. It should foster learning in an environment for serious learning without putting much tension. The atmosphere should be welcoming and it's important for the teacher to encourage students positively. Structure Format A basic structure format is necessary for effective teaching. First, state objectives on what students should learn. Second, discuss the concept and provide practical examples. Third, always make the discussion a participative one where students can provide their own input. Students learn more when there is a two-way process of information between them and the teacher. Teaching Methods In today's classroom settings, a mere discussion is not sufficient anymore. To initiate effective teaching, experts suggest proper deliberation and combination of these teaching methods: reading supplements such as journal article, textbooks or handouts; demonstration; lecture; laboratory; computer-assisted, discussion and group work. By providing different scenarios, activities and materials, students get to learn the subject course in both theoretical and practical applications. LESSON PLAN The art of systematic and effective presentation of a small unit or units of the subject matter which a teacher teaches to a class of students in a definite period is known as lesson plan. In short, a lesson plan contains a clear description of methods of creating proper classroom environment and teaching steps in order to achieve the objectives of the lesson occurs. A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan.
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Origin of Lesson Plan The origin of lesson plan is from Gestalt psychology. The Gestalt theory of learning has a great influence on human learning. In the school, the whole is perceived by a part. A unit plays an important role in learning, because the learner usually takes the help of units in understanding the whole concept. The meaningful activities are related to one another within a unit. These activities provide the purposeful learning experiences and the learner understands the whole concept. The theory originates the concept of Unit Plan. The unit plan is based on two streams of thoughts: The first approach is propounded by Herbart. He stresses on the content and informations in a unit plan. The second approach is given by John Dewy and Kilpatrik. They have emphasized on the experiences of learners in unit plan rather than information.B.F.Skinner has provided a recent approach of unit plan. His major assumption about learning is that the student learns better if the content is presented in small units. The unit-plan is the crucial aspect of a lesson-plan. Meaning and definition of Lesson Plan N.L. Bossing has guveb a comprehensive definition of lesson plan. “Lesson plan is the title gi en to a statement of the achievements to be realized and the specific meaning by which these are to be attained as a result of the acitivities engaged during the period”. Bining and Bining have explained the streucture and purpose of lessonplan in their definition as follows: “Daily lesson planning involves defining the objectives, selecting and arranging the subject-matter and determining the method and procedure”. I.K. Davies has given four steps for management of learning, planning, orga izing, leading and controlling. He has also given the greater importance and to lesson planning in the first step planning of teaching. He has defined in the following manner: “Lessons must be prepared for there is nothing as fatal to a teacher’s progress as impreparedness”. Ryburn considers that a pupil teacher gains experience about his classroom work through lesson-planning, so that he is able to perform his tasks successfully in his teaching. He has defined this concept in brief: “To teach we mush use experience already gained as starting point of our work”. Need of Lesson Plan The lesson plan does not allow not allow the teacher to deviate and it keeps him on the way. In the process of teaching, lesson-plan is needed due to the following reasons:
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1. Thrpugh lesson plan the teacher regularly achieves the teaching objectives and processes in the form of complete objectives and processes. 2. A lesson-plan develops the possibilities of adjustment in the classroom situations whuich makes the teaching effective. 3. A lesson plan helps in recalling every step of curriculum unit. 4. A lesson plan helps in planning the process of teaching on the basis of class-control, motivation and individual differences. Developing a lesson plan While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order: 1. 2. 3. 4. 5.
Title of the lesson. Time required completing the lesson. Which age group (Std). Strength of the Pupil. List of objectives (General Instructional Objectives and Specific Instructional Objectives), which may be behavioralobjectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion). 6. List of required materials (Teaching Aids). 7. Four or Five column on the basis of your subjects. 8. In the column first motivation to set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons. 9. An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas. 10. Independent practice that allows students to extend skills or knowledge on their own. 11. A summary, where the teacher wraps up the discussion and answers questions. 12. An evaluationcomponent, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow. 13. Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving. 14. A continuity component reviews and reflects on content from the previous lesson.
A well-developed lesson plan A well-developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students. Secondary English program lesson plans, for
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example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments. It helps an instructor teach different literature genres and incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and English together. Similarly, history lesson plans focus on content (historical accuracy and background information), analytic thinking, scaffolding and the practicality of lesson structure and meeting of educational goals. School requirements and a teacher's personal tastes, in that order; determine the exact requirements for a lesson plan. Advantages of Lesson Plan Planning is essestial for every aspect of human activites, but more planning is required for a planned teaching. In the absence of lesson-planning the entire teaching becomes hotch-potch. Hence, the pupil-teachers must get the the lesson planned. The following are the advantages of lesson planning: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Based on Previous Knowledge Suitable Environment Limitation of Subject Matter Psychological Teaching Preparation of Material Aids Use of theoretical Knowledge in Teaching Means for Developing Teaching skills Determination of activites Teaching with Confidence Orderliness and Development in Thinking Economy of Energy and Time Discipline in the class Practical Shape to the Concept of Management of Teaching Learning Revision of Knowledge Evaluation Possible
Requirements in Preparing Lesson Plan 1) 2) 3) 4) 5) 6) 7) 8) 9)
Knowledge of the subject Knowledge of the Principles and strategies of Teaching General Knowledge of all subjects Clarify of Objectives Clarify about Previous knowledge Knowledge of Class Level Knowledge of Student’s Nature Use of Material Aids Division of Units
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10) Time Sense 11) Flexibility Characteristics of an Ideal Lesson Plan (1) Based on Previous Knowledge (2) Division of Lesson Plan into Units (3) Objective based (4) Appropriate Material aids (5) Use of Strategies, Tactics, Techniques and Teaching aids (6) Determination of Activites (7) Simplicity of Language (8) Use of Illustrations (9) Correlation (10) Individual guidance (11) Time Sense (12) Teaching from Memory Level to Reflective Level (13) Use of Black-Board (14) Evaluation (15) Home work MODEL LESSONS LESSON PLAN Name of the Trainee Name of the School Subject Class Topic Date Date Time
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Early Vedic Period
General Instructional Objectives (GIO): 1. Students acquire knowledge about Vedic Period. 2. Students understand the life style of people during Vedic Period. 3. Students use the food items in their daily life. 4. Students acquire the skill to spot out the trading places of the Vedic people. Specific Instructional Objectives (SIO): 1.1 Students know about the basic unit of the society. 1.2 Students know about Purohita. 1.3 Students acquire knowledge about women scholars. 1.4 Students acquire knowledge about their occupation.
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1.5 Students know about their entertainments. 1.6 Students know about their ornaments. 1.7 Students acquire knowledge about their Gods. 2.1 Students understand how a village is formed. 2.2 Students understand the division of society. 2.3 Students understand the meaning of Grahaspathi. 2.4 Students understand the life of woman. 2.5 Students understand the meaning of Nishka. 2.6 Students compare the dress of men and women. 3.1 Students use their food items in their daily life. 4.1 Students acquire the skill to spot their trading places on the world map. Instructional Aids: Charts, Pictures, Map, Blackboard and Chalk Piece, etc. STAGES Motivation 1. Caves and forest 2. Heaves Presentation 1. Political Life
SPECIFICATIONS
LEARNING EXPEREINCE The teacher asks questions from previous knowledge or experience
EVALUATION 1. Where did early man live? 2. How did he Cover his body? 1.1 What is the basic unit of the society? 1.2 Who is Purohita? 2.1. How is a village formed? 2.2 How is the society divided?
Students: 1.1 Students know the basic unit of the society. 1.2 Students know about Purohita. 2.1 Students understand village formation. 2.2 Students understand division of society.
The basic unit of the political organization was family. A number of families formed village. It head was gramani. A group of village constituted a large unit called clan. Several clans formed the tribe. Their leader was Rajan, the vedic king. He protected his people from enemies. He was assisted by the purohita or priest, the senani or commandant, the sabha and the samithi in administration.
2. Social Life
2.3 Students understands the meaning of Grahapathi 1.3 Students acquire knowledge about women scholars.
Family was the basis of the society. The Aryan society was patriarchal in nature. Father was the head of the family. He was called Grahaspathi Vedas lay great stress on the sanctity of marriage and family life.
2.3 What is the meanring Grahapathi? 1.3 Who were the women scholars?
3. Women Position
2.4 Students understand the life of women. 1.4 Students acquire knowledge about their occupation. 2.5 Students understand the meaning of Nishka
Women enjoyed a respectable position. They had freedom to choose husbands. The wife was the mistress of the house. They participated in public meetings. There were women scholars like Lopamudra, Visvavara, Ghosha, Sikata, Nivavari and Apala. They were treated equally.
2.4 How were the women treated? 1.4 What are their occupations? 2.5 What is the meaning of nishka?
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4. Trade
4.1 Students acquire the skill to spot the trading places. 1.5 Students know about their entertainments. 1.6 Students know about their ornaments.
Hunting was major activity. Cattle, horses, sheep goats, asses and dogs were reared. When they settle down, agriculture became their main occupation. People developed the arts of weaving, training, carpentry and metal work. Trade developed through the exchange of goods or the baster system. External trade with western Asia and Egypt was carried on. The coins were called Nishka. The teacher teaches to spot the trading place on the world map.
4.1 Spot the trading places on the world map. 1.5What are their entertainments? 1.6What are their ornaments?
5. God and Food
1.7 Students know about theirgods. 3.1. Students use their food items in their daily life.
During the early vedic period was in the form of nature worship. Fire, sun, wind, sky and tees were worhsiopped. The food of the people consisted of barley, cakes, milk, ghee, fruits, vegetables and meat. Intoxicating drinks wee produced from soma plant and sura from barely were offered to rods and consumed. Chariot racing, hunting, horse racing, dicing, music and dance were the favorite pastimes. Boxing was also known to them. They knew playing veena.
1.7 Who is their God? 3.1 What are their food items?
6. Dress
2.6 Students compares the dress of men and women
Men wore a garment like Dhoti. The upper garment was like a shawl. They wore turbans and grew beards. Women wore vasas, nivi and athivasas. Dresses were made up of cotton and wool. Both men and women wore different kinds of ornaments. Ear rings, necklaces, bangles and hair bands were used. Chappals made of leather were also used.
2.6 Compare the dress of men and women.
Recall
Teacher once again recalls the subject to the students.
Review: 1. Who was the head of the village? 2. Who were their favorite Gods? 3. What material their dress was made of?
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Assignment: 1. Briefly explain the political, social and economic and religions life of the early Vedic period. 2. Describe their Dress and ornaments. Signature of the trainee
Signature of the Guide
CRITICISM LESSONS Criticism is an occupational hazard of leadership. One will be criticized for what they do. One will be criticized for what they don’t do. Since we cannot avoid criticism, we have to decide how to handle it. Criticism lesson is aimed to assess the overall teaching personality of the student teacher after having a sufficient amount of training. This assessment is a basis for the final examination of the student teacher. The criticism lessons are also called discussion lessons. The discussion lessons will be delivered by the student teacher so as to arrive at a general principle that decides a successful lesson. The criticism lessons will be carefully observed by the student teacher. Criticism lessons means discussion of lesson plans and unit plans and lessons given. Different points will be taken into consideration to evaluate the student teachers teaching proficiency. The suitability of lessons, the appropriateness of introduction, the continuity of lessons, the relation between new knowledge and previous knowledge, the timely and effective use of teaching aids, the use of blackboard, questioning skill, teacher pupil relationship will be some of the aspects analyzed during the discussion part of criticism lesson. The student teacher should posses a record of demonstration and criticism lessons. The teacher training institution may require the student teachers to deliver a criticism lesson in each of his teaching subjects. These criticism lessons may be arranged after a student teacher has taught more than ten lessons in a subject or has completed the first spell of practice teaching, but the general practice is to arrange these lessons after the student teacher has taught about twenty supervised lessons in each of his subjects and is thus near finishing/completing the practical teaching requirement of the teacher education programme. The purpose of arranging the criticism lesson is three-fold: •
•
To provide an opportunity to student teachers to plan and execute his lesson in the class without any aid and guidance from the supervisor of the practice teaching and thus to show his potentialities as a skilled and effective teacher of his subject. To provide an opportunity for clinical supervision of the student teacher’s teaching by a group of teachers and/or students.
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To assess the attainment of the various teaching skills and abilities by the student teacher.
The arrangement for the supervision of criticism lesson, therefore, is generally different from the arrangement made for supervision of day-do-day teaching of the student teacher where the main purpose of supervision is to aid the development of skills and abilities of student teachers to teach his subject. But here also the practices differ from institution to institution. In institutions like Lady Irwin College, New Delhi and the Central Institute of Education, Delhi the criticism lessons are looked into, observed and supervised by the permanent regular supervisor of the student teachers who may be a non-subject specialist along with a group of student teachers teaching the subject in the school, but in most other institutions the arrangement for supervision of these lessons is made in such a manner that if not the whole college faculty and the student teachers teaching the subject participate in the supervisory activity, at least the subject/method specialist, along with a few faculty members and student teachers teaching the subject in question observe and offer comments and suggestions on the teaching of the student teacher who delivers the criticism lesson. This clinical supervision by the group is considered to function better for realizing the purpose for which criticism lessons are organized and helps improve teaching skills of the student teacher as well as create conditions for a more objective assessment of student teacher’s performance as a teacher. Criticism Lesson Plan Teaching Materials: One copy per student of the comprehension passage and the exercise worksheet. Procedure: Teachers may both print out the lesson and have students read it themselves, or use the lesson for our own skills lesson. Method: • • •
Introduce the topic by explaining that giving and receiving criticism require tact and openness. Have the students read the comprehension passage. Have them complete the exercise.
Debrief: Ask for some of the students to act out their dialogue with a partner. Gather group ideas about the new dialogues.
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Excerpt: When we give or receive criticism or feedback we have to be careful not to seem negative in giving it or defensive in receiving it. The value of feedback is that it helps us learn how others perceive our behavior. This in turn can help us develop or adapt to new situations. However, if it is badly handled criticism can be destructive. It is therefore useful to learn how to give feedback to others in a constructive manner and how to receive feedback in such a way that it aids our personal growth. Giving criticism: Remember that it is easy to criticize others. Try not to give criticism simply because we are good at fault-finding.
PRACTICE TEACHING/BLOCK TEACHING/TEACHING INTERNSHIP/ INTERNSHIP TRAINING
For teacher preparation the trainees are given some orientation by exposing them to the actual practical work. But at present it is very limited in its scope and emphasis. This practical work is called student teaching or practice-teaching with the routine teaching in a classroom. The Objectives of Practice Teaching: 1. To make the student teacher as thorough in his knowledge of the subject matter as possible by checking it during teaching. 2. To enable him to fully grasp the proper methods of teaching and to make the teaching as interesting and effective by the use of A.V. aids and other relevant material. 3. To-enable him to have a positive attitude of liking children and the work of teaching. 4. To enable him to manage the classroom with minimum disciplinary problems and to create a climate for sustained attention of the pupil with maximum participation in the-lesson. 5. To arouse the interest and inspire the children to learn more.
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6. To acquire skills for oral presentation and communication in the classroom. 7. To adopt the attitude of co-operation, understanding and assistance rendered to the colleagues and head of the school. 8. To establish healthy relationship among the schools the home and the community. 9. To be able to organize co-curricular activities and participate in them. 10. To render social service by participating in community life. 11. Tomaintain cumulative and other records such as enrolment register, fee register, account class attendance and preparation of time table. 12. To understand the use of techniques of evaluation. 13. To be able to do some self-evaluation and self-criticism as a good teacher. 14. To be able to live up to the ethics of the profession by learning to be impartial and by keeping a safe distance from pupils. 15. To be able to exercise healthy and moral influence on the pupils by his own example in work and behavior. Practice teaching has been universally accepted as the case of teacher education. The quality of education in schools depends on the quality of teacher education. There was an important conference for the All India Association of teacher colleges at Baroda. The report of Baroda studygroup specified the practical work to be-undertaken by student teachers during thecourse of their training in the college of education apart from actual practice teaching. The studygroup recommended that the practical work should include organization and participation co-curricular activities, correction of assignment given to school children, the preparation of case studies, construction and administration of scholastic and achievement test, black board work. Preparation and use of A.V. aids practice work connected with school subjects such as laboratory work for science students, or craft work in hobbies or workshop practices. The R.C.E follows the suggestions given in the handbook "Internship in Training" brought out by N.C.E.R.T. Internship places the students teacher in the school situation as a full time apprentice for 8 to 12 weeks in which he is initialed in the art of teaching. Organization of Practice Teaching and Practical Work: a) Pre-Practice teaching preparation: Students should prepare lesson plans to learn how to begin and end the lesson. He should observe demonstration lesson given by the teacher education to learn how skills are used. The student teacher can be introduced to class teaching with micro teaching. There are generally, fivesteps involved in a micro-teaching cycle; teach-feedback-replanreteach-refeedback and teach, reteach cycle. In this way the component
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skills are mastered individually and they areintegrated in the compositeteaching. Micro teaching is for teaching and is like putting the toddle in the paddling pool before heenters the swimming. b) Actual practice teaching: This is block teaching or internship trainingor practice teachingduration should be longer. Work-experience and health and physical education, games and recreation activities are also included and the trainee has to learn to organize them by actual participation in the school during the practice teaching session. Pre-practice teaching session should be large than actual practice teaching. Post-lesson feedback with thorough discussion, for improvement of the teaching skill.Organizationof practice teaching different methods and their comparative merits; Model Lesson, Criticism lesson, The role of cooperating schools and teacher, the role of education department analysis micro teaching and flanders interaction analysis. Practice Teaching: The practicing schools, which are called as cooperating school, should be may-welcome their teachers. Without the active co-operation of these schools, even the best training college cannot produce good teachers. The NCERT provided some facilities to the co-operation schools and made them active patterns in the education of the teachers. Some financing assistance could be given to the co-operating schools for improving some facilities libraries, laboratory and play grounds. The experienced class teachers should do the actual supervisions of lessons. They knew as cooperating teachers. They should observe the entire lesson of the pupil teachers and must give some suggestions at the end for improving the lesson to make it a witling paring the supervision work some incentives have to be provided for them. The college supervisor is the official representative in all aspects of internship. He is to ordinate the activities of the student teacher with the co-operating teacher and the head of the schooland other personal in the cooperating school. He is to select the school well fitted equipped with other facilities for internship programme. He can assist the cooperating teacher in planning the training programme and participation in school and community activities. He is tobe a guide, friend and philosopher of the pupil teacher. There could be 2 or 3 demonstration lessons by the class teacher. A discussion lesson or criticism lesson at least two in each subject should follow when the class teacher and other pupil teacher who observe the lesson critically examine the lesson and there discussion lessons may be evaluated according to schedule, evaluation criteria by assigning marks to them.
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Normal Criteria for Evaluation of Practice in Teaching: 1. Lesson plan will demonstrate the ability of the student teacher to adjust the content ofthe lesson to the ability of the learners. 2. Methodological teaching would imply divisions of a lesson in sub unit and judicious us of aids. 3. Blackboard work is the neat writing in a straight line. Sub-unit wise development summary and good sketch work. 4. Techniques of teaching stand for demonstrations, narration, questioning and visual presentation. 5. An innovation in teaching implies the techniques used for learner's participation in the lesson assignment based teaching, building of concepts and problem solving approach. 6. Quality of communication stands for student teacher's language and manner of speech voice, vocabulary and speed pronunciation. There should be systematic and comprehensive programme of practical work. This should include; 1. Practice Teaching. 2. Observation of pupils and lessons. 3. Criticism lesson. 4. Study of different types and grades of schools. 5. Organizations in co-curricular activities. 6. Follow-up assignment given to school children. 7. Preparation of case studies. 8. Construction and administration of scholastic achievement test. 9. Blackboard work. 10. Socio metric study of groups in the classroom. 11. Practical work connected with school subjects. 12. Preparation and use of A.V. aids 13. Experimental and laboratory work for science teacher. Practical work is a joint responsibility of the teachers college and in the cooperating school practical teaching is arranged. The co-operating schools practical teaching is arranged: The co-operating schools should be selected on the basis of subjects instead of all student teachers being sent to the same institution. The state department of education should consider it as one of its primary duties to ensure that the training institutions have the full co-operation of the schools, where practice teaching is to be undertaken. Problems of Practice Teaching 1. Time is very short to practice all skills. 2. Cooperating schools are not really cooperative. They are not ready to receive the student trainees. They consider them as a great burden. 3. Students are following the same techniques. No efforts are being made to teacher competence to use various strategies and techniques of teaching.
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4. Micro teaching is performed in a ridiculous manner. 5. Sometimes student teachers are forced to teach subjects they have not studied at graduation level. 6. Lesson plans prepared by previous year students are somehow copied by the trainees. 7. Supervision has become ceremonial. 8. Observation of lesson taught by the peer student teachers has ceased to have any reinforcement value. 9. Many time student teachers teach even three to live lesson per day without adequate preparation. 10. Even the criticism lesson is not properly observed and discussed. 11. Many a time/student -teachers start teaching even when they have no functional knowledge of philosophy, psychology, sociology and technology of education. 12. Practice teaching has become customary and educationally unsound. THE ROLE OF COOPERATING SCHOOLS AND TEACHERS Introduction The cooperating school retains the legal responsibility for the safety and welfare of its pupils. Additionally, the cooperating school assures that cooperating teachers and student teachers understand and follow established local school district and school policies and procedures. The following areas are normally addressed by district and school-level policies: punctuality; handling of absences; personal and professional conduct; dress and grooming; attending to assigned responsibilities such as hall duty with the cooperating teacher; professional knowledge and competence; and discipline and classroom control. Student teachers must be under the constant and daily supervision of a qualified cooperating teacher employed by the country. Student teachers are notto serve as substitute teachers during the student teaching assignment. In the absence of the cooperating teacher, a substitute teacher may need to assume the ultimate responsibility for the operation of the classroom. Roles and Responsibilities Many people play a role in the success of a student teaching experience. Each has responsibility in the development of an effective new teacher. The specific roles and responsibilities of the cooperating school, cooperating teacher and principal, the university supervisor, as well as the student teacher are provided. Website provides overview of supervision of student teachers; The Student Teaching Handbook and the Cooperating Teacher Handbook are shown in the site.
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Evaluation of Student Teaching Progress The student teacher is kept informed of progress in student teaching through formal and informal evaluative feedback from the supervisory personnel. The cooperating teacher is the primary source of continuous, daily guidance and substantive weekly conferences with the student teacher. Every effort should be made to ensure that instructions and suggestions for improvement are clearly communicated in a positive manner and understood by the student teacher. Assessment of the student teacher is based on performance indicators derived from the Louisiana Components of Effective Teaching (LCET). Components of Effective Teaching I. PLANNING
II. MANAGEMENT
III. INSTRUCTION
IV.PROFESSIONAL DEVELOPMENT
Performance Indicators Plans effectively Maintains an environment conducive to learning. Maximizes the time available for instruction. Manages learner behavior to provide productive learning opportunities. Delivers instruction effectively. Integrates instructional technology into student activities. Presents appropriate content. Provides opportunities for student involvement in the learning process. Assesses student progress continuously. Demonstrates an understanding and acceptance of pupil and cultural diversity. Displays evidence of professional growth and development. Exhibits appropriate interpersonal and communication skills.
The Co-operative School versus Traditional School Schools are not buildings, curricula, time tables and machines. Most funda mentall y schools are relationships and interactions among people focused on lear ning.Now interpersonal interactions are structured between e veryone in the sc hool environment deter mines how effecti ve schools are, co-operation a mong students is pa rt of the larger issue of the organi zationa l structure of the school .
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Traditionally over the past century, schools have functione d as " mass -production" or gani zations that divided wor k into s ma ll compone nt parts perf or med by indi viduals who wor ked separate ly from and, in many cases, in competition with peers. Teachers wor ked alone, in their own room, with the ir own set of student s, and with their own set of curriculum materials. Students we re assigned to one teache r for short segments of time such a s one clas s period each da y and/or one school ye ar. Teachers and students ali ke were considered to be interchangeable par ts in the or gani zational machine. Schools need to change from a mass -production, competitive/indi vidualistic orga nizational structure to a hi ghperfor mance, co-operative, tea m-based or gani zational structure . Doing so traditional schools become cooperative schools. In a cooperative school, st udents wor k pri maril y in cooperati ve learning groups, teachers and building staff wor k in cooperati ve tea ms, a nd district administrator’s wor k in cooperative tea ms. T he organi zational structures of the classroom, school and district are then congrue nt. Each le vel of cooperati ve tea ms supports and enhances the other le vels. Cooperative School Structure A cooperative school structure begins in the classroom with the use of cooperative learning the majority of the time. Wor k tea ms are t he heart of the team-bas ed organi zational str ucture and cooperative learning groups are the primar y wor k te a m. Research-validate d outcomes include inc reased student achie ve ment, more positi ve relationships a mong s tudents, and enha nced student ps ychologica l well -being. Cooperative learning is also the prerequisite and foundation for most other instructional innovations , includi ng the matic inte grated curriculum, whole language, critical thinking , active reading, proces s writing, materials -based (proble m-sol ving) mathe matics, learning communities, and a uthentic perfor mance based assess me nt. The second level in creating a cooperative school is to form collegial teaching teams, task forces, and ad hoc decision-making groups within the school. The use of those types of cooperative tea ms a mon g faculty me mbers tends to increase teacher pr oductivit y, morale, and professional self -estee m. The groups are structured for (a) continuousl y i mpr oving instructional practice, (b) school -bas ed decision ma king and ( c) staff meetings. J ust as the heart of the classroom is cooperat ive learning, the heart of the school is the collegial teaching team. Colle gial teac hing teams are s mall cooperative groups (from t wo to five facul ty me mbers) whose purpose is to increase teachers ' instructional expertise and success . The focus is on i mproving instruction in
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general and increasing me mbers ' expertise in using cooperati ve learning in specific. Collegial tea ms are f irst and fore most safe places where (a) me mbers li ke to be, (b) there is support, caring, concern, laughter ca maraderie and celebrati on (c) the pri mar y and mutual goal of continually i mproving c ompet ence using cooperative learning is ne ver obsc ured. School -based decision ma king occ urs through the use of two types of cooperati ve t ea ms. First a task forc e considers, studies, a nd diagnoses a school proble m. Data is gather ed, alternative solutions are considered, conclusions are ma de, and a recommendation i s presented to the facul ty as a whole. Ad hoc decision-making groups are then used during f aculty meetings to involve all staff me mber s in ma king the deci sion. The ad hoc teams listen to t he recomme ndation, consider whether to a ccept or modif y the recomme ndation, report to the entire faculty their decision, and then participate in a whole -facult y decision as to what the course of action should be. Faculty meetings represent a microc os m of what administrators think t he school should be. If administrators us a competitive/indi vidualistic format of l ecture, whole clas s discussion, and indi vidual wor ksheets in faculty meetings, the y have made a powerf ul state ment about the wa y the y wa nt the ir faculty to teach. T he most visible modeling of cooperati ve procedures in the school ma y be in faculty meetings and other meetings structured by the school admi nistration. For mal a nd infor mal cooperati ve groups, cooperati ve bas e gr oups and repetitive structures can be used within faculty meetings j ust as the y can be used within the class room. In this wa y, fa culty meetings become staff development and training as well as bus iness meetings. The third level in creating a cooperative school is to implement administrative cooperative teams within the district. Administrators ar e organi zed into colle gial tea ms to i mprove continuousl y thei r administrative experti se and success. Administrative tas k force and ad hoc decision-ma king tea ms are used for ma king s hared districtwide decisions. And in administrative meetings, cooperative procedures domi nate to model what the sc hool district should be like. The more the district and school personnel wor k i n cooperative tea ms , the more the environme nt supports teacher us e of cooperati ve learning in the classroom. In the cooperative school all important work is done by teams. Teams are not an opti on; the y are a gi ven. Collegial teaching tea ms are comprised of faculty me mbers from different disciplines, grade levels and depart me nts to help break down the barriers that traditionally ha ve separated teachers, grade le vels, and acade mic disciplines. Doing s o helps teachers percei ve their mutual goal of providing quality education for all student s and see the overall
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process toward which their efforts are cont ributing. Teachers in a collegial teaching te a m ideall y are j ointly responsible for one cluster of students over a number of years. This ser ves to strengthen positive interdependence a mong teac hers, hei ghte n shared accountability, and provide purpose for helping a nd supporting one another in continuousl y i mproving instructional expertise. Key activities of a collegial teaching team include: 1. Frequent professional discussions of co-operative learning in which common vocabulary is de velope d, infor mation is shared, successes a re celebrated and imple mentation proble ms are sol ve d. 2. Co-planning, c o-desi gning, co-preparing and co-e valuating, co-operati ve learning lessons and instructional units. 3. Co-teac hing, c o-oper ative lessons and j ointly proce ssing those lessons. Providing Leadership for the cooperati ve school to flourish the school has to ha ve lea dership. In general, le adership is provided by five sets of actions. 1 . Challenging the Status Quo: Leaders challenge the efficacy of the status quo. The status quo is the competiti ve individualistic mass -production structure that traditionally has dominated sc hools and classrooms . In the classroom it is represented by lecturing, whole class discussion indi vidual wor ksheets, a nd a te st on Frida y. In the school it is one teacher to one classroom with one set of students, as well as separating teachers and students into grade le vels and acade mic depart ments. 2. Inspiring a Mutual Vision of what the School Could He: Leaders frequentl y communicate the drea m of establishing the cooperati ve sc hool. Leader is the keeper of the drea m who inspires commit ment to j oint goals of creating a tea mbased, cooperati ve sc hool. 3. Empowering Through Co-operative Teams: When teachers or students feel helpless or discourage d, provi ding the m with a team creates hope and opportunit y. It is soc ial support from and accountability to valued peers that mot ivates c ommitted efforts to achie ve and succeed. Stude nts ar e e mpowered by cooperative learning groups. Teachers are e mpowered through colle gial tea ching tea ms and involve ment in site based decision ma king. 4. Leading byExample: Leaders model the us e of cooperati ve strategies and proce dures and ta ke ris ks t o increase their
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professional compete nce. Actions must be congruent with words. What is a dvoca ted must be de monstrated. 5. Encouraging the Heart: Long-ter m, committed efforts to continuousl y i mpr ove one 's competencies come from the heart, not the head. It ta kes coura ge and hope to continue to strive for increased knowledge and expertis e. It is the s ocial support and concret e assistance from teammates that provides the strength t o persist and excel. Selection of Cooperating Teachers Cooperating Teachers selected for participation in the student teaching program at University must have: · Recommendation Cooperating Principal
by
district
school
board
administrators
and/or
· Minimum of three years of successful teaching experience in subject area/grade level ·
Capacity to mentor an adult.
·
Capacity to have a positive impact on student learning.
Orientation of Student Teachers It is expected that our student teacher will make regular contacts with them during the months leading up to their 6-weeks student teaching experience. Some of these contacts will be by email or telephone, while other times will require the student to visit co-operating school. The following lists are designed to help them and the student teacher take care of administrative items and information. Please use them as a guide when visiting with our student teacher. Responsibilities of Co-operating Teachers • In collaboration with the student teacher, find housing for him/her. • Introduce the student teacher to the administrator(s), other faculty, and school staff. • Become familiar with the background of the student teacher. • Prepare our classes for the student teacher's arrival. • Involve the student teacher as a part of the faculty. • Discuss with the student teacher the student and faculty handbooks. • Orient the student teacher to the education instructional facilities, school and community. • Orient the student teacher to the backgrounds of the students in the department. • Provide the student teacher with accessibility to instructional materials, an area for work and personal belongings, student records, audio-visual equipment and other resource materials.
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• Review with the student teacher curriculum plans for teaching teacher education. Assist the student teacher in planning units of instruction that will fit into the ongoing course of study. • Provide opportunities for various teaching experiences with some freedom to experiment with teaching strategies. (Lab, field trips, demonstrations, audiovisuals, small groups and individuals) • Provide the student teacher the opportunity to assume full teaching responsibilities according to his/her ability. (They are required to teach a full load of classes for weeks 2-5 of their experience) • Demonstrate good teaching techniques. • Discuss with the student teacher the extent of his/her authority and responsibilities. • Assist with the professionalization of the student teacher. • Give the student teacher every possible opportunity to serve as an advisor. • Give the student teacher opportunities to work with adult and continuing education. • Review and approve each lesson plan before it is taught, but let him/her handle the class when he/she does his/her teaching - give him/her opportunity to develop confidence in him/herself. • Provide frequent encouragement, constructive criticism, and recognition of success. Put the student teacher at ease and make him/her feel useful and important to the program. • Conduct a weekly formal evaluation. • Discuss and evaluate the student teacher's performance with the university supervisor. • Write a reference letter for student teacher's placement file. • Evaluate own strengths/weaknesses as a cooperating teacher. • Evaluate the student teacher's progress and experiences daily, and give him/her feedback. • Provide an enthusiastic and professional example for student teachers. At the first opportunity, the co-operating teacher and the student teacher should cooperatively determine the policy on such matters as: • Daily working hours • Weekends in the community • Mileage and other expenses • Personal conduct When the student teacher makes their full-day visit to your program during the first six weeks of their student teaching semester, please review the procedures and components of your school and program with them. Components of School Standard Operating Procedure • School calendar _____ • Bell schedule and signals - teacher's hours _____ • First-aid service and health services _____ • Accident reporting _____
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• Corridor regulations and movement within the school _____ • Disciplinary support and services _____ • Library use and services for students and teachers _____ • Audio visual services and materials _____ • Duplicating services and materials _____ • Lunchroom procedures _____ • Faculty absence reporting procedures and regulations _____ • Parking regulations _____ • Meetings, faculty, departmental, committee and community _____ • Testing program _____ • Attendance reporting _____ • Reports to parents _____ • Central office records, pupil attendance, books and transfers _____ • Field trip policies _____ • Laboratory supply requisitioning _____ • Equipment maintenance services _____ • Textbook supplies _____ • Visitor policies _____ • Faculty lounge; facilities and use _____ • Home visitations _____ • Work space - desk-chair-locker for clothes and boots Role of the Cooperating Teacher What is the Role of a Cooperating Teacher? 1. Wear many hats; a. that of a master teacher b. that of a guidance counselor c. that of a master planner and organizer d. that of a sympathetic father or mother What are the Responsibilities of a Cooperating Teacher? 1. A willing cooperator; a. be firm, kind and diplomatic b. acquaint ourself with background of student teacher; get to know them 2. Prepares class for student teacher's arrival; a. how will our students react b. what do our students expect to change? to remain the same? c. explain to the pupils how they have a part in training future teachers. d. express appreciation to the pupils for the important part they play in the teacher preparation process. e. with assistance from the student teacher, encourage constructive criticism by the pupils. The cooperating teacher leads this while the student teacher is not present. Questions to be asked: What is the student teacher doing well? What could they do better? What are you as a pupil doing to help them?
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3. Creates ATMOSPHERE of belonging; a. help student teacher fulfill full role of a teacher 4. Orients student teacher to: students, classroom, school and community especially principal and superintendent. Provides home for student teacher - desk, key and file drawer. 5. Finds way for student teacher to assist in classroom as soon as possible; a. take attendance - get acquainted with students b. work on audio-visuals c. seating charts (make) 6. Helps student assume full-time teacher role; a. Encourage the student teacher to become acquainted with each pupil and home situation. b. Help the student teacher develop and practice a relationship built on mutual trust and respect with his/her pupils. 7. Assists with professionalization of student teacher; a. know about discipline b. students with traumatic experiences c. want them to realize they must do a day's work for a day's pay d. dress codes 8. Provides frequent encouragement, constructive criticismand recognition of success; a. student and teacher evaluation what we liked/ways can improve b. being present during the class teaching and participate in the critique of the student teacher when the university supervisor visits. c. review with the university supervisor the participation record and progress of the student teacher to date, identifying strengths and weaknesses. d. share with the university supervisor any concerns or ideas that might strengthen the teacher preparation program. 9. Keeps records and evaluation reports of student teacher progress and general promise as a teacher Provide continuous planning and supervision in evaluation of pupils’ growth and achievement help student teacher succeed demonstrate good teaching techniques. 10. Cooperating teachers should be experienced professionals, competent in their teaching field, with a commitment to students, a keen interest in the community, and a skillful approach to human relations. 11. They must not only be willing and able to accept a partnership in a supervisory team with other people, but equally willing and able to generate a teaching team with their new colleague, the student teacher. They should be able to identify with the fears and joys of a beginner in the profession. They should be alert to give encouragement when morale is waning and constructive criticism when the student teacher is capable of doing better. 12. Adequate guidance of a student teacher will require an extensive amount of the cooperating teacher's time and energy in the early portion
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of the student teaching experience. However, it is most probable that the sacrifice will be amply offset by the rewards and benefits in the form of alternative ideas and help in assisting pupils in the learning process, as well as in trying out refreshing experiments that two teachers can manage better than one. If the cooperating teacher has a genuine desire to help to educate tomorrow's teachers, then the highest reward will come from the satisfaction of having helped to develop a competent preservice teacher for entry into the profession. 13. Qualifications school district faculty who choose to become involved in the cooperative venture of providing field experiences in teacher education must have certain characteristics and qualifications that are inherent in the act of supervising field experiences. Following are some of these required characteristics and qualifications: 1. Serves willingly and enthusiastically; 2. Has at least a Bachelor's degree (preferably a Master's) and permanent certification by the recoganized university; 3. Has a minimum of three years of successful teaching experience with at least the preceding year in the present teaching position (exceptions must be cleared by the building principal and coordinator of student teaching); 4. Demonstrates appropriate instructional competencies; 5. Builds a classroom climate that makes student teachers feels welcomed and wanted; 6. Attends a cooperating teacher training session provided by the university; 7. Has the recommendation of the appropriate school administrator; 8. Has the approval of the supervisory faculty of the university. Most cooperating teachers will have qualifications well beyond the minimums established above. Responsibilities Before the Student Teacher Begins 1. Become acquainted with the teacher education program by attending an orientation meeting, if distance from campus is not prohibitive and reading all the materials provided by the University. 2. Meet with the student teacher prior to the first day of the placement period to exchange personal background information, to describe the classes and teaching style, and to discover any special needs the student teacher may have. It may be helpful to exchange home phone numbers and addresses. 3. Be friendly and enthusiastic; this is a time of mixed emotions for the student teacher who is eager to get started, but fearful about the ability to meet our expectations and to complete University requirements. 4. Prepare the students for the arrival of the student teacher. Individual letters or group letters can be prepared to introduce the students and to welcome the student teacher, who should be designated as your co-worker, rather than as a student. 5. Provide a work space and storage space for the student teacher. Collect copies of textbooks, schedules, seating charts, list of teachers, building floor plan, emergency procedures, curriculum guides, etc., for the student teacher.
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After the Student Teacher Arrives 1. Introduce the student teacher to the staff and other school personnel. 2. Tour the building with the student teacher, indicating the locations of equipment, supplies, and special services and resources. 3. Discuss community resources. 4. Describe our students, pointing out strengths and weaknesses as you know them, including any physical disabilities and/or other exceptional characteristics. 5. Be specific about building and district policies and about our requirements. Note regulations concerning field trips, playground supervision, parent contacts, record keeping, safety precautions, etc. Tell the student teacher what must be done, what must not be done and what may be decided by the student teacher. Describe non-teaching responsibilities that the student teacher will be expected to assume. While Student Teaching Proceeds As an agent for the University and for the teaching profession, the cooperating teacher must function in several roles at the same time: in a supportive role as the student teacher's protector, defender and friend; in a supervisory role as an objective person who screens potential teachers for the profession; and perhaps most importantly, in the role of a master teacher who provides help and guidance. It is important, also, for the cooperating teacher to maintain an appropriate balance between the role of guiding and directing the student teacher and the role of noninterference, providing freedom for the student teacher to try a variety of approaches and to develop a functional, personal teaching style. Specific tasks for three of the cooperating teacher’s significant roles follow. Suggestions for the Cooperating Teacher Teaching is a new and trying experience for most student teachers. The cooperating teacher needs to help reduce as much of the trauma as possible by being prepared for and willing to accept the responsibilities of a new student teacher. Several suggestions might aid in making the stay and teaching experiences of our student teacher more successful. 1. Have the high school students' goals organized and go over this organized plan fully with the student teacher. 2. Have weekly sit-down, formal evaluations of the student teacher's experiences or problems, instead of commenting in passing. Give feedback daily. 3. Work with the student teacher on paperwork, including filing systems, inventorying, required state reports, weekly lesson plan, etc. 4. At first, be very specific with the student teacher on what to do and then gradually let the student teacher take on more responsibilities. 5. Don't expect the student teacher to teach exactly as we do and try not to let our biases show and influence the student teacher.
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6. Assist the student teacher with finding resource materials. Insist the student teacher become more knowledgeable concerning the use of instructional media and resources and acquiring new materials. 7. Acquaint the student teacher with the rest of the school and its operation. Encourage a positive attitude between the administration and the student teacher. 8. Identify with the student teacher the necessary procedures to follow in conducting ateaching experience visit and the necessary materials to have for a visit. Insist the student teacher report the recommendations from the visit immediately. 9. Emphasize the use of records and the need for recordkeeping. The student teacher must learn how to use and apply recordkeeping. 10. Have the student teacher plan for a unit of instruction and evaluate the plan prior to actual teaching. 11. Believe in education and teaching methods, pay professional dues and portray this to the student teacher. Conclusion Student teachers frequently go through several stages during the student teaching experience. The beginning days may find them anxious, overwhelmed, tired and prone to self-doubt. As they become more familiar with the setting, they begin to see themselves as a member of “the team”. With increasing responsibility for preparation and teaching, the realities begin to sink in. Morale can be Fragile at this point, although responsibility for the class, he/she settles down to the job of teaching and begins to feel that he/she is the teacher. Careful planning and preparation on the part of the co-operating teacher can help to alleviate anxiety and ensure that he placement gets off to a smooth start. The co-operating teacher can set the climate for the experience by creating orientiation plans that allow the student teacher to be comfortable and informed right from the start of the placement. The transition from “College Student” to “Beginning Teacher” takes time; the efforts of the co-operating teacher at the onset of the placement will help to make this transition easier and more successful. SUPERVISION BEFORE CLASSROOM TEACHING AND DURING CLASS TEACHING Introduction Supervision is a very important aspect of student-teaching. Supervision means to stimulate and direct the growth of student-teacher. It consists of the guidance and evaluation of the activities of the student teacher. The right type of supervision is crucial to make an efficient and effective teacher. The supervision of student-teaching brings the improvement in instructional activities of studentteacher by familiarizing with various techniques and practical skill in teaching. The purpose of supervision is the improvement of instructional objective and in the student-teaching situation. The supervisory organization for teaching and the supervisory techniques and practice aimed at bringing improvement in the
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instructional activity of the student-teacher, on the one hand, with various techniques and practical skills in teaching and on the other, help them to develop confidence in facing the classroom situations. The important function of supervising teaching traditionally fell in the realm of the school inspector alone. Progressively, however, this function is being shared with other supervising officers who have a direct or indirect influence on the classroom teacher’s motivation and morale. The function of supervision is now the responsibility of all education managers, including heads of departments, head teachers, school inspectors and other senior education officers at the school, district, provincial (regional) and national levels. As an education manager, we are expected to provide the professional support and guidance that teachers need so that they can approach classroom instruction with confidence. Definition of Supervision There is no single unifying definition of the term supervision. Supervisionis viewed as: A process of facilitating the professional growth of a teacher, primarily by giving the teacher feedback about classroom interactions and helping the teacher make use of that feedback in order to make teaching more effective (Glatthorn, 1984). Therefore, supervision broadly refers to the professional guidance and support provided by the education manager. We are expected to offer the teacher assistance that will enhance and improve teacher motivation and classroom instruction. Objectives 1. To enable the student-teacher to discover his own style, his strong and weak points and to understand how to fit them to school task. 2. To enable him to do practice and develop sufficiently teaching skills. 3. To enable the trainee to verify all the strategies and tactics advocated in his subject areas with regard to their utility and feasibility. 4. To enable him to discover the relevance of theory, particularly child psychology, theories of learning teaching, strategies of classroom management, discipline etc. 5. To enable him to perform, his other professional duties in the school, to the parents and to the community. The Need Teaching is an art as well as science. A trainee needs the help and guidance of teacher education. The student-teacher has to learn to plan his lesson, to organize the contents of his teaching in a logical and coherent way of this, according to the level of his students and so many other things. Learning of all these are not an easy task. The student-teacher must be guided and supervised by expert to develop abilities and skills to be able to function successfully as a teacher. Hence, the supervision of student-teaching is necessary, without which the objectives of student-teaching cannot be achieved.
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Types of Supervision A variety of supervision types can be perceived to lie on a continuum with two extremes. One extreme is a type of supervision in which the supervisor acts as a friend and provides a shoulder for the supervisee to lean on. At the other end of the continuum, supervision demands strict accountability from the supervisee. Here, the supervisor may be interested in fault-finding. The Commonwealth Secretariat (1998) Module 4: Personnel Management lists the following types of supervision: • Critical friendship. The supervisor acts as a friend and guides the supervisee. • Mentoring. The supervisor acts as a role model for the supervisee. • Monitoring. The supervisor checks on progress and any problems as well as advising on solutions. • Advisory. The supervisor assumes a relatively superior position in terms of knowledge and skills. • Clinical supervision. In this situation, the supervisor and supervisee engage in face-to-face interaction that is primarily based on the observation of performance and an emphasis on collegiality. • Hard accountability. In this case, the supervisor performs the traditional inspector's role, demanding strict accountability from the supervisee. Organization and Supervision Both organization and supervision of student-teaching aim at bringing improvement in the instructional activities of student-teachers. Proper organization of supervisory activities is necessary. The success of supervision depends not only on the skills and competency of supervisory personnel but also on the organization in which it is being operated. The success of organization process depends upon proper supervision. Thus, in this sense, they are interrelated. Both are very important and essential aspects of student-teaching. Current Procedure The programme of supervision of student-teaching is arranged in all teacher education institutions in two stages: • Before classroom teaching • During classroom teaching Supervision before classroom teaching It aims at guiding the student- teachers in planning their lessons. All teacher education institutions require their student-teachers prepare their lesson plans and get them thoroughly discussed and checked up by the subject specialist and make necessary modification in their lesson plans before they permitted teacher their lessons to their pupils in the class. They have to organize the contents of their teaching, formulate suitable gestures of right typeto evoke right responses from the students and develop other related abilitiesand skill that enable to enter and successfully face the class with confidence. In the existing situations, the
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students are asked to prepare the lesson plans themselves without introducing them with its proper procedure and lesson plans are checked superficially. Any type of discussion is made with the subject method specialist. The students are free to enter the class without, having any type of previous knowledge of facing classroom situations. Supervision during classroom teaching It is generally exercised by the teachers of training colleges. The teaching practice is organized in local schools slatted mostly from amongst those in the vicinity of the training institutions. The training colleges arrange a system of team supervising the student-teaching of student-teachers in a school. The team of supervisors may or may not relate from one school to another. The teaching of student-teachers is supervised by either teacher. The supervisor may or may not be a method specialist. Therefore, the student tend to receive a general supervision from the college supervisors who are often neither subject method specialist nor have been the active school teachers of the subject for years. Supervisory Personnel The main responsibility of supervision falls on teacher-educators. The whole faculty is involved in the supervision of student-teaching. The Regional College of Education employ three groups of personnel for supervision in the internship activities of student-teachers; 1) Subject teacher from the college subject department concerned, 2) Pedagogy experts from the College Education Department and 3) Co-operating Teachers and Headmasters/Principals of the cooperating schools.These supervisors mostly offer descriptive type of criticism though descriptive type supervision is desirable one. Arrangement of Supervision The arrangement of supervision of student-teaching in colleges and departments of education, other than the regional colleges of education, is not so well defined, and varies from institution to institution. The following are a few of the practice of arranging supervision of student-teaching. 1. Assigning a supervisor to each practice-teaching school. The supervisors are generally regular supervisors. Some institutions insist that supervisor of practice-teaching should rotate from one school to another school on a weekly or bi-weekly basis. 2. Some institutions arrange a system of team supervision in place of –one permanent supervisor. Critical Study The current procedure of supervision varies from institution to institution. The supervisors seldom critically supervise the lesson. They supervise the lesson thoroughly. The percentage of lesson supervised by the subject specialist is very low. The practice teaching is done very hurriedly. Non-teaching work is rarely done. The supervisors are not interested in supervising co-curricular activities.
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Supervisors mostly offer descriptive type of criticism. These remarks are generally related to; 1. General Personality of the student-teacher 2. Questioning 3. Chalk-board work 4. Class-management and discipline 5. Overall impression Reasons for the lack of supervision 1. Shortage and Non-availability of the subject method specialist. 2. Uneven distribution of teaching subject among the student teachers. 3. Lack of time. 4. Too many lessons to besupervised in a class period. 5. Defective time table. Suggested Plan 1. The procedure of supervision should be well defined and the variations should be minimized. 2. It is desirable that supervision should be done in such a way that the objectives of student-teaching may be achieved. The student-teacher should give 20 to 30% lessons in each of their subjects. 50to 75% lessons shouldbe supervised and 40 to 50% lessons should be checked before delivery. 30 to 25% lessons should be supervised bythe subject specialist. 3. Supervision in the beginning should be more regular because the student teacher needs help and guidance. 4. Supervision ofevery lesson is not necessary. Only afew aspects should be taken up for improvement at an item, particularly in the beginning. 5. A long list of weaknesses discourages and retards the total progress. 6. It is also suggested that supervision has to become diagnostic in nature. 7. Suggestions given by supervisors should be very clear. 8. Whenever new techniques are applied, supervision will have to be more thorough and wholly guidance oriented. 9. The supervision should be scientific and creative. New techniques of supervision should be adopted. 10. Performa and checklists are very important and useful for systematic, supervision. These performa and checklists should be available to the student teachers as well, so that they may know the nature ofgood lesson through them and try to reach the desired standard.
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Conclusion The student teaching is an essential aspect of the whole education programme. The proper organization and supervision of student teaching is very necessary and ofvital importance. Without adequate organization and supervision, the objectives of student teaching cannot be realized. It is only possible, when educational administrators; curriculum framers, teacher -educators and school teachers will cooperate in this programme. NEW TRENDS IN-TEACHER TRAINING PROGRAMMES Educational is accepted to be a "process".Sir. John Adams said that it is a bi-polar process, the two poles being-the teacher and the pupils, passive. But now it is felt dial the pupils should not be kept passive and they class active. In order words, less the pupils rely upon the teacher, the better it is however Adamson gives a tri-polar theory of education, the third aspect being the society. Bi-polar Teacher---------------Pupil
Tri-polar Teacher-----------Pupil-------Society
The traditional education gave importance-to the subject and later to teacher. But all these soon gave way to child centered education, due to the efforts of educationists like Rousseau, Pestalozzi, Froebel and Montessori. As a result, education has become more interested in the "whole child”, all the thoughts, feelings and actions of the individual pupil. As a result of the impact of modern Educational Technology a few new ideas have entered the help of education. The Style of Learning use of different learning materials, abstract learning, new methods like projects, problem-solving etc. So now the pupils are motivated to do experimentation and to search, out facts for themselves. Activity and experience are the keynotes in the teacher's keynote of teaching. Children learn by doing and learn how to learn in groups and individual. Teachers realize the constant influence of communication media outside the class room upon the student. Hence the teachers of today realize the need for presenting learning experiences to suit individual differences among pupils and attempt to use the media and methods generated by educational technology. The teaching models as devised by Jerome Bruner. Carl Rogers emphasize the problem-solving approach and human interactions. The model of Roger appears to have certain decided points in its favour, particularly with reference to the objectives of the affective domain as appreciations, attitudes, interests and values. But it is important to note that whatever models the teacher has in view, teacher can and should integrate-teaching technology-with teaching methods to successfully carry out his professional intensions. To-day's teachers are to train children to lead a full life in the twenty first century.
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The teacher of the past functioned as an authoritarian figure and teacher could then afford todo so. But now the teacher's job is not that easy and modern teachers are expected to provide goodclassroom atmosphere where all can fully participate. Now, more than teaching a teacher has to create, ''natural curiosity", "a thirst for knowledge" and "inherent wish to learn". The teacher should bring all the children into active contact with the outside world too. The Institutes of Teacher Training should be aware of all these modern changes their objectives and frame the curriculum accordingly so that the teachers who come out of these institutions are able to meet the new challenges in the field of education. Innovations and use of modern educational technology should form a part of the curriculum of teacher education. Example: New Teaching Methods-Projects, problem-solving, programmed learning, teaching machines, using computer –hardware, software etc.-Radio, T.V. Micro teachingeffectiveness - Analysis of classroom Interaction (Flanders) -Value system Psychological studies on problems related to education etc. So teacher education in the 21st century will be conditioned consequence of renaissance and revolution in education. The role of U.G.C., NCERT, SCERT, DIET and NCTE giving a helping hand in the progress of teacher education at different levels. Any training programme could prove a success only if the instructors are theoretical as well as practically well equipped. The teacher educators should be fully qualified, interested in education and its progress and they must be in a position to motivate the trainees. Teacher education has to emphasis values. Paulo Freire's Philosophy and method is the most completely worked out and generally most satisfactory approach to imparting value based education in the modern world. Certification In order to introduce quality control in teacher education the system of certification wasintroduced by a body like NCTE, which was made an organised and a-statutory body.Thecertification process will be a formal acknowledgement, that the individual teacher isqualified to supervise learning experiences of children. The certification pattern should beuniform throughout the country and as such the NCET will form a committee for each state, which will evaluate the teacher’s performance in classroom on uniform criteria laid out by theNCTE. The certification process should be applicable to all types of teacher’s right fromnursery stage to higher secondary stage. There may be national teacher examination and afterpassing it, the teacher may be subjected to class room teaching and his performance may bejudged by the NCTE committee.
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MICRO TEACHING Introduction It is quite obvious that learning outcomes are directly proportional to good teaching. Therefore, it goes without saying that learning outcomes could be improved only through improving the quality of teaching. “A good teacher tells. An average teacher explains. A good teacher demonstrates and A great teacher inspires”. To be a good teacher of any subject, a person requires two things. 1. Good mastery of the subject 2. Good teaching skills. In school and Arts and Science Colleges, a person acquires sufficient mastery of the subject. If such a person desires to be a teacher, he/she joins a teacher training institution, where he/she is supposed to acquire the teaching skills. In conventional teacher training colleges, some procedures are followed to make the graduates and post-graduates acquire the teaching skills. After observing 10 or 15 classes, they become ready to teach. They are given some instructions regarding the notes of lessons and preparation of aids. Then they are asked to teach a class consisting of 40 or 50 students for a period of 45 minutes. After taking some 15 or 20 classes, they are supposed to have acquired the teaching skills. But many researchers have clearly indicated that this type of teacher training procedure is not at all very effective. Origin and Development of Micro-Teaching The idea of micro-teaching originated for the first time at Stanford University in USA, when an Experimental Project on the identification of teaching skills was in progress under the guidance and supervision of the faculty members (Bush, Allen, McDonald Acheson and many others). This project was aided by Ford Foundation and Kettering Foundation. The team of experts was assigned the development of testing and evaluation tools to measure the attainment of teaching skills. At this juncture Keath Acheson, a research worker was investigating the utility of video tape recorder in the development of technical teaching skills. This instrument could be used for recording the class interaction and the behaviours of the trainee vividly and accurately. This leads to the development of a systematic and accurate method of giving feedback to the teacher trainee. All the steps of micro-teaching technique: Teach → Feedback→ Replan → Reteach → Refeedback were formulated. Thus the name of micro-teaching was coined for this method of developing
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teaching skills in 1963. Since then this technique of teacher training has been widely used in almost all Colleges and Universities of Europe and Asia. In India, it is being used with great emphasis in all the teacher training programmes of developing teaching skills and competencies among teacher trainees. Meaning of Micro-Teaching The systematic training that the would-be teacher or a practicing teacher or training teacher receives for each sub-skill of teaching is called Microteaching. It is teaching a small concept for 5mts to 7mts for small group i.e about 5 to 7 students using only one skill. Definition of Micro-Teaching 1. ALLEN (1966) Microteaching is a “Scale down teaching encounter in class size and class Time”. 2. M.B.BUSH (1968) Microteaching is a ‘teacher education technique which allows teachers to apply well defined teaching skills to a carefully prepared lesson in a planned series of 5 to 10 minutes encounters with a small group of real classroom student, often with an opportunity to observe the performance on video tape”. 3. ALLEN AND EVE (1968) “A system of controlled practice that makes it possible to concentrate on specific teaching behaviour and to practice teaching under controlled conditions.” 4. ALLEN AND RYAN (1969) They describe five essential characteristics of micro teaching. a. b. c. d. e.
It is real teaching. It has less complexity of normal classroom teaching. There is focus on accomplishment of specific task. There is increased control over the whole situation. There is provision for feedback which is greatly expanded in a specific manner.
Important Characteristics of Microteaching 1. It concentrates on only one skill of teaching at a time instead of the whole of complex teaching behaviour. 2. To acquire one sub skill, it is enough if the trainee takes a lesson for 5 minutes (1 or 2 minutes more). 3. The trainee teaches only 5 – 7 pupils so that trainee is saved from the more difficult situation of facing 40 or 50 pupil in the beginning itself. In many
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microteaching programme, peer-trainees themselves are stimulates as pupils so that the trainees could get more confidence. 4. Through appropriate feedback, the teacher trainee immediately knows which of his/her acts are correct and which are wrong. The right teaching acts are incorporated into his teaching behaviour and the wrong teaching acts are eliminated. For this purpose the trainee is given a chance to reteach. 5. The re-teach-session gives the teacher trainees the necessary practice for mastering the concerned sub skill. 6. Video recording and play back id very helpful to microteaching. An observation schedule especially designed for the observation of the specific skill is distributed among the trainees and they are also trained in its use beforehand. Such observation of the model lesson and its relevant criticism provides desirable feedback to the person giving the model lesson. This enables the teacher trainees to see and analyse his or her ownteaching. Phases of Micro-teaching There are three phases of the Micro-teaching procedure which you have studied in the previous section of this Unit. They are: 1. Knowledge Acquisition Phase. 2. Skill Acquisition Phase. 3. Transfer Phase of Micro-teaching. Let us discuss these phases one by one. 1. Knowledge Acquisition Phase: In this phase the teacher trainee learns about the skill and its components through discussion, illustrations and demonstration of the skill given by the expert. He learns about the purpose of the skill and the condition under which it proves useful in the teachinglearning process. His/Her analysis of the skill into components leading to various types of behaviours which is to be practiced. The teacher trainee tries to gain a lot about the skill from the demonstration given by the expert. He discusses and clarifies each and every aspect of the skill. 2. Skill Acquisition Phase: On the basis of the demonstration presented by the expert, the teacher trainee plans a micro-lesson, lesson for practising the demonstrated skill. He practices the teaching skill through the Microteaching cycle and continues his efforts till he attains mastery level. The feed-back component of micro-teaching contributes significantly towards the mastery level acquisition of the skill. On the basis of the performance of teacher trainee in teaching, the feedback is provided for the purpose of change in behaviour of the teacher trainee in the desired direction. 3. Transfer Phase of Micro-teaching: After attaining mastery level and command over each of the skills, the teacher trainee integrates all these
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skills and transfer to actual classroom teaching is done during this transfer phase. Assumptions of Micro-Teaching From the foregoing discussion about the concept of micro-teaching you might have thought of the assumption on which it is based. Let us pinpoint them: 1.
Teaching is a complex process but can be analysed into simple skills.
2.
Teaching skills can be practiced one by one up to mastery level under specific and simplified situation.
3.
Appropriate feed back if systematically given proves very significant for obtaining mastery level in each skill.
4.
When all skills have been mastered taken one by one, they can be integrated for real classroom teaching.
5.
The skill training can be conveniently transferred from simulated teaching situation to actual classroom teaching situation.
Micro Cycle 1) The Sub-Skills Explained The teacher educator first explains the skill and its various subcomponents. For example “The Skill of Stimulus Variation” consists of the components such a Teacher Movement, Teacher Gesture, Change in Speech Pattern, Change in Sensory Focus, Pupil Talk and Pupil Movement. 2) Model Micro teaching The teacher educators give a model microteaching (5-7mt) for the particular skill. It is available in the particular film or video tape showing the model microteaching for the skill that can also be used. 3) Planning of the Episode The teacher trainees prepare a short note for lesson for his/her microteaching. This note of lesson will usually be short because the trainee is going to teach only for 5-7mts. This note of lesson is called Episode. 4) Teaching the Micro Lesson The teacher trainees teach a group of 5-7 students. The teacher educator can observe the micro lesson by the trainee and note down the observation in a specially developed proforma. The micro lesson may be videotaped or at least recorded using audio cassette recorder.
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5) Feed Back The teacher trainees should know how he/she performed in the microteaching. This is called feedback. This feedback is provided by playing the video or audio tape recorder, or if not available the observation schedule maintained by the teacher educators and the peer can serve as a good basis of the feedback. 6) Re-Planning In the light of the feedback and the educator’s commands, the trainee replans the micro lesson. 7) Re-Teaching The trainees reteach the micro lesson to a different, but a comparable group of pupil. This time also the micro lesson is video or audio taped and/or the observations are noted in the proforma. 8) Re-Feedback Re feedback is again provided for the re-taught lesson. a. Explanation of Skill by the Teacher - Educator b. Demonstrating by the Teacher – Educator PLANNING
RE-FEEDBACK TEACHING
RE-TEACHING FEEDBACK
RE-PLANNING
The defect of conventional system of teacher training is due to considering the teaching skill as a very simple one. But careful analysis reveals that teaching is not a single skill at all. It is a complex skill consisting of several sub skills.
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Allen and Ryan of the Stanford University have recommended the following fourteen skills of Micro teaching. a) b) c) d) e) f) g) h) i) j) k) l) m) n)
Stimulus Variation. Set Induction. Closure Silence and non-verbal clues Reinforcement of student participation. Fluency. Probing Question. Higher Order Question. Divergent Question. Recognizing attending behaviuors. Illustrating and use of example. Lecturing Planned repetition. Completeness of Communication.
Skill of Stimulus Variation Meaning: For effective teaching, it is very essential to focus the students’ attention. To focus the attention, a teacher has to do different things, as going near Black Board, Writing, drawing something, showing or expressing through hands or body movement. These all come under stimulus variation which help in focusing the attention of students. The set of teacher behaviours that tend to secure and sustain the pupils’ attention in teaching learning situation in the classroom constitutes the Skill of Stimulus Variation. Components 1. Teacher’s Movement– (TM) The teachers who are in the habit of delivering their lessons from one position for longer duration reflect their lack of alertness and enthusiasm. This leads to monotony in the classroom. Besides, the pupils would become tired due to focusing their attention on the teacher in same posture for an unreasonably long duration. So, teacher movement is important teacher behaviour in the classroom. It contributes significantly towards securing and sustaining pupils’ attention. This enables the pupil to change their postures which provides physical relaxation to them. This also contributes to the alertness, enthusiasm and variety in the teaching behaviour. Habitual movement may fail to attract the students'. Meaningful and purposeful movements are preferable. Moving to the black board for writing, moving to the students when they are doing the given assignments, moving
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towards the students to listen them, etc. are some of the examples are the Teachers’ Movement. 2. Teacher’s Gestures (TG): Gestures are the non-verbal cues to express feelings and emotions to emphasise significant ideas or objects, to indicate shape, size and movements of objects, etc. It consists of hand and head movement, eye movement, facial expression, etc. The teacher shows gestures according to the content. A teacher can clarify or express feelings, weight, size, quantity through gestures. The gestures also should be meaningful and purposeful 3. Change in Speech Patterns (CSP): Teachers, behaviour in the classroom is predominantly verbal. Their voice plays vital role in classroom communication. The voice of the teachers has several dimensions namely, pitch, tone, speed, etc. Besides body expression, stimulus variation can also be shown through speech patterns stress and intensity is the basic needs of this component. Situations needing emphasis on particular words and phrases provide an opportunity for changes in tone and volume of the teacher. Sudden changes in tone and pitch of teacher voice immediately attract pupils’ attention. 4. Change in Sensory Focus (CFS): All our five senses such as tongue, eye, ear, nose and skin are the gate ways of knowledge. Constant use of one particular sense for imparting knowledge distracts pupils’ attention. Change in the sensory focus of the pupils helps a teacher to secure their attention. The teachers should, therefore, bring variation in the sensory focus from aural to visual, aural to nasal, aural to tactile, aural to taste, etc. Drawing the some pictures and diagrams in the blackboard, showing modelsand charts, making the students smell, feel and taste something, etc.would secure and maintain the pupil’s attention. 5. Pupil’s Talk (PT): Teaching is not a one way process. It is an interactive act. It is a two ways process. In the classroom, there should be an interaction between the student and teacher. So, the teacher has to make the students speak also. The students may be asked to answer the questions of teacher. The students voluntarily raise some questions and talk among themselves on the topic discussed in the class. 6. Pupil’s Movement (PM): Pupils tend to prefer those lessons in which they get opportunity for physical participation. Pupils’ Movement means the mobility of students from his/her place. The students may be asked to write the answers on the blackboard, to converse
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among themselves in front of others, etc. Pupils’ movement can also be in the form of handling apparatus and dramatization. Skill of Reinforcement Introduction Every responding pupil of the class needs social approval of his behaviour. To satisfy this need, he is always eager to answer each question known to him. If the teacher is encouraging the pupils by statements like, “good”; that is very good and certain non-verbal expressions, as smiling, nodding the head; and paying attention to the responding pupil, the pupil participation in the class is maximised. The main theme of the skill is that encouraging remarks of the teacher increases and discouraging remarks decreases the pupil-participation in the development of the learning process. Components of Skill 1. Positive Verbal Reinforcement. (PVR). 2. Positive Non-Verbal Reinforcement. (PNVR). 3. Negative Verbal Reinforcement. (NVR). 4. Negative Non-Verbal Reinforcement. (NNVR). 5. Repeating and Rephrasing Pupil’s response (RRP). 6. Writing Pupils’ Answer on the Blackboard (WPABB). Positive -Verbal Reinforcement: These are the positive comments given by the teacher on the correct response of the pupil. They are: (i) Using words and phrases like, “good”, “very good” and excellent. (ii) Repeating and rephrasing pupil’s response. (iii) Using pupil’s idea in the development of the lesson. (iv) Using extra-verbal cues, like “um”, “um”, “aha” to encourage pupils. (v) Using prompts like carry on think again etc. to help the pupil give correct response. Positive Non -Verbal Reinforcement: The teacher gives comments to pupils on their correct response without using words: This he does by : nodding the head, smiling, patting, looking attentively at the responding pupil, writing pupil’s answer on the black boards. The teacher encourages the pupils to participate maximally in the development of the lesson. Negative Verbal Reinforcement: The teacher gives comments on the incorrect or partially incorrect response by telling that the pupil’s response is incorrect or
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making remarks like “wrong”, “stop”, “poor”, “No” etc. Teacher statements such as “I do not like what you are doing”, “do not do like this”, etc. Negative Non -Verbal Reinforcement: The teacher shows his disapproval without using words. This involves, frowning, staring, nods his head in disapproval, stares hard, look away, raises his eyebrows, tap his foot when he gives wrong response. This type of behaviour of the teacher creates fear in the minds of the pupil and decreases pupil-participation and should be used only if necessary. Repeating and Rephrasing Pupil’s response: This is used to correct or improve the answer in a manner so that it is audiable to everyone. It can be repeated or rephrased by the teacher as well as the students. Writing Pupils’ Answer on the Blackboard: Making use of this component acts as stimuli and motivates the students to answer to the questions asked by his teacher. Particular student’s answer is written on Blackboard in such a way that every student can see that and read. Skill of Probing Questions Introduction When the teacher asks questions from the pupils in his class different situations arise. They are: 1. The pupil may give no response, 2. The pupil may give incorrect, 3. The pupil may give partially correct response and 4. The pupil may give correct response. How to deal with all these situations effectively is the main theme of this skill. In case of no response or incorrect response the teacher goes deep into pupil's responses by asking many questions about what he already knows and to lead him to the correct response. When the response is correct the teacher may help the pupil to go deep into the content by asking questions of how, why and sometimes of what types also. The skill involves a series of questions to go deep into pupil’s responses. We are correct if we say that the question should be well structured. This means the question should be simple, concise, and grammatically correct. It should be addressed to the whole class instead of one pupil only. This is because the purpose of the question is to make the whole class think on the point under discussion. The pupils should be given some time to think and then the teacher should point towards one pupil to respond.
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Components of Skill 1. Prompting technique.(P) 2. Seeking further information technique.(SFI) 3. Redirection technique.(RD) 4. Refocusing technique. 5. Increasing critical awareness technique. Prompting technique: This technique means to go deep into the pupil’s response when it is incorrect or no response. Then a series of hints or prompts are given to pupil through step by step questioning in order to lead the pupil to the desired correct response. Let us take the following example: Example: T : What are the functions of Municipality ? P : No response. T : Who supplies water to the city ? P : Municipality. Seeking Further Information: This technique is used when the response of pupil is incomplete or partially correct. The teacher helps the pupil to clarify or elaborate or explain his initial response by asking more small questions or creating situation in which the pupil is made to think and respond. Example: T : What are the functions of Municipality ? P : To supply water to the whole city. T : What are the other functions ? Redirection: This technique involves asking the same question from another pupil. The main purpose of this technique is to increase more and more pupil participation. When the situation is of no response or incorrect response prompting should be preferred to redirection. Example: Teacher : What are the characteristic of oxygen? Ram
: No response
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Sohan : It helps burning (Redirection) Refocusing: It is used when the pupil’s response is correct. This involves comparing the phenomena in his response with other phenomena either for similarity/difference or relationship between the two situations. How one thing in point is different from the other thing? How one response of the pupil is related to any other point? How one thing is similar to another thing? Such type of questions is put to the pupil. Increasing Critical Awareness: This technique is used when the pupil’s response is correct. The teacher puts higher order questions to stimulate the pupil to think beyond what the pupil knows. This involves the ‘how’ and ‘why’ and sometimes ‘what’ type of questions on the point under discussion. Example: 1. Why oxygen is necessary for living beings? 2. How oxygen helps in burning? etc. Skill of Introduction It has been said that ‘well beginning is half done’. The teacher is supposed to begin the class effectively. ‘Introduction’ is not merely announcing the topic. Before doing so, a teacher should know the entry behaviour of the learners. This knowledge is to be sequenced properly. ‘Skill of Introduction’, in this regard, empowers the trainees with the ability to introduce the concept effectively. Components (i) Beginning Statement (BS) First impression is the best impression. Before explaining a concept or generalization, a teacher should make opening statement i.e. announcing what is to be explained. This prepares the pupils for receiving the explanation. The statement should be made in such a way that it has to converge the pupils’ mind, attract their attention, etc. Vivekananda’s beginning statement at Chicago, ‘brothers and sisters’ is the best example for this component. (ii) Testing Previous Knowledge (TPK) Before teaching anything, the teacher requires to know the already learned facts, generalizations, definitions, value and skills of the learners. The teacher, then, can lay emphasis on the important facts and information basic to the learning task. The teacher can test the students’ previous knowledge mainly by asking ‘recall’ and ‘recognition’ questions.
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(iii) Proper Sequence (PS) ‘Sequence’ should be there in between statements uttered by the teacher. The sequencing statement will make the explanation clear by brining continuity. The teacher can use different sequencing link like ‘on the other hand’, ‘and so’, ‘so that’, ‘but’, ‘and’, ‘therefore’, ‘however’, ‘due to’, ‘while’ etc. to make the ideas sequent. (iv) Statement Relating Objective and Content (SROC) A teacher, during curriculum transaction, has to tell three important things. They are a) Tell, what you are going to tell (b) Tell and (c) Tell, what you have told. In the first phase, the teacher has to relate both objective and content. The teacher could better use the phrase, ‘we are going to learn …….’ instead of ‘I am going to teach ……: For example, if the content is ‘The Solitary Reaper’ the teacher can relate this content by uttering the statement, ‘ we are going to enjoy ‘the Solitary Reaper’. Skill of Using Chalk Board (Black Board) Introduction The blackboard (Chalkboard) is the traditional symbol of the classroom. It is the most useful and easily available in the classroom. It is one of the feet of the teacher. It is also known as a teachers’ note book. If properly used, the teacher can get a lot out of this dependable aid. Every teacher should be proficient in using black board. Components; 1. Title (T): ‘Title for the lesson is like initial for the name’. Immediately after motivation, the title has to be announced and written on the blackboard. It should be written in the middle of the board. The font size of the title should be bigger. The title should preferably be written with colour chalk and in capital letters. 2. Legibility (L): Legibility, Speed, beauty are said to be the three pillars of handwriting. Of which, legibility is the most important characteristic. It is a kind of concern extended on the part of the writer to the reader. So, the letter written on the blackboard by the teacher should be legible. The legibility, in general, refers to i) distinct letters, ii) adequate spacing between letters and word, iii) adequate size for the letters, iv) different sizes for capital and small letters, v) uniform size for all capital letters, vi) uniform size for all small letters and vii) uniform thickness for lines.
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3. Appropriateness: (APP) The blackboard must be used properly. The teacher has to write from left to right. The ideas should not be scattered here and there. The continuity of the idea is to be maintained properly. The points given in the blackboard must be brief and simple. The black board should be used in such a way that it should draw the attention of the students. 4. Spelling-out while writing: (SWW) The understanding would be better when we use the maximum senses. So, it is advisable to make the student use their ears and eyes. It is, therefore, necessary that one should spell out the word while writing them on the blackboard. It will enable the teacher to avoid spelling mistakes. 5. Highlighting the Mains: (H.M) The pupils should understand the important points only by seeing the blackboard. So, the important point written on the blackboard may be highlighted. It can be done by writing the points in big letter, underlining the important points, by writing the main point in different colours, etc. 6. Proper Deleting (PD) Proper deleting of the blackboard is as important as proper using. Nothing should be left out in the blackboard before leaving the hall. When deleting the board, one can erase from top to bottom. The blackboard should be erased without any impression on it. Advantages of Micro Teaching 1. Teaching is simple with one skill for a small group and for short duration of time. 2. Immediate feedback is given. 3. The trainee can concentrate on some specific aspect of teacher –learning process 4. Training becomes very meaningful with feedback and additional traits. 5. All the activities in the micro-teaching can be recorded and evaluated. 6. It gradually prepares the trainee for macro teaching 7. Classroom interaction can be objectively studied. Conclusion Micro teaching is a training technique but not a method of teaching in the classroom. Moreover, it is not a substitute but a supplement to present a teacher training programme. It can be successfully implemented in the preparation of teacher training for full classroom teaching.
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FLANDER’S INTERACTION ANALYSIS Introduction The systematic observation is a set of procedures. It uses a system of categories to encode and quantifies classroom behavior of teacher and students. The systematic observation represents a useful means of identifying, studying, classifying and measuring specific variables as they interact within instructional learning situation. The purpose of developing the observational system is that a teacher can be trained to use them for analyzing classroom behavior and for planning and studying his own teaching activities. Since 1960, the efforts have been made in this direction to develop the systems of observation. The works of with all (1949), Flanders and Amidon (1960), Medley and Mitzel (1948) and Galloway (1968) have developed system of observation for studying the classroom teaching activities. Interaction Analysis: Interaction analysis is a process of encoding and decoding the study pattern of teaching and learning. In the coding process, categories of classifying statements are established, a code symbol is assigned to each category and a trained observer records by jotting down code symbols. In the decoding step, a trained analyst interprets the display of coded data and reconstructs the original events on the basis of the encoded data even though teacher may not have been present when the data were collected. Although there are many systems for coding spontaneous verbal communication in classroom, a typical system for interaction analysis will usually include, 1. a set of categories, each defined clearly, 2. a procedure for observation and a set of ground rules which govern the coding process, 3. steps for tabulating data in order to arrange a display and suggestions which can be followed in some of the more common applications. Dimension of Interaction: According to Daniel G. Bobrow, the three dimension of interaction are; 1. Communication 2.Coordination 3. Integration 1. Communication: The first dimension of interaction is communication. For communication to exist between two agents there must be some common ground of mutual understanding. Where does this come from and how does it develop? What techniques are used by people and systems to build and extend this base for communication? Communication between a particular pair of agents might not always be easy or even possible. In such cases, communication can be facilitated by interposing a mediating agent.
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2. Coordination: The second dimension of interaction is coordination. With multiple agents with multiple active goals, progress requires agent to share resources and work towards some common goals. Various organizational structures, for example, based on market and business hierarchies have been used in the resource allocation process. But resources are not the only thing that must be shared. For independent agents to work together, they must be able to predict other’s behavior, but not necessarily in great detail. Joint commitments to future action are a useful way of organizing this information. 3. Integration The third dimension of interaction is integration. Meaning of classroom interaction analysis: Classroom interaction analysis refers to a technique consisting of objective and systematic observation of the classroom events for the study of the teacher’s classroom behavior and the process of interaction going inside the classroom. Thakur’s view: According to Dr.S.K. Thakur, classroom interaction analysis may be defined as an instrument which is designed to record categories of verbal interaction during, or from, recorded teaching learning sessions. It is a technique for capturing qualitative and quantitative dimensions of teacher’s verbal behavior in the classroom.” Ruhela’s view: Dr. Satya Pal Ruhela, in his book ‘Educational Technology’ writes that class interaction analysis may be conveniently divided into two parts: 1. Verbal interaction. 2. Non-Verbal interaction. Flanders’ Interaction Analysis System: Flanders’ system is an observational tool used to classify the verbal behavior of teachers, and pupils as they interact in the classroom. Flanders’ instrument was designed for observing only the verbal communication in the classroom and non-verbal gestures are not taken into account. Basic theoretical assumptions of Interaction Analysis: The various theoretical assumptions, which are basic to very idea of interaction analysis, are as follows: 1. In a normal classroom situation, it is verbal communication, which is predominant. (Flanders1965) 2. Even though the use of spoken language might be resort to non-verbal gestures in classroom, verbal behavior can be observed with higher reliability than most non-verbal behavior and also it can reasonably serve as an adequate sample of the total behavior in classroom.
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3. Normally assume that verbal statements of a teacher are consistent with his non-verbal gestures and, in fact, his total behavior. This assumption was sustained in terms of experience in Minnesota Studies (Flanders, 1966). 4. The teacher exerts a great deal of influence on the pupils. Pupil’s behavior is affected to great extent by this type of teacher behavior exhibited (Anderson and others, 1946). 5. The relation between students and teacher is a crucial factor in the teaching process and must be considered an important aspect ofmethodology (Haggerty, 1932). 6. It has been established that social climate is related to productivity and to the quality of interpersonal relations. It has been proved that democratic atmosphere tends to keep work of a relatively high level even in the absence of the teacher. (Lewin and other, 1939) 7. Children tend to be conscious of a warm acceptance the teacher and to express greatest fondness for the democratic teacher. (H.V. Perkins, 1950) 8. The role of classroom climate is crucial for the learning process. (Perkins 1956) 9. The teacher-classroom verbal behavior can be observed objectively by the use of observational technique designed to ‘catch’ the natural modes of behavior, which will also permit the process of measurement with a minimum disturbance of normal activities of the group of individuals. (Wrightstone J. Wayne, 1958) 10. Modification of teacher classroom behavior through feedback is possible (Flanders 1963), though how much can change occur and more knowledge relating to the permanence of these changes will require further research.(Flanders, 1963,1966) 11. Teacher influence is expressed primarily through verbal statements. Nonverbal acts of influence do occur, but are not recorded through interaction analysis. The reasonableness of this assumption rests upon the assertion that the quality of the non-verbal acts is similar to the verbal acts; to assess verbal influence, therefore it is adequately a simple of all influences. These assumptions focus our attention on the verbal participation of teachers and students in teaching-process. Flander’s Ten Category System: The Flander’s System attempts to categories all the verbal behavior to be found in the classroom. It has two main categories: teacher talk and pupil talk. A third category covers other verbal behavior, i.e., silence or confusion.
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Flander’s Interaction Analysis Categories (FIAC) Category Number Teacher talk
Indirect influence
Activity 1.
Accepts feeling: Accepts and clarifies an attitude or the feeling tone of a pupil in a non-threatening manner. Feeling may be positive or negative. Predicting and recalling feelings are included.
2.
Praises or encourages: Praises or encourages pupil action or behavior. Jokes that release tension, but not at the expense of another individual; nodding head, or saying “Um hm?” or “go on” and included.
3.
Accepts or uses ideas of pupils: Clarifying or building or developing ideas suggested by a pupil. Teacher extensions of pupil ideas are included but as the teacher brings more of his own ideas into play, shift to category five.
4.
Asks questions: Asking question about content to procedure, based on teacher ideas, with the intent that a pupil will answer.
5.
Lecturing: Giving facts or opinions about content or procedures; expressing his own ideas, giving his own explanation, or citing an authority other than a pupil.
6.
Giving directions: Directions, commands or orders to which a pupil is expected to comply.
7.
Criticising or justifying authority: Statements intended to change pupil behavior from nonacceptable to acceptable pattern; bawling someone out; stating why the teacher is doing what the teacher is doing; extreme self-reliance.
Response
Direct influence
Initiation
Pupil talk
Response
8.
Pupil-talk response: Talk by pupils in response to teacher. Teacher initiates the contact or solicits pupil statement or structures the situation. Freedom to express own ideas is limited.
Initiation
9.
Pupil-talk Initiation: Talk by pupils, which they initiate. Expressing own ideas; initiating a new topic; freedom to develop opinions and a line of thought, kike asking thoughtful questions; going beyond the existing structure.
10
Silence or confusion: Pauses, short periods of confusion in which communication cannot be understood by the observer.
Silence
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Procedure of Flanders’s Interaction Analysis: Encoding and decoding are the two processes of interaction anaylsis. The encoding process is used for recording classroom events and preparing observation matrix by encoding the numbers of ten category system. The decoding is process of interpreting observation matrix. a) Encoding Process: The first step in the process of encoding is to memorize the code numbers, in relation to key phrase of words, which are indicated in capital in ten-category system. An observer sits on the last bench of the classroom and observes the teacher when the teacher is teaching. At an interval of every three seconds he writes down that category number which best represents or communication event just completed. For instance, when teacher is lecturing the observer puts 5; when he asks question he puts 4; when student replies he put 8; when teacher praises he puts 2; when teacher asks to sit down he puts 6; when again the teacher starts lecturing he puts5. The procedure of recording events goes on at the rate of 20 to 25 observations in per minute. Ground rules for encoding observation: Because of the complexity of the problems involved in categorization, several ground rules have been established. The rules of observation add in developing consistency in trying to categorize teacher classroom behavior. Rule 1: When it is not certain in which of two or more categories a statement belongs, choose the category that is numerically farthest from the category 5. For e.g., if an observer is not sure whether it is 2 or 3 then choose 2. If in doubt between 5 and 7, he chooses 5. Rule 2: If the primary tone of the teacher’s behavior has been consistently direct or consistently indirect, do not shift into an opposite classification unless a clear indication of shift is given by the teacher. This rule is often called the rule of the biased, unbiased observer. Rule 3: An observer must not concern with his own biases or with the teacher’s intent. If a teacher attempts to be clever, pupils see his statements as criticism of pupils; the observer uses category 7, rather than category 2. This rule has particular value when applied to the problem of helping teachers to gain insight by their own behavior, e.g., ‘I was trying to praise them’, and ‘I wanted them to answer that question’. Rule 4: If more than one category occurs during the three seconds interval, then all categories used in that interval are recorded. If no change occurs within three seconds, then repeat category number. b) Decoding process: After encoding the classroom events into ten-category system 10x10 matrix table is prepared for decoding the classroom verbal behavior. The generalized sequence of the pupil-teacher interaction can be estimated in this matrix table. It indicates, what form a pair of categories. The first number in the pair indicates the row and the second number shows the column for example (10-
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6) pair would be shown by a tally in the cell formed by row 10 and column 6. For example the observer has written down the code numbers beginning with 6 as follows: 6,10,5,1,4,8,8,2,3,6,4,8,9,7.5,10. Tabulating a matrix: To tabulate these observations in a 10 into 10 matrixes, the first step is to make sure that the entire series begins and ends with the same number. The convention is to add 10 to the beginning and end of the series, unless 10 are already present. So our earlier series now become 10,6,10,5,1,4,8,8,2,3,6,4,8,9,7,10. The observations are now entered in a 10x10 matrix so that the sum of column one equals the sum of row one, the sum of column 2 equals the sum of row 2, etc. The numbers are tallied in the matrix one pair at a time. The first pair in this case is 10-6; the tally is placed in row 10, column 6 cell. The second pair is 6-10, tally this in row 6, column 10 and so on. ‘N’ always will be tabulated by N-1 tallies in the matrix. In this case, started a series of sixteen numbers and the series produce 15 tallies in the matrix. 1
2
3
1
4
5
6
7
10
1
1 1
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11
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15
Interpreting the matrix: No classroom interaction can be ever recreated. It is part of a moment in history. The purpose of interaction analysis is to preserve selected aspects of interaction through observation, encoding, tabulating and then decoding. 1. The proportion of teacher talk, pupil talk, and silence or confusion: The proportion of tallies in columns 1,2,3,4,5,6 and 7, columns 8,9 and column 10 to the total tallies indicates how much the teacher talks, the student talks and the time spent in silence or confusion. After several years of observing, anticipate an average of 68 percent teacher talk, 20 percent of pupil talk and 11 or 12 percent silence or confusion.
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2. The ratio between indirect influence and direct influence: The sum of column 1,2,3,4, divided by the sum of columns 5, 6, 7 gives this ratio. If the ratio is 1 or more than 1, the teacher is said to be indirect in his behavior. This ratio, therefore, shows whether a teacher is more direct or indirect in his teaching. 3. The ratio between positive reinforcement and negative reinforcement: The sum of column 1, 2, 3 is to be divided by the sum of the columns 6, 7. If the ratio is more than 1 then the teacher is said to be good. 4. Student’s participation ratio: The sum of columns 8 and 9 is to be divided by total sum. The answer will reveal how much the students have participated in the teaching-learning process. 5. Steady state cells: 1 1 2 3 4 5 6 7
2
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1.1 2.2 3.3 4.4 5.5. 6.6 7.7
8 9 10
8.8 9.9 10.10
Total
The above figure shows the ‘steady state’ cells along the diagonal from the upper left to the lower right. If these cells are heavily loaded it shows that the teacher remains in a particular category for more than three seconds. The cell with the highest frequency of the entire matrix is typically the 5-5 cell which lies on this diagonal indicating that the teacher frequently stays longer than 3 seconds when teacher provides information through lecture. 6. Content cross cell: The cell corresponding to the numbers 4 and 5 in the column and the row are known as ‘content cross’ cells. If these cells are overloaded they reflect the teacher’s emphasis on the subject matter. 7. Constructive integration cells and vicious cells: Two areas that are most sensitive to the positive and negative aspects of social skill is the teacher-student relationship.
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Area A might be called “Constructive Integrative Cells” while area B is called the “Vicious Cells”. The cells corresponding to number 1, 2 and 3 are known as constructive integration cells. Cells of numbers 6 and 7 are known as vicious cells. These cells reveal the teacher’s attention to problems of classroom management and control as distinct from concern with the subject-matter. 1
2
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1 2
A
3 4 5 6 7
B
8 9 10 Total
Advantages of FIAC: Ned Flanders’ Technique of Interaction Analysis is a boon for observing student-teacher interaction. As Dr. M.B. Buch says, it is “a bold step in the right direction to improve the quality of education” Several advantages are claimed for this method of analysis. The following are a few among them; 1. The analysis of matrix is so dependable that even a person not present when observations were made could make accurate inferences about the verbal communication and get a mental picture of the classroom interaction. 2. Different matrices can be made and used to compare the behavior of teachers at different age levels, sex, subject-matter etc., 3. This analysis would serve as a vital feedback to the teacher or teacher trainee about his intentions and actual behavior in the classroom. The supervising or inspecting staff can also easily follow this system. 4. It is an effective tool to measure the social-emotional climate in the classroom. Precautions in use of Flanders Interaction Analysis: 1. The classroom encoding work should be done by an observer, who is familiar with entire process and knows its limitations.
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2. It is an exploratory device therefore value judgments about good and bad teaching behaviors are to be avoided. This technique is not an evaluator device of classroom teaching. 3. The questions regarding classroom teaching can only be answered by inspecting the matrix table. The observer cannot answer the question relating to teacher behavior. 4. A comparison between the two matrices can be reliability terms of behavior ratios, interaction variables and percentage of frequencies in each category and calls frequency but value judgment is not possible. 5. The accuracy of the observation depends upon the reliability of the observer. The classroom recording should be done after estimating the reliability of observers. 6. At least two observers should encode the classroom interaction for analyzing teaching and teacher behavior. Limitations of Flanders interaction analysis 1. The system does not describe the totality of the classroom activity. Some behavior is always over looked and who is to say that the unrecorded aspects of the teaching act are more important than those recorded. 2. Efforts to describe teaching are often interpreted as evaluation of the teaching act and of the teacher. While descriptions may be used as a basis of evaluation, judgment can be made only after additional value assumptions are identified and applied to the data. 3. The system of interaction analysis is content-free. It is concerned primarily, with social skills of classroom management as expressed through verbal communication. 4. It is costly and cumbersome and requires some form of automation in collecting and analyzing the raw data. It is not a finished research tool. 5. Much of the inferential power of this system of interaction analysis comes from tabulating the data as sequence pairs in a 10 x 10 matrix. This is a time consuming process. 6. Once the high cost of tedious tabulation (electric computers) is under control but the problem of training reliable observers and maintaining their reliability will still remain. 7. Its potential as a research tool for a wide application to problems is to be explored. The system devotes little attention to student talk and focuses a great deal of attention on direct/ indirect nature of Teachers performance. It is considered a great drawback of Flanders system.
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UNIT V DYNAMICS OF TEACHING STRATEGIES AND TEACHING MODELS FOR TEACHER EDUCATION Dynamic Method of Teaching Teaching Teaching is derived from the Latin roof word “Taikjon” which means ‘show how’. Teaching is the most difficult and complex series of functions. Attempts to understand the process of teaching has as long distinguished history. The theory that is Socratic in origin is the “Majestic Theory or Midwifery Theory” which considers teaching as an activity that helps the learner recall the knowledge that lies somewhere within his memory. The communication theory considers teaching as telling, demonstrating, dispensing information, attitudes or skills. According to the Molding theory teaching is that activity which seeks to form associations, habits and automatic responses in oneself or others that activity will produce patterns of desirable behaviour. According to Mutual Inquiry Theory, teaching is guiding and helping the student to discover and produce knowledge that is new to both of them. Today the act of teaching is being considered as an act of communication, a process of interaction between the teacher and the taught. Teaching and training are not identical. Training is a sub aspect of teaching. Teaching is habit formation and training is a method of shaping habit. Teaching is not the same as instruction. We can teach a dog to sit but we can’t instruct a dog to sit. Instruction is an activity of teaching which is closely allied to acquisition of knowledge and belief that to promotion of habits and modes of behaviour. Teaching is a two fold activity. It involves communicating information and includes communicating judgment. Teaching can be considered to as a triadic relationship among the teacher, the learner and the subject content. The term method is derived from a Latin word which imitates or follows the process of delivering knowledge or transmitting specific skills to pupils by their teacher. Strategies of Teaching (Methods and Strategies) The main focus of teaching is to bring about a desirable change in the behaviour of the learner. It is brought about by the teacher using teaching strategies to active their objectives. But traditionally we have been using teaching methods for content presentation. In order to increase the effectiveness of the presentation, the audio-visual aids are also used. The teaching is much more difficult task it requires different type of methods, techniques and teaching aids. The selection of these methods and techniques depends upon the nature of task, learning objectives, learner's abilities and student's entering behaviour. The learning objectives and task
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analysis provide the basis for effective presentation of teaching in order to bring desirable change in the behaviour of the learner teacher has to employ the devicesteaching strategies and teaching tactics. These terms have been defined in the following ways; Meaning and Definition of Teaching Strategy Teaching strategy is the means to achieve learning objectives'. E Stones and S.Morris have defined the term 'Teaching Strategy' comprehensively in the following manner: Teaching strategy is a generalized plan for a lesson which includes structure, desired learner behaviour in terms of goals of instruction and an outline of planned tactics necessary to implement the strategy. The lesson strategy is a part of a larger development scheme. This definition of teaching strategy involves two aspects—l) a generalized plan for the persecution of lesson and (2) it includes desired learner behaviour in terms of goals of instruction. He has further explained the meaning of a lesson. In a pan of a development scheme of the curriculum and plan includes an outline of tactics of teaching which helpimplementing the strategy. Teaching strategy seeks to establish the relationship between teaching and learning in view of achieving the objectives. Teaching strategies includes broad method instruction, e.g. electorstrategy, a case study strategy, programmed instruction strategy. They can be regarded as a broad and away of operation. Definition of Teaching Method Every teacher wishes to be an excellent one. But each falls somewhat short of his aspirations. There are varied reasons for this gap between teachers’s desired excellence and actual performance. In some cases the gap is caused by an inability to maintain order in class. But after poor teaching is due to a lack of skill is selecting and using teaching methods. - R.Murray Thomas & Sherwin G. Swartart Teaching method is a style of the presentation of content in classroom. M. Varina has defined the term method in the following manner: "Method is an abstract as logical entities that we can distinguish between manner and method, in really, they form an organic whole and mailer determines method. Analogously as objective determine means: content and spirit determines method the common teaching mailer may be three of literature". M. Varma has presented broad meaning of the term Method. According to him matter is important for determining methods can be classified under three heads: Telling Method — Lecture, Questioning, Discussion. Showing Method — Demonstration, Excursion, etc. Doing Method — Project, Role Playing, Practical, etc. Broudy (1963) has stated that. "Method refers to the formal structure of the sequence of acts commonly denoted by instruction the term method covers both
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strategies and tactics of teaching and involves the choice of what is to be taught and in which order is it to be presented". Method is more general, it includes techniques also. The teaching techniques are ways of implementing method. Different techniques may be employed with in one method. Difference between Teaching Strategy and Method Teaching strategies and methods are used for the same meaning but they are quite different from one another. Some points of difference have been discussed here: (1) Teaching method is based on classical theory of organization task-centered whereas teaching strategy is based on modern theory of organization task centered. (2) The content and mode of presentation are the main elements of teaching method. The mailer determines the method (telling, showing and doing). The behavioural objectives and learning conditions are two basic elements of teaching strategy. The objective determines the strategy of (Cognitive, Affective and Psychomotor) teaching. (3) The term strategy has been borrowed from military science (technology) and method is the term of pedagogy. (4) Teaching strategy is that teaching and methods uses macro-approach to teaching. (5) Teaching strategy employs micro-approach to teachingand methods are implemented by techniques are concerned with mode of presentation and nature of content. (6) The strategies are implemented by tactics of teaching and methods an implemented by techniques of teaching the tactics are more concerned with learning structure whereas techniques are concerned with mode of presentation and nature of content. (7) The effectiveness of teaching strategy is evaluated in terms of achieving objective by administering criterion test. The teaching methods are evaluated in terms of mastery over the subject matter by using achievement test. (8) The main focus of teaching strategy is to achieving the objective by creating appropriate learning conditions. In teaching method aims at the effective presentation of subject-matter to have the mastery over it. Some teaching methods are also termed as teaching strategies, e.g. lecture is used both method as well as strategy. The lecture strategy refers to realizing some specific objectives but lectured method refers to mode of presentation of some specific content. In selecting appropriate teaching strategy task analysis, learning conditions and learning objectives are crucial factors, but subject-matter determines the method though the same subject content can be used for achieving different types of objectives.
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Meaning and Definition Teaching Tactics The teaching tactics are the ways of implementing a teaching strategy. Different types of tactics are used in the same teaching strategy. The tactics are more concerned with creating appropriate learning Structure, L. Stones and S. Morris (1972) have defined the term teaching tactics in the following way: Teaching tactics is good linked influenced/influencing behaviours of the teacher the way behaves in the instructional situation in working towards the development of the strategy: units of teacher behaviour through which the teacher, the students and subject matter interact”. A tactics, strategies is a unit of teacher behaviour which is helpful for achieving instructional objectives. A tactics may range from non-verbal behaviour of a teacher-behaviour are purposeful or goal linked influence. In preparing an instruction, attempt is made to establish relationship among tactics, strategies, teacher-behaviour, objectives of education and the learners. The instructional behaviour consists of chain three links- observing, accepting and acting functions of teaching. The Structural Approach of Teaching The structural approach of teaching was revolutionized the whole process of education. It lays down the great importance of teaching acts and learning situations. They can be used as the basis for selecting appropriate teaching tactics. Structure is a primary factor in most of teaching tactics. It has the following advantages for teachers and students. 1) It Enables a Teacher to— a. Select appropriate teaching tactics, depending upon the classes of structure-involved in the task. b. Demonstrate the relationship between different classes of learning objectives and different classes of structure. c. Increase his student's depth of understanding by using the innate structure ofthe task as a media for presenting facts and incorporating additional facts instudent's repertory. d. Present the information in such a way that it is more likely to be remembered. 2) It Enables a Student to— a. Select appropriate learning tactics, depending upon the classes of structure involved in the task b. Perceive the relationship between the different classes of learning objectives and different classes of structure. c. Increase his depth of understanding by using the innate structure of the take as a vehicle for learning facts and incorporating additional facts in to his repertory d. Remember the information once he has learnt. It must be remembered, however, that optimal structure of a body of knowledge, is absolute but relative, and must constantly related to the needs student and the objectives to be achieved.
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Principles of Methods of Teaching There are a number of teaching methods available to the teacher to teach different subjects. Any good method of teaching has to build or certain principles of which are listed below. 1. Any teaching methods should demonstrate and share a clear vision of intellectual goals and learning outcomes for the class. 2. A good teaching method should motivate the students to learn in a manner that is relevant, meaningful and memorable. 3. It should help students to identify key concepts or ideas and help students to understand and apply them. 4. A method of teaching should encourage contact between students and faculty because this is the most important factor in student motivation and involvement. 5. It should develop reciprocity and co-operation among students. Teaching is enhanced when it is more like a team effort than a solo race. 6. An effective method of teaching considers teacher as not a mere spectator sport. It encourages active learning by the students. 7. A good method of teaching treats students as consumers of knowledge. 8. Any method of teaching should not have a fenced and rigid agenda, but must be flexible, fluid, experimenting and lending itself to changes. 9. It should evaluate and assess learning in a manner consists with established goals and learning outcomes. 10. An effective teaching method attends to classroom dynamic that enhances or inhibits learning. 11. It promotes a stimulating learning environment. 12. A good method of teaching should demonstrate sensitivity to intellectual and cultural issues. 13. It must help students connect their learning experience to the world outside the classroom. 14. It must facilitate retention of what is learnt and application of what is learnt in a variety of ways.
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15. It must stimulate divergent and convergent thinking of the learners. 16. A good method of teaching should cater to the individual differences of the learners. 17. It should sustain the interest of the students till the end. 18. It should set a congenial atmosphere for information exchange and sharing. 19. Any method of teaching should recognize and accommodate the learning styles of students. Type of Teaching Strategy A teacher organizes his activates of teaching to bring about the desirable change in the behaviour of the learner. Thus the students are forced to achieve learning adjectives. Most of the teaching strategies in terms of their effectiveness in achieving different kinds of learning objectives. These are the means for realizing the learning objectives. Teaching strategies can be classified under the following two heads: a. Teacher Centered Methods i) Interactive Teaching ii) Team Teaching iii) Lecture cum Demonstration iv) Tutorials v) Seminar b. Student Centered Methods i) Activity Method ii) Heuristic Method iii) Project Method iv) Assignment Method v) Role play The detailed description of these strategies has been provided with the following paragraphs:
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INTERACTIVE TEACHING Interactive teaching is a two way process wherein the lecturer modifies his or her approach in response to the needs of the learner(s). The interactive lecturer is keenly aware of the learners and their different learning styles. All good lecturers are interactive lecturers. It is not possible to teach effectively without interaction. Interactive learning is also a two way process but the learner may be interacting with the lecturer, with peers, with resources or with all three. For example, envisage the following key skills lesson in which the lecturer aims to develop students’ ability to estimate angles. The first thing to realize about interactive teaching is that it is NOT something new or mysterious. If you are a teacher and you ask questions in class, assign and check homework, or hold class or group discussions, then you already teach interactively. Basically then (in my book), interactive teaching is just giving students something to do, getting back what they have done, and then assimilating it yourself, so that you can decide what would be best to do next. But, almost all teachers do these things, so is there more to it? To answer this question, one has to step away from teaching and think about learning. Over the last twenty years, the field of cognitive science has taught us a lot about how people learn. A central principle that has been generally accepted is that everything we learn, we "construct" for ourselves. That is, any outside agent is essentially powerless to have a direct effect on what we learn. If our brain does not do it, that is, take in information, look for connections, interpret and make sense of it, no outside force will have any effect. This does not mean that the effort has to be expressly voluntary and conscious on our parts. Our brains take-in information and operate continuously on many kinds of levels, only some of which are consciously directed. But, conscious or not, the important thing to understand is that it is our brains that are doing the learning, and that this process is only indirectly related to the teacher and the teaching. For example, even the most lucid and brilliant exposition of a subject by a teacher in a lecture, may result in limited learning if the students' brains do not do the necessary work to process it. There are several possible causes why students' learning may fall short of expectations in such a situation. They may, • •
not understand a crucial concept partway into the lecture and so what follows is unintelligible, be missing prior information or not have a good understanding of what went before, so the conceptual structures on which the lecture is based are absent,
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lack the interest, motivation, or desire to expend the mental effort to follow the presentation, understand the arguments, make sense of the positions, and validate the inferences.
However, whatever the cause, without interacting with the students (in the simplest case by asking questions), a teacher has no way to know if his/her efforts to explain the topic were successful.This brings me to the first of (what I believe are) three distinct reasons for interactive teaching. It is an attempt to see what actually exists in the brains of your students. This is the "summative" aspect. It is the easiest aspect to understand and it is well described in the literature. But, it is far from being the only perspective! The second reason is "formative", where the teacher aims through the assigned task to direct students' mental processing along an appropriate path in "concept-space". The intent is that, as students think through the issues necessary in traversing the path, the resulting mental construction that is developed in the student's head will possess those properties that the teacher is trying to teach. As Socrates discovered, a good question can accomplish this result better than, just telling the answer. The third may be termed "motivational". Learning is hard work, and an injection of motivation at the right moment can make all the difference. One motivating factor provided by the interactive teacher is the requirement of a response to a live classroom task. This serves to jolt the student into action, to get his brain off the couch, so to speak. Additional more subtle and pleasant events follow immediately capitalizing on the momentum created by this initial burst. One of these is a result of our human social tendencies. When teachers ask students to work together in small groups to solve a problem, a discussion ensues that not only serves in itself to build more robust knowledge structures, but also to motivate. The anticipation of immediate feedback in the form of reaction from their peers, or from the teacher is a very strong motivator. If it is not embarrassing or threatening, students want to know desperately whether their understanding is progressing or just drifting aimlessly in concept space. Knowing that they are not allowed to drift too far off track provides tremendous energy to continue. TEAM TEACHING This technique was first developed in 1955 in Harvard University. When this concept travelled to Britain in 1960 when, it was developed by J. Ereeman. Gradually, its use was started in schools and colleges. Facis Chase used team teaching for effective teaching in Chicago University. After the successful application in colleges, the team teaching was started for the training of the army during World War II. In India, this concept is being used now.
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Definition of Team Teaching (1) Carlo Olson: “An instructional situation where two or more teachers possessing complementary teaching skills cooperatively plan and implement the instruction for a single group of students using flexible scheduling and grouping techniques to meet the particular instruction”. (2) David Warwick: “Team teaching is a form of an organisation in which individual teacher decide to post implement the scheme of work suitable to the need of their pupils and facilities of their school”. Team teaching can be defined as a type of instructional organisation, involving teaching personnel and the students assigned to them in which two or more teachers are given responsibility of working together, for all or a significant part of the instruction to the same group of students. Characteristics of Team Teaching 1. Team teaching is a teaching method. 2. Two or more teachers participate in the teaching. 3. Team teaching is based on cooperation. All the teachers participating in the team teaching apply their resources, abilities and experience. 4. All the teachers involved in the team teaching plan and execute teaching cooperatively. Evaluation is also done on cooperative basis. 5. In its process, the needs of the pupils, school and existing resources are also considered. 6. In various aspects of any topic of one subject are taught by two or more teachers turn by turn. 7. Its main aim is to make the teaching-learning more effective. 8. Isolation among the teachers is removed. 9. This method is based on collective responsibility. The entire responsibility does not fall on one teacher. 10. The teachers decided their activities themselves. 11. It is a technique of creating instructional conditions. Objectives of Team Teaching 1. To make best use of attractive abilities, their interests and expertise in teachers’ community. 2. To make the classroom teaching effective according to the interests and capacities of the pupils. 3. To encourage flexibility in grouping the pupils. In this, the grouping of the pupils in a subject is done according to the interests and aptitudes of the pupils. 4. To increase the quality of the instruction. Principles of Team Teaching (1) Time Factor: In team teaching the duration should be decided on the basis of subject’s importance. To allot much time to an un-important subject makes the team teaching in-effective. (2) Level of instruction: Before imparting instruction to the pupils, the initial behoviours of the learners must be observed and the level of the instructions should be according to the pupils.
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(3) Supervision: As the type and the method of supervision depend upon the objective of the group, therefore the objectives of the group must be kept in mind at the time of supervision. (4) Size and Composition: In the present times, the size of the class changes according to the objective of the team-teaching. The size and composition of the group of the pupils should be according to the objectives of the group and learning experiences. (5) Appropriate Duties Assigned to Teachers: The division of duties and responsibilities of the teachers should be appropriate. These duties should be assigned to them according to their academic merit, interests and personality traits. Hence the team members are selected very carefully in team teaching. (6) Learning Environment: The team teaching is successful only if a proper learning environment is provided, such as a provision of library, laboratory, workshop etc. Types of Team Teaching (1) A Team of Teachers from a Single-Department: In it teachers come from a single department. It is done for secondary and higher secondary classes. It is possible only if there is more than one teacher for one subject. (2) A Team of Teachers from Various Departments of a Single Institution: A team of teachers of different subjects is formed and such team is used in training institutions. For example, in Psychology, Philosophy and Sociology etc. are included in a team and the teaching task is organized very easily for training of B.Ed., M.Ed., etc. Thus team teaching encourages interdisciplinary teaching. (3) A Team of Teachers from a Single Department of Various Institutions: Specialists from other institutions are also invited in such team teaching. It can manage at every level and for every topic. This provision proves much useful where there is only one subject teacher. It encourages cooperative teaching. Its effective use becomes more possible in a city where there are more than one training institutions. Steps in Team Teaching (1) Planning: The plan of the team-teaching is prepared. The following activities are performed: (i) Determining the objectives of team teaching. (ii) Writing the objectives of team teaching in behavioural terms. (iii) Identifying the entering behaviours of pupils. (iv) Deciding the topics for teaching. (v) Preparing an outline for teaching a topic. (vi) Assigning duties to the teachers looking at the interests of the pupils and their skills. (vii) Determining the level of the instructions. (viii) Deciding the evaluation techniques. (ix) Creating learning environment and teaching material.
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(2) Organisation of Team Teaching: For organizing team teacher, its objectives, difficulties of the pupils and their needs are kept in mind. The following activities are performed: (i) In order to decide the level of the instruction, the teacher asks some initial questions to set the level of the instruction. (ii) Keeping in view the pupils’ knowledge of the language, a communication technique is selected. (iii) The teacher delivers lead lecture and the other member teachers of the team listen to it and note down the important points specifically which are difficult for the pupils to understand. (iv) The other teachers of the team also deliver lectures and clarify various elements. (v) Pupils’ activities are reinforced. The teacher encourages the pupils. (vi) During their lectures, the pupils are asked to perform certain tasks in the class. (3) Evaluation of the Results: In this step, the evaluation is made with reference to the achievement of objectives on the basis of performances of the pupils. It is observed whether the objectives have been achieved or not. The following activities are performed: (i) Decision is taken regarding the achievement of objectives and performances by the pupils. (ii) Necessary modifications are introduced in the planning and organisation phase on the basis of evaluation. (iii) Oral and written questions and practical methods are followed. Each question evaluates some objectives. (iv) The shortcomings, the problems of the pupils are diagnosed and remedied. The results of the evaluation phase function are reinforcement to the pupils and the teachers. Various institutions adopt the process of team-teaching according to their own resources and objectives.
Advantages of Team Teaching (1) Improvement in the Quality of Instruction: The main utility of team teaching is the improvement in the quality of instruction.
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(2) Economical: Team teaching is economical. It is also in terms of time and energy. It also helps in maintaining discipline in the class. (3) Exposure of Group of More Specialists: The team-teaching’s main contribution is that the pupils can have maximum opportunities of facing maximum specialists. Hence, they can gain the advantage of specific knowledge of the different teachers. (4) Development of the Professional Status of the Teacher: Team teaching also develops professional status of the teachers because it provides them the opportunity of reading new literature. The teacher himself labours hard in team teaching. (5) Development of Human Relations: Human relations are very essential for social adjustment. Traditional teaching lacked human relations. Teamteaching provides opportunities of developing human relations. (6) Opportunity for Free Discussion: Team-teaching provides many opportunities to the member-students for participating in the discussion. It provides stimulus to the ideas of the pupils and teachers. It develops strong will and responsibility of participating among the pupils and teachers. (7) Flexibility: In team-teaching, the school building, school staff and other resources of the school can be used very flexibility. It helps in getting rid of traditional time-table. (8) Evaluation: Team-teaching can be best utilized for evaluation. In this, all the teachers get opportunity of evaluating so that the necessary modifications can be applied. In the traditional teaching system, no teacher bothered for the task of the other teacher. By team teaching all the teachers can be assembled and they can be told about their teaching. Limitations of Team Teaching (1) Costly Method: Team learning is costlier than the traditional teaching. Per head, its cost is more than the traditional teaching. (2) Lack of Accommodation: In comparison to the traditional teaching more rooms and furniture is required in team teaching. The rooms should be spacious. Traditional teaching lacked sufficient and spacious rooms. Due to the scarcity of space and building, the effectiveness of the team-teaching becomes doubtful. (3) Lack of Cooperation: the basis of the team teaching is cooperation. But at sometimes teachers hesitate to co-operate other teachers, cooperation from all the teachers cannot be expected in team teaching. (4) Delegating of Power and Responsibilities: Team-teaching needs the delegation of powers and responsibilities which are lacking in the present school management because no manager will like to delegate his powers. (5) Disregard to the Dynamics of Small Group: No specific type of guidance can be imparted in team-teaching because the school staff cannot function like a football team. (6) Lack of Research Work: Being a new concept, teach-teaching lacks research work. It is being used on the basis of trial and error method. (7) Variations in the Roles of Teachers: In teach teaching, different teachers have different roles which increases the load of team-teaching member
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teachers. If one teacher considers the other’s role as a hurdle the teachers face tough time to maintain the balance and coordination. (8) Diversification in the Views of Teachers: When different teacher work together, it becomes difficult to eliminate diversification in their views. Unification in their ideas becomes very difficult, for example as some teacher want to make the curriculum more comprehensive, while others want to delimit it. It becomes very difficult to deal with such conflicting situation. (9) Conflict between Change and Traditionalism: There is always a possibility of conflict between new methods and traditionalism. The emerging new methods have created unrest and panic among traditional teachers, who try to resist these changes. (10) Lack of Flexibility: For the success of team teaching, flexibility in its structure is a must, such as selection of pupils and teachers, deciding teaching period. If such flexibility is not possible then the success and effectiveness of the team teaching will be almost zero. ACTIVITY METHOD “Teaching is an interactive ‘process’ primarily involving classroom talks which takes place between teacher and pupil and occurs during certain definable activities”. - Amidon During most of our training, all are use the Small Group Activity Method. Before attending one of our training sessions, to understand what we're doing and whywe are doing and to consider using this method in our own community work. Origins: The Small Group Activity Method is based on, a training procedure developed by England’s Trade Union Congress. The Congress used this participatory non-lecture method to train over 250,000 shop stewards on health and safety issues in the 1970's and early 1980's. The method has since been adapted and further developed by many people in America and is now employed by labor unions, community organizations, housing cooperatives, environmental organizations, training and adult education centers all across the country. Why a non-lecture approach? Community trainers and leaders have learned the hard way that adults learn best in situations that maximize active participation and involvement. Trainer-centered, lecture-style teaching sometimes actually hurts the learning process, promotes passivity, de-values our own knowledge and skills, and makes us feel inadequate. The Small Group Activity Method puts the learner at the center of the workshop. Participants are put to work solving real-life problems by calling
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upon their own skills and experiences. Instead of learning by listening, as we are expected to do in a lecture-style course, we learn by doing. Activity Aids Activity aids are those aids in which the students learn by engaging in some useful activities. These aids facilitate learning through sight and sound as well as through doing. The examples; excursions, field visit, exhibitions, fairs, study corner, workshop, debate, tour, demonstrations, experimentations, dramatics, journeys, pantomime and shadow play, etc. Participatory Learning, using Small Group Activities, is particularly suited for leadership development and organizing training. By encouraging people to learn from their own experiences, the method takes into account the wide variety of cultural and education backgrounds people bring to training session. Here is the basic structure: 1. Small Group Task: People work in groups, preferably at tables. Each activity has one or more tasks for the group. People don't compete, but work together. Very often there are no right answers, rather the tasks require people to use their own experiences to tackle problems and make judgments on key issues. The task may include looking at fact-sheets and reading short handouts. In each case, it's important that the task be read out loud to the whole group so that everyone understands what is to be done. 2. The Report-Back: For each task, the group selects a scribe who takes notes on the small group discussion and reports back to the workshop as a whole. In reporting back, the scribe informs the entire workshop on how his or her group tackled the particular problem. The trainer records each small group's report-back on large pads of paper in front of the workshop so all can refer to it. After the scribes report, the workshop is thrown open to general discussion about the problem at hand. 3. The Summary: Before the discussion drifts too far and wide, the trainer brings it all together in the summary. Here, the trainer highlights the key points and brings up any problems and points that may have been overlooked in the report-back.
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Three Basic Learning Exchanges The Small Group Activity Method is based on the idea that every workshop is a place where learning is shared. With this method, learning is not a one-way street running from trainer to leader. Nor is the Method a bull-session where people sit around and talk. Rather, the Small Group Method is a structured procedure that allows people to share information. It is based on three learning exchanges: leader-to-leader, leader-to- trainer and trainer-to-leader. Leader to Leader: Learn best from one another. The workshops are set up in such a way as to make the leader to leader learning exchange a key element of all workshops. Do this by first allowing people to learn from each other by solving problems in small groups. Leader to Trainer: Lecture style training assumes that the trainer knows all the answers. The Small Group Activity Method believes that trainers also have a lot to learn. Engaged in day to day struggles for community reform, the collective knowledge of any group of leaders may exceed that of any one trainer or expert. Small group activities, especially the report-back, allow us to learn from workshop participants. By listening to those we are training, we get to learn more and more about the realities people face. And because this training method shows genuine respect for people's knowledge, it builds confidence among those we are training. In any situation, confidence is the key to learning. Trainer to Leader: This is the traditional learning procedure of school. It also has its place here. It comes at the end. This is our chance to clear up confusion and make points we think as key. By waiting until the summary section, know better what people need or what they may not have identified for themselves. HEURISTIC METHOD The term ‘Heurisistics’ has been borrowed from the word 'Heurises'. It means, "Discover or investigate". The purpose of communication is to develop the tendency of investigation. Armstrong is the exponent of this strategy. It is based upon the assumption of Herbert Spencer that the learner should be told as little as possible and he should be encouraged to learn himself as much as possible. Pollio and Dankar (1945) have mentioned this method in their article entitled "Problem Solving”. The strategy involves 'Trial and Error and Invention Techniques’. This strategy is very economical and speedy. It requires more logical and imaginative thinking in formulating the number of tentative solutions for the problem.
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Objectives— The following are the main objectives of Heuristics Strategy of Teaching: (1) To develop problem-solving tendency. (2) To develop logical and imaginative thinking ability. (3) To develop scientific altitude towards the problem. (4) To encourage free thinking for performing the task. Structure— A problem is placed before the learners and they attempt to seek the solutions of the problem. The learners get full freedom of working and thinking. The number of devices is used for solving the problem. The problem is analyses in possible elements. The learners discuss themselves about the problem. The teacher encourages the students to work in laboratory and to study in the library. The teacher attempts to acquaint the learners with relevant of the problems. Advantages— The following are the main advantages of heuristic strategy of teaching: (1) It develops the scientific attitude of learner and tendency of observation. (2) It evolves the feeling of self confidence and self reliance. (3) The teacher provides the individual guidance to the learner. (4) The teacher remains active. (5) It develops logical and imaginative thinking among the learners. (6) It is based upon psychological principles of learning. (7) It creates the situation for divergent thinking. Limitations— It has the following limitations: (1) It cannot be used for lower classes. (2) It very time consuming strategy. (3) In cannot be used for the dull or poor students even for higher classes. (4) It can be employed for a large number of students. Precautions— The following precautions should be observed is using it: (1) It has number of possible solutions of a problem; hence most relevant solutions should be tried out. (2) It has unstructured curriculum. Therefore, problem should be oriented towards the objective. (3) It is full of risk, because most of the trials go waste, therefore, wrong solutions should not be accepted. (4) There are more chances of indiscipline; hence teacher should provide guidance to every learner. (5) Difficulty in covering the syllabus in time. (6) The non-conformity of the present examination system with the assignment system of teaching and evaluation. THE PROJECT METHOD Introduction: 1. This method is based on the educational philosophy of John Dewey and American philosopher and psychologist.
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2. It is a method propagated by the philosophic school of pragmatism. “Learning by doing” can be considered as synonym to this method. Some scholars prefer to call it as “Learning by living”. 3. It is the most concrete of all types of activity methods. 4. It provides learning experiences suited to individual differences. 5. Include an activity like drama, making models, collecting pictures, drawing maps and charts, going on historical tours, organisation of seminar, which enable the pupils to learn history in a practical manner. Definitions: The following definitions will give us a more obvious picture of the method. Stevenson defines “A project is a problematic act carried to completion in its natural setting”. Kilpatrick defines “A project is a unit of whole-heated purposeful activity carried on preferably in its natural setting”. Good defines “A project is a significant unit of activity having educational value and aimed at one or more definite goals of understanding. It involves investigation and solution of problem and frequently the use of manipulation of physical materials. It is planned and carried to completion by the pupils and the teacher in a natural life-like manner”. Some Basic Principles of the Project Method; Purpose: Activity should be purposeful; the project selected should be based on a felt need of the pupils. Activity: The project should involve activity – mental or motor. Experience: Project undertaken should provide varied type of experiences to the pupils-manipulative concrete, mental etc. Reality: Project undertaken should provide real experiences. Freedom: The pupils should be allowed to undertake the different activities connected with the project in a free atmosphere. Utility: The activities undertaken should be useful. The problem of study is related with life situation of the learners. Socialization: It develops the feeling of co-operation and group work.
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A project has been defines as a significant practical unit of activity having educational value and aimed alone or more definite goals of understanding involves investigation and solution of problems and frequently the use and manipulation of physical materials planned and carried to completion by pupil and teacher in a natural real-life manner. The Characteristics of Project: 1. It involves the solution of a problem set by the student himself. 2. They involve initiative by the student or group of students and necessitate a variety of educational activities. 3. They commonly result in the end product (their dissertation, report etc.) 4. Work often goes on or a considerable length of time through the time span may range from days to years. 5. Teaching staffs are involved in an advisory rather than an authoritarian role. The aims of project work: 1. Involvement 2. Skills for independent work 3. Knowledge 4. Skills for effective communication 5. Personal development i) Involvement: Project approach is characterized by high levels of student’s activity, interest, enthusiasm, commitment and satisfaction. Its aims to enable the students, i)
To commit himself whole-heartedly to a piece of work by allowing him to make his own choice of a study topic.
ii) To be creative or to develop ideas on the knowledge of the topic. ii) Skills for individual work: Specific aims will develop the student’s ability;
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i)
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To recognize a problem or task.
ii) To define a problem or task. iii) To solve a problem. iv) To use his initiative. v) To plan his work and to search for sources. vi) To select relevant materials. vii) To present his findings in an appropriate form and to communicate them clearly. iii) Knowledge: In the early stage of his project the student learners how to make a systematic search of the literature. He acquires knowledge of his topic. The specific aims are: i)
To deepen his understanding of the subject.
ii) To become familiar with a number of facts. iii) To learn to locate and use the literature of his subject. iv) Skills for Communication: It will develop oral skills by arguments and discussion with colleagues and supervisors to develop written and organizational skills by discussing the problem clearly and logically in a formal report essay letter. v) Personal Development: The project helps the subject to face the challenges of professional life by helping him to accept his own limitation. He became aware of when and how to seek advice. Characteristics of an academic project: i)
A period of investigation and design.
ii) Presentation of work. iii) Assessment and Evaluation.
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Project work is conducted under tutorial supervision. The one-to-one teacher student relationship and the topic based project offer great opportunities to plan a programme that meets the needs and ability of the students.There is the difficult of selecting the topic and judging the relative difficult. Outcomes: The student’s interest is aroused which motivates him to learn and further leads to development of skills. Role of Teacher in Project work: The teacher’s role is to develop the abilities of the students. He has to, 1. Act as a guide throughout the work. 2. Ensure that the student has necessary background and is capable of being extended by further study and work. 3. Act as a source of model. 4. Checkup beforehand that the required materials are available and necessary working tools are available. 5. Be convinced that the project is within the capacity of pupils as easy and can be completed. 6. Assist the project selected has educational values. 7. Entrust that the project selected has educational values. 8. Assess the time required for the entire project work. There are certain restraints in doing a project work. 1. They are financial considerations. 2. Time available usually this is done out of class hours. 3. Type of background knowledge of the students. 4. Individual ability of the student. 5. Not feasible to cover all topics by project. 6. The teacher should be entrust and efficiency.
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Types of Project Method: Kilpatrick has classified the project strategies under four types. 1. Constructive: In this type learner has to complete certain task. 2. Artistic: This type of project develops the aesthetic taste of the learner. 3. Problem-centered: A problem is presented before the learner and he has to seek the solution to the problem. 4. Group Practice: A task is assigned in which group work is required to complete it. Steps in a Project: Selection of the Project Planning Execution Follow-up Evaluation Recording 1. Selection of the Project: The first step is to delimit the scope of the project and stating it with clarity. This should be done by the pupils under the expert monitoring and guidance of the teacher. In his anxiety to achieve results, the teacher might fall a prey to the temptation of making the choice of the project himself. In this way, the most important principle of the method may get violated. It is the feeling of active involvement in the planning and execution of the project that motivates pupils to work wholeheartedly and energetically. Then only will they be stimulated to better planning, thorough execution and successful completion of the project. Of course, the teacher should also be involved in this process; he should point out probable difficulties if any and raise feasible alternatives, etc. But such guidance should in no way hinder the initiative and development of the pupils. The pupils should feel that the final choice was theirs. There should be common acceptance of the group. In short, the project must ensure the wholehearted involvement of the student required for the effective execution of the project concerned has to be explored and pooled.
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2. Planning 1. Discussions may be held; pupils and teachers could express opinions and give suggestions. 2. The teacher may point difficulties and limitations 3. The class may be divided into small groups for work allotment 4. The time-schedule for the project and the resources required should be included within the planning. 3. Execution The teacher has to play a very important role here. He has to guide the pupils as to the source of relevant inputs, and provide then with necessary information sought for. The teacher has to supervise the activities and watch the progress of the project. He has to see how even a common activity like the production of a play or a concert may involve a large variety of tasks that might require a number of inputs ranging from materials to persons and their expertise. Thus, the teacher has to see that pupils get a variety of experiences through this method and thus learn a good deal including mastery of a number of competencies. 4. Follow-up 1. Written assignments could be given on different aspects. 2. These may almost be like examination questions. 3. May take other forms as preparation of a wall newspaper out of the materials prepared. 4. Point-wise description of the problem may be put on the wall magazine. 5. Evaluating: Evaluation or appraisal of the work done is of utmost importance. Pupils must learn to find out their shortcomings and compensate these by remedial measure. After the execution step, the pupils should gather immediate feedback just to find out that nothing has been omitted and that the work has been carried out in accordance with the plan laid down; the mistakes committed are to be noted then and there; useful experiences and successes are reviewed to serve as reinforces that would motivate further action on correct lines. In short, the pupils will critically appraise their work. This self-appraisal will stand them in good stead.
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6. Recording: Impressions left unrecorded are likely to be wiped away from memory. So, it is necessary that pupils are encouraged to maintain a complete record of all activities connected with the project. It is necessary that in the project book, everything is put down regarding the choice of the project, the discussions held, duties assigned, books and journals consulted, information sought for, work undertaken, inputs pooled, difficulties felt and experiences gained, short and longterm gains obtained, etc. Self-appraisal is also to be entered and important guidelines and references for future are to be noted down. The project book, if well-maintained, can serve a very useful purpose because it will embody in itself the valuable experiences of the group. Wellprepared project books may be awarded prizes. Some examples of Projects •
U.N.O. and its Achievements
•
Achievement of Independence
•
The Gupta Age
•
Geographical Exploration
•
The Indian Renaissance
•
Indus Valley Civilization
•
Nationalist Movement in India
Advantages It is accordance with the psychological laws of learning and provides natural conditions for learning. It develops the creative mind. It develops team spirit. The student stimulated and encouraged in his exploration. Learning is made more interesting and effective. Limitations •
Student’s ignorance on the topic of the project.
•
The syllabus not covered through a project, spent more time to prepare.
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•
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Not possible to ensure any kind of systematic work – every topic at different stages.
Suggestions: o o o o
The following precautions should be taken in using this strategy. It should be used in agriculture and technical institutions. The problem of the project should be economical and useful. It should be employed as a supplementary teaching technique. It should be used at primary and secondary levels.
Conclusion Project method can be used as a method of teaching history. It is desirable to undertake one or two projects in every class to develop the interest of the pupils in the study of subjects. It should be used as one of the methods and not as the sole method. Thus it is student centered method. LECTURE CUM DEMONSTRATION METHOD A group exists when there is a collection of people possessing the following qualities-collective, perception, needs, shared aims, interdependence, interaction, membership and a social organization people join in groups because of the emotional ties between the members and this emotional tie results from identification. Lecture is described as a teacher-centered teaching involving one-way communication procedure. In this method the student teacher ratio can be large while lecturing the teacher can get reinforcement from the students in terms of their attention. Student’s attention and interests can be captured by the lectures wit and hum our, gestures, posture and movement, logical statement and enthusiasm. In addition to student’s gaining knowledge lectures also provide group feelings, social reinforcement and emotional security. Psychology Principle of Learning: The lecture method is based on some psychological principles. 1. The lecture, method is one-way communication and it ought to be anactive but not a passive process. The learners should meaningfully react to the stimuli of teachers teaching. If they are attentive and interest students will actively respond to the stimuli. 2. The lecture should be aware of the needs of individual students. The lectures concern should be the learning that takes place in the students.
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3. Information is given through in lecture. The concept must be conveyed by converting them into mental pictures. The teachers should take time to build these mental pictures, connecting the new concepts with the known, moving from simple to difficult. 4. The lectures use of language helps to a great extend in understanding a lecture. The use of language depends upon the vocabulary right examples, fluency, pronunciation of words, rate of speaking, etc. 5. To draw the attention of students the lecturer should inject humorous comments, modulating his voice and presenting an outline on the black board. 6. The teacher should have a realistic idea of his own teaching ability. The college teachers should give time to three important activities. Preparation, presentation of the lecture and evaluation of a lecture, mere knowledge of the subject is not sufficient to make lecture effective. Preparation: When a topic is selected the first step is to define the purpose of the lecture. Teacher should prepare sufficient content material to explain and discuss within a specified period. The teacher should deliver the lecture at a moderate speed, without haste and giving pauses whenever necessary. In preparing the content, a distinction may be made between the material that will be available in a text book and material that has to be collected from suggested reference books, journals and other sources. The interesting way in which the teacher introduces such material should be the motivating factor for doing reference work. In the preparation of materials the lecturer should gave consideration to the needs of students of various abilities, highly intelligent, average and below average students in the same class. Some teachers follow the pattern of presenting a brief outline of the lecture in the form of handouts some give detailed notes and some encourage students to take notes during their lectures. If the purpose of the lecture is to discuss certain study matter or data, which are made available only through the handouts there, handouts are vital for such a lecture. The teacher can plan for instruction aids to enhance learning. Presentation of the Lecture: The lecture should have the ability to motivate the audience throughout the lecture. The teacher should include various methods of stimulating attention in the lecture plan. During the lecture there must be variation in the style of presentation.
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A lecture should avoid showing his back to the class and should spend minimum time in writing on the blackboard. For this the O.H.P. is a major advantage. One can draw the attention of the students by looking at their eyes and explaining, convey encouragement and reinforce responses by nodding or by a smile and use appropriate gestures during explanation.In the presentation aspect of the lecture it is essential for the lectures to keep the audience alive without allowing the experience micro sleep. Evaluation of Lectures: A college lecturer should get an assessment of his lectures to improve his teaching. A group of teachers can join together to prepare a questionnaire that can be completed by the students. Another approach is to request a colleague to attend the lecture and with the help of a checklist one can assess the effectiveness of the lecture. The teacher can also do self-evaluation. Recommendations to young lectures: Brown and Bakhlar recommended a dozen points to young lectures; 1. Speak loudly and clearly. Do not mumble, use change in tone, and pause. Don’t go too fast. 2. Plan, prepare and structure every lecture to give a clear simple and original perspective to the subject. 3. Make it understand-explain, emphasize, recap and summarize main points and relate current examples and applications. Don’t confuse with unnecessary long statements. Be clear and simple and classify points. 4. Watch out for reaction and feedback, invite questions and encourage participation. 5. Do not try to cover everything. 6. Keep time, don’t rush, don’t arrive late and don’t worry about finishing before time. 7. Reads widely know the subject and understand the materials. 8. Do not talk just to the first row. Have an eyeball contact with everyone. 9. Assemble up-to-date material from journals and scientific meetings. 10. Don’t read-from the notes.
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11. Project our enthusiasm for a topic, don’t look bored and enjoy it. Be interesting and humorous. 12. Prepare handouts for the students. Types of Lectures: Formal lectures, illustrated lectures, modified lectures, eclectic lectures, informal lectures and informal brief explanation.In illustrated lectures more of visual presentations are introduced. Modified lectures are planned to overcome some of the drawbacks of formal lectures. Informal lectures tend towards conversation information with brief explanation. It is an oldest teaching method given by idealism philosophy. It is most important teaching method in our schools. It is one of the autocratic teaching strategies. The lecture-is often considered as communication strategy.The lecture cum demonstration strategy is a traditional classroom method which is used in technical schools and training colleges. It is widely used by teacher educators during teaching practice. As a technique it is less autocratic than a lecture but considerably permissive than a discussion. Focus— It may be used to achieve the cognitive and affective objectives. Structure—Lecture lays emphasis on the presentation of the content. Teacher is more active and students are passive participants but he uses question-answer techniques to keep them attentive in the class. Teacher controls and plans for all students’ activities.It consists of three successive steps— (a) Introduction (b) Development and (c) Integration. In the first step of introduction, the aims are stated. The second phase involves a good deal of question-answers and other class activities. The last step, in which the lesson material is rehearsed, revised and evaluated. Principles of Teaching—It employs the following principles: (a) The content is presented as whole. (b) The main stress in on presentation. (c) The students learn better through listening. (d) The subject-content is correlated with other subjects. (e) The new knowledge is linked with student’s previous knowledge. (f) The skill may be developed by imitation. (g) The perception helps in imitation. Applications— The presentation can be made effective but it should be used with great precautions. Teacher should make use of the teaching aids in the description and explaining concepts. Developing question should be asked to make the presentation purposeful and interesting.It is mainly used as a teaching strategy for average and below average studentsor untrained and inexperienced teachers. The cognitive and psychomotor objectives can be realized. It is more useful for pupil-teachers to develop their own lessons in classroom teaching. Advantages— The following are the major advantages of lecture strategy: (a) The habit of concentration may be developed among the students.
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(b) It is an economical teaching strategy large subject-content may be taught relatively in small duration. (c) Teaching activities are dominated by the teacher and there is no place for student's abilities, interests and their learning (d) It is not based on the principles of psychology. The individual difference is not considered implementing teaching strategy. (e) It cannot be used for achieving the psychomotor objectives and the highest order of effective objectives. (f) Usually teacher deviates from the subject-content and teaching points therefore, student cannot perform well in examination. (g) An effective teacher can use this strategy effectively, because teacher should have mastery over the content. Limitations— It has the following limitations: (1) It does not provide an opportunity to develop originality of pupil teachers. They try to limit the model lesson in their teaching. (2) Teachers -educator cannot demonstrate the lesson correctly and effectively. Suggestions— The following precautions should be observed to use this strategy effectively; (1) The language of the lecture should be simple, easy and comprehensive. (2) The developing questions should be asked to make the students attentive in the class. (3) The students remain inactive or passive participants, hence the teacher uses humour to release their tension and monotony of the class. (4) The strategy should be used from secondary level to upward classes. (5) The teachers should explore their previous knowledge and make the efforts to link with new one. (6) The strategy should be supported by question- answer technique and appropriate teaching aids, maps, charts, diagrams, pictures etc. (7) An effective or skilled teacher should demonstrate the lesson. (8) The pupil-teacher should be given an opportunity to seek the clarification of their problems. (9) The lecture-demonstration should be followed by discussion. (10)The lecture-demonstration should be used as a supplementary technique simulated social skill training. THE ASSIGNMENT METHOD Introduction Assignment is a work allotment. It is the work assigned to the student, which may be done by the student at home or at school. According to the Good’s Dictionary of Education (1973) Assignment means, “The act of allotting to class or individuals specific mental or physical tasks”. According to Butler, “Assignment
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is really directed study”. Thus the whole of the prescribed course is divided into a number of well connected portions to be covered in a week or so, are called as assignment. Thus, it is the work allotted to the students to do in a fixed time say within week, fifteen days, one month or two months period. o The assignment is also considered as one of the teaching strategy. o Assignment method is advocated for teaching different subjects to pupils in the higher classes. o The syllabus is split into significant units or topics; each unit or topic is turn subdivided into learning assignment for pupils. o The pupils are required to prepare the assignment in writing. o It is most frequently used by teachers in teaching every subject. o This provides the situation for the assimilation of the content. o It is based upon the psychological learning principles. Objectives: The cognitive objectives can be best realized by this strategy. The lower psychomotor objectives can also be achieved. Principles: It is based upon the following learning principles;
Principle of exercise Principle of interest Principle of learning by doing Principle of individual differences Principle of assimilation
Characteristics of Assignment o o o o o
Correlation with previous knowledge and experiences. Clarity and definiteness. Removal of the pupil’s difficulties. Stimulating and directing the learning activity. Recognition of individual differences.
Procedure: 1) 2) 3) 4) 5) 6)
Preparation for assignment Writing the assignment Selecting of pairs of pupils for mutual correction Correction by pupils Correction of sample assignments by the teacher Discussion in a correction class
Criteria of a Good Assignment: 1) It must be definite, clear and interesting.
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2) 3) 4) 5)
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It should challenge pupil’s interest. It should be significantly related to the topic of which it forms a part. It should not require a lot of days to complete. It should be flexible enough to meet the different ranges of interest and abilities represented in the group.
Precautions: The following precautions should be observed while using this teaching strategy;
The assignment should be based upon teaching content or specific topic. The language of the assignment should be simple and easy to understand. The name of the books and reference should be given to the pupils. The assignment should be according to the interest and abilities of the learners. Too many assignments should not be given to students. The assignment of students should be examined quickly and grades should be assigned for their programmes.
Types of Assignment: There are four types of Assignments. 1) Preparatory Assignment: It prepare of pupils for the class on the next day. 2) The Study Assignment: It helps the student’s individually or in groups. The assignments can range from a page or paragraph to a chapter, problem, exercise, report or experiment. 3) The Revision Assignment: It is given for purpose of giving drill to the work done or to check the understanding of the topic by the students. 4) Remedial Assignment: These are devised on the basis of the reactions of pupils to the former three types of assignments. These are to remove points and clear misunderstanding of students. Other Classifications: 1. Common Assignment: It is to by workout be every member of the class. 2. Small Group Assignment: Students are divided into groups on the basis of their needs, interests and abilities and each group is given an assignment. 3. Individual Assignment: Each student may be given an assignment to promote self learning or guided learning.
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Advantages: It has the following advantages in teaching school subjects; 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
It develops the reading and study habits. It considers the individual variations of the students. The right type of attitude toward study is developed by this strategy. The student learns through his own experiences. Individual guidance is provided for academic performance. It is a kind of activity method and students learn through activities. Assignment places emphasis on student work that helps him in independent learning. This method can be adapted to suit different ability levels – gifted, average and slow. It can make teaching objective centered and learning more exciting to the students. Students are trained in the organization of facts. The teacher can foresee the difficulties of the learners and give assignments accordingly. Remedial teaching learning can be better organized through assignment method. Assignment gives guidance to the students in an expert way that prevents failures and ensures success.
Limitations:
This method is time consuming. Students are copying the answers. Sometimes assignments are written by others. The success of this technique depends upon well drawn up assignment. This requires teachers trained in this technique and an extra work on the part of the teacher who is already overloaded. The textbooks written on these lines are not available. It requires a well-equipped library. The heavy curriculum may not be finished in the limited time. There is a danger that weaker students may copy the results from the brighter students.
Suggestions: In view of the above mentioned merits and demerits of the assignment strategy, it is desirable to modify it or supplement it with some other good strategy of teaching. The regular classroom teaching, demonstration and necessary practical work in no way should be abandoned and assignment strategy should be well integrated with the regular formal teaching. For getting desired success, the assignments related with various topics in curricular subjects should be got printed or cyclostyled. In a graded order these should be assigned to the students for a week or for a month. Students should be asked to complete them either
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in the school library, laboratory and workshops or at their homes with their own independent efforts. Such assignments must be planned in view of helping the student’s cither in the revision and application work or providing a basis for advanced study and creative production. In some cases, these assignments can be synthesized with some useful project for making the school teaching more useful and practicable. TUTORIAL STRATEGY Meaning and Definition Tutorial strategy is a strategy of teaching in which one or a small group of students (tutees) provided personalized and individualized education from a tutor. As a teaching Strategy it may be used to teach all the subjects of the school curriculum as well as providing training and experiences for the development of many aspects of one's personality. It is applicable to the learners of all ages and all levels of ability and potential. However in school situations, it is generally used as an adjunct to traditional classroom instruction mainly for serving the following purposes: 1. To provide remedial or supplementary instruction to the students who are lagging behind or feeling learning difficulty in their school setup. To provide students with increased opportunities to actively participate in the learning process and receive immediate feedback. 2. To provide a close personalized and individualized attention to the students for attaining better results in their educational efforts. 3. To help and relieve the classroom teacher of routine instructional and non-instructional duties (in case tutorial is done by the peers, teaching machines and computers). Various Models and Styles of Tutorial Strategy Tutorial strategy is employed in various forms and styles depending upon the nature and function of the tutor, teaching-learning situation and purposes served. A regular classroom teacher or subject teacher may own the extra responsibility of tutoring the individual student or a group of students for helping them in doing away with their specific or common learning difficulties in an extra period of time decided with mutual consolation. A school may provide the facilities of tutoring to the slow learners, learning disabled, handicapped and other similar type of students who are lagging behind in the usual classroom teaching-learning on account of one or the other reason with an objective of overcoming their leaning difficulties and deficiencies as much as possible. On the other hand such enriched facilities of tutoring may also be extended to the exceptional and so identified bright children for nurturing their talents for earning distinction in the academic field with an eye to build the
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image and reputation of the institution. Teacher may take the help and assistance of some bright and talented students of the class by assigning them the role of a tutor with the sole objective of helping and assisting their peers in removing their learning difficulties and attaining masterly or a reasonable level of performance according to their interests and abilities. These student tutors may play a quite significant role in guiding and supervising their fellow students especially in the learning of various skills, performing of needed experiments and acquisition of deserved learning experiences in the work places. The needy students (i) those that are lagging behind and now wish to catch the speed along with other students of the class and (ii) those who intend to earn distinction or seek admission to some higher academic or professional courses may go for private tutoring popularly known as coaching. This tutoring is done by the regular teacher or some professionals at their home or coaching institute. It may be arranged at the residences of the individual students also depending upon their paying capacities and willingness of a tutor for doing so. In this way this type of tutoring source is absolutely private and personal and can be performed on the individual as well as group basis. Such type of tutoring done by regular teachers is many times decried on account of its evil effects. It is alleged that the class teachers do not pay desired attention in the classroom teaching and almost compel the students for attending their tutorial classes purely for mercenary motives. Tutoring to the needy students (slow learners, backward, learning disabled and bright ones) may also be arranged in the form of self learning or auto instructional material with the help of programmed learning packages, or teaching machines and computer assisted instructions. Nowadays no other resource can match the capacity, speed and ability of computers for playing the role of a good tutor. They can serve a countless number of learners having varying interests, following various courses and needing tutoring for a variety of theoretical and practical things at a time simply with the request clicked through the mousse of their personal computers. Procedure for Adopting Tutorial Strategy While adopting tutorial strategy in his teaching, a teacher may proceed as under: 1. Establishing rapport with learner or tutee: Tutorial strategy requires an appropriate rapport between the teacher and the taught. Therefore a teacher while playing the role of a good tutor should try to understand well the student or group of students being tutored by him. He must try to win their confidence and trust so that they may express themselves properly before him and willingly cooperate in getting the due benefit from tutoring.
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2. Knowing about the abilities, interests and potential of the students: Teacher should know all about the interests, abilities and potential of the students with the help of suitable tests and techniques. Diagnostic testing may provide due information about the learning difficulties of the students including their strengths and weaknesses regarding their knowledge and skill in a particular learning area. 3. Providing remedial or supplementary instruction: Based upon the findings of diagnosing testing, interest and abilities measurement techniques, the teacher may now plan and provide remedial and supplementary instruction to the students.This work is to be done on a proper individual and personal basis. Every student must get proper individual attention, personal care and look after for the removal of his learning difficulties or nurturing of his talents for his progress on the academic path. 4. Providing individualized and personalized instruction: At each and every step on all occasions due care is taken for providing individualized and personalized instruction to the students. The students are encouraged to ask questions for the solution of their felt difficulties and care is taken for providing appropriate responses and solutions in proper tuning with their interest, abilities and capacities. Teachers may take help of the monitors, bright and capable students for playing the role of tutors for guiding and helping their fellow students. Auto instruction and remedial measures may be taken with the help of programmed packages, teaching machines and computer assisted instructions specially designed in a tutorial mode. 5. Appropriate evaluation and feedback: Tutorial strategy requires timely evaluation and subsequent immediate feedback to the students for the proper progress and advancement of the students on die path of learning. Therefore, the tutor should have time to time evaluated of the progress of the students with the help of unit tests and summative evaluation. The results of such testing and evaluation may be utilised for providing proper immediate feed-back to the students for their educational progress. Merits of Tutorial Strategy Tutorial strategy is considered to possess the following merits and advantages on its credit side: 1. Tutorial strategy paves the way for very cordial and intimate pupil-teacher relationships for providing effective instructions. 2. Individual attention, care and help may be given at the maximum to the students getting tutoring. 3. It provides best opportunities for providing individualized and personalised instruction.
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4. Diagnostic and remedial teaching may be best provided with the help of tutorial in strategy. 5. Students may be able to get proper freedom for the expression of their thoughts and putting up their learning difficulties, problem and expectation before the teacher for the immediate response, guidance and help. 6. The strength of tutorial strategy lies in its proper feedback mechanism. It gives opportunities for the proper interaction between teachers and taught. Every question asked by the student is properly responded by the teacher and every response given by the student is properly reinforced by the teacher. Immediate knowledge of the results and progress of the student reinforces his learning behaviour for the further progress on the path of learning. 7. Where on one hand it may prove a best strategy for providing remedial and supplementary instructions to the slow learners, backward students with learning difficulties and problem of children and on the other hand it may provide enriched experiences to the bright, gifted and creative children for their proper progress. Demerits and Limitations Tutorial strategy may be found to suffer from the demerits and limitations like below: 1. A tutor needs to be quite affectionate, sympathetic, democratic and master ofhis subject for winning the confidence, establishing rapport and guiding the students in every aspect. In the absence of such heart to heart tutorial abilities, a teacher may fail in the tutorial tasks. 2. A high degree of individualisation of instruction demanding a lot of individual and personal attention is needed for the success of the tutorial strategy. In our usual classroom settings such individualisation of instruction is hardly possible. We have crowded classes and ill equipped laboratories or work places. Syllabi of the subjects are lengthy and time at the disposal is short. 3. A teacher has to take a number of periods in different classes or sections besides other regular and administrative functions. It hardly leaves any scope for the energy, interest and enthusiasm required for the highly individualized and personalized teaching need for the adoption of tutorial strategy. 4. School time table, the environmental set up and administrative machinery are not favourable to the organisation of tutorial classes or adoption of tutorial strategy in the classroom teaching. 5. The idea of taking the help of bright students having desired mastery over the subject material may also many limes runs in to rough weather as the students needing tutoring may not pay attention to the help or assistance given by their peers. Therefore the problem of arranging individual
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attention and individualised instructions may not be successfully faced with some of the students assigned the role of peer tutors. 6. The measures like programmed packages, textbooks, teaching machine and computer assisted instructions adopted for providing instruction in a tutorial mode may not prove effective or functional on account of their non availability, lack of competent staff for handling such instructions and cost involved in their employment. 7. The practice of tutoring may degenerate into a dangerous evil tempting the classroom teachers for providing tuitions at their home purely for mercenary motives. Suggestions With the drawbacks and limitations listed above it should not be concluded that tutorial strategy is not at all practicable in the available teaching-learning environment of our schools. Much depends upon the will of the teacher. Tutorial strategy in fact, has aparallel with regard to its utility in providing individualised and personalised instruction.It may help in timely diagnosis of weaknesses and strength of the students and therefore corrective measures as well as enrichment programmes for both the deficient as well as bright and talented ones can be well arranged through the highly individualised instructions, attention and care provided through tutoring. The rapport established ii such teaching may persuade and motivate the students to come out with their difficulties, problems and special needs and in response, immediate help and feedback is possible through the adoption of tutorial strategy. There are so many obstacles in adopting it in the classroom situations. If a teacher determines to do it he can adopt it by spending little extra time well within the school campus. In his regular period also he may provide-due attention at the time of practice or drill work, or at the time of performing experiment in the laboratory or doing practical work in workshops or other work situations. It may help them accordingly in doing away with their learning difficulties or nourishing their talents on an individual or small group basis. Suggestions in the form of reading relevant books and literature, doing practice and revision in one way or the other, applying the knowledge and skill for improving something or completing a given project may be given to the students for making up their deficiencies and improving their learning performances. Hence the application of tutorial strategy, along with the adoption of any progressive method of teaching in the existing classroom conditions, is by all means a reality that can take its shape properly if a teacher is fully determined to do so.
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SEMINAR METHOD Introduction Teaching is continuum from conditioning to indoctrination. It is organized from memory level to reflective level. One teaching is confined up to memory level even at college and university level. At the most teaching can be organized at but understanding level, instructional situations should be organized in such way so that teaching may be done at reflective level. Higher objectives of cognitive and reflective domains are achieved by creating such conditions of learning. As the development of higher cognitive and affective abilities is essential at the higher stage of education. Several instructional techniques have been evolved with human interaction as underlying pedagogical principles, viz., a discussion, seminar, debate, panel discussion, buzz session, role playing, brain storming, etc. Description here is however confined to the seminar technique. To achieve certain objectives of teaching like ability of critical thinking, change of habits and attitudes and ability to express one’s own ideas, seminar and discussion seem to be effective. Seminar is information oriented because the main purpose of conducting a seminar is to give a lot of new information through lecture by experts, usually followed by discussion. A seminar may be for the teacher education when there is any innovation in the field of education and such seminar as a method of teaching is for the students or trainees. Students prepare full-length paper on any important topic under the guidance of a teacher, who helps the students by suggestion good and useful topics and recommending the necessary reference books. The students have to collect the information from the various books and prepare a paper and get it corrected by the teacher. The students must make themselves thorough with what they have written in their seminar, the students read and explain i.e. present his paper to the other students. The teacher and the other students listen carefully. Discussion follow after paper reading, since seminar and discussion go together, there must be a general discussion after the paper is presented. During the discussion session, the students ask a series of questions to the seminar reader to clarify any doubts or to find sources of information. The teacher also can ask question but his main duty is to maintain discipline. The attitude of the class must be such that all students are anxious to contribute to the discussion on the topic of the paper presented in the seminar for this the teacher should inform that all the students should come prepared for the topic discussion. Meaning of Seminar A seminar as an instructional technique involves generating a situation for a group to have guided interaction among themselves on a theme which is generally presented to the group by one or more members. The person who
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presents the theme should have studied the heme thoroughly before hand. This would mean selection of relevant material at its organization. The collected material is put in the form of paper which is circulated among the participants in advance or before the paper reading. It provides the structure of the theme, to facilitate its communication. Thus, seminar is an instructional technique of higher learning which involves aper reading on a theme and followd by the group discussion to clarify the complex aspects of the theme. Objectives of Seminar This technique is employed to realize the higher objectives of cognitive and affective domains which have been enumerated as follows: (1) Cognitive Objectives: This technique creates the learning situations so that the following higher cognitive objectives may be realized: 1. To develop the higher cognitive abilities: analysis, synthesis and evaluation as compared to the situations involving human interation. 2. To develop the ability of keen observation experiences, feelings and to present them effectively. 3. To develop the ability of responding, in this manner would involve higher cognitive ations: valuing, organizing and characterization of quick comprehension of the situation, examination of it against the knowledge he possesses and construction of his reactions to the sitation. 4. To develop the ability to seek clarification and defend the ideas of others effectively. (2) Affective Objectives: The following higher aspect of affective domain is developed by e mploying the instructional technique: 1. To develop the feeling of tolerance the opposite ideas of others. 2. To develop the feelings of co-operation with other colleagues and respect the ideas and feeling of the others. 3. To acquire the good manners of putting questions and answering the questions of other effectively. 4. To develop the emotional stability among the participants of the seminar.
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The human interation under this technique develops the good manners and skills among the participants. Roles in Seminar In organizing a seminar the following roles are performed: 1. Organiser or Instructor 2. President or Chairman or Converner of the seminar 3. Speakers of the day 4. Participants and 5. Observers 1) Role of the Organiser: It is the responsibility of an organizer to plan and prepare the whole programme of the seminar. He decides the topic or theme of the seminar and assigns the different aspects of theme to different persons who have to play the role of speakers. The date, time and place are decided by him. Generally he also suggests the name of convener of the seminar. He prepares total schedule of the seminar. 2) Role of President: The participants propose the bame of president. In suggesting the bame of chairman, it should be taken in consideration that the person must be well acquainted with the theme of seminar. He must know his rights and duties as chairman of a seminar. Virtually the seminar’s activities are conducted by the conveners. He directs the whole programme. He encourages the participants to take part in discussion. He keeps the discussion on the theme of seminar. In certain situations he also takes parts in the discussion. He provides the opportunities to each participant. At the end he has to summarize the discussion and may present his viewpoint on the theme. He has to give thanks to the speakers, participant’s guests and observers. (3) Role of Speakers: The organiser assigns the topics to the speakers. They prepare the topics thoroughly and cyclostyle copies of the papers are prepared and these are distributed among the participants before the commencement of the seminar, so that participants should also prepare themselves n the theme. It encourages the discussion to last long. The speakers should be ready to defend the questions. The speakers should have the tolerance of anti-ideas or criticism of others.
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(4) Role of Participants: The participants of the seminar should be well acquainted with the theme. They should appreciate the erformances of the speakers. They should be able to seek clarification and put questions. They should place their own ideas regarding the theme on the basis of their experiences. They should address the president for seeking clarification. They should not put question directly to the speakers. There are 25 to 40 participants in the seminar. (5) Role of Observers: Some guests and observers are also invited and allowed to observe the activities of the seminar. They should be allowed at the end to discussion and present their observations by permission of the chairman. Procedure of the Seminar As an instructional technique seminar involves creating a situation for a group to have guided interaction among themselves on a theme which is generally presented to the group by one or more memers. The person who presents the theme should have studies the theme throrughly before hand. This would mean selection and organization of relevant material. This organized material is put in the form of a paper circulated among memers in advance. The paper helps structure the theme, facilitates its communication and focuses the scope for discussion. After the theme is presented, it is discussed by the group. During the discussion participants may: 1. Seek clarifications of the theme presented, 2. Make observations in the light of their knowledge and experience regarding the theme, and 3. Raise issues relating to the theme for further analysis and evaluation. Proceedings of the seminar are guided by a chairman who shoyld be knowledgeable about the theme; His role would be to keep the discussion would be to keep the discussion on track stimulare mamimum precipitation and consolidate the viewspoints expressed at appropriate stages. Seminar seeks to provide maximally for interaction among the memers. Therefore, sufficient time should be allowed for the discussion session. If this necessitates cutting down the time for presentation, it could be done since the mainpurpose of the presentation is to initiate the discussion. The interaction in a seminar is likened to the field of forces in machines. Different viewpoints or opinions expressed represent forces in varied directions.
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However, unlike physical forces which at times result in zero when acting in opposite direction, the different viewpoints or even opposite opinions will not result in neutrality but will induce further thinking among participants. This stimulation for further thinking should be reckoned with significance as the net instructional value of the seminar. When there is an agreement of ideas among individual members, these may be considered as forces acting in the same direction and therey having a reinforcing affect on the individual’s view on the theme. In either case the individual is benefitted as he is either led ro further abalysis or evalyuationof his viewpoints, or helped in validating and thus strengthening them. The main advantages of conducting seminar are; 1. Students who prepare the paper for reading get a deep and comprehensive knowledge about the topic. 2. They refer various sources like books, magazines, special books etc. that they not only acquire knowledge but also develop reading habits. 3. Though many books are referred they have to present the matter in an orderly way to essay that’s a great advantage. 4. Because seminar is followed by discussion, mental powers like reasoning, logical thinking analysis, synthesis are developed and sharpened. 5. It is a different method from lecture method where all the students participate and their turn to present papers so there is greater attention and interest. 6. The major advantage of the seminar as a made of instruction is its stimulation testing of student’s power of comprehension and evaluation. 7. Self-reliance, self-confidence, sense of co-operation and reasonability are strengthened. 8. Ability to detect a drive the principle from the context is developed. Essentials for Seminar It is presumed that the seminar technique demands maturity in terms of language, social and emotional makeup and the facility to deal with abstractions. As the students at lower levels of education do not possess this maturity, it is generally believed that seminar is less feasible to be adopted as an instructional technique at these levels. Such a demarcation of feasibiolity regarding the use of seminar stems from the rigid notion about the nature of themes to be discussed
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therein. It is generally believed that the seminar should have an abstract theme to be presented and discussed. However, the value of seminar should be seen in terms of the basic mechanism of the involvement of learners who are expected to present to others their ideas or expedrieces. Others would react to them in the light of their own experiences. It is this interaction on the ideas or experiences, however, high or low, concrete or abstract they may be in nature that should be aimed at through seminar technique. In this perspective, it may be quite feasible to utilze techinique effectively even at lower levels of instruction. At these levels the themes for seminar could be even simple and concrete experiences narrated to follows children who in turn could discuss them in the light of their own. Interaction on such themes would involve questioning, making deservations, evaluating the theme by comparing it with ones’s own experiences. Types of Seminar On the basis of levels of organization, the seminars are of four types: 1. Mini-Seminar, 2. Main Seminar, 3. National Seminar and 4. Interational Seminar. (1) Mini Seminar: A semi-organised to discuss a topic in a class is known as mini-seminar. Its purpose is to train the students for organizing the seminar and play different roles. It is a stimulated situation for the students. Such seminars should be organized before the main seminar. (2) Main Seminar: Such seminars are organized at departmental level or institutional level on a major theme. All the students and staff members take part in main seminars. Main seminars as organized weekly or monthly in departments. Generally specific themes are selected for main seminar. (3) National Seminar: A national seminar is organized by an association or organization at national level. Experts are invited on the theme of the seminar. The secretary of the seminar prepares the schedule theme, time, dates, days and venue. NCERT organizes such seminar at national level, Educaion Technology, Population Education, Trends of Education, Distance-Education, Non-formal education, Quality control of educational research in India.
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(4) International Seminar: Generally such seminars are organized by UNSECO and other international organization on very broad topic or theme such as student’s unrest or activism, Innovaions in teachereducation and Examination reform etc. A nation can also organize such seminars on international theme. Limitations of Seminar 1. A seminar technique can not be used on all levels of education but only on higher level of education. As the members of seminar should have social and emotional maturity, it can not be used for lower level of education. 2. A seminar can not be organized on all the content of a subject-matter. Its theme should be such on which discussion may be held. 3. During the discussion, groups are formed in two ideas-anti-ideas and facourable ideas on the theme. Both try to win over the other. Thefore, the purpose of the seminar is not served. The chairman should discorage this type of discussion. 4. If there already exist two groups among the participants, they generally try to oppose even the constructive or relevant ideas of the opposite group. Criticism made for the sake of criticism. The instructional situation of such discussion is not conducive for learning. 5. When a siminar is being organized, habitual speakers dominate the discussion and do not provide opportunities to others to take part in the seminar. Thus, the discussion confines only too few persons rather than whole group. Conclusion Seminars advanced social techniques which serves a useful purpose at the collegiate and university levels. As it involves student preparation, it not only breaks the monotony of lecture strategy but also motivate the students to probe into a topic deeply. Seminar also has certain defects also. Students do not take care to prepare the paper as it should be and usually enough time is not given for reading fully. Other students who are expected to listen to the reading do not pay proper, which they have to read next discussion that follows, seminar reading is not very effective. Either a few keep themselves on the defensive because they do not like to be questioned when their turn comes.
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ROLE PLAY METHOD Introduction 1. It is often referred to as practice in reality. 2. It provides practice how to behave in selected situations. 3. It enables the learners to understand the attitudes, feelings or situations of those persons whose roles they assume. 4. In role play games participants are assumed to play realistic social roles. 5. They interact with one another in terms of a common social situation. 6. Important objectives of designing role play games are to enable participants to learn, to bargain, to negotiate, compromise and make decisions. 7. It is also termed as stimulated social skill training. 8. It is most useful for training institutions to develop social skills. 9. It is a better strategy than lesson-demonstration, because it provides as situation to the learner to perform the task. Objective: The main objective is to develop the social skill for playing the role of teacher in the classroom. It is used to achieve the psychomotor objectives. Structure: It is dramatic strategy. The student-teacher has to play the role of student and teacher. The student-teacher has to teach a small lesson to his own colleagues, assuming them secondary class students. They have to act as students. Every pupil has to teach a lesson in a rotation. The teaching is followed by discussion and suggestions which are given for the modification and improvement of behavior. Principles: It is based upon the following principles:
Learning by doing. Principle of immediate reinforcement. Rehearsal before the actual task. Social skill through group work.
Steps: 1. An outline of teaching is prepared and select of an appropriate problem. 2. Selection of students for role play, the direction to the role, to act as teacher, student and observer. 3. Assigning roles to students. 4. Orientation by the teacher about the problem and behavior patterns involved. 5. Role playing the teacher behavior is recorded by the observer of this teaching.
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6. Seeking reactions of the students. 7. Teacher’s observation. 8. Teaching is followed by discussion and suggestions for modification of behavior. Advantages: This strategy has the following advantages; 1) It provides an opportunity for rehearsal prior to actual classroom teaching. 2) It cannot be used for developing specific teaching skills. 3) It should be practiced before sending pupil-teachers to actual classroom teaching. 4) The supervisor should encourage the teaching acts of the pupil-teachers. 5) Students are made to realize the feelings of others and to see the problem in right perspective. 6) They get an insight into the human relationships and behavior patterns. 7) Role playing helps in reducing inhibitions and biased views. 8) It extends opportunity for expression of actual feelings and emotions. 9) It is an interesting and attention drawing device of acting out the role of others. Limitations: If the teachers are less competent role playing cannot lead to desired results. Students should be alert and articulate in order to ensure success of the method, which is not always possible. This method is time consuming. If it is not properly done it is only waste of time. Student as well teachers need to be quite sensitive social and psychological problems. MEANING AND ASSUMPTIONS OF TEACHING MODELS The term model can be used for imitation, description, explanation, prediction or persuasion. Teaching models can suggest how various, teaching and learning conditions are inter-related. The practices and technologies of teaching can be described in terms of models for solving problems in teaching-learning process. Joyce and Weil in their book “Models of Teaching” define that “Teaching models are just instructional designs”. The describe the process of specifying and producing particular environmental designs which cause the student to interact in such a way that specific changes occur in his behaviour. They also state that the models of teaching which govern the teaching activities in any school indicate the kind of realities which would be admitted in the classroom and the kinds of life views likely to be generated as the teacher and the learners work together.
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Over the years, a large number of teaching models have been developed and all these can be organized into four families: -
Those oriented towards social interactions.
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Those which depend on information processing system.
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Those which emphasize personality development.
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Those which emphasize behaviour modification.
Information processing models This family of models shares an orientation toward the information processing capability of students and toward the systems that can improve their information processing capability. Information processing refers to the ways people handle stimuli from the environment, organize data, sense problems, generate concepts and solutions to problems and employ verbal and non-verbal symbols. Some information processing models are concerned with the ability of the learner to solve problems and thus emphasize productive thinking; others are concerned with general intellectual ability. It must be stressed that nearly all methods from this family are also concerned with social relationships and the development of an integrated, functioning self. Teaching Model Teaching well means helping students learn well. Powerful learners have expanded repertories of strategies for acquiring education. Models of teaching are designed to impart those strategies, which will help students to help their personality as a whole. Models of teaching are really models of learning. As we help students acquire information, ideas, skills, values, ways of thinking and means of expressing themselves, we are also teaching them how to learn. Meaning of Teaching Models View of N.K. Jankira (1983): "A model of teaching is a set of inter-related components arranged in a sequence which provides guidelines to realize specific goals. It helps in designing instructional activities and environmental facilities, carrying out of these activities and realization of the stipulated objectives". View of Joyce and Weil (1972): They have given three meanings of teaching models: i) "Teaching models are just instructional designs. They describe the process of specifying and producing particular environmental situations which cause the student to interact in such a way that specific change occurs in his behavior".
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ii) Teaching model is a "pattern or plan, which can be used to shape a curriculum or course, toselect instructional materials and to guide a teacher's actions". Models are designed toattain specific goals; we can say that he is using model approach. iii) "A model of teaching consists of guidelines for designing educational activities andenvironments. It specifies ways of teaching and learning that are intended to attain certain kinds of goals". Describing the Model Each model has of four concepts: syntax, social system, principles of reaction and support system. These descriptions are the operational heart of each model: They tell us what activities should occur and when appropriate, in what sequence. The four concepts used to describe the operations of the model itself (syntax, social system, principles of reaction and support system) as a way of communicating the basic procedures involved in implementing any instructional model. Syntax The syntax or phasing of the model describes the model in actionfor example, as we use it. How do we begin? What would happen next? We describe syntax in terms of sequences of activities we call phases; each model has a distinct flow of phases. Social System The social system describes student and teacher roles and relationships and the kind of norms that are encouraged. The leadership roles of the teacher vary greatly from model to model. In some models, the teacher is a reflector or a facilitator of group activity, in others a counselor of individuals, and in others a taskmaster. Principles of Reaction Principles of reaction tell the teacher how to regard the learner and how to respond to what the learner does. In some models, the teacher overtly tries to shape behavior by rewarding certain student activities and maintaining a neutral stance toward others. In other models, such as those designed to develop creativity, the teacher tries to maintain a nonevaluative, equal stance so that the learner becomes self-directing. Principles of reaction provide the teacher with rules of thumb by which to tune in to the student and select model-appropriate responses to what the student does. Support System This concept is to describe not the model itself so much as the supporting conditions necessary for its existence. What are the additional requirements of the model beyond the usual human skills and capacities and technical facilities? For example, the laboratory model may require a trained leader; the Nondirective Model may require an exceedingly patient, supportive personality. Suppose a model postulates that students should teach themselves and that the roles of teachers should be limited to
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consultation and facilitation. What support is necessary? Certain a classroom filled only with textbooks would be limiting and prescriptive. Rather, support in the form of books, films, self-instructional systems and travel arrangements are necessary or the model will be empty. TEACHING MODEL BY HILDA TABA Orientation to the Model Hilda Taba is largely responsible for popularizing the term teaching strategy and her work in the Contra Costa School District provides a first-rate example of a teaching strategy designed to improve the student's ability to handle information. In fact, her strategy formed the backbone of an entire social studies curriculum (Taba, 1966). Thinking Processes Taba analyzes thinking from psychological and logical points of view and concludes: While the processes of thought are psychological and hence subject to psychological analysis, the product and the content of thought must be assessed by logical criteria and evaluated by the rules of logic. She identifies three postulates about thinking: 1. Thinking can be taught. There is evidence for and against this postulate, but we do not debate it here. 2. Thinking is an active transaction between the individual and data. This means that in the classroom setting, the materials of instruction become available to the individual when he or she performs certain cognitive operations on them-organizing facts into conceptual systems; relating points in data to each other and generalizing from these relationships; making inferences and generalizing from known facts to hypothesize, predict and explain unfamiliar phenomena. 3. Processes of thought evolve by a sequence that is lawful.Taba postulates that, in order to master certain thinking skills, certain earlier ones must be mastered firstand this sequence cannot be reversed. Therefore, "this concept of lawful sequences requires teaching strategies that observe these sequences". Three Teaching Strategies Taba identifies three inductive thinking tasks and then develops three teaching strategies to induce those tasks. Each task represents a stage in the inductive thinking process as Taba describes it. The first is concept formation (the basic teaching strategy), the second is interpretation of data and the third is the application of principles. Concept Formation: Here the students gather data, group it and categories it. This stage involves ( 1 ) identifying and enumerating the data that are relevant to a problem; (2) grouping those items according to some basis of similarity; and (3) developing categories and labels for the groups. To engage students in each of these activities, Taba invented teaching modeles i n the form of questions. These eliciting questions are matched to
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particular types of activities. For example, the question, "What did you see?" might induce the student to enumerate a list. The question, "What belongs together?" is likely to cause people to group those things that have been listed. The question, "What would we call these groups?" would be likely to induce people to develop labels or categories. Interpretation of Data: Taba’s second teaching strategy (interpretation of data) is built around the mental operations she refers to as interpreting, inferring, and generalizing, i.e. students identify critical relationships and make inferences based on the exploration of the relationships. I n the first phase, teachersquestions lead students to identify critical aspects of thedata. Second, students arc to explore relationships. Here the teacher asks questions concerning causes and effects. In the third phase, students are making inferences. Application of Principles: The third cognitive task around which Taba builds a teaching strategy is that of applying principles to explain new phenomena (predicting consequences from conditions that have been established), i.e. Students predict and form a hypothesis and explain their hypothesis. The first phase of the strategy requires students to predict consequences, explain unfamiliar data, or hypothesize. In the second phase, students attempt to explain or support the predictions or hypotheses. In the third phase, students verify these predictions or identify conditions that would verify the predictions. Hilda Taba Model Hilda Taba developed Inductive Teaching Model which provides backbone to social studies curriculum. (i) Focus- Its main focus is to develop the mental abilities and lay emphasis up on concept formation. It involves cognitive tasks in concept formation. (ii) Syntax: The teaching is organized in nine phases. The first three phases are concerned with the concept formation involving enumeration, grouping and labeling categories. The second three phases are related to the interpretation of data by identifying relationship, explaining relationship and drawing inferences. The last three phases are concerned with an application of principles by hypothesizing, explaining and verifying the hypothesis. (iii) Social System: In the all nine phases, the classroom climate it is conducive to learning and co-operative. A good deal of freedom should be given for pupil-activities. The teacher is usually the controller and initiator of information. Teaching activities are arranged in a logical sequence in advance. (iv) Support System: The teacher should help the students in dealing with the more complex data and information. He should encourage them in processing the data, basically designed to develop thinking capacity. A particular mental and cognitive task requires specific strategy to improve thinking.
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(v)
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Classroom Application: Taba designed his model to create inductive thinking amonglearners. It helps to organize social studies curriculum so that cognitive process may be facilitated. The learning experiences are the basis of information to arrange the content in an effective sequence. The first three phases are useful; in dealing with elementary classes, while the last three phases are useful for higher classes especially for science and language curriculum.
In operating these tasks, external activities and internal thinking are utilized by the teacher. Teacher pupil interaction may be encouraged by using the proper sequence of the content. Teacher can make use of questioning technique. The situation generalizes under these situations-teacher has to act as guide. This model can be effectively used in-service for assisting teachers to become better teacher. TEACHING MODEL BY TURNER Turner and Fattu initially interested to develop a diagnostic test for teacher to identify the learning difficulties which students and to encounter. The mastery over the subject matter is essential for teacher to diagnose the students learning difficulties. It is an assumption of this model. Turner establishes the following postulates about teaching: 1. Teaching is a form of problem solving behaviour. 2. The problem-solving skills may be measured by teacher-performance. 3. The teaching performance of teacher is the criterion for teacher effectiveness. This model of teaching utilizes stimulated teaching to develop problemsolving skills. The learning difficulties are diagnosed and suggestions are given for improvement. This model is more useful teacher education to develop certain skills among student-teachers rather than classroom teaching.
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UNIT VI TEACHER AND SCHOOL ORGANIZATION Professional Development Professional Development (PD) of teacher educators is today a critical input for quality teacher education and is a continuous interplay between their beliefs and practice. A teacher educator has two distinguishing characteristics i.e. ‘Critical reflection’ and ‘constant striving’ for promoting pedagogy of enquiry; which s/he must develop and polish constantly. The old saying that teachers are born not made cannot be accepted all the present time. As a modem, well-trained teacher, one must first learn what and how to teach each child. He must know the material that he is to teach, the nature of the child and the best methods of instruction. True, much of what makes the teachers able to learn to teach and to enjoy teaching has come from his original nature and from the environmental forces that he countered before he entered the teaching training programme. But without training, regardless of his interest, ability and personality, he cannot possibly perform at the level expected of the professional teacher in today’s school. “Teacher is maker of man”, said John Adams. He is the foundation of all education and thus whole civilization of mankind, present or future. No National Reconstruction is possible without the active co-operation of the teacher. Teacher is apparently a central figure in any scheme concerning reform of education. The proposed restructuring of school and college classes under the new pattern necessitates revision of minimum qualifications for teachers wherever necessary and provision of appropriate pre-service and in-service training of teachers to meet the requirements of the new curriculum for both the academic and vocational courses. As such, there is no investment in our country that will pay more dividends than investment on improving the quality of teachers by providing them professional training or in-service education, in normal schools, government colleges of education, state institutes of education and district training institutes, etc. After a short period of training of a year or two a person is expected to be a qualified teacher who knows a few tricks of the trade. But actually speaking, the college of education experience is only a prelude to the rich experience he is to gain during his entire service as a teacher. The professional training is of little values unless reinforced by further experience and training during his service period. This in-service education is a recent concept, i.e., now acknowledge as the essential requisite of an efficient-teachers. Factors which help a Teacher for his Professional Development Teaching as a profession is acceptable for the following reasons, which help a teacher for his professional development.
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(i) Improvement is needed in the different fields of education and for this proposes teacher education is the better way which widens the field of preparation of teachers. (ii) The concepts and behavior patterns which were prevalent during the preindependence period do not hold prestige at present. Teacher education is to be guided by democratic valuesprocedures to make real contribution in the existing situations of the country. (iii) Indian educationists are to shape the philosophy and teacher education. (iv) In the whole of the world the concept of teacher preparation is undergoing a change. It has realized by the educationists that training education implies something better than teacher training. The broad concept attached with teacher education is connected with life and is based upon the vital philosophy of daily living with children. (v) Teacher education also responds to the philosophical needs of basic education. (vi) In all programs of teacher preparation more stress is laid upon education than training. OBJECTIVES OF PROFESSIONAL DEVELOPMENT The following are the main objectives of Professional Development of Teaching; 1. Knowledge of the Subject: To impart thorough knowledge of the theoretical and practical aspects of the subject which the teacher has to teach. 2. Knowledge of Child Psychology: To impart knowledge of child psychology so that he should be able to understand the process of child's growth and development. 3. Knowledge of Principles of Pedagogy: To impact knowledge of principle of pedagogy so that he should be able to understand the principles, processes and techniques of teaching and learning. 4. Knowledge of aims of Education: To acquaint the teacher with aims and purposes of education. 5. Knowledge of Adjustments: To impact the knowledge of adjustment processes so that the teacher should be able to understand the problems of pupils and help them in making better adjustment. 6. Development of ability to use Instructional Material: Teacher's ability is to be developed to contrive and use a number of teaching devices instructional material and TV aids. 7. Organization of Co-curricular Activities: Teachers ability is to be developed to organize and supervise co-curricular activities in the school. 8. Planning of Lesson: The teachers are to be taught how to plan lesson effectively and how to communicate knowledge at the class level of
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intelligence. They are to be trained to find out individual need of the students and to adjust accordingly. 9. Knowledge of Evaluation Methods: To impart knowledge of evaluation methods to enables the teachers to assess and evaluate the attainments of the students. 10. Assist in Guidance Programme: Guidance is to be made an integral part of education and it is during teacher education that teachers are trained to help effectively in the guidance programmes of the school. The Recommendations of the Secondary Education Commission 1952-53 in respect to Professional Development of the Teachers Recommendations of the Secondary Education Commission (1952-53) in this respect are as follows; 1. Two types of Training Courses: There should be two types of Training Courses-Two years, teacher-training for Metric or Higher Secondary passed students, and one year training course for Graduates, but it should be extended to two years ultimately. 2. Co-curricular Activities: Training in co-curricular activities should also be provided to the pupil-teachers. 3. In-service Training: Refresher-courses, short intensive courses in special subjects, practical training in workshops, seminars, etc, should be organized to provide in-service training to the teachers. 4. Research in Education: Research work in all aspects of pedagogy should be conducted in colleges of education and for this purpose experimental or demonstration schools should be attached with them. 5. Master's Degree in Education: Only those trained graduates who have three years’ experience of teaching should be admitted for the course of master's degree in Education. 6. Free Exchange of Professors: Teaching in colleges of education should not be impacted by the professors of respective colleges but the services of some selected head masters and inspecting officers should also be obtained. For this purpose there should be free exchange between professors, headmasters and inspecting officers. 7. Provision of part-time Training Courses: There should be provision of part-time training courses to meet the shortage of women teachers. 8. Co-ordination between Colleges of Education and other Agencies: There should be close co-ordination between college of education and other agencies like department of education, schools, education board etc. 9. Admission to Colleges of Education: Admission to colleges of education should be given only to those students who have aptitude for teaching and
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hold the highest promise of becoming successful teachers. For this purpose the aspirant should be carefully tasted and interviewed. 10. Provision for Residential Colleges of Education: Residential Colleges of Education should be set-up to cultivate as sense of community living in the students. The Kothari Commission (1964-66) report on Removing the Isolation of Teacher Training The Commission felt that in order to make the professional preparation of teacher’s effect education must be brought into the main stream of academic life of universities on the one the school life and education department on the other. It means that isolation of teacher training from the main stream of universities and from education departments and school should be removed. For this purpose the commission suggests the following; (i) Schools of education should establish in universities to develop programs in teachereducation, studies and research in education. (ii) Extension work should be organized as an essential function of a teachereducation institution and extension service department is added to each institution. (iii) Establishment of effective alumni association to bring old students and faculty together todiscuss and plan programs and curricula. (iv) Organization of student’s practice teacher in active collaboration with selected schools and these schools should receive substantial grants for equipment. (v) Recognition of education as an independent academic discipline and introduction as an effective subject in the B.A., B.Sc., M.A., and M.Sc. degree courses. (vi) Arranging periodic exchange of the staff of the co-operating schools and of the teacher education institutions. (vii) Establishing comprehensive colleges of education in each state on a planned basis. Improving Profession Courses: a. Introducing integrated courses of general professional education in universities. b. Using methods of study which have greater scope for study and discussion. c. Using methods of evaluation which include continuous internal assessment of practical and session work besides improving practice teaching and working a comprehensive programme of internship. PROFESSIONAL PROSPECTS FOR TEACHERS Teaching is a highly noble profession; most suited one especially for women. Teachers are always a boon to society. Through their intelligence, patience and wisdom, they attempt to not only hone the learner's intellect and aptitude but
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also, create a well-rounded personality. Teaching has an influence in developing one’s mind and character and also gives the satisfaction of having sparked the light of knowledge and dispelled the clouds of ignorance. Main reason for opting this career could be interest in the subject, secure professional career and regular annual vacations. It can also be a second career for those who have retired from professional services. Teaching can be a very satisfying profession Teachers, especially those who teach at the primary level have a moral responsibility towards the students as it is an age when the children are the most impressionable. They also have to be innovative with the methods of imparting knowledge to the children. The curriculum might change periodically, hence teachers are also always in the learning mode. Teaching has become more enjoyable these days as it is not being restricted to classrooms only. More and more schools are encouraging field trips, educational outings, workshops, class vacations etc to avoid making the process of learning monotonous and to cultivate all the faculties of a child. A teacher now is no longer just an instructor but is slowly assuming the role of a guiding mentor. Teaching offers some fantastic career prospects. One could move up the management structure within the subject team and become Head of Department. One could become a head or lead an area such as special needs or pastoral care. Alternatively, one can also progress as an Advanced Skills Teacher (AST). ASTs are teachers who have reached standards of excellence in their profession and are highly paid. The following are area of the professional prospects for the teachers: 1. 2. 3. 4. 5. 6. 7. 8. 9.
Play School Nursery Schools Primary / Elementary School Secondary Schools Colleges Universities Educational Research Institute Special Schools Self Employment by starting institute / tutorials
Placements: 1. Nursery / Primary Schools: Nursery and primary school teachers have a huge responsibility in the sense that, it is what children learn and experience during their early years that shape their views and affect
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3.
4. 5.
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success or failures later in their lives. Thus teachers play a vital role in the social and intellectual development of children. They introduce children to numbers, language, science, social studies as well social interactions. Here games, music, artwork, computers and other tools are used to teach basic skills. While Kindergarten teachers deal with children of 3 to 5 years, primary school teachers deal with those of 6 to 12 years. Secondary Schools: The secondary school teachers instruct students from 8th to 12th standard. Usually they deal with one particular subject in which they specialise. Good base in the subject is a must. Colleges/Universities: In universities or colleges there are lecturers and professors who specialise in a particular field. They give lectures, guidance and help the students in their academic and research work. Those who have organising ability have a further scope to become a principal, vice-chancellor in the management level. Special Schools: A challenging area in the field of teaching is that of dealing with children having physical and mental handicap and learning disabilities. The work is emotionally and physically demanding which needs a lot of patience. They have to work in close association with parents and medical professionals like speech therapist, physiotherapist etc. It is different from the normal teaching norms as each child needs special care depending on his/her disability.
Looking for a Career Options in the Field of Teaching? This section features isteaching as a career options, elaborated with reference to the job profile, personality traits required, the courses and training involved, premier institutions and future prospects. The trick in being a popular teacher the kind starry eyed kids in school follow around with adoration write large on their faces, and in college, seek out for advice, guidance and some simple hand-holding is identifying ourself with the students. They are the most loved of teachers who climb down from the high perch of authority that their job automatically places them on and see things from the students' perspective. And those who are aware of the power to shape lives that has been vested in them and uses it responsibly. Personality Traits This profession requires dedication, perseverance and patience. Knowledge of the subject one is teaching as well as a rich experience in cocurricular; keenness to take on responsibility; tact; patience and the ability to get along with all kinds of people are essential. Need to have a blend of mind, patience, confidence, liking for and an understanding of children which is a must. We must have organizing capacity, friendly and helpful nature to enter into this field. Teacher should have the ability
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to communicate well, to create a liking in young minds even in the case of most boring subjects. She/he should have a deep passion for the subject one handles. Must encourage in students the ability to analyze and think. A teacher must always remember that apart from teaching, it is he/she who shapes a child's character. Teacher has to be a friend, philosopher and guide to his wards. Courses/Training in Teaching: 1. Pre-Primary: Most polytechnics and vocational training centers conduct training for pre-school teachers. The preferred eligibility is Class XII with 50% aggregate. Personal attributes are, however, more important. There are Montessori Teacher Training schools which are privately owned in some large cities. 2. Nursery Teachers: Training of 1-2 years at Polytechnics/Vocational Training Institutes. 3. Primary TeacherTraining: Teachers with Diplomas in Education/Bachelors in Education teach the primary classes. Graduates of Home Science also serve as primary teachers. 4. Secondary and Senior Secondary Teachers: Teachers having B.Ed. degrees after graduation are called Trained Graduate Teachers (TGTs), after post graduation they are called Postgraduate Trained Teachers (PGTs). This training is imparted in teacher's training colleges. 5. Some Universities offer these Courses through Correspondence: It is for in-service teachers to get trained. There are contact programmes for giving practical orientation. In 1996, the National Council for Teacher Education (NCTE) has regulated the training of teachers. Correspondence/Distance Education Courses are meant for teachers who are currently working. 6. Lecturers: College lecturers require a good academic record with at least 55% or an equivalent grade at master's degree level in the relevant subject from an Indian University or a foreign University. The eligibility test for lecturers, National Eligibility Test (NET), is conducted by UGC, CSIR or similar tests accredited by the UGC. The State EligibilityTest SET is for appointments within the state. The promotion is based on performance, duration of service, and research publications. 7. After Graduation: (Any school subject), a Bachelor in Education (B Ed) for TGT Grade Jobs.The TeacherEligibility Test TET is for appointments within the state. 8. After Post Graduation: (Any school subject) B.Ed. for PGT grade jobs. 9. After Post Graduation/M.Phil: Take the NET/SET Exam for College Teaching. MEANING AND PROGRAMME OF IN-SERVICE EDUCATION A teacher should be a learner always and he should be a student in the sense, teacher should continue to learn and acquire information necessary for their
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profession. The rapid explosion in all fields of knowledge and particularly in subjects like science and mathematics and continuous evolution in the pedagogical theory and method, it is necessary that the teacher should grow professionally. The traditional aspects he had studied years ago have become out molded. To cope successfully and adjust effectively to this age of progress a teacher has to learn and train himself throughout his teaching career. As Tagore says only a lighted and burning candle can lighten others. So only if teachers are will equipped they can meet this challenge in education. It is high time that all people, not only in India but also in the whole world feel deeply concerned with the nature and scope or teacher education. All nations are making frantic efforts and spending considerable energy and money on both pre-service and in-service education of their teachers. Colleges of Education have rightly been entrusted with the noble test of providing the needed education to the prospective teachers, who in turn, will prepare young men and women who may not only possess a high degree of intellectual competence, but also a broad vision of society, its cultural heritage and moral and spiritual values, cherished by it. But to prepare the teacher effectively for such a responsible task, it is necessary that he must keep in constraint touch with the latest in profession. So the teacher should be a lifelong learner is accepted by all. A sound and successful teacher always keeps himself in constant touch in the latest development in content and methodology. To quote Kothari Commission, “In all the progressions there is need to provide further training and special course study, on a continuing basis after initial professional preparation. The need is more urgent in teaching profession because of the rapid advance in all fields of knowledge and continuing evolution of pedagogical theory and practice. “This type of keeping in touch is called, “Professional growth of Teachers”. It is a fact, that pre-service training prepares the teacher, is a fact, that pre-service training prepares the teacher, merely to enter the profession and the certificate received in no way certifies the end to all further learning. Rather, it is after entering the profession that he finds that he needs to do something to sharpen his intellect, to enrich his knowledge, to adjust in the field so that teacher could also get the desire him the needed help for promotion and professional efficiency. Meaning of In-service Teacher Education The term is self-explanatory. It refers to the education a teacher receives after he has entered the teaching profession. The teacher may have received his professional education in a teaching institute or in a college of education but he continues his education and should possess three types of competencies as under: 1. Competency in academic field. 2. Competency in teaching methodology. 3. Competency in class-room interaction analysis and application.
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Some teachers start their career as matriculate teachers and during the course of their stay in the profession improve their academic qualification. They do it through formal or non-formal channels of education. In this process they improve their professional qualifications also. In addition to this, there are other programmes, educational, social administrative or concerning other innovative classroom practices in which the teacher takes vital part, in sort, all the extra education which becomes an integral part of his in-service education. This, teacher may receive at different institutions by way of refresher and other professional courses, and all the travels and visits which he undertakes. All these no college or course can teach a doctor that entire he has to learn; his practice will go on gradually widening the sphere of his knowledge. What is true of a doctor is also true of a teacher, the lawyer, the painter the psychiatrist, the engineer and the sculpture. Education of a person is his self-culture and self-improvement and the process will go on to the end of one’s life. Teacher education is continuous growth in the capacity to teach. Definitions of Inservice Training (1) M.B. Buch: “Inservice education is thus a programme of activities aiming at the continuing growth of teachers and educational personnel inservice”. (2) Cane (1969): Inservice Teacher Education is “all those activities and course which aim at enhancing and strengthening the rofessional knowledge, interest and skills of serving teachers”. Objectives of In-service Training (1) To enable the teacher in schools to discuss their problems regarding the entire field of education in the schools. In-service study provides the specific situations in which problems such as, teaching slow learners, problems of emotional adjustment bright students can be studied. (2) To understand the new developments in educational both in content and methodology. Educational Technology needs to be explained to teachers. Example: 1. New concepts in Maths and Science. 2. Innovations like micro-teaching, programmed learning, classroom interaction analysis, etc. 3. To study their special subjects at a deeper level and keep themselves abreast with the latest development in their subjects. 4. To enable the teachers to contribute to qualitative improvement.
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5. To provide a cordial climate among the teachers at different levels. To quote Newton, “I am like a child playing with pebbles on the vast seashore; where whatever I have collected is nothing as compared to the one that I am yet to get and for the pearls I will have to go deep in to the sea”. So as the teacher also a vast sea of knowledge, in different fields, is surging before him and before he is swept by its strong waves, he must be on his guard to reach the depths to get these pearls. Methods of In-service Training 1. Seminar Seminar is very helpful in disseminating new knowledge and offers a good place for a frank and friendly discussion. The essential feature of the seminar is the information oriented and papers are presented by experts on various subjects related to education. When a new concepts is introduced in the field of education, seminars will be conducted which enable the participants of a seminar to get experience and knowledge of new techniques. 2. Workshop A workshop is organized to consider intensively the practical problems of classroom teaching and sample opportunities are given to work out effective measures to meet the problematic situations. Workshops can also be organized on lesson-planning, curriculum construction and test construction,achievement or intelligence tests. The work of every participant is placed before the whole group so that all the participants may be able to derive benefits out of it. Workshops may be conducted for 3 to 10 days and the usual schedule consists of general sessions and small group meetings, time for individual work, lectures, film-work, visits to schools or excursions to nearly important places and the presenting of workshop papers or reports. 3. Refresher Courses The fundamental purpose of refresher courses is to enable the teachers to keep themselves abreast of latest developments in their subjects and also in methods. These are short-term professional courses and participation in them brings about the desired awakening in the teachers. It is believed that most of our teachers do not keep intellectually alive and there is little inducement for them to do so. It is extraordinary that our schoolteachers learn all of whatever subjects they teach before reaching the age of 24 or 25 and all their further education is left to experience, which in most cases, is another name for “stagnation”. But we must be reinforced by theory and the old must be constantly tested by the new. This type of new input is given by conducting refresher courses.
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4. Publications New publications are the most important and highly authentic source of innovations in different fields of human life. But it is a hard fact to admit that we will have to go a long way in exploiting fully their contribution to in-service education because mere publications will not mend matters. Though, the persons who make publications of a book or article get knowledge and experience, these publications should be found in the shelves of library only but they must be used as successful instruments. Teachers who write on topics of general interest and special topics of education communicate their personal experiences, the experiments conducted and completed. Writing makes the mind alert and sharpen the intellectual skills. Therefore, a publication also forms a method of in service education. 5. Study Groups Teachers of different subjects can organize study groups, which may meet once or twice a fortnight or month. Topics of common interest are chosen, out of practical needs and experiences for discussion. Care should be taken to see that the detailed deliberations lead to practical solutions. Study groups, once organized on small sake can also be enlarged and they can be greatly, not only in the formulation of effective educational plans but also in their still more effective execution. Study groups can discuss their problem common to a particular area, or review the new books on education and evaluate them or they can discuss the effectiveness and suitability modern techniques in the classroom teaching. 6. Summer/Winter Institutes Professional growth of teachers can be promoted effectively though summer institute thereby facilitating the teachers in the proper utilization of the vocations. Teachers are refreshing their knowledge through these institutes. The very idea of becoming a student age makes the teachers happy and they return to their schools better equipped and enrich agencies the NCERT, SERT, Department of Education can collaborate in arranging them. 7. Conferences Teacher’s conferences can be organized on subject of practical interest like revisions of the school curriculum, selection of textbooks, successful innovations; guidance to backward delinquent children etc. in such conferences, not only teachers but also supervisors and administrators can also participate. They can share their experiences and broaden the range of knowledge and cultivate professional team spirit.
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8. Correspondence courses This is very effective technique for in-service education. Many universities offering various courses which can go a long way in assisting the teachers to improve the education further in regular colleges can make full utilization of correspondence course learning while working seems to the motive in this. 9. Field-Trips/Tour This allows teacher participants to see on-going operations and places that are related their jobs and subjects. This may be including the form of city tours, places of interests. State Tour, National Tour and Foreign Tour depending on the availability of funds and relevancy of the place to be visited. Lectures, discussions and reading activities accompany the field trip. As Spencer says a tour is the culmination of proper education. 10. The project Groups Project groups may function in one school or many schools can work together. The activities required accomplishing and complete a specific project is carried out through method. Project groups can conduct surveys of community, action research, evaluation school activities, district or state programme develop a curriculum guide of course of state. The emphasis mainly lies on the work completed with the tangible end product visualize varieties of activities and projects can be taken up by this group, which enhance not on knowledge but also the spirit of co-operation. New Policy of Education in In-service Teacher Education The New Policy of Education, appraising the role of teachers visualizes that the teacher is the principal means implementing educational programmers and the organization of education. The status of the teacher has a direct bearing on the quality of education and many of the skills of the latter can be ascribed to the indifferent manner in which society has looked upon the teachers and the manner in which many teachers have performed their functions. Teachers at all stages have to be expected to undertake and promote research, experimentation and innovation. It also expects the teachers to play an important role but he cannot do so without adequate support of the administrative hierarchy. The New Policy on Education (1986) recommends the following measures to improve in service education of teachers. 1. Improvement of service conditions for attracting talent to the profession of teaching. Need for objective and rational methods or recruitment and promotion.
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2. Involvement of teachers in the planning and management of education. 3. Creation of opportunities and atmosphere to promote autonomy and innovation among teachers. 4. Introduction of research and experimentation work in the field of teacher education. 5. The State Council of Educational Research and Training (SCERT) and the District Institutes of Educational and Training (DIET) have full responsibility of planning, support, monitoring and evaluation and manpower for both formal and non-formal education. 6. SCERT and DIET can provide orientation to the elementary and secondary school teachers in teaching methodology and refreshing them with new knowledge of research explosion in the field of education and raising the excellence of teachers. Agencies to Important In-service Training 1) Colleges of Education. 2) Regional Colleges of Education. 3) NCERT, SCERT, DIET. 4) U.G.C. 5) Association of Christian Colleges. So, far the in service education of teachers was not a full success but the new policy on education generated, imbibed and infused the spirit among the teachers to work for ushering a new era in India by kindling the flame of knowledge. In gives hope for revitalization of in service education at lower and higher stages of education. The new policy’s thrust is on the re-modeling and redesigning of curriculum and giving strong base to make it relevant to the needs of the society and preparation of teachers will be the new approaches of education. Various Programms for In-Service Teacher Education atthe Institutional Complex Level The subject faculties can take up the following programs: 1. Preparation, collection and maintenance of charts, maps and other A. V. aids for different classes in different subjects. 2. Preparation of multi-media packets of different classes. 3. Delivering demonstration lessons in the constituent schools. 4. Supervision of lessons by the senior and experienced teachers.
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5. Organizing co-curricular and physical activities such as arranging short education tours; and excursions, inter-school tournaments arranging inter-school declamation contests and other types of literary tests; providing the service of physical education teachers of the central school to the constituent schools of the complex. 6. Arranging special talks on the content matter of the subject. These talks can be delivered by the head of the institution and other highly qualified and well experienced teachers in their area of subject specialization. Such talks may be arranged fortnightly or once in a month. 7. Arranging and helping various projects collectively. 8. Arranging demonstration of experiments in the case of science subjects. 9. Division of syllabus for the preparation of unit plan. 10. Organizing team-teaching. 11. Discussion on the modem trends in teaching and their implications in actual class-room situation. 12. Checking and correction of written work in the subject concerned. 13. Preparation of ideal lesson plans by the senior highly qualified teachers. 14. Suggesting suitable arrangements for remedial teaching in the case of slow learners and educationally weak children. Important Agencies of In-Service Education Some Important Agencies of In-Service Education are as follows; 1.
State Departments of Education: The State Departments of Education have their own agencies for the improvement of the quality of education. Among such agencies, mention may be made of the state Bureau of Educational and Vocational Guidance, State Evaluation Units, State Institutes of Science, State Institutes of Education, Educational Research Bureau and Audiovisual Education Bureau.
2.
University Grants Commission: A very significant development in recent years is the initiative taken by the University Grants Commission in organizing in service programs for teachers of secondary schools through summer science institutes. It started in 1963 with four summer institutes enrolling 154 teachers of science and mathematics. Till 1969, about 290 institutes had been organized covering nearly 11,300 teachers. The National Council of Educational Research and Training, the USAID and the National Science Foundation are collaborating in this programme.
3. State Institutes of Education: The State Institutes of Education which have been set up in the States with the assistance provided by the Central Government are at present concerned with the in-service programs at the Primary level. They are organizing programs for primary teacher educations and inspecting officers. Gradually, the
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State Institute of Education is expected to assume responsibility for in-service education programs at the Secondary level also. 4.
Institutes of English and Hindi: There are other agencies like the Central Institute of English, Hyderabad, the Regional Institute of English, Bangalore and the State Institutes of English which are also concerned with in-service education of English teachers and teacher-educators. Besides, there is an Institute of Hindi at Agra which organizes training courses for Hindi teachers periodically.
5.
Teacher’s Organizations: There are several teachers, organizations all over the country at the National, Regional and State levels, which also take up in-service education programs occasionally. So far, their main concern has been the improvement of the economic status and service conditions of teachers.
6.
Foreign and International Agencies: Certain foreign agencies like USAID, the United States Educational Foundation in India, the British Council and the UNESCO provide opportunities for inservice education in the country. In this connection mention may be made of the in-service programs in English, organized by the British Council and seminars and workshops organized by the United States Educational Foundation in India and the training provided by the UNESCO at the Asian Instituteof Educational Planning and Administration, New Delhi. SERVICE CONDITIONS OF TEACHERS
Introduction Students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. However, teaching may be frustrating when one is dealing with unmotivated or disrespectful students. Occasionally, teachers must cope with unruly behavior and violence in the schools. Teachers may experience stress when dealing with large classes, students from disadvantaged or multicultural backgrounds, and heavy workloads. Schools, particularly in inner cities, may be run down and lack the amenities of schools in wealthier communities. Teachers are sometimes isolated from their colleagues because they work alone in a classroom of students. However, some schools are allowing teachers to work in teams and with mentors to enhance their professional development. Including school duties performed outside the classroom, many teachers work more than 40 hours a week. Part-time schedules are more common among preschool and kindergarten teachers. Although some school districts have gone to all-day kindergartens, most kindergarten teachers still teach two kindergarten
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classes a day. Most teachers work the traditional ten months school year with a two months vacation during the summer. During the vacation break, those on the ten months schedule may teach in summer sessions, take other jobs, travel, or pursue other personal interests. Many enroll in college courses or workshops to continue their education. Teachers in districts with a year-round schedule typically work eight weeks, are on vacation for one week, and have a five weeks midwinter break. Preschool teachers working in day care settings often work year round. Most states have tenure laws that prevent teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally three years. Tenure does not absolutely guarantee a job, but it does provide some security. Service Conditions for Teachers The Pay Review Committee (PRC) after detailed deliberations has made the following recommendations about various aspects of revision of pay and allowances, service and working conditions of teachers. Existing Scenario: One of the important terms of reference of the present Pay Review Committee is, among others, to revisit the service and working condition of teachers both in universities and colleges with a view to suggesting changes for providing better recruitment and career advancement opportunities to teachers, improved facilities for up gradation of their teaching and research skills, providing a better academic environment for teaching and research in colleges and universities and suggesting transparent, uniform and more effective modes of evaluating teachers academic accountability. Towards this end, the Committee makes specific recommendations about the following issues: Recruitment of Teachers: A large number of issues relating to recruitment of teachers, eligibility conditions for recruitment, selection procedures and even compositions of selection committees came up for discussion time and again during the interaction of teachers with the members of the Pay Review Committee. Contract Teachers: One of negative fall outs of the non-filling of regularly sanctioned posts has been the appointment of a large number of teachers on contract basis for long periods of time. These teachers are appointed on a fixed amount of emoluments that are at times abysmally low although they were carrying the full teaching load of a regular teacher. The Pay Review Committee recommends that teachers should be appointed on contract basis only when absolutely necessary and when the student teacher ratio goes far above the laid down norms. However, the qualifications and selection procedure for appointing them should be the same as for a regularly
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appointed teacher. The fixed emoluments paid to such contract teachers should not be less than the monthly gross salary of a regularly appointed lecturer. Such appointments should, however, not be made for more than a year and the performance of the teacher should be reviewed before reappointing her/him on contract. Those contract teachers who get selected against regular posts in continuation of their assignment before selection, their vacation break should be condoned and they should get the benefit of their past service without arrears.The Committee recommends further that retired teachers may also be considered for appointment on contract basis. Guest Teachers and Part Time Teachers: Another wide spread practice relating to recruitment of teachers has been to appoint teachers as Guest/ Part Time teachers and pay them a fixed amount on the basis of per lecture. The University Grants Commission has laid down the payment to such teachers as Rs. 250/- per lecture with a limit of five thousand per month. The Pay Review Committee found both the payment per lecture and the monthly limit to extremely low especially when most of the teachers had minimum qualifications required for the position of a lecturer and they had also qualified the NET/SET examination. The Committee recommends that Guest or Part Time Teachers who possess the minimum qualifications for the post of an Assistant Professor should be paid Rs. 1000/- per lecture to a maximum of Rs. 25000/- per month. The Committee recommends that retired teachers could also be involved in teaching as Guest Teachers. Deviations from Recommended Scales of Pay: It has been brought to the notice of the Pay Review Committee that some states are appointing teachers in colleges and universities on scales of pay that are lower than those recommended by the University Grants Commission. Taking a very serious note of this practice wherever being followed, the Committee recommends that no teacher be appointed in colleges and universities who do not possess the minimum qualifications laid down by the University Grants Commission and that all of them should be paid the same scales of pay as have been recommended by the University Grants Commission. This fact should be taken into account while monitoring the performance of Institutions in implementing the PRC recommendations in the fifth year as mentioned elsewhere in the report. Eligibility Conditions for Appointment: The PRC reviewed the existing practice of granting exemption from NET/SET examination to M.Phil/Ph.D degree holders on the basis of wider consultation. The PRC is of the considered view that the M.Phill degree holders cannot be recommended for exemption from NET/SET examination. The Ph.D. degree holder may however, be recommended for exemption but for that, the Ph.D. research programmes need to be considerably strengthened at universities/colleges/another research institutes along the lines set out in the communication sent already by the Chairman, PRC to the UGC .
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All other essential qualification as laid down by the University Grants Commission for various positions shall remain the same. Selection Process/Selection Committee: Although, detailed guidelines have been laid down by the University Grants Commission in respect of selection processes and compositions of selection committees the Pay Review Committee was urged to review these. A suggestion was made that the University Grants Commission should draw up a fairly exhaustive list of experts in each subject and colleges and universities should be asked to appoint experts on selection committees from this list. It was argued that this would lead to some kind of uniformity in the competence of selected candidates across institutions. The Pay Review Committee finding much merit in the above suggestion makes the following recommendation in this respect: The University Grants Commission should draw up, in consultation with renowned academicians/subject experts, exhaustive lists of experts in each subject and put them up on its website. It should be incumbent on institutions to include at least one of the subject experts on the selection committee from this list. The University Grants Commission should monitor this for compliance. As for the selection process itself, the Pay Review Committee believes that it should be made more transparent and strict in order to ensure that the very best are selected. The selection process needs to move beyond the routines questionanswer pattern. The Committee recommends that all university selections to various teaching posts should be made in two stages. At the first stage an interview should be held to shortlist candidates 4 to 5 against each post. These shortlisted candidates could then be asked to give a seminar or a demonstration lecture on a given subject before the selection committee and a few other senior members of the faculty. The final selection should be based on the demonstration lecturer or seminar. New Positions: There have been demands for creation of new positions both in universities and colleges to meet with the requirements of greater mobility between academic institutions and industry/corporate world on one hand and between one academic institution and another on the other. This would also enrich the academic environment in universities and colleges. The Pay Review Committee Recommends that the following positions be created: Position of Professor in Colleges: All colleges with post graduate teaching should be sanctioned posts of Professor for those disciplines in which there is post graduate teaching. There should be at least one post of Professor in each of these disciplines. These posts shall be filled through direct recruitment, the basic qualifications and selection procedure as well the composition of the selection committee shall be the same as for a post in the university department, chaired by the VC or his nominee.
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Career Advancement Scheme (CAS): The question of promotional avenues for teachers under Career Advancements Scheme (CAS) elicited animated responses from teachers as well as Eminent Educationists. The teachers observed that many of the rules of CAS were vague and needed to be defined more precisely. They also complained that there was generally inordinate delay in holding selection committees under CAS and many institutions refused to give them the benefit of promotion not from the date of eligibility but from the date their promotions were approved by the authorities. Senior Associate Professor in Colleges: The position of Senior Associate Professor may be made available to teachers in colleges under CAS. Associate Professors/Assistant Professors (SG) who possess Ph.D. degrees and who have completed six years in the grade may apply for promotion as Senior Associate Professors. Senior Professor in Universities: The position of Senior Professor may be made available to teachers in universities under CAS. Professors who have completed 10 years of service may become eligible for promotion as senior professor. The selection criteria are as follows: An applicant, after becoming professor should have (1) at least five publications in reputed/refereed national/international journals to be evaluated by a peer group constituted by the Vice-Chancellor (2) successfully supervised at least two Ph. D dissertations. Promotion as Senior Associate Professor: Eligibility Conditions: (1) At least six years as Associate Professor (2) At least five publications during the teaching tenure as Associate Professor in refereed Journals/ Books recognised by the University. (3) The equivalence of single authored books to research papers to be decided by the University. Other desirable criteria to be considered by the Selection Committee: (1) Research work, in the form of projects undertaken, research reports and independent research. (2) Contribution to teaching including updating of curriculum and other innovations authorship of standard text books. (3) Participation in other academic activities including conferences, workshops and lectures. (4) Membership of Committees, Advisory Committees, Editorial Committees and others. Those Assistant Professors (SG) who do not possess a Ph.D/or are not eligible for promotion as Senior Associate Professor shall move into the Pay Band of the Senior Reader after reaching the top of their Pay Band, carrying their own grade pay. Disciplines where no Refresher Course are Conducted: Relaxation from the condition of participation in Refresher Courses shall be too given to candidates in such disciplines and they may be considered eligible for promotion after they have fulfilled all other requirements. However, they shall
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have to produce evidence before the selection Committee of having upgraded their skills and knowledge through other means such as participation in Seminars, Conferences and Workshops and in view of latest literature in the concerned subject. Various Kinds of Leave Admissible to Teachers: The attention of the Pay Review Committee was drawn to differentiation in various kinds of leave like Study Leave, Sabbatical Leave admissible to university and college teachers. Teachers also wanted the leave admissible under the University Grants Commission sponsored Faculty Improvement Programme to be reviewed and made more liberal in order to encourage research, particularly among college lecturers. Similarly, teachers wanted other kinds of leave like duty leave, compensatory leave, medical leave, half pay leave and maternity leave to review for making them more teacher-friendly. After a thorough review, the Pay Review Committee makes the following recommendations in respect of various kinds of leave admissible to teachers. Teaching Workload: The Pay Review Committee recommends that the present norms of workload for various categories of teachers may continue with the following two provisions: Minimum Working Hours Every day: A teacher must spend at least 5 hours in the institution for at least five days a week for conducting classes, holding tutorials, guiding research or carrying out any other academic and co-curricular activities assigned to her/him by the institution. The institution should devise means to formalize this and the University Grants Commission should monitor this in order to satisfy the society at large that teachers in institutions were available to students for a minimum period of time every working day of the week. Same Workload for all Teachers in a Category: It has been brought to the notice of the Pay Review committee that teachers promoted under CAS have to carry the teaching workload of their previous category while their counterparts who have been appointed through open completion carry the workload prescribed for their current category. PRINCIPLES AND TYPES OF TIME TABLE Introduction Time tabling is the method by which the curriculum is brought to the pupils in the school. The school time table is a methodical and a pre-arranged scheme of studies and activities. It is a plan, showing the daily allotment of time among the various subjects, activities and classes. It shows the hours of schoolwork, the time allowed to different items of this work, the teaching load of each teacher, the length of each period and the time of interval. A time table, in fact, is the second school clock, in the face of which are shown the intervals, the hours of the day between which lessons are given, the kind of activity in progress in each class, like recreation interval as well as the time for assembly and dismissal. It also shows art, craft, community, social service and sports activities which, though recurring regularly, do not rank as ordinary scholastic lessons in the
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classroom. The head of a school has a number of resources at his/her command teachers, teaching areas, finance and time. A time table is the means by which these resources are marshaled to provide the greatest possible educational opportunities and alternatives for pupils in the most cost-effective manner. In the developing world the emphasis on cost-effectiveness cannot be overstated. The more efficiently resources are utilized the better the education for the greater number of children. Decisions expressed by the time table affect the entire school population and reflect the educational programme and philosophy of the school. Definitions of Time Table “It is the time table that supplies the framework within which the work of the school proceeds. It is the instrument through which the purpose of the school is to function”. - H.G. Stead “It is the spark plug of school which sets into motion its various activities and programmes”. - Dr Jaswant Singh “A time table is said to be the second school clock. It shows the hours during which the school work is done, what work is to be done during each period of the school day and in each class, the room in which the work is to be done and the teacher to be in charge of that work”. - Mohiyuddin Time Table is thus a chart which Indicates: a. Working hours of a school b. Time of beginning and ending of each day along with time of recess c. Time of beginning and ending of each class period, activities period etc d. Subjects and activities offered e. Names of the subjects taught at specific time f. Name of teacher in charge of each class and activities g. Venue of each class h. Days on which the school works i. Length of a period j. Time, length and number of intermissions k. Time for morning assembly, attendance and co-curricular activities Importance of Time Table a. Ensures smooth and efficient functioning of the school. b. Eliminates wastage of time and energy. c. Brings system into school life. d. It informs the students, teachers as well pupils well in advance about each activity. e. Helps teacher to make advance preparation for the teaching-learning process and classroom's physical organization. f. Ensures that due importance and attention is given to each academic subject along with activities. g. Prevents duplication of efforts.
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h. Enables allotment of teaching periods in accordance with the rules, difficulty level of a subject, importance of subject and the amount of content to be included in each. i. Ensures equal distribution of teaching and other works to all the teachers keeping in mind the teacher’s qualification, knowledge and specialization thus preventing teacher to be overloaded or under loaded. j. Helps to adjust the school activities in accordance with the psychological needs of the students keeping in mind their age, stamina, interest, level of development, maturity, plateau periods in learning, attention span etc. k. Inculcates the habits of regularity, punctuality and systemized work among teacher and students. l. Helps to maintain discipline in school. m. Enhances the overall efficiency of the school by maximum utilization of the available resources. Principles of Time Table Preparation Preparing a good time table is really a complicated piece of work because a number or factors and conditions that change from school determine it. Its construction, therefore, requires thorough concentration and perseverance of mind. While constructing a good time table, the following important principles should always be kept in view: 1. Type of school: Its type determines the nature of curricular and co-curricular activities to be organized in a school. Activities organized in a junior basic school will differ from those in a secondary or higher secondary school. Similarly rural schools will differ to a great extent from urban schools. Single teacher and double shift schools have their own specific problems which must be solved through the time table. It is, therefore, important that while constructing a time table, the specific need of the school for which it is meant is always kept in mind. 2. Departmental regulations: Generally, the state department of education prescribes the length of the school year, the duration of the school day, the duration of each of teaching periods and even the number of periods for each subject. It, therefore, becomes essential that the school time table be in agreement with the government policy. 3. Amount of time available: As we have stated above, the allotment of time to different subjects and activities is done on the basis of the amount of time available. In some states m the duration of time to be allotted to each subject has been fixed by the Department of Education, both for summer as well as winter. The time table will, therefore be formed in accordance with departmental instructions. In the case of double shift schools, the duration of the school day is shorter. It will therefore necessitate several changes in the school time table. 4. Relative importance and difficulty of subjects: The distribution of time and periods among the various school subjects is a matter of great importance. Each subject should be provided in the time table according to its importance which, of
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course, is determined by academic social, economic and cultural considerations as well as by the future needs of the pupils. There is also the consideration of the relative difficulty of subjects. Thus, more time in secondary schools is given to Mathematics and English, not because they are more important but because they are considered more difficult. In junior basic schools, more time is devoted to reading, writing, arithmetic and Craft because of their difficult nature, as compared to social studies and general science. Similarly, the number of subjects, combination of subjects and the number of elective groups introduced in a particular higher secondary school must also be taken into consideration while framing a suitable time table. 5. The element of fatigue: Fatigue, in reality, is the state of inability to continue work after a prolonged activity of certain parts of the body. It is of two kinds: (a) Physical or muscular and (b) Mental or nervous. When any part of our body works for a long time, a sort of chemical action is produced with the blood in that part. As this action is too great, the waste product in the body is produced to such an extent that it is too much to be carried easily by the blood. So we feel a sort of Loss of Energy, which is called Fatigue. Fatigue weakens attention and perception and diminishes the power of insight and initiation. Hence the work rate is also diminished. In the school, some subjects are more fatiguing than others. They involve a heavy mental strain and effort. Such subjects should be taught during early hours when the brain is fresh. It has been noted psychologically that the second and the third periods on a school day are the best when the work curve reaches its highest point. Similarly the second and the third days of the week are the best, when momentum is the highest. Monday is only the warming up day and Saturday is perhaps the worst. So subjects like English, Regional Languages and Mathematics should be taught during the best periods of the day. Similarly subjects like arts, crafts, writing, science practical’s and manual work, etc., that require less energy should be pursued in the last periods. Lastly, the duration of periods must change according to age, physical condition and season. In summer, periods should be of shorter duration as compared to winter. Similarly in the case of primary classes, periods should not be very long. Small children get fatigued very soon and, so they need frequent changes in activities and occupations. 6. Principle of Variety; The time table should be constructed in a manner that it allows frequent change of places and posture to pupils. The same subject should not be taught continuously for many periods, nor should the same class sit in a particular room for the whole day. Change of seat, room and posture is the best remedy against fatigue. Similarly, easy and difficult subjects and lessons should be provided alternatively in the time table for the sake of variety. If a subject is to be taught for two or three periods in a week, it should not be provided on consecutive days. It should, rather, be fixed in the time table after regular intervals. 7. Principle of Elasticity: As already stated, the time table is an instrument to help us in carrying out the school work smoothly and efficiently. It should, therefore, be not rigid and fixed. It should rather be made as flexible and elastic as
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possible. Howe ver, it should be adhered to unless there are special situations. There must be ample scope for adjustments and changes to meet the specific needs of certain categories of pupils. Change may also be necessary because of the transfer or absenteeism of some teachers. It should, however, be remembered that the time table should not become our master because of its rigidity. It should always act as a faithful servant. 8. Principle of maximum utilization of staff, equipment and building: While constructing a good time table, the number and qualifications of teachers, and the number and size of classes and classrooms and equipment should always be kept in view. Again in case of a school where one room is used for two classes, the time table will be arranged in a different manner as compared to a school having a spacious building. Equipment and furniture available in the school also determine the construction of the time table to a certain extent. 9. Pupil-centered: In essence a time table should be pupil-centered to maximize learning opportunities, arranged with a variety of activities, with subjects spaced to sustain the children's interests and motivation, and taking into account age, concentration span, ability range, single grouping, class sizes and pupil career ambitions. 10. Vertical as well as horizontal deployment of teachers: Staff should be deployed vertically and horizontally across the time table. This means that teachers with different qualifications as well as experience should teach at different levels. Along with this, their interest should also be kept in mind as teachers like to teach those subjects that they find interesting and have studied. 11. Balance: There should be a balance in the time table in the sense that not too many double periods or practical subjects should follow one after the other efficient deployment of teachers: The best and mojt efficient deployment of teachers can be achieved if: 1. The teachers have been selected with proper qualifications and experience, i.e. if the teacher has to teach the senior class, than her is qualification and experience must be according to that. If a teacher is a postgraduate in a subject and is sent to teach pupils of class I, then his/her qualification is wasted. It also does not benefit the class to which he/she is sent. However, if the postgraduate teacher is fond of younger children, let him teach lower classes too. 2. All the subjects are fully covered 3. There is a staffing equilibrium in terms of experience, sex and age 4. The frequency of transfer of teachers is minimized 5. If teaching loads are balanced across the time table. 6. Allowance has to be made within the time table organization, including non-teaching time for: 1) Pupil registration, assemblies, time between periods to change books and materials, pupil guidance and welfare 2) Staff development including departmental meetings, staff meetings and in-service workshops. Types of Time Table A good time table clearly indicates what types of curricular and cocurricular activities are being carried on in the school at particular places and
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hours. It also shows under whose supervision and guidance those activities are being carried out. All this information may be contained in one time table. But more number and variety of activities, the more types of time tables. Only one time table, with all types of information, does not serve the purpose. It is, therefore, desirable for the efficient working of the school programme to have the following types of time table: 1. Consolidated time table. 2. Class wise time table. 3. Individual teacher’s time table. 4. Games time table. 5. Home work time table. 6. Vacant period time table. 7. Co-curricular activities time table. 1. Consolidated time table for the whole school: This is also known as the general time table. This time table is a complete picture of the entire school programme per day. It is not only a sum total of all the class time tables in a concise form, but is also a record of every teacher's daily work. It shows the details of work of every individual teacher, with regard to his curricular and co curricular activities in the school as also the vacant periods allotted to him. This time table is generally meant for the headmaster. Its copies should be available to all the teachers and also be put up in the staff room in and students' notice board. 2. Class time table: It is a time table of each class and of sections thereof. It shows the distribution of subjects in each class along-with teachers for each period. It also indicates the breaks in between the teaching periods along with recess, and the periods for games and other co-curricular activities. All the sections and classes in a school follow their respective class time table and have a copy of it in their classroom; the class teacher, all the concerned teachers as well as every student should have a copy. 3. Individual Teacher's time table: Every teacher has got a copy of his own programme, showing the details of his academic and non-academic work. A consolidated time table, containing the programme of all the teachers in the school, is also prepared for the guidance and supervision of the Headmaster. A copy of this time table is placed in the staff room and another copy in the Head's office. 4. Games time table: This time table shows which particular group is engaged in a particular game at a particular time. Groups for games are not organized on the basis of sections or classes. These are organized on the basis of age and proficiency in games. So the need for a games time table is obvious. In this time table is also shown the number of the playground which is being used by a particular group in the case of a particular game. This will indicate which classes are in the playground at a given time so that it can be checked that too many classes are not there at the same time. This is very essential for the School Head to note as the playground is the place where accidents may occur. Any stray ball or push from
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another student can cause serious injury. Besides, if too many classes are there at a time, it can cause indiscipline if they are not properly supervised. 5. Home work time table: In every school, some home work is daily assigned to pupils in various subjects. But in order to see that this home work does not become a mental strain on the average pupil, a home-work time table is prepared beforehand by each section and class. It shows the amount of home task, to be set by each teacher for the class or classes in his or her own subject, during a week. In this way home work is adjusted among the various teachers teaching the class and then no teacher can unnecessarily overburden the pupils with work in his own subject without caring for the homework by other teachers. A copy of this time table is put up in each class or section and the monitor is to see that the teachers concerned have assigned the homework for the day. It is also advisable to send a copy of the homework time table to parents to secure their cooperation in this direction. In some schools a home tasks 'exercise book' is introduced in middle and higher classes and every pupil is required to keep a copy thereof. In this exercise book, the home task assigned to the pupil in various subjects is entered by the teachers concerned each day for the information of the pupil's parent's or guardian's and the pupil is required to get his parent or guardian's signatures with date, after he has done the home task. Assigned to him on that particular day, such a practice inculcates in pupils the good habit of revision and independent work, even after school hours. 6. Vacant period’s time table: A special time table showing the vacant periods of all the teachers is also prepared. This is helpful in allotting work when some teacher is absent. So if on a particular day, one or more teachers are absent, the Headmaster must keep their classes busy in one way or the other. And the best way of doing this job is to consult the vacant period’s time table and send those teachers to their classes who are free in those periods. A copy of this time table is always available in the Headmaster's office. 7. Co-curricular activities time table: In addition to games, a variety of co curricular activities are also organized in every good school. Their importance in the field of education cannot be minimized. A regular time table of all such activities is prepared in the beginning of each session showing the different types of activities in the school, the names of the teachers in charge of those activities, the place where they are to be held and the time when they are to be undertaken. It saves a lot of duplication as well as overlapping and facilitates the formation of groups of pupils participating in the activities of their own choice and liking. Role of a Teacher Teachers should also have a role in the preparation of the time table, because after all it has to be implemented by them. It so happens, some of the days, a teacher has so much of work that he/she hardly gets an opportunity to rest. Whereas there might be days when teachers are totally free. An exhausted teacher quality of teaching affected, there is lack of enthusiasm and lack of any innovative idea as well.
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If teachers are taken into confidence and then according to the principles of time table making, a time table is prepared, its implementation will be smooth. A teacher should take care that they do not waste time of another teacher while teaching in a class after the period is over. Nor should teacher leave a class before the period is over money incoming teachers should also come on time. After all, teachers are role models. Students learn punctuality from their teachers. Teachers, who have been assigned extra duties, should get some relaxation in the time table. All teachers should cooperate to make a time table fictional. BUDGETING Introduction A single item of public expenditure or that of public revenue cannot bejudged in isolation. Whereas public expenditure is designed to promote welfare, the taxes impose costs on the tax payers. The welfare and costs, utility and disutility of government financial transactions, need to be balanced. The demands for expenditure have to be balanced against the available resources. A budget is, therefore, a financial plan for rationing scarce resources amongst various demands for expenditure. Over the last few decades, however, budgets have become extremely complex and pervasive. According to Gladstone “they are no longer affairs of arithmetic but in a thousand ways go to the root of prosperity of individuals, the relations of classes and strength of kingdoms”. Thus the concerns of budget makers are not just financial, that is, producing a balance between expenditure and revenues; rather these are economic, political, social and administrative in nature. Budget-Meaning Budget is a statement containing a forecast of revenues and expenditures for a period of time, usually a year. It is a comprehensive plan of action designed to achieve the policy objectives set by the government for the coming year. A budget is a plan and a budget document is a reflection of what the government expects to do in future. While any plan need not be a budget, a budget has to be necessarily a plan. It shows detailed and location of resources and proper taxation or other measures for their realisation. More specifically, a budget contains information about: i) Plans, programmes, protect, chimes and activities-current as well as new proposals for the coming year; ii) Resource position and income from different sources, including tax and non-tax revenues; iii) Actual receipts and expenditure for the previous year; iv) Economic, statistical and accounting data regarding financial and physical performance of the various agencies and organs of the government. A budget is, however, not a balance sheet (exhibiting total assets and liabilities) of the government on a particular date but refers only to information
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explained above. It is a financial blueprint for action and is, therefore, of great advantage to government departments, legislatures and citizens. Characteristics of Budget The basic characteristics of government budgeting is as follows: i) There is a strong emphasis on expenditure control with itemized ceilings and sanctions. The French system of budgeting is largely based on this principle, viz.: a strong financial control system. For historical and administrative reasons, Indian budgetary system is also set in a framework of strong financial control. Although after Independence, this feature has become diluted through various schemes of delegation of powers and decentralization. ii) Another characteristic is the tendency towards instrumentalism. The bulk of ongoing activities are left untouched. Only marginal adjustments are made in raising and allocating resources from one year to the other. In spite of various budgetary innovations, budgetary systems the world over are essentially incremental in nature. iii) There is usually no attempt to relate inputs to outputs or expenditure to performance and benefits. Any such attempt, if at all it is made, is limited to the economic function and the largest component of government activities, purse are mainly expenditure-oriented. iv) Generally budgets are prepared for a time span of one year. Since budgeting presupposes planning it must, therefore, adopt a longer time frame. v) Some of the budgetary systems (Netherlands) reflect application of commercial principles to budget, including provision of depreciation allowances and in some systems, accrual-based amounting. The Italian budgetary system shows the availability of funds beyond the financial year with parallel operation of the preceding and current year's budgets. vi) In some countries, special accounts are maintained (Japan) and these are outside the budgetary process. In other countries, extra-budgetary devices of various types. Functions of Budget Abudget is a powerful instrument in the hands of government. It has manifold objectives. Some of these are as follows: Accountability In the early phase, legislative control and accountability were the primary functions of the government budget. This arose from the legislature's desire to control (impose, amend and approve) tax proposals and spending. The executive was accountable to the legislature for spending-within limits approved by the latter, under several heads of expenditure, and only for approved purposes. Similar accountability was to exist within the executive on the part of each subordinate authority to the one immediately above in the hierarchy of delegation. Accountability continues to be an important function of the government budget even today owing to its usefulness in budget execution and plan implementation. Management Budgeting is an executive or managerial function. As an effective tool of management, budgeting involves planning, coordination, control, evaluation, reporting and review. Many of the budgetary innovations such as: functional
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classification, performance measurement through norms and standards, accounting classification to correspond to functional classification, costing and performance audit and use of quantitative techniques have become important aids to management. Various budgetary systems like performance budgeting and zero base budgeting are specifically management-oriented systems. Control Control essentially implies a hierarchy of responsibility, embracing the entire range of executive agencies, for the money collected and expenditure, within the framework of overall accountability to the legislature. In a democracy, control assumes new dimensions and gives rise to exceedingly difficult problems. The basic concern in a truly representative government is to bring about suitable modifications in the using and operation of the financial system so as to ensure executive responsibility to the legislature which is the law-making, revenue determining and fund-granting authority. Legislative control would mean that the legislature can meaningfully, and not merely formally, participate in the formulation of broad policies and programmes, their scrutiny, approval and implementation through the annual budget. It also means that the legislature can effectively relate performance and achievement of the executive to the objectives and policies as laid down by it. Members of the legislature are not always adequately acquainted with the complexities of financial administration, nor can they always understand the enormity of the vast scale of operations and therefore the level of funds required. Various devices are, therefore, used to assist legislatures in exercising their legitimate powers over the executive. Planning Budgeting provides a plan of action for the next financial year. Planning envisages broad policy choices. At the level of projects and programmes, the choice is between alternative courses of action so as to optimize the resource utilization. The goals of public sector, viz., (i) optimal allocation of resources (ii) stabilization of economic activity (iii) an equitable distribution of income, and (iv) the promotion of economic growth are all pursued in an organizational context. In the short-run, achievement of these goals has to be co-ordinate by means of administrative and legal instruments among which budget policy and procedure are the most important. Planning in the budget process reflects political pressures as well as financial pressures and financial analysis. Classification of Budgets Information on the working of the budgetary process is obtained from the systems of classification. Since such a process has a multitude of functions and objectives, different types of classification are needed, either singly or in combination to serve the purpose of appropriation, programme management and review, evaluation of plan implementation and financial and economic analysis. Transactions of the government can be classified by objects such as salaries, wages etc.; organisation or department; functions such as defense, education, agriculture, etc.; their economic character such as consumption expenditure, capital formation, etc. The system of classification of expenditure is a very important aspect of the budget for the fulfillment of budgetary functions. It is
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through the classification system that the managerial potential of budgeting process may be realized. Let us now discuss some of the most important classification systems. They are: 1. Object-wise or line-item or traditional classification 2. Functional classification 3. Economic classification 1. Object-wise Classification Traditional budgeting ensures control of expenditure and the need to ensure accountability of the executive to the legislature as well as that of the subordinate formations of the executive to the higher echelons. The budget is divided into sections according to organisational units, departments, divisions and expenditure is detailed by each category such as salary, wages, etc. A typical classification would be as follows: 1) Salary 2) Wages 3) Travelling allowance 4) Office expenses 5) Machinery and equipment 6) Works 7) Grants-in-aid 8) Other charges 9) Suspense account Merits: i) The rationale for this type of classification was the need to facilitate control and accountability. Inter-agency, inter-organiation and interdepartmental comparison of expenditure could easily be made. This information would also be available on a time-aeries basis, that is, from year to year, so that the departments contained could be pulled up if the expenditure trends, as revealed through this classification, were not satisfactory. ii) It shows clear allocation of funds. For example, what percentage of the Covenant Budging: Prime expenditure is on salaries, travelling allowances, etc. and Function. iii) In times of financial stringency, this classification enables across-theboard cuts on specific heads such as travelling allowances, foreign travel etc. Demerits: i) The basic philosophy of budgets with this type of classification is that spending the budgetary allocation is in itself a virtue. Whatever the amount allocated to a particular object it has to be spent, without emphasis on the likely outcome of that expenditure. Since control is not related to performance, it easily degenerates into wastefulness and extravagance. Performance thus takes a back seat. ii) Emphasis is laid on procedural considerations, legality and regularity of expenditure and all the complex rules that are framed to satisfy
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regularity audit. Evaluation, justification for expenditure and obtaining value for money become only incidental. iii) Inadequate information is available about the government's objectives and programmes. The emphasis on control and accountability exerts an influence on the criteria which govern budget decisions. Programme control, contribution to development, programme co-ordination and efficient resource allocation are neglected. iv) Any duplication, redundant activities and expenditure are hard to detect and avoid. v) It is only the most pressing demands which receive attention of the budget makers. Policies, programmes and projects which have only long term benefits, usually get postponed year after year. 2. Functional Classification Performance budgeting is based on a "conviction that the way in which revenue and expenditure are grouped for decision making is the most important aspect of budgeting''. A functional classification of the budget is necessary under the system of performance budgeting. The presentation of budgeted expenditure should, therefore, be in term of functions, programmes, activities and projects. Such a classification is an aid to the managerial function of performance measurement relative to the costs incurred. The output of programm electivity in terms of physical targets has to be related to the inputs required. These are translated into financial terms and shown as the budget provision asked for the implementation of the program electivity. The scheme of functional classification is outlined below: The terms function, programme, activity and project have definite connotations; in practice, however, these can be quite flexible, the only requirement being that these terms should be used in a consistent manner over the entire span of a departmental budget and also as between different departments of the government. This type of classification provides information about the nature of sources of the government and the share of public expenditure directed towards that particular budgetary control-administrative accountability. An important point to be noted is that the total budget provision, however classified, has to be the same; as it is the same budget which is submitted to the legislature for approval. 3. Economic Classification The budget of the government has an impact on the economy as a whole. Because of its sheer magnitude, receipts and expenditure of the government and various policies that are articulated through the budget are easily the most significant factors that can and do change the very nature, content and direction of the economy. It is, therefore, important to group the budgetary provisions in terms of economic magnitudes, for example, how much is set aside for capital formation, how much is spent directly by the government and how much is transferred by government to other sectors of the economy by way of grants, loans, etc. Economic classification categorizes government's total expenditure into meaningful economic heads like investment, consumption, generation of income, capital formation etc. According to the Economic and Social Council of the United Nations (Economic classification provides) "an analysis of the transaction of Government bodies
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according to homogenous economic categories of transactions with the other sectors of the economy directly affected by them". This analysis is contained in a separate document called Economic and Functional Classification of the Central Government Budget, and is brought out by the Ministry of Finance. A broad categorization is as follows: 1) Economic Classification of Total Expenditure 2) Consumption Expenditure a) Defense b) Other Government Administration 3) Transfer Payments (current) a) Interest Payments b) Subsidies c) Grants to States and Union Territories d) Others 4) Gross capital formation of budgetary resources a) Physical Assets b) Financial Assets 5) Others 6) Total Expenditure Conclusion The Budget 1992-93 of the Government of India is reproduced below. It indicates brief receipts and disbursements along with broad details of tax revenues and other receipts. A broad break-up of expenditure-plan and non plan, capital and revenue is also given. The excess of government's menu expenditure over revenue receipts constitutes revenue deficit of government. Taking into account the capital expenditure and the capital receipts also, there is a gap of a year between receipts and expenditure. Thistotal borrowing requirement of the government from all sources equals the fiscal deficit. This is the difference between the total expenditure of Government by way of menu, capital and loans (net of repayments) on the one hand and revenue receipts of governments and capital receipts which are not in the nature of borrowing but which finally accrue to the government, on the other.
TEACHER – STUDENT RELATIONSHIP Introduction The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish a positive relationship in the classroom. The communication between the student and the teacher serves as a connection between the two, which provides a better atmosphere for a classroom environment. A teacher is not going to understand every problem for every child in his or her
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classroom, but will acquire enough information for those students who are struggling with specific tasks, the more likely they will be able to help students learn at a high level and accomplish quickly. Some good quotes about this relation: “Teachers do not look for one who performs the appearance of work, but a student that one can truly depend on who will be a great asset to accomplishing the goal”. “To be a good student takes as much wisdom as it does to be a good teacher”. “Any true student or teacher in this age will not depend on lower psyches for guidance, but will test all things against their own soul and that shall be their guide.” “To follow is a virtue if you are following someone who has something real to teach”. The Guru-Shishya Relationship (Teacher – Student Relationship) Teachers are another group of adults in our life who can look out for one, guide one and provide one with an adult perspective. Many are willing to answer questions, offer advice, and help with personal problems. Teachers play an important role in our life so a good relationship between teachers and students helps to achieve more things in our life. When child first time steps in school’s desks, he tries to make relationship with people around him especially the teachers. If teacher start to understand his students (most of them don’t do that) there will be a good relationship, because when students have problems on school they can speak freely with their teachers and they can find solution together that is good for everyone. If that relationship and communication student–teacher is good student will have more respect to the teacher and he will pay more attention on his classes. But if that relationship is bad, then going to school and teachers classes will be the biggest nightmare for the student and for the teacher. So students should have respect to the teachers and teachers should have tolerance to the students for good relationship between them. The relationship between a teacher and a student is a pious one. To learn anything in life we need a Teacher/Master/Guru that can show us the path. A Guru is one who is enlightened and a shishya is the lamp to be lighted. Without the knowledge and the teachings of the teacher we would be hapless about most things in life. We do learn by our mistakes and our survival instincts but learning through a teacher is a more thorough process moreover, there are many subjects that are
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completely unfathomable/inexplicable without the teacher’s guidance. A teacher keeps the ability to make or break a student. It is the duty of the teacher to nourish the growth of the student and ensure that learning becomes a process where the student enjoys the path, not just the reward. And the duty of the student is to have unfaltering faith in the teachings of the master. A guru/shishya relation is not limited to age as life is a learning process, it is continuous. Teaching Children When it comes to teaching children, it is very important that teachers understand the basic nature of the child; is sensitive to their individual needs; know their family background by interacting with their ward’s parents and through interactive sessions. Encouragement, appreciation, persistence, perseverance, faith, disciplining, passion, expectation, involvement and making learning a happy process is what should make teachers click. We all love to remember those teachers who encouraged us and had faith in us to excel. A child looks up to the teacher who takes the place of a mother or a father as a mentor. A blind faith and belief that the teacher knows the best and knows everything is what helps a child want to learn from a teacher. It is often seen that a child really put in an effort to learn when taught by a teacher rather than by his own parents. It is because he believes that his teacher is the most knowledgeable. From time immemorial the place of the Guru is even greater than the Lord himself as the saying goes. Example of this story; Guru (Teacher) and Govind (the Lord Almighty) are both standing in front of a man; he is a dilemma as to whose feet he should touch first. Then he reason out that he would touch his Guru’s feet first because guru was the one who enlightened him about Govind. Without guru’s teachings he would never have known or recognized the Lord. These words are so beautifully woven and so explicit. So, the relation between the teacher and the student is a very pious one. Teacher in Relation to Students The teacher shall, 1. Treat all students with love and affection and be just and impartial to all, irrespective of caste, creed, sex, status, religion, language and place of birth. 2. Help the students in their intellectual, physical, social, emotional development and intrinsic values and character. 3. Promote a scientific temper and a spirit of enquiry, creative self-expression and aesthetic sense, leadership qualities right concepts and right attitudes towards the environment among the students and encourage them to ask questions to satisfy their curiosity.
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4. Develop in the students love for manual work and respect for workers. 5. Enable the students to appreciate our cultural heritage and unity in its diversity. 6. Be mindful of the individual needs and differences of students and their socio cultural backgrounds and adapt his/her teaching accordingly. 7. Not accept remuneration for coaching or tutoring his/her own students except for remedial teaching under an approved scheme. 8. Speak and act with students with respect and shall not divulge confidential information about students except to those who are legitimately entitled to it. 9. Inculcate a sense of respect and admiration for their school and help protect its property as their own. 10. Set a standard of dress, speech and behavior worthy of example to the students. 11. Inculcate a sense of respect and admiration for their school and help protect its property as their own. 12. Ensure non-truancy among the students. 13. Not permit or tolerate any misdeed on the part of the student. Conclusion School is the place where we spend most of our day. When we come home, we are tired and want to sleep, or we have home works, or we just go out with friends. So the people that maybe know us better than anyone even our parents, sometimes are the teachers, the people that we see, talk, laugh and even dislike every day. So, teachers make an important role in our development in our character, behavior. They grow us and make us become people and good citizens. That is why the relationships with them are a very important part of our life. If they are understanding and care about us, then we become better people in the future. Bless our teachers.
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UNIT VII RESEARCH IN TEACHER EDUCATION Research in Education Educational research in India is relatively young and it is actually a postindependence phenomena. During the British days only a few officers from among the education staff undertook research, most of which was neither methodologically sophisticated not content-wise extensive. Beyond portals of universities, there was little that could be called research in education. But now the situation has radically changed because the need for educational research has grown considerably and in the allied areas of education, name Sociology, Psychology, Economics, etc., the frontiers of knowledge have extended far beyond speculative work. Teaching and Research are two most important functions of university. They are complimentary and mutually supporting. Research experience enriches the teaching efficiency of a teacher and especially at the college level. Higher education aims at quality and not quantity. The excellence of a teacher at collegiate or university level, depends more upon his originally insight and expertise, his ability to teach and conduce research in his field of specialization. In the field of Education, research is done at M.Ed. M.Phil. and Ph.D. levels. But their works remain essentially an individual’s affair, supervised by overworked teachers. They do the same type of work, remain due to lack of finance and if there are changes, they are due to the personal interest of staff or the professor concerned or they are financed by some agencies, under some scheme to carry out a piece of research work for them. The Standard of Educational Research in India is low and it is due to Various Lessons 1. The intellectual standard of students registering for research is low; those who are not getting decent jobs are tempted or forced to register their names for research. The scope of educational research is very limited in Social Sciences. It is often said “Research is the weakest spot in the entire gamut of teacher education”. All this, is due to the fact that in most universities the problems are given and not selected by the student on the basis of his ability and facilities available for work. 2. Post-graduates research involves a certain degree specialization. Many guides lack in this and the results are disastrous. Not only facilities for research are inadequate but very few guides are competent enough to guide. It so happens, that sometimes students researcher takes the help of other specialized teacher in the field. This situation gives room for low standard of research.
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3. Repetition of the research topic with slight changes either in the scope or number involved has become very common. 4. Evaluations unsatisfactory-the evaluation is very important but often this is not done in a satisfactory way. Some examiners evaluate dissertations, which are outside the orbit of their specialization. 5. Most of the research papers do not have functional utility. These decorate the shelves of the university libraries or colleges. The conclusions arrived at seldom reach the teachers of other faculties. The spurt in research in general and education in particular is due to many factors. 1. The U.G.C may refuse to grant incomes to non Ph.D. teachers. 2. The employment market demands that more specialized personnel should be offered jobs at all levels. Areas to Prospective Research 1. Teacher education in India is offered at different levels-Pre-Primary, Primary and Secondary levels. There is a more to give some kind of orientation and teaching skill to university/college teacher. 2. In every walk of life, we find on any given scale of value variations ranging from high motivation, to complete indifference to work and assignment. We should be able to correlate these with the motives under saying each variation among teachers and teacher-educators. 3. There is one sensitive area, which also lends itself to further research. Due to historical and sociological factors, every sector of Indian society did not see the benefits of education. So researches could be conducted in this area. 4. In the new pattern of education and even otherwise there is a general feeling that teachers in different work-experience may have to be trained – I.T.I and Polytechnics. The competence of teaches in this area is ignored. (Technical Teacher Training Institute does not cater to the demand). 5. Innovations and Educational Technology are there to improve teacher education. What areas precisely need innovations is a point of research in addition to the efficacy of an innovation after it is involved and implemented. 6. The organisation and management from climate point of view should also be topics for research. Courses are offered by Correspondence, contact-
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cum-correspondence and at master’s level there is M.A (Ed). M.Sc., (Ed). In all these the requirements for the fulfillment of the degree are also different. The comparative adequacy of these programmes is now ripe for research. 7. The Herbartean steps of teaching is criticized and alternatives are found wanting. Little attention has been made to this methodology area in Teacher Education. There is scope for experimentation in this vast area, more so in finding the characteristics of teacher-leaders in non-formal situations. 8. Another area, rich in potentiality is that of teacher’s role-perception of pupils, general society, self, colleagues and so on. Though studies have been conducted in this area, the underlying message of these studies has been missed in the hurry and occupation of unrevealing hidden data. The roles as perceived should be directly in the course offering at all levels. It may be suggested that a couple of studies could be taken up for this purpose alone, into the nature and results of such research findings. The temporary trend of research in education can be based on the titles of research available recently in NCERT publication. 1. Problems of Teachers: Personal, Social and Economic studies under this head are almost outdated but the problems still remain and have not vanished. So a fresh-look is necessary. 2. Selection and Qualities of Teachers: As an area of research, this should be of perennial interest. The qualities of teachers are of universal and all-time importance. Moreover there is a change is needed, considering the problems teacher education programmes are facing now. 3. Interests: Interests and other pursuits of teachers, this is another fruitful area which has tremendous scope for further research on the basis of male-female, urban – rural differences. Examples; a) A study of role performance among teacher of urban-rural areas. b) Teacher-requirement in 2021 – A study in Futurology.
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c) Teaching effectiveness and verbal facility. d) Reading habits of Teachers-Pattern, Need and Attitudes. e) Questions in the class-room-samples surveys urban-rural, male-female. AREAS OF RESEARCH IN TEACHER EDUCATION Areas of Research
Context Studies Presage Studies
Context-Presage Studies
Process Studies
Presage-Process
Product Studies
Process-Product Studies
Context-Product Studies a) Institutional Context
i) Developmental Perspective
b) Curriculum Context
ii) Comparative Aspect
c) Practicing School Context
iii) Institutional Environment Context
d) Student-Teacher Characteristics e) Teacher Characteristics
a) Studies in Operational Teacher Education Programme b) Studies in Innovative Teacher Training Practices
i) Studies in Use of Learning Material iii) Studies in Micro Teaching
ii) Studies in Mass Media v) Studies in Training in Teaching Models
iv) Studies in Techniques of Behaviour Modification
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Teacher education has been viewed here from a systems approach point of view and the studies have been categorized as context-presage-process-product studies. Because of overlapping and also because of the researchers studying variables belonging to different categories, this trend report is presented under different combinations of these categories. The major headings of the trend report are context studies, presage studies, context-presage studies, presage-process studies, context-product studies, and process-product studies. 1) The Context Studies This area of research in teacher education covers studies on institutional characteristics, student-teacher characteristics, teacher characteristics and classroom context. The institutional characteristics related variables are the climate obtaining in teacher education institutions, administrative set-up, etc. Under student-teacher characteristics, studies pertain to one or more variables, viz., student-teacher formative experiences, their academic qualifications, abilities, personality factors, intelligence, etc. The studies concerned with teacher characteristics have variables like personality traits, self-concept, job expectation, role expectancy, role performance, etc. Classroom context studies include certain classroom variables such as classroom climate, size of the classroom and curriculum at teacher training and practicing school level. The trend of the context studies is presented here according to this classification. (a) Institutional Context In this category are clustered those studies that have traced the growth of teacher education in their respective geographical regions, viz. states, districts, etc. Other types of studies surveyed the institutions with respect to their admission procedure, number of student-teachers enrolled, facilities available, etc. Such studies have their value on two counts. One is that they help in understanding the present problems in teacher education programmes and the other is that they indicate the extent of achievement and scope of improvement. i) Developmental Perspective: In this area we study the growth of teacher education programme at the national level, regional level and state level and study of teacher education in historical perspective in India and other countries like Bangladesh and Thailand. The researchers have also studied growth of teacher education in different fields, e.g., technical teacher education, English teaching, and education of women teachers and studies includes those that have evaluated teacher education institutions from the point of view of innovations carried out, teaching strategies adopted, etc.
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Another set of studies has surveyed the existing teacher education programme with respect to admissions, teaching staff and facilities available. These have their relevance because they expose the gap between what exists at present and what is required. It is only on this basis that planning of an effective teacher education programme can be done at different levels of education and at different stages, viz., pre-service and in-service. The NCERT has conducted a number of surveys of institutions of teacher education as part of general surveys of elementary and secondary education programmes. This effort has been supplemented by the SCERTs at state level. The objectives of these studies have primarily been collection of information and making suggestions for improvement. But researchers have not been doing justice to the second objective in most cases. There is a need that such studies be conducted with in-depth analysis, insight and intensive logical thinking so that valid lessons are learnt for organizing teacher education programmes in the country. ii) Comparative Aspect: In this area comparative study of existing teacher education programmes. These have compared different teacher education programmes with respect to the facilities available, courses of study, demonstration or practice teaching schools, clientele, etc. They make a contribution to teacher education as they point out possible improvements that can be made in the existing set-up. In this way, guidelines for planned reform and development of teacher education programmes can be made, keeping in mind the working of different models of teacher education. Compare the features of Indian teacher education programmes with that of developed and developing countries. Researchers like Ghosh (1977) compared Indian teacher education programmes with those of developed countries like the USA and UK. He came to the conclusion that, apart from differences in teacher education systems between developed and developing countries, the teachers in all these cases came from middle-class groups. Further, the courses and curricula of study in all these models of teacher education needed revision. These studies show that all is not gold everywhere. The criticism against such studies is that they compare the systems irrespective of needs, requirements and environment prevailing in, different countries. Researchers have also compared different teacher education models in India. Kalla (1984) studied Gandhi Shiksha Bhavan College with respect to innovations carried out and its deviation from the Bombay University model. Yadav (1980) compared teacher education institutions of different states and their organizational set-up, viz., colleges of Haryana, the Central Institute of Education, Delhi and the Regional College of Education, Ajmer. He found that facilities, courses of study, socio economic status and clientele (student-teachers) differed in all three cases. Roy (1985) compared the teacher education programme for English
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teachers of two institutions the CIEFL (Hyderabad) and Patna University. He pointed out some structural flaws in the English-teacher preparation programme of Patna University. All these studies have one common observation, that is, teacher education programmes are better in those institutions which have some missionary spirit and autonomous status in designing and managing their courses and programmes, thus making a case for autonomous status for teacher education institutions. The National Education Policy (1986) has suggested the establishment of such autonomous college. This opens up a new dimension of teacher education for researchers to ponder over and study. iii) Institutional environment context: Institutional environment is often assumed to be positively related with teacher education programmes. Most of them has looked into organizational climate, administrative set-up, etc. Their contribution towards teacher education programmes is the creation of awareness about the operational functioning of teachers’ education institutions and highlights the scope for change and adoption of innovations. The studies quoted in the previous surveys have shown that teacher education institutions in most cases (especially the privately managed ones) work under conditions of insecurity because of the nature of staff recruitment. Studies have identified different types of organizational climate obtaining in various colleges of education. A study conducted by the SCERT (1981) for evaluating in-service teacher education institutions in Andhra Pradesh from the administrative point of view pointed out that the teachers had to undertake a lot of paperwork in order to attend a training programme. There are other studies that have identified different types of organizational climate obtaining in various colleges of education. A cursory look at all these studies shows that many of them are just peripheral to the main concern of management of teacher education institutions. It is necessary that researchers explore institutional environment from various angles, viz., role conflict of different functionaries, analysis of educational laws and acts concerned with teacher education, institutional viability in terms of number of admissions and goals of teacher education and evaluation of management practices adopted by different institutions with respect to economic, psychological and sociological factors. b) Curriculum Context Another set of context variables includes studies related to teacher education curriculum. The curriculum, in specific, is a medium that translates socio-educational philosophies into teaching procedures and teaching outcomes. So also, these studies provide an insight into the kind of curriculum that is needed for having a teacher education programme that will cater to the needs of teachers in particular and education of children in general. The courses have been mostly evaluated by seeking the opinion of teachers, teacher-educators, heads of schools and other personnel connected with teacher education programmes. Other
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researchers have developed their own curricula and tried them in their teacher education institutions in order to test these for expected outcomes. A close look at the studies done in the field of curriculum reveals that almost all of them have concluded that the present curricula of teacher education at different levels do not meet felt needs. These studies have also tried to suggest a new curriculum but their suggestions have also been limited to the same framework as that in which the old or present curriculum existed. Further, these studies evaluated the curriculum from the point of view of different personnel attached to the teacher education system. Rarely have studies gone in for evaluation of curriculum from the consumers' point of view, that is, teachereffectiveness, student-teachers' interest, solving school problems, workability in existing school conditions, etc. The researchers need to explore such vital issues of curriculum relating to theory and practice and that also at different levels, primary, secondary and higher. Further, researches are needed to develop new curriculum programmes after removing current drawbacks and try the same in the institutions to find out their effectiveness. The effectiveness of a curriculum has not only to be seen from the point of view of others, but rather from the angle of desired behavioural changes that it can bring about in the student-teachers. To carry out such experiments, one obvious handicap with the researchers seems to be the rigid process of functioning of the universities. But those colleges and university departments that have autonomy in the construction and adoption of curricular courses need to go in for such research studies. (c) Practicing School Context Another important aspect that affects the teacher education programme is the practising school. These schools serve as links between laboratory conditions (teacher education institutions) and real conditions (schools or colleges). Researches in this area provide awareness as to how close a training setting approximates the workplace and how transfer of teaching skill can be facilitated in the student-teachers. There are five studies which have examined practicing schools from the point of view of facilities provided in the teacher education institution, their availability to student-teachers at the time of the practicing session, the perception of principals of colleges of education, teacher-educators, student-teachers, headmasters, etc. The practicing school, though an important part of the teacher education programme, has not attracted the attention of researchers. One obvious reason for this is that practicing schools have not been an integral part of teacher education institutions in India and their separate entity does not allow researchers to take up this area of research. But, there is a need to probe this area not only from
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the cooperation point of view but also from the angle of sources of expert feedback and apprenticeship training. (d) Student-Teacher Characteristics The characteristics of student-teachers and their formative experiences are another set of context variables. The studies have taken student-teachers' cognitive and non-cognitive variables into accounts. Such studies are probably conducted with a hunch that characteristics are conducive to adoption of a particular profession and teaching is no exception. The researchers, taking up these studies investigated self-concept, creativity, personality traits, adjustment, social maturity, etc. of the student-teachers. They tried to answer the question, Are there inherent characteristics in an individual that play their role in shaping him for the job? Whether this question is answered or not is one thing, but these types of studies are helpful in long-term planning for intake in the teacher education programme. All these studies have mainly concentrated on investigating characteristics of student teachers belonging to different groups based on sex, socio economic status, educational qualifications and subject of teaching offered. Further, the investigators were mainly concerned with student-teachers of secondary level. A peculiar feature of these studies is that they have approached the student-teacher not as a student of education, or a student under training in teaching skills, but as a person who is acquiring the traits of a teacher. The investigators need to see the student-teacher from a different angle and study the characteristics that are conducive to attaining particular teaching skills and promote learning. The study of reading habits, study hours, learning needs, etc. of student-teachers will be helpful for teacher education programmes in a developing country like India. (e) Teacher Characteristics Another set of context studies is concerned with teacher characteristics. These studies have their relevance in the field of teacher education on three counts. First, they try to answer the question, 'Who is a good teacher?' Secondly, these studies specify the conditions under which the teacher is working. Thirdly, such studies provide guidelines for arranging in-service courses for teachers. Such studies are an encouraging trend in research in teacher education. They will provide qualitative analysis for input variables in the shape of characteristics of teachers for teacher education programmes especially at the inservice stage. The other set of studies connected with teacher characteristics are of the conditions under which the teachers work. These are mainly surveys of schools and colleges. All these surveys have one thing in common: they all tell us that prevailing conditions are not conducive to teachers teaching according to expectations.
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All these studies have been concerned with areas like selection, occupational choice, social origin and status of teachers, intellectual abilities, personality characteristics, values, attitudes, teacher’s role, need, problems, working conditions, etc. One can observe that these studies concentrate on noncognitive variables and only a few have studied cognitive variables. Another feature of these studies is that they have studied the characteristics of teachers mainly at secondary level, and only a few have studied characteristics of teachers working at pre-primary, primary, higher and technical educational levels. Researchers need to pay attention to these not-so-explored areas. Also, there is a need to investigate the training needs of the teachers working in different geographical and educational environments. Such studies can be of great help in planning in-service teacher education programmes in view of the fact that teacher education has to be a continuous process and changes are currently taking place in school curriculum. 2) Presage Studies This area covers variables related to teacher educators' characteristics, such as the formative experience of the teacher-educator, his education, professional experience, training, personality factors, intelligence, attitude and his training skills. These studies have their importance as they help in management and manpower planning in teacher education programmes. But this area has not attracted the attention of researchers. Studies are required in the cognitive aspect of teacher-educators. Above all the professional aspect of the teacher-educator needs to be studied with deeper insight. The job of teacher-educator is different from that of the school-teacher. Therefore, the studies have to be done with respect to job analysis, role performance, job satisfaction, etc. of the teacher-educator. 3) Context-Presage Studies In this set are categorized those studies that have related context variables of institutional environment with the presage variables of characteristics of teacher-educators. A small number of studies it is difficult to comment. More studies are required in this area so as to restructure teacher education programmes in India. Keeping in view the varied institutional responsibilities of teachereducators in India, the researchers need to conduct studies which compare and relate teacher-educators' behavior and responsibility with different types of institutions. 4) Presage-Process Studies Studies of the relationship between presage variables and process variables are grouped in this set. The presage studies are linked with the characteristics of teacher-educators. The process studies consist of classroom transaction and mediating processes that lead to learning such as attending, practicing, task
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persistence, active learning time, student-teacher's engagement with learning task, teacher-educator's supervisory behavior, etc. The studies that link the presage and process variables have their importance for drawing up guidelines for evaluating practice-teaching programmes and adopting innovations. But this area has not been able to attract the attention of researchers and only four studies could be categorized for this set. In these studies, the investigators have studied the characteristics of teacher-educators as related to their supervisory behavior. 5) Context-Product Studies In this set, studies have related teacher/student-teacher characteristics and institutional characteristics (context variables) with the outcomes of teacher education programmes (product variables). Product variables can be categorized in two types- one that describes immediate outcomes of teacher education programmes and the other that looks into long-term outcomes. The immediate outcome variables are those that pertain to teacher/student-teacher outcome as reflected in achievement, attitude, teaching skills, etc. The long-term outcome variables used in the studies pertain to professional skills, teaching success or teaching effectiveness. The definition or concept of teaching success or teaching effectiveness has been used differently by various researchers; rather it has been dependent upon the tools used by them. Such studies make a contribution to teacher education as they try to answer the question, 'what pre-conditions are required to become a successful/effective teacher?' This area is one of the most explored areas in teacher education. There are a large number of studies reported in earlier surveys that have been concerned with the effect of organizational climate and institutional environment on teacher's teaching, adjustment and his classroom behavior. Other studies have taken into account the Institutional environment with respect to organizational climate and social cohesiveness in the teacher education institution and found its impact on achievement of student-teachers in theory and practice teaching, their attitude, adjustment, etc. Such, studies tested the hunch that the organizational climate of an institution was positively related with academic and other intellectual attainments of the participants. In a second section can be included studies which related context variables or teacher/student-teacher characteristics with the product variables of teaching success or teaching effectiveness. The extent of variation in the product variables used in all these studies is so high that it is difficult to make inferences. Further, the researchers limited the product variables to classroom functioning of the teacher. The skills and behavior of the teacher required to deal with the outside classroom situation have not been studied by researchers. There is a need that nonintellectual and psychomotor learning outcomes of the teachers be studied with respect to their characteristics and institutional environment.
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6) Process-Product Studies The process-product studies included the process variables related to the functioning of teacher education programme and product variables like teacher effectiveness, general teaching competence, attitude towards teaching, adjustment, maturity of student-teachers, creative abilities, knowledge and comprehension skills, social awareness, etc. These studies have much to contribute towards teacher education programmes as these spell out ways of process of teacher education. In these studies, two categories can be distinguished. The first is those that took up the existing teacher education programmes and studied their effects on teaching competence. The second concentrated on some innovation in the teacher training system and used it in the form of an instructional design system. The researchers followed a series of steps like framing objectives, learning experiences, planned training procedures, systematic observation of classroom transactions and a feedback to the learner. Such studies used various innovations like microteaching, classroom interaction training system and training in models of teaching. (a) Studies in Operational Teacher Education Programme Most of the studies in this category are impact studies as these ascribed the change in product variables to the ongoing teacher- education programme. They investigated the product variables when the student-teachers entered the existing system and later when they were just about to leave the college. However, a close look at all these studies shows that the impact of present teacher education programmes has been investigated only at the peripheral level. A deeper analysis is needed so as to study the impact of training at social, economic and cultural levels; the researchers need to study the impact of training with respect to teachers' contribution to society as a factor of social and cultural change. (b) Studies in Innovative Teacher Training Practices The second set of studies used some innovations in operational teacher education programmes. The innovations used had been concerned with various aspects of teacher education programmes. Researchers like Bhatt (1966) studied the effect of the Kapason training scheme where student-teachers, apart from usual practice teaching and theory, were also trained in organizing creative activities in arts and craft. The training was found to be effective. Adinarayan (1983) trained student-teachers in stating objectives, analysis of the context and techniques of evaluation. The experimental group was found to be better on inquiry and investigatory skills. All such studies introduced specific innovations in the operational teacher education programme and investigated its effectiveness. There are other studies that used innovations concerned with the theory or practice teaching part of the teacher education programme. The innovations in the theory part had been development and use of self-learning material and the use of
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mass media, whereas in the case of practice teaching part, the innovations were behaviour modification techniques, microteaching and training in models of teaching. Most of these studies are experimental in nature and employ experimental design as per their objectives to judge the effectiveness of the innovations with respect to teaching competence. (i) Studies in Use of Learning Material: The innovations of teaching through instructional strategies motivated researchers to develop self-learning material and study its effectiveness in the field of teacher education also. Sangaun (1984) developed programmed learning material, Jayalakshmi (1985) developed instructional material and Bhatt (1982) developed software material to be presented in simulation or programmed learning style. All of them took up the subject of educational psychology for developing instructional material. They studied the effectiveness of the material with respect to trainees' achievement and attitude at different levels of sex, SES, intelligence and English reading comprehension. Lambhate (1987) developed instructional material for teachers teaching science with relevant rural aids, graphics and models. These studies made use of the Skinnerian approach for the development of instructional material. Researchers like Sheth (1984) developed a self-instructional multi-media package for developing teaching skills among teachers. Some researchers went a step further and developed instructional material for remediation of deficiencies. Swamy, N. (1984) developed a diagnostic test and learning material for remediation of deficiencies in secondary school physics for student-teachers. Mukherjee (1983) identified reading disabilities of teachers in English language and developed remedial self-instructional material for the same. Researchers like Datar (1984) developed question banks in educational psychology. However, there is a need to develop self-instructional material in structured form from the different theory papers of teacher education programmes. Researchers also need to develop instructional material for remediation of deficiencies in language, sciences and social sciences for teachers/student-teachers especially at primary level, the reason being that, at primary level, the teachers are less educated and require more subject clarity. (ii) Studies in Use of Mass Media: With the advent of television and radio programmes in India and the stress of national bodies like the UGC and NCERT on the use of television in teacher education programmes, researchers have been tempted to make studies in this direction. Mohanty et al., (1976) surveyed the reaction of teachers to educational TV programmes for in-service primary teachers. In yet another study, the same researchers assessed the popularity of radio programmes among the participants in an in-service teacher education programmes.
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These studies were primarily conducted with the objective of providing feedback to the media managers for their teacher education programme. Now, when there is increased use of media like television and radio in education in India, it is desirable that studies be conducted in different regions of the country to evaluate television and radio programmes in teacher education. The researchers also need to plan studies to assess the improvement in teaching competency of teachers because of use of mass media in teacher education programmes. (iii) Studies in Micro Teaching: In practice teaching, one of the innovations that have attracted the attention of researchers is micro teaching. The research in this field in the beginning aimed mainly at finding out effectiveness of microteaching with respect to improvement in teaching competence. But after its effectiveness was established and it was made a part of teacher education programmes in many universities in India, the researchers conducted studies in improvement in components of various teaching skills, strategies for integration of different teaching skills, effect of different types of feedback and sources of feedback, development of multimedia packages for training in teaching skills. Such a trend in research studies is helpful in adopting the innovations in different sets of conditions. The researches done in the field of microteaching are still at a preliminary stage. More imaginative and analytical studies are required so as to answer various questions like 'What specific skills are required for teaching different subjects? How many micro teaching cycles are required to attain competence? What exactly should be the length of a lesson plan? What are the skill-relevant behavioral changes that take place during attainment of skill?' Apart from finding answers to these questions, the researchers need to study the micro teaching skills with respect to their proportion being used in the classroom rather than limiting themselves to a few most used skills in the classroom. (iv) Studies in Techniques of Behavior Modification: Still another training system that stresses specification of behavioral objectives, reinforcement of desired behaviors and rapid feedback of the effects of such reinforcement is the system of teacher behavior modification. In the present paragraph only those studies have been considered that are connected with training of teachers in modification of their classroom behavior. Shukla (1985) studied the effect of transaction training on different indices of teaching. Bhalwankar (1984) developed a scale suited to the Indian set-up for observing and training teachers in classroom behavior indices. Dogra (1986) studied the effect of the content analysis system of classroom communication behavior pattern. Gupta (1983) studied the effect of training in behavior modification in simulation. The intent of these studies was to get teachers maximize the frequency
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of such indices that affected the pattern of learning in the pupils. They tested the proposition that using a particular system of recording teacher behavior, and feeding the same back to the teachers, will get them to engage in more and more desired behavior towards their pupils. The studies reported in this survey are a step in advance of those reported in previous surveys as these did not simply use the Flanders Interaction Analysis System to observe and train teachers/studentteachers interaction analysis; rather, they used interaction categories united to the subject taught by the teacher. But the question that remains still unanswered is, 'How can the behavior of the teacher be modified through training be maintained over a long period of time? 'The researchers need to conduct studies in this direction so as to establish the lasting limits of learnt behavior in teachers. (v) Studies in Training in Teaching Models: The standard training models used in teacher education have been classroom interaction analysis and microteaching. These models are predominantly behaviouristic in nature. These have been used as training models, irrespective of the subject being taught and objective being achieved. However, the researchers have started trying out several alternative models for training in teaching of information, social interaction, behavior modification, personal abilities, etc. Such a system of training includes elements like theoretical orientation, observation and demonstration, peer practice and feedback, and coaching in a real classroom situation. Passi et al. (1986) took up a study at the national level with a view to establishing the effect of these four elements on teaching competence in one particular model of teaching. In a similar study, Passi et al. (1986) studied the effect of training in models of teaching on the competence of student-teachers and their willingness to use the same in their classrooms. It was found that training had a positive effect on the product variables of competence and willingness. Such studies represent a welcome trend in two ways. One is that they are a departure from a purely behaviouristic orientation in teacher education, and secondly they help in recognizing the fact that there are different models of teacher education with respect to different aspects of teaching. Studies in training of teachers in models of teaching need to be designed to find out how far training in particular teaching model improves the conceptual level of the trainees, their teaching style, adoption of various skills and transfer and reutilization of the same in different situations. The researchers need to find out specifically the number of demonstrations, practice sessions and coaching exposures that would help the student-teacher master a particular teaching model. Further studies also need to be done with respect to methods and types of feedback that could bring the desired level of competence in a student-teacher within minimum exposure time.
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Conclusion A cursory look at the number of researches conducted in the last three decades reveals that more and more studies are being conducted in the area of teacher education. The quantitative leap, however, cannot be taken to imply that the area is being exhaustively explored; rather it is difficult to claim that the researchers took cognizance of the gaps pointed out in the trend reports of the earlier surveys. Lack of coordination and planned effort on the part of researchers has made the gaps more conspicuous. Further, the emphasis given to teacher education programmes in the National Education Policy (1986) has opened new avenues of research in the field. This section of the report is devoted to pinpointing some of such needed research efforts. The observed trend of researches in teacher education has made it quite clear that researchers viewed teacher education from a narrow angle. They studied teacher education in relation to isolated aspects of the total process. They hardly went in for relating policies and practices of teacher education. After all, teacher education cannot be considered in isolation from its national and social obligations. A large number of commissions and committees on education enumerated goals for teacher education in different sets of circumstances. But researchers rarely went in for finding out how far these goals have been realized. They, rather, confined their studies to assessing the functioning of single institutions with respect to the achievement of a small group of students. It is urgently necessary that the gaps between functionality and set targets should be pointed out. This will help in planning teacher education programmes for the desired role of the teacher in the new social order. Now that the National Education Policy (1986) has laid special emphasis on education of teachers and detailed out the role of the teacher in guiding students, building their character, promoting innovation, etc., it has become obligatory on the part of researchers to provide empirical evidence of how far existing teacher education is helpful in promoting such ideals. To conduct research in any area in a wholly systematized manner, so as to place it in a gestalt perspective is beyond the ability of any single researcher operating in isolation. This can be said even more specifically about researches in this field. Currently these researches are pursued in isolation with little or no contact with each other; the researchers are isolated in their attempts to transform teacher education. In this situation, it is necessary for the reviewer to superimpose a classificatory system which can help in identifying clusters of variables. A cluster of variables, thus identified, may be called an area of research. Though every cluster of variables will have something or other to do with the remaining clusters, it may be said that they do not completely overlap and hence each has an identity of its own.
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UNIT VIII NATIONAL ORGANIZATIONS IN TEACHER PREPARATION NATIONAL COUNCIL FOR TEACHER EDUCATION (NCTE) Introduction The National Council for Teacher Education (NCTE), in its previous status since 1973, was an advisory body for the Central and State Governments on all matters pertaining to teacher education, with its Secretariat in the Department of Teacher Education of the National Council of Educational Research and Training (NCERT). Despite its commendable work in the academic fields, it could not perform essential regulatory functions, to ensure maintenance of standards in teacher education and preventing proliferation of substandard teacher education institutions. The National Policy on Education (NPE, 1986) and the Programme of Action there under, envisaged a National Council for Teacher Education with statutory status and necessary resources as a first step for overhauling the system of teacher education. The National Council for Teacher Education as a statutory body came into existence in pursuance of the National Council for Teacher Education Act, 1993 (No. 73 of 1993) on the 17th August,1995. Objective The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith. The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at preprimary, primary, secondary and senior secondary stages in schools, and nonformal education, part-time education, adult education and distance (correspondence) education courses. Organisational Structure NCTE has it’s headquarter at New Delhi and four Regional Committees at Banglore, Bhopal, Bhubaneshwar and Jaipur to look after its statutory responsibilities. In order to enable the NCTE to perform the assigned functions including planned and co-ordinate development and initiating innovations in teacher education, the NCTE in Delhi as well as its four Regional Committees have administrative and academic wings to deal respectively with finance, establishment and legal matters and with research, policy planning, monitoring, curriculum, innovations, co-ordination, library and documentation, in-service programmes. The NCTE Headquarters is headed by the Chairperson, while each Regional Committee is headed by a Regional Director.
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The year 1973 was a land mark in the annals of teacher education in India when NCTE was established with the help of UGC, NCERT and Ministry of Education. The development of teacher education, since the quality of education depends on the ability and professional commitment of teachers. The first meeting of NCTE was held in Delhi on December 21, 1973 with prof. Nuruhasan as the chairperson. This council set up the following groups with eminent teacher educators. 1. A working group to report the present status of teacher education in the country. 2. Standing committee on elementary teacher education, higher education and preschool teacher education. 3. Technical vocational and work experience education. 4. In-service education. 5. Standards in teacher education. 6. Steering committee to coordinate the work of all standing committee and high lights the problem, which needs the attention of NCTE. Although NCTE was established, it was not able to guide the system of teacher education to meet the emergency challenges; some of the difficulties were inherent in its constitutions. To remedy this it will be made autonomous and given a statutory status. Role of NCTE The Government of India established National Council of Teacher Education (NCTE) in May 1973 to provide the guidance for the development of teacher education. The second meeting was held in 1976 with collaboration of University Grant Commission at Simla on May 1976 and at Madras on November 1976. The experts of teacher education had prepared an approach paper as a guideline for the development and modification of teacher education programme. It was sent to teacher educators and experts of education for their suggestions and comments. After that a conference was held at New Delhi on February 1977, the committee was authorized to prepare the paper. The final paper was written in the following heads: • • • • •
Salient recommendations. General objectives of teacher education. Stage wise objectives and structure of teacher education. Methodology of teacher education. Evaluation procedure.
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Continuing education of teachers and teacher educators. Orientation for non-formal education. Administrative structure.
Salient Recommendations of NCTE 1. Relevane of the curriculum to the personal and social needs of children and schools. 2. Flexibility with in the framework of acceptable national goals and values. 3. Flexibility for relevance for the development of teacher education curriculum. 4. Flexibility for continuing education. 5. Flexibility for mobility for different stages. 6. Inter-disciplinary and integrated approaches in teacher education. 7. Education as a discipline. 8. Task-oriented teacher education. 9. Practice teaching or internship programme. General Objectives of Teacher Education The future teacher should: 1. Develop Gandhian values of education such as non-violence, truthfulness, self-discipline, self-reliance and dignity of labour. 2. Perceive his role as an agent of social change in the community. 3. Perceive his role not only as a leader of the children but also that of a guide to the community. 4. Possess warm and positive attitude towards growing children and their academic, socio-emotional and personal problems and skills to guide and counsel them. 5. Not only use but also help in the conservation of environmental resources and preservation of historical monuments and other cultural heritage. 6. Act as a liaison between the school and the community and employ suitable ways and means for integrating community life and resources with school work. 7. Develop communication and psychomotor skills and abilities conductive to human relations for interacting with the children in order to promote learning inside and outside the classroom. 8. Develop understandings, interests, attitudes and skills which would enable him to foster all-round growth and development of the children under his care.
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9. Develop an understanding of the objectives of school education in the Indian context and awareness of the role of the school in achieving the goals of building up a democratic, secular and socialist society. 10. Develop competence to teach on the basis of the accepted principles of learing and teaching. 11. Keep abreast of the latest knowledge of the subject-matter is teaching and the techniques of teaching the same. 12. Undertake action research and investigatory projects. Stagewise Objectives and Structure of Teacher Education (1) General Considerations-Theoretical and Practical: (a) Rationale for developing Pedagogical courses, (b) Rationale for working with the community, (c) Rationale underlying content-cum-methodology courses. There is a need for integrating different subjects by way of developing inter-disciplinary units in order to save and to make teaching more meaningful. (2) Salient Characteristics of Structures: Before various structure of teacher education with respect to different stages are presented and discussed, it is necessary to clarify their salient characteristics. (a) An attempt has been made to elaborate various stagewise programmes keeping in view the potential of education to be developed, discipline as well as task-oriented training. (b) It should be noted that these recommendations and suggestions are only suggestive rather than prescriptive. (c) While developing the alternative structures at a given stage of teacher education, full cognizance has been taken of existing structures which will continue for sometime to come. For the transitional period necessary modifications are incorporated so as to cater to the needs of the new curriculum. (d) The suggested alternative structures are various projections of the shape teacher education should take in order to meet the demands of the new exigencies created by the introduction of the 10+2 curriculum. (e) It is necessary to note the changes made in some basic terms and expressions that have been in vogue in our system for quite some time. (Objectives of stage wise refer to unit 2)
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Methodology of Teacher Education It is difficult to spell out-various methods, techniques and mode-media to be adopted at each and every stage of a teacher training programme, therefore some guidelines may be suggested for organizing. A) Pedagogial Theory, B) Working with the Community and C) Content-cum-Methodology and Practice Teaching included related practical work. 1) Institutional Planning: It should provide general guidelines to the individual member of the staff for working out their yearly plan with specific objectives, modes of operation and evaluation procedures. 2) Organization of Theory Courses: In order to make institution more meaningful and also to motivate the students, the synopsis of the theroretical portions may be given to them in advance, stating his expectations how he intends to organize the course and what kind of evaluation procedure he will adopt. Latest relevant and necessary references may be provided in the synopsis itself. In order to make instruction effective, a variety of methods/techniques and educational technology may be used such as: (i) Self-learning, (ii) Problem Solving (iii) Objective based Instruction and (iv) Content Analysis and Methods. There should exist a relaxed, pleasant classroom climate which permits freedom to the trainees to interact and participate, without any anxiety of being reprimanded. 3) Working with the Community: 1. Organisation: This requires an efficient organization for implementation. This programme may be divided into four phases. (i) identification of work situations in the community, (ii) preparation of the trainee for work-information about the purpose, his role, his participation, the schedule of work, etc.
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(iii) simulation for developing skills of playing the role of leader, member and follower, simulating interaction, in formal and informal sociopersonal situations etc., and (iv) follow-up by free and frank discussions with the trainees about their experiences, relating them to the national goals and pedagogical theories. It will be necessary to work out an efficient supervisory system to guide and evaluate the trainee’s work. 2. Mode of Operation: a) The teacher training instituation should adopt a certain locality for working with the community. b) It may not be possible for a teacher trainee to work in many areas with the community. It is, therefore, desirable that a few areas of community work may be selected by each trainee for the purpose. c) The programme to be undertaken should be need based. For instance, in a particular area ther is lack of drinking water in the community. There the digging of wells in the village with the help of the community can be considered as an appropriate activity. d) A detailed planning of community work must be done so that all the activities are carried out systematically. e) The community work must be done on a continuing basis. For instane, if a centre for non-formal educaton is started in a community, arrangement should be made to see that if one teacher trainee runs the centre for a month, another teacher trainee takes it over immediately afterwards, so that there is no break in the programme throughtout the year, as for as possible. f) One approach to the community work may be to undertake projects in the community to fulfill certain felt needs. These projects should be both group projects and individual projects because it is necessary to provide opportunities to each teacher trainee for working both collectively and individually in order to develop certain qualities of character. g) To begin with, it would be better to acquaint the teacher trainee with developmental agencies and their work. This could be done by inviting personnel of such agencies to disuss the related matters with the teacher trainees in the teacher training institution iself. h) A whole time coordinator may be appointed ineach teacher training institution to take care of all the activities related to the community work. The coordinator should be assisted by all other teacher educator,
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in this work. The coordinating, teacher educator, is oriented in advance about the nature and operation of the community work, so that they may conduc the programme properly. 4) Organization of Content-cum-Methodology This will help the training institutions develop special training programme packages for the various subjects and stages. This programme may be divided into the following comprehensive tasks: 1. Intellectual skills related to content and methods. 2. Psychomotor skills for teaching. 3. Skills conducive to good human relations for maintaining social climate in the classroom. 5) Organization of Practice Teaching Including Related Practical Work: a) Pre-practice teaching proportion, b) Actual practice teaching, c) Post-practice teaching follow-up, d) Related Practical work. Evaluation of Teacher Education Programmes Under this paper three types of programmes have been suggested. Pedagogical theory, working with the community and practice of teaching along with related practical work. Thus, three types of evaluation require and it should be both internal as well as external evaluation. There should be an efficient, continuous and comprehensive system of internal evaluation. The external evaluation system is efficient and ojective but it does not serve purpose. The evaluation should be done at three stages continuously: 1. Evaluation of Pedagogical Theory. 2. Evaluation of Working with the community. 3. Evaluation of Practice Teaching and Related Practical work. 4. Evaluation of Tutorial system. Grading system for Evaluation: The training institutions should also switch over to the seven point U.G.C. scale for awarding, i.e., M. (for merit); A, B,C,D, and E, and F (for failure). Each institution, before developing its evaluation sysem with specific criteria, examines thoroughly and analysis of frequency
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distribution done by the research cell of the U.G.C. of marks secured by the students in different subjects in universities. Practicularly, the data with respect of social sciences may be critically examined. On the basis of such scrutiny a distribution of expected frequencies under the seven grades may be decided for its own reference. This kind of exercise will go a long way, in order to maintaining the uniformity of standards among teacher training institutions in the country. Continuing Education of Teachers and Teacher Educators The country is facing the task of orienting a large number of primary and secondary teachers to meet the needs of the new curriculum: 1. Continuity between programmes.
preserivice
and
inservice
teacher
educator
2. Need for upgrading teacher educators to meet the demands for introducing new curriculum in our schools: a) Preschool Teacher Education, b) Primary Teacher Education and c) Secondary Teacher Education. 3. Centres of continuing education are to be established at the University departments and State Boards of Teacher Education. 4. Teacher and Teacher Educators centres should be established after examining the viability of a place at district level or regional level. 5. School complexes are essential to improve competence and fostering professional growth of in-serice teachers. 6. Methods and Modes of Continuing Education are many ways, some of the modes have been mentioned as, a) Correspondence-cum-contact-courses, b) Orientation programmes, c) Workshops and summer-institute. These may be the full correspondence course and professional educator courses. The mode of distance education can also be used by employing print and non-print media of instruction.
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Orientation for Non-Formal Education Different ways and means have been suggested to prepare teachers to reach the out of school population of children ad adults: 1. Pre school children. 2. Primary school age children who have never had the opportunity for schooling. 3. Early primary school levels. 4. Primay School passed children. 5. Adolescent and adults it is an alternative approach of school education at primary level. Approaches to Non-Formal Education: i)
Pre-school-age children and their curriculum.
ii) Primary school age children and curriculum. iii) Early primary school and curriculum. iv) Primary school passed children and curriculum. v) Adolescents and youth of secondary school age children and curriculum. The training of all these groups should be free. The remuneration should be paid according to the qualification and competence of the candidate who are under the training of teachers. Due credit should be given into formal teacher education programme. Administrative Structure of Teacher Education There should be coordination among various agencies in order to maintain standards and to improve the quality of teacher education. 1) Academic Structure and Control: the following steps have been suggested to facilitate the academic structure: i)
The semester system,
ii) Credit course system, iii) Core courses,
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iv) Special courses and v) Level of courses i.e. four levels have been suggested. vi) Requirment of credit hours for certificate/diploma/degree courses. (2) Administrative Issues and Structure: The following recommendations are made: i)
Financial assistance should be given by the centre and states for implementing new programmes.
ii) There should be proper planning for training teachers and controlling standard of training. iii) The rules and regulations are to be enforced for maintaining the minimum standard of education. 3) Administrative Control: The National Council of Teacher education may be given necessary powers and authority to look after the overall growth and development of teacher education in the country. 4) Certification of Teacher: It is essential to consider his contributions to all three major areas of teacher education-theory, community work and methodology. An evaluation should be done in these areas of teacher education. Functions of NCTE: According to the Act 1993 NCTE perform the following functions: 1. Undertaking survey and studies relating to various aspects of teacher education and published the results. 2. Making recommendations to the Center and State Governments Universities, the U.G.C. and other institutions in the preparation of plans and programmes in the field of teacher education. 3. Co-ordinating and monitoring teacher education and its development in the country. 4. Preparing a guideline with regard to minimum qualifications for the candidates to be employed as teacher-educators at different levels. 5. Developing norms for any specified category of courses or training in teacher education, including minimum eligibility criterion for admission. 6. Preparing a guideline and specified requirements for starting new courses and programmes under teacher education. 7. Developing a guideline for general teacher education programme. 8. Promoting innovations and research studies and organize them periodically or annually.
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9. Supervising the teacher education programmes and providing financial assistance. 10. Enforcing accountability of teacher-development programmes in the country. 11. Preventing commercialization in teacher education and maintaining quality and standard of teacher education to produce better teachers. 12. Entrusting responsibility to other organizations, universities and other institutes. 13. Preparing a programme for in service teacher education for orienting teachers for latest development. 14. Establishing international relations in the area of teacher education. 15. Accreditation/Re accreditation of institutions of teacher education. 16. Earning of credits for in-service education. 17. Fix the duration of various courses with special emphases on training programme for NFE/AE instructors. 18. Conduct correspondence education in teacher education. 19. Preparation of learning material. 20. Orientation of senior teacher education by NCERT and SCERTs with its co-operation. NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (NCERT) The National Council of Educational Research and Training (NCERT) is an apex resource organization set up by the Government of India, with headquarters at New Delhi, to assist and advise the Central and State Governments on academic matters related to school education. It was established in the year of 1961. Objectives of NCERT The objective of NCERT is to assist and advise the Ministry of Education and Social Welfare in the implementation of its policies and major programmes in the field of education, particularly school education. The NCERT provides academic and technical support for improvement of school education through its various institutions, which are: 1. National Institute of Education, New Delhi. 2. Central Institute of Education Technology, New Delhi.
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3. Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal. 4. Regional Institute of Education, Ajmer. 5. Regional Institute of Education, Bhopal. 6. Regional Institute of Education, Bhubaneswar. 7. Regional Institute of Education, Mysore. 8. North Eastern-Regional Institute of Education, Shillong. Priorities Among the top priorities of NCERT' are: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Implementation of National Curriculum Framework. Universalisation of Elementary Education (UEE). Vocational education. Education of groups with special needs. Early childhood education. Evaluation and examination reform. Information Technology (IT) education. Value education. Educational technology Development of exemplary textbooks/workbooks/teacher's guide/supplementary reading materials. Production of teaching-learning materials. Education of the girl child. Identification and nurturing of talent. Guidance and counseling. Improvement in teacher education. International relations.
Vision To accomplish its task, the NCERT follows the following self-imposed guidelines: 1. To undertake, aid, promote and coordinate research in all branches of education. 2. To organise pre-service and in-service training, mainly at an advanced level. 3. To organise extension services for such institutions as are engaged in educational research, training of teachers or provision of extension services to schools. 4. To develop and/or to disseminate improved educational techniques and practices in schools. 5. To co-operate with, collaborate and assist the State Education Departments, universities and other educational institutions for the furtherance of its objects.
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6. To establish and conduct, in any part of the country, such institutions as may be necessary to realize its objectives. 7. To act as a clearing-house for ideas and information on all matters relating to school education. 8. To advise the State Governments and other educational organisations and institutions on matters relating to school education. 9. To undertake the preparation and for the publication of such books, materials; periodicals and other literature as may be necessary for the furtherance of its objects. 10. To acquire by gift, purchase, tease or otherwise any property, movable or immovable, which may be necessary or convenient for the purposes of the Council and to construct, alter and maintain any building or buildings for the purposes of the Council. 11. To draw, make, accept, endorse, discount and negotiate the Government of India and other promissory notes, bills of exchange, cheques or other negotiable instruments. 12. To invest the funds of the Council in such securities or in such manner as may from time to time be determined by the Executive Committee and from time to time, to sell or transfer such investments. 13. To sell, transfer, lease or otherwise dispose of all or any property of the Council. 14. To do all such things as the Council may consider necessary, incidental or conductive to its primary objects of promoting educational research, advance professional training of educational personnel, and the provision of extension services to educational institutions. Functions of NCERT includes Research, Development, Training, Extension, Publication and Dissemination and Exchange Programmes. The NCERT also drafts, publishes and recommends school text books (from Class I to Class XII) of various subjects based on the recommendations of knowledgeable faculty in the subject. The main regular functions of NCERT include: 1. Constitution and updating of Programme Processing Committees: DABs, AC, IABs, MCs and PAC. 2. Preparation and updating of general guidelines for formulation of academic programmes. 3. Preparation of time schedule for meetings of programme processing committees. 4. Preparation of Agenda papers for Programme Advisory Committee (PAC) meetings. 5. Organisation of meetings of Heads, Pre-PAC and PAC and preparation of their minutes. 6. Monitoring of the progress of programmes’ implementation undertaken by the Constituents/Departments. 7. Preparation of the Documents.
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8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
20. 21. 22.
23.
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Directory of NCERT Programmes. NCERT Calendar of Training Programmes (Folder). Annual Report of the NCERT. Highlights of NCERT Programmes for the Agenda of Executive Committee of NCERT. Performance Budget of the NCERT. Interim Report for MHRD Annual Report. Reports and Returns being submitted to MHRD. Monthly Reports on important Activities and Significant Events. Monthly Summary of important Activities and Significant Events. Monthly Report of Education for Scheduled Castes and Scheduled Tribes and Minorities. Monthly Report of important Events. Quarterly Action Taken Reports under 15-point Prime Ministers’ Programme (i) on Welfare of Minorities and National Integration and (ii) on National Action Plan for Human Rights Education in Schools. Action Taken Reports/comments/write-ups on various issues referred by MHRD. Processing of proposals for grant in-aid to Professional Educational Organisations (PEOs). Processing of proposals from the Constituents/Departments for administrative-cum-financial sanctions with regard to PAC approved Programmes and other programmes approved by the Director. Programme Budgeting – Preparation of Budget Estimates (BEs) and Revised Estimates (REs) as per requirements of funds of various Constituents/Departments/Divisions.
Role of NCERT (1) Governing Body: It has responsibility of managing, directing and controlling the NCERT in accordance with its rules, regulations and ordinances. It consists of 12 members with the Central Education Minister as the President. It has a director as its head for executing and controlling the day-today work who is assisted by a joint-director and a full time secretary. (2) National Institute of Education (NIE) located at Delhi; it consists of several departments, viz., curriculum teacher, preparation of instructional material, evaluation and extension etc. The Council has launched a large number of projects pertaining to basic areas of research in the field of teacher training and secondary education. Among them are: 1. To prepare a detailed programme of the education of Science and Mathematics this may help in the development of an industry at economy in the country. 2. To suggest suitable reforms in the examination system and bring about an element of objectivity in it. 3. To test the methods and technology of the development of curriculum and make it up-to- date.
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4. To expand extension and field services for improving the quality of teacher education in the area. 5. To develop teachers-guide, student work-books and audio-visual material aids as the systematic material for textbooks. 6. To provide in-service training in various subject-areas. (3) Organization of NCERT Departments are; (a) Psychological foundation department, (b) Science education, (c) Teacher education department, (d) Philosophical foundation, (e) Department of field services, (f) Journal cell and ERIC (Educational Research and Innovation Cell), (g) Department of curriculum and text books, (h) Basic education and Primary education, (i) Department of audio-visual education, (j) Adult education and Literacy, (k) Central science workshop, (l) Educational survey unit, (m)Work-experience and vocationalisation, (n) Central Institute of educational technology, (o) Examination and evaluation unit, (p) Education of the handicapped, and (q) Guidance and Counseling. (4) Institutes—The Council has also established State Institutes of Education Research and Training in each state four regional colleges of education at Ajmer, Bhopal, Bhubaneswar and Mysore catering to the need of the training of secondary school teachers and research works in this direction. Objectives: (i) To launch, organize and strengthen research works in various aspects of education. (ii) To arrange for pre-service and in-service training at the higher level. (iii) To publish necessary textbooks, journals and other literature for achieving the objectives. (iv) To organize extension centers in training institutions with the cooperation of state governments and extend facilities pertaining to new methods and technologies among them.
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(v) To establish a National Institute of Education (NIE) and manage for the development of research and higher training for educational administrators and teachers. (vi) To provide guidance and counseling services on a large scale. (vii) To arrange for the establishment of training institutes for the professional and scientific enhancement of teaching. (5) Various Programs: (i) Investigating problems pertaining to in-service training, educational planning and administration at different centers located in states. (ii) Suggesting suitable reforms in the curriculum and methods of teaching of science and mathematics and develop proper educational material, equipment and textbooks in this connection. (iii) Preparing charts, models, film-strips and audio-visual material for science and other subjects. (iv) Investigating the problems of basic education and implement the programme of adult education. (v) Expanding the scheme of social studies and prepares its terminology. (vi) Conducting research for bringing about economy in the construction of schools building. (vii) Arranging for providing fellowship for the encouragement of research works in different fields. (viii) Arranging for educational surveys in the field of group dynamics, direction and exchange of views on psychological basis. (ix) Launching area wise researches pertaining to the problems of teachers, curriculum methods of teaching and technology. (x) Conducting research works in collaboration with the health and welfare departments of U.S.A. (xi) Providing summer school-cum-correspondence programs for in-service teachers in the regional colleges of education located in different areas. (xii) Organizing summer institutes in the field of social science and humanities for developing a suitable school curriculum. (xiii) Arranging summer institutes for science and mathematics teachers in collaboration with the University Grants Commission and International Technical Development Agency (USAID). (b) Extension (6) Service Departments: A large number of extension service departments have been set-up in the states. The head of these departments is called coordinator. He organizes various educational developing programs from time to time throughout the session. The main functions of these centers are the following: 1. Library service. 2. Display of audio-visual aids. 3. Publication works. 4. Organization of educational seminars, conferences, workshops, exhibitions and essays competitions etc. 5. Curriculum development.
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6. Forming study circles of teachers for free exchange of views. 7. Implementation of the new concept of examination and evaluation. The extension service departments help in the development of secondary and teacher education and establish proper coordination, cooperation and liaison among them. The coordinator gets all possible facilities to perform these functions. He has a separate office, vehicle, audio-visual material and library. Enough funds are kept at his disposal to arrange for publication works and seminars etc. These centres are located in colleges and universities. The principal of the college acts as the director and head of the department as deputy-director. The work proceeds under the direction and supervision of NCERT. (7) State Institutes of Education (SIE): These have been established in each state to help in bringing about proper cooperation, coordination and collaboration. (8) In-service Education: NCERT helps to provide in-service facilities to teachers from time to time. It consists of the following programs: (i) One to three months refresher courses, (ii) Short-term courses for intensive study in a particular subject, (iii) Holding of seminars, workshops and conferences for improving vocational efficiency, (iv) Summer vacation programs, (v) Organization of teachers’ study-circles and clubs. (9) Regional Colleges of Education: NCERT has established four regional colleges at Mysore, Bhopal, Bhubaneswar and Ajmer for proper development of teacher education in the country. The Jurisdiction of each college is as under: 1. Ajmer: Jammu and Kashmir, Punjab, Rajasthan, Uttar Pradesh, Delhi, Chandigarh, Haryana and Himachal Pradesh. 2. Bhopal: Maharashtra, Madhya Pradesh and Gujarat 3. Bhubaneswar: Assam, Bihar, Orissa, West Bengal, Manipur, Tripura, NEFA and Nagaland. 4. Mysore: Andhra Pradesh, Karnataka, Tamil Nadu and Kerala. An experiment on the same pattern was started In the Haryana Government at Kurukshetra but later it was abandoned due to certain difficulties. All these colleges of education aim of raising the quality and standard of teacher education and preparing teachers according to an integrated scheme of education. These colleges provide training in the following four types of programmes: ( i ) One year teacher training programme, ( i i ) Two year diploma course in industrial craft for teachers, ( i i i ) In-service education through correspondence courses, ( i v ) Four year integrated training of teacher education. In the four-year integrated programme, students are admitted after Higher Secondary. Apart from subject knowledge, they are acquainted with the skills, attitudes and values, application of knowledge, appreciation and evaluation etc. leading to B.Sc, B.Ed, or B.A., B.Ed, degree. All this is not possible in one-year training. The distribution of the four-year integrated curriculum is as follows:
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(a) General education 19%, ( b ) Concurrent courses 59%, (c) Vocational education 22%. In this scheme, general education includes languages (regional and English), social studies, maths, physical sciences, art and craft and health and physical education. Psychology, philosophy, sociology, history and problems of education, guidance and evaluation form part ol the vocational education. The concurrent curriculum provides specialised knowledge of the teaching subjects with regard to its content and methodology. Each regional college has its own demonstration school for conducting educational experiments and research. Various subjects are taught in a well-knit and coordinated manner. Their chief aim is to bring about intellectual, social and education development among student teachers. Thus, they cater to the needs of 'what to teach' and 'how to teach'. They arrange training programmes for in-services teachers, who are provided boarding and lodging facilities, free ships and arrange for stipends and perform teaching functions in their colleges under the supervision of the staff of the regional college. The theory classes are held in two summer vacations on the campus. The scheme has now been abandoned.
Introduction The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy in Education (1986) that laid special emphasis on upholding the quality of higher education in India. The system of higher education in India has expanded rapidly during the last fifty years. In spite of the built-in regulatory mechanisms that ensure satisfactory levels of quality in the functioning of higher education institutions, there have been criticisms that the country has permitted the mushrooming of institutions of higher education with fancy programme and substandard facilities and consequent dilution of standards. To address the issues of deterioration in quality, the National Policy on Education (1986) and the Plan of Action (POA1992) that spelt out the strategic plans for the policies, advocated the establishment
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of an independent national accreditation body. Consequently, the NAAC was established in 1994 with its headquarters at Bangalore. NAAC Campus at a Glance
The National Assessment and Accreditation Council (NAAC) campus is located in a five acre land at the Nagarabhavi, opposite to the National Law School of India, in the Bangalore University, Jnanabharati campus. The NAAC has shifted to its new building in August 2006. The new address is NAAC, P.O. Box No. 1075, Nagarbhavi, Bangalore – 560 072. An open national architectural design competition, as per the norms of the Council of Architects, was held for selecting the best architectural surrounding of the campus. The New Building has spacious, architectural, excellent design and is environment friendly. The ground floor has Directors Office, Board Room, Liaisoning Officers Room, and Quality Assurance Resource Center (QARC). The QARC has Professional Development Unit, Library and Information Services, Research Unit and Publications Unit, and Conference Hall-I. The first floor has Academic Officers Cabins, Computer Room, Pantry, Conference Hall-II, and accommodates both Administration and Finance units with work facility for support staff. The other facility in the campus is that of Guest House with accommodation facility of 18 rooms having all related amenities. The new campus has also in it a few staff quarters and Directors residence. Eco Sensitive Environment NAAC campus has an eco sensitive environment integrating the spatial outer environment with the inner space, accommodating the diverse activities and programme of NAAC. The campus has the library, administration and training center. The new campus also has the state of the art technologies like high speed computer networking and efficient energy management systems. Governance The NAAC functions through its General Council (GC) and Executive Committee (EC) where educational administrators, policy makers and senior academicians from a cross-section of the system of higher education are
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represented. The Chairperson of the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an eminent academician in the area of relevance to the NAAC. The Director of the NAAC is its academic and administrative head, and is the member-secretary of both the GC and EC. The NAAC also has many advisory and consultative committees to guide its practices, in addition to the statutory bodies that steer its policies. The NAAC has a core staff and consultants to support its activities. It also receives assistance from a large number of external resource persons from across the country that is not full time staff of the NAAC. Vision and Mission The activities and future plans of the NAAC are guided by its vision and mission that focus on making quality assurance an integral part of the functioning of higher education institutions. The Vision of the NAAC To make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives. The Mission statements of the NAAC Its aim at translating the NAAC's vision into reality, defining the following key tasks of the organisation: To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programme or projects. To stimulate the academic environment for promotion of quality of teaching-learning and research in higher education institutions. To encourage self-evaluation, accountability, autonomy and innovations in higher education. To undertake quality-related research studies, consultancy and training programme. To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance. Guided by its vision and striving to achieve its mission, the NAAC primarily assesses the quality of institutions of higher education that volunteer for the process, through an internationally accepted methodology. Value Frame Work To promote the following core values among the higher education institutions of the country:
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1. 2. 3. 4. 5. 6.
Contributing to National Development. Fostering Global competencies among students. Inculcating a value system among students. Promoting the use of Technology. Quest for Excellence the following steps have been taken. Moulding the student teachers for their career through development diversification of the curriculum that has not only local relevance, but also the potentiality to enrich and enlarge human resources for the national demands. 7. By arranging social service activities, extension activities, bridge course, guidance and counseling activities, seminars open university programme and life skill courses help the value development such a AIDS awareness programmes, LCD club activities, science and Arts club activities help the students to realise the belief, vision, mission and goals of the college. The prayer song of our college respect secularism. Every day the college has assembly the Reading of Thirukkural and the news in both the languages (Tamil & English), speech in particular topic and thoughts for the day will follow. Value added course like certificate in Gandhian thought diploma in Gandhian thought courses are conducted in the institution. 8. Computer courses are conducted for developing the ICT skills. Students are encouraged to use ICT to teach their lessons during Intensive practice and also taking seminars for internal assessment. 9. Life skills courses and computer courses conducted for student teachers after college hours. Action researches are implementing by the students teachers during teaching practice under the guidance of educators. Guidelines for Assessment and Accreditation Introduction The National Policy on Education (NPE 1986) and the subsequent Programme of Action (PoA 1992) laid great stress on the quality of education at every level. Both the National Assessment and Accreditation Council (NAAC) and the National Council for Teacher Education (NCTE) are the outcome of the recommendations contained in the NPE and PoA. While the enactment of the NCTE Act by the Parliament in 1993 marked the most purposeful and determined action taken at the National level to place teacher education at a high pedestal, the establishment of NAAC by the University Grants Commission (UGC) in 1994 signaled an equally lofty resolve in uplifting the quality of Higher Education. In fulfillment of the provisions laid down in the NCTE Act 12(k) “to evolve suitable performance appraisal systems, norms and mechanisms for enforcing accountability on recognized institutions” and for quality assurance of Teacher Education Institutions (TEIs), the NAAC and the NCTE have entered into an MoU for executing the process of assessment and accreditation of all TEIs coming under the provisions of the NCTE Act. The efforts of NCTE and NAAC to
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ensure and assure the quality of TEIs in the country are complimentary to each other. Combining the expertise of NCTE in teacher education and the quality assurance expertise of NAAC, the NAAC developed the methodology for assessment and accreditation of TEIs and the “Manual for Self-Appraisal of Teacher Education Institutions”. The process of Assessment and Accreditation (A&A) is not an external regulatory mechanism or a superior outside judgment scheme. It is essentially the collective endeavor or an institution and its personnel to constantly and consistently move forwards and upwards in the direction of relevance, effectiveness and credibility of the professionally work they are engaged in. It is a process by which an institution of higher learning periodically evaluates its activities and seeks an independent outside opinion on its success in achieving its own educational objectives. The moving drive behind the process of assessment and accreditation is the self-conviction that an educational institution should not remain static at a certain level of performance, but should always surge ahead in pursuit of excellence. Self-appraisal is thus the backbone of the quality improvement exercise. The role of the NAAC, the external accrediting agency is that of a friend, philosopher and guide. The Process of Assessment and Accreditation by NAAC The process of assessment and accreditation is expected to help institutions to carry out their Strength, Weakness, Opportunity and Threat (SWOT) analysis and in making their programmes more attractive to the students and their potential employers. Overall, the assessment and accreditation by NAAC is expected to act as an instrument for raising the quality of the teacher education system as a whole and help the institutions in using their physical and instructional infrastructure optimally and professionally. As the whole process of assessment and accreditation revolves round the institutional processes, the primary role in the assessment and accreditation process is with the individual institution. Eligibility Any institution or university offering programmes in education recognized by NCTE and having a standing of atleast three years since establishment and with a record of two batches having graduated are eligible for undergoing the process of assessment and accreditation by NAAC. The eligibility criteria with reference to TEIs of the state of Jammu and Kashmir which are not covered under the NCTE Act, the TEIs having a standing of three years since establishment and a record of at least two batches having graduated, will be eligible to apply for Assessment and Accreditation by NAAC. However these institutions need to go through the process of IEQA and gain eligibility to submit the Self-Appraisal Report (SAR) and undergo the process of A & A by NAAC. Institutions recognized by NCTE however need not go through the process of IEQA.
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The Methodology For the assessment of a unit, the NAAC follows a three-stage process which is a combination of self-study and peer review. The three stages are: • • •
The preparation and submission of a self-study report by the unit of assessment. The on-site visit of the peer team for validation of the self-study report and for recommending the assessment outcome to the NAAC. The final decision by the Executive Committee of the NAAC.
The self-study report to be validated by peers is the backbone of the whole exercise. Manuals have been developed to suit different units of higher education, with detailed guidelines on the preparation of the self-study report and the other aspects of assessment and accreditation. Stage I: On-line submission of a Letter of Intent (LoI) and Institutional Eligibility for Quality Assessment (IEQA) All TEIs are expected to submit a Letter of Intent (LoI) online to NAAC. The institutions receiving confirmation of eligibility for A & A from NAAC may proceed to stage - II i.e. preparation and submission of the SAR. However the TEIs of Jammu & Kashmir on submission of LoI and receiving confirmation from NAAC, to proceed further in the process of A & A need to submit online application in the prescribed format seeking Institutional Eligibility for Quality Assessment (IEQA) status and only after acquiring the IEQA status and advise from NAAC, these institutions become eligible to proceed to stage-II i.e. preparation and submission of the SAR. Stage II: Self-appraisal Process: The self-appraisal process, which is the first step when an institution moves towards accreditation, emphasizes on building for the future and the renewal of the institution through an understanding of the existing institutional strengths and weaknesses. While preparing for self–appraisal, the institution needs to look at the following three fundamental concepts The self-appraisal process needs to be a collaborative and participative process which should encourage and involve all the employees of the institution (academic and administrative), students, parents, community members and any other stakeholders. The process should be authentic in analyzing the strengths and weaknesses and not an exercise for creating a document to satisfy the peer team members visiting the institution. The process should be able to rejuvenate the institution and renew passion for effective learning and institutional excellence. The NAAC in collaboration with the experts from education, designed and customized the self-appraisal format for teacher education institutions, titled as – “Manual for self–appraisal of teacher education institutions”. The manual laid
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down a clear seven-point framework around which the current level of quality in teacher education institutions is to be appraised and submitted by the institution concerned to NAAC. The form of presentation and the data provided in the SAR is very crucial both to the institution and the NAAC. The SAR is the product of the self-analysis process and it forms the basis for assessment of the institution by the peer team constituted by NAAC. Stage III: Validation of the Self-appraisal Report and Peer Review: On receipt of the SAR, the NAAC would perform an in-house analysis of the report for its completeness. For eligible institutions, peer team visits will be organized. The NAAC will constitute a panel of peers in consultation with the institution to be accredited. The institution can record their reservations/objections if any on any of the peers suggested for validation of the SAR. The peer team comprises of a Chairperson and two members. The Chairperson is an experienced former or present senior Professor of Education in a University or a sitting or former Vice-Chancellor. Experienced teacher educators, education experts from the University system and the Principals of colleges of education are selected to be the members of the peer teams. However the team composition may vary depending on the unit of assessment and other criteria decided by NAAC from time to time. Normally, a typical visit schedule lasts for two days, beginning with a previsit meeting of the peers and ending with an exit meeting which is an open house meeting of the institutional members, stakeholders and the peer team members. In the institution premises, the team visits all the constituencies of the institution, interacts with all the stakeholders, verifies the documents, and visits the practice teaching schools. Wherever possible the team also observes a few practice teaching sessions. At the end of the visit, based on the evidences gathered by the team and the interactions with various stakeholders, the team makes a collective judgment on the accreditation status of the institution. The validation of the SAR by the peers results in a detailed qualitative report and a quantitative report (Score sheet) with criterion-wise grade point averages (GPA), the final institutional cumulative grade point average (CGPA) and overall institutional grade. While the score sheet (quantitative report) is a confidential document to be submitted directly to NAAC, the descriptive report is shared with the institution before finalisation and submission to NAAC. The institution is thus given an opportunity to suggest for correction on factual errors. The institution as such cannot suggest for changes on reporting format or recommendations of the peer team. Stage IV: Consideration of recommendations of the Peer Team by NAAC and Final Outcome: The executive committee of NAAC reviews the detailed report and criterion-wise scores of an assessed institution submitted by the peer team to NAAC. The decision of the executive committee is final and communicated to the institutions. The PTR and the institutional grade will be made public by posting them on the website of the NAAC. Institutions which do not attain the accreditation status will be notified accordingly. The assessment outcome is valid for a period of five years with a provision for appeal. Institutions that have not
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qualified for accreditation or institutions which would like to get themselves reassessed as an improvement process may apply for Reassessment after one year. Institutions that complete the five-year accredited period may volunteer for reaccreditation. Process for Accreditation NAAC's process of assessment is towards holistic, systematic, objective, data-based, transparent and shared experience for institutional improvement. It has formulated a three stage process for assessment and accreditation as given below: •
• •
•
In the first step of Assessment and Accreditation, “Institutional Eligibility for Quality Assessment (IEQA)” is required to be obtained by an applicant institution at the beginning, while it is still in the planning stage for assessment. The benefits of this step for an applicant institution are: a) To get recognized as eligible to apply for the second step comprehensive Assessment and Accreditation process; b) To get feedback from NAAC if it does not qualify in the first step, about specific improvements to be made for reaching the required quality level; c) To receive assistance and suitable mentoring from NAAC in the latter case, for enabling it to qualify for IEQA in due course of time. Preparation of the Self-Study Report by the institution, its submission to NAAC and in-house analysis of the report by NAAC. Peer Team Visit to the institution for validation of the Self-Study Report followed by presentation of a comprehensive assessment report to the institution. Grading, Certification and Accreditation based on the evaluation report by the peer team.
Why Accreditation Education plays a vital role in the development of any nation. Therefore, there is a premium on both quantity (increased access) and quality (relevance and excellence of academic programmes offered) of higher education. Like in any other domain, the method to improve quality remains the same. Finding and recognising new needs and satisfying them with products and services of international standards. The NAAC has been set up to help all participating institutions assess their performance vis-a-vis set parameters. A rating agency for academic excellence across India, and the country's first such effort.
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Benefits of Accreditation 1. 2. 3. 4.
5. 6. 7. 8.
Helps the institution to know its strengths, weaknesses and opportunities through an informed review process. To identify internal areas of planning and resource allocation. Enhances collegiality on the campus. Outcome provides funding agencies objective data for performance funding. Initiates institutions into innovative and modern methods of pedagogy. Gives institutions a new sense of direction and identity. Provides society with reliable information on quality of education offered. Employers have access to information on the quality of education offered to potential recruiters. Promotes intra and inter-institutional interactions.
Units of Assessment To assess and grade the institutions of higher education using the three step process for accreditation and make the outcome as objective as possible, NAAC has developed an instrument. Though the methodology and the broad framework of the instrument are the same, there is a slight difference in the focus of the instrument depending on the unit of Accreditation. Institutional Accreditation: • • • •
University: University Central Governance Structure along with all the Under Graduate and Post Graduate Departments. College: Any College - affiliated, constituent or autonomous with all its departments of studies. Elementary/Primary/Pre-primary Teacher Educations Institutions. Department Accreditation: Any department/school/centre of the University.
Taking cognizance of differences in the unit of assessment, NAAC has made changes in the focus of the instrument. Thus separate instruments have been developed to suit different units of higher education. The manuals give details of the criteria on which value judgment on institutional accreditation will be taken by the peer as well as operational suggestions to get ready for the process. Separate manuals and criterion-wise aspects are being developed by Expert Committees in each subject for this purpose. Criteria for Assessment Any assessment and subsequent accreditation is made with reference to a set of parameters so that the standing of an institution can be compared with that of
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other similar institutions. NAAC has identified the following seven criteria to serve as the basis of its assessment procedures: • • • • • • •
Curricular Aspects Teaching-Learning and Evaluation Research, Consultancy and Extension Infrastructure and Learning Resources Student Support and Progression Governance and Leadership Innovative practices
Criterion I – Curricular Aspects This criterion deals with how the curriculum - either assigned by a university or marginally supplemented or enriched by an institution or totally remade, depending on the freedom allowed in curricular design - is compatible with the mission and vision statements of the institution. It also considers the practices of an institution in initiating a wide range of programme options and courses that are relevant to regional and national needs in line with emerging trends. Along with flexibility and diversity to suit different levels of learners, career orientation, multi-skill development and involvement of stakeholders in curricular updation are also gauged through this criterion. The focus of this criterion is captured in the following criterion statements that spell out the qualitative aspects and good practices expected of an institution: The institution has a clearly stated and communicated purpose, vision, mission and values. The institution ensures the continuing relevance of its programmes and that the existing courses are modified to meet the emerging needs. The institution develops and deploys action plans to achieve the objectives and effective implementation of the curriculum. The institution obtains and uses feedback from the students, alumni, employers, community, academic peers and other stakeholders in curriculum development and planning. Criterion II – Teaching –Learning and Evaluation This criterion deals with the efforts of an institution to serve students of different backgrounds and abilities through effective teaching-learning practices. Interactive instructional techniques that engage students in higher order ‘thinking’ and investigation through the use of interviews, focused group discussions, debates, projects, presentations, experiments, practical sessions, internship and eresources are important considerations. The criterion has an ample focus on how the institution supports and facilitates the use of ICT and other new and emerging technologies. It also probes into the adequacy and competence as well as the continuous professional development of the faculty who handle the programmes of study. The efficiency of the techniques used to continuously evaluate the performance of teachers and students is also a major concern of this criterion. The
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focus of this criterion is captured in the following criterion statements that spell out the good practices expected of an institution:
The institution has a transparent admission process and ensures that the defined admission criteria are equitably applied to all applicants. The institution provides clear information to students about admission and completion requirements for all programmes, the fee-structure and refund policies, financial aid and student support services. The institution engages its students in active learning. The instructional approaches and learning experiences provided are comprehensive and in keeping with the stated objectives of the programme. The practice teaching plans are developed in partnership cooperatively involving the school staff and mentor teachers. The student teachers are prepared for managing diverse learning needs of students in schools. The assessment and evaluation scheme is comprehensive, reliable, objective, and transparent and is communicated to the students well in advance. The assessment and evaluation outcomes are used in improving the performance of the students and curriculum transaction. The institution incorporates new technologies into its programmes and encourages students and faculty to use and adopt technology in teaching -learning.
Criterion III - Research, Consultancy and Extension This criterion seeks information on the policies, practices and outcomes of the institution with reference to research, consultancy and extension. It deals with the facilities provided and efforts made by the institution to promote a research culture and their outcome. Serving the community through research and extension, which is a social responsibility and a core value to be demonstrated by institutions, is also a major concern of this criterion. The focus of this criterion is captured in the following criterion statements that spell out the good institutional practices.
The institution supports professional development activities that engage its teachers in research in education. The institution encourages faculty to publish in academic forums. The institution encourages its students and faculty to be continuous learners. The institution faculty is actively engaged in training and developing instructional and other teaching-learning materials. The institution incorporates practices based on research undertaken by its faculty. The institution is responsive to community needs and conducts relevant extension programmes.
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The institution encourages its faculty to provide consultancy services to the school sector and to be actively engaged in their respective fields of expertise. The institution has a strong institute-school-community networking and linkages with national and international research and academic organisations. Criterion IV - Infrastructure and Learning Resources: This criterion seeks to elicit data on the adequacy and optimal use of the facilities available in an institution to maintain the quality of academic and other related activities on the campus. It also requires information on how every constituent of the institution - students, teachers and staff — benefit from them. Expansion of facilities to meet future development and maintenance of the facilities is also included among other concerns. The focus of this criterion is captured in the following criterion statements that spell out a few good practices of a quality institution:
The institution has adequate physical infrastructure facilities to run the educational programmes efficiently. The institution continuously augments its infrastructure to keep pace with its academic growth. The institution has effective mechanisms for maintenance and optimal use of infrastructure. The institution takes ample care and considers the environmental issues associated with infrastructure. The instructional infrastructure meets and exceeds the program requirements and is optimally utilised. The institution ensures availability of qualified faculty and staff needed to achieve the stated objectives. The workload policies and practices encourage the faculty to be engaged in a wide range of professional and administrative activities and community engagement. The institution has adequate library and computer facilities and other learning resources with easy access for all its constituencies. Criterion V - Student Support and Progression The highlights of this criterion are the efforts of an institution to provide necessary support to students facilitating good campus experiences and their holistic development. It also seeks information on student and alumni profiles and their contributions to the institution and vice-versa. The focus of this criterion is captured in the following criterion statements that spell out some of the good practices expected of a quality institution:
The institution has adequate learning resources and a wellestablished mechanism to systematically review the various library resources for adequate access and relevance and to make acquisition decisions.
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The various provisions in the institution support and enhance the effectiveness of the faculty in teaching and mentoring of students. The campus environment promotes motivation, satisfaction, development and performance improvement of students. The progress of the students at different stages of the programmes is monitored and the students are appropriately advised. The institution develops the leadership qualities of the students through their participation and involvement in various institutional activities.
Criterion VI – Governance and Leadership This criterion helps to gather data on the policies and practices of an institution in the matter of planning man power requirement, recruitment, training, performance appraisal and finance management. Participatory management procedures and creative governance of human and material resources are relevant here. The focus of this criterion is highlighted in the following criterion statements, representative of good practices of a quality institution:
The institution is conscious of its quality provisions and has a well established functional internal quality management system. The institution has a MIS in place, to collect, align, select, integrate and communicate data and information on academic and administrative aspects of the institution. The offices and departments of the institution are governed on the principles of participation and transparency. Academic and administrative planning in the institution move hand in hand. The goals and objectives are communicated and deployed at all levels to ensure every individual employee’s contribution towards institutional development. The institution has a mechanism for faculty, students and other stakeholders to seek information and/or make complaints. The institution has good resource management practices which support and encourage performance improvement, planning and implementation strategies. The financial resources of the institution are judiciously allocated and effectively utilised. Budgeting and auditing procedures are regular and standardized.
Criterion VII – Innovative Practices This criterion focuses on the special efforts of an institution that impacted its academic excellence. Any innovative practice is a pathway created to further the interest of the students and the institution. The institutions internal quality assurance systems, inclusive practices and stakeholder relationship reflect on the institutions quality culture. The focus of this criterion is captured in the following criterion statements and key aspects:
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Criterion Statements The institution displays sensitivity to changing educational, social and market demands. The institution is geared to promote an ambience of creativity innovation and improving quality. The institution caters to inclusive practices and better stakeholder relationships. The institution adopts quality management strategies in all academic and administrative aspects. The institution strives to promote value-based education, social justice, social responsibilities and good citizenry amongst its student community Section B Format for Self-Appraisal Report Part I: Institutional Data When the institution has a website it should display the following and other relevant details of information, as in a typical brochure or student handbook: its mission/vision statement, and the goals and objectives of the institution programme offered; eligibility criteria for admission; admission policy and process; academic calendar; examination and other assessment schedules and procedures; infrastructural facilities available for teaching/learning, sports, residence, research and recreation; scholarships given by the state and the institution; and the fee structure. In addition to the information displayed in the institutional website, institutional data that highlights the facts and features which contributed to quality maintenance and enhancement during the last three years has to be submitted to the NAAC in Part I: A and B of the SAR. NUEPA
Introduction The National University of Educational Planning and Administration (NUEPA), established by the Ministry of Human Resource Development, Government of India, is a premier organization dealing with capacity building and research in planning and management of education not only in India but also in South Asia. In recognition of the pioneering work done by the organization in the field of educational planning and administration, the Government of India have empowered it to award its own degrees by way of conferring it the status of
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Deemed to be University in August, 2006. Like any Central University, NUEPA is fully maintained by the Government of India. The National University has its origin dating back to 1962 when the UNESCO established the Asian Regional Centre for Educational Planners and Administratorswhich later became the Asian Institute of Educational Planning and Administration in 1965. After 4 years of its existence, it was taken over by the Government of India and renamed as the National Staff College for Educational Planners and Administrators. Subsequently, with the increased roles and functions of the National Staff College, particularly in capacity building, research and professional support services to governments, it was again renamed as the National Institute of Educational Planning and Administration (NIEPA) in 1979. The National University comprises ten Departments. It has an outstanding multi-disciplinary faculty and a library which is well stocked with a large number of books, national and international journals and official documents in the area of educational planning and administration. In addition to its multifarious activities, the National University offers M.Phil., Ph.D. and Part-time Ph.D. programmes in educational policy, planning and administration from a broader inter-disciplinary social science perspective. The research programmes of NUEPA cover all levels and types of education from both national and international development perspectives. CAMPUS
The University is located in New Delhi; the capital city of India situated on the foothills of the Aravalli range and has varied climatic conditions. December and January are chilly, with night-time lows of 4 degree Celsius. The spring season gets in February and the maximum temperature during this month ranges between 15 degrees to 25 degrees Celsius. The summer season starts from April when the day time temperature goes up to 40 degree Celsius. The Campus is spread over 3.75 acres. It is located on Sri Aurobindo Marg, in South of New Delhi opposite Qutub Hotel, adjoining to NCERT and Indian Institute of Technology Campuses. The distance from Indira Gandhi International Airport and the domestic Airport is 15 and 10 kms respectively. It is about 20 kms from Old Delhi Railway Station, 14 kms from New Delhi Railway Station, and 22 kms from Inter-State Bus Terminal. The University has a sevenstoried hostel building with fully furnished 52 double occupancy rooms-AC and
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non-AC. Besides the participants and guests to NUEPA, the hostel facilities are also extended to educationists visiting Delhi, depending upon availability of space. In addition the campus also has Vice-Chancellor's Bungalow and the residential apartment for the faculty and Staff. Training – Introduction The National University of Educational Planning and Administration (NUEPA) is the apex National Institution of Educational Planning and Administration and are actively engaged in educational research, training and consultancy. Its core activities include: Full-time M.Phil. Programme, Full-time and Part-time Ph.D. Programmes, National level and International level Diploma Programmes, training of educational planners and administrators; research; consultancy services at national and international levels; clearing house for dissemination of knowledge and information; and providing a forum for exchange of views and experiences between practicing educational administrators, planners and academics. NUEPA also sponsors research in educational planning, policy and management. NUEPA offers, every year, about four dozen professional programmes. It includes long-term and short-term training programmes, seminars, and conferences, meetings with senior national and international education policymakers, planners and administrators. It offers two (six-month) diploma programmes in educational planning and administration-one each for the national and international participants. On an average, each year, about thousand five hundred senior planners and administrators participate in these programmes. NUEPA uses a combination of modern methodologies in training delivery including structured presentations, practical work, syndicate work, case studies, group discussions and modern audio-visual methods. All training programmes are supported by professionally developed training material. STRUCTURE
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Vision Evolving a human learning society through advancement of knowledge. Mission To become a centre of excellence in educational policy, planning and management by promoting advanced level teaching, research and capacity building in national and global contexts. Objectives/Role 1. To organize pre-service and in-service training programmes in the area of educational planning and administration and allied disciplines; 2. To undertake, aid, promote and coordinate research invarious aspects of educational planning and administration and allied disciplines, including comparative studies in planning techniques and administrative procedures in the different States of India andin other countries of the world; 3. To provide academic and professional guidance to agencies, institutions and personnel engaged in educational planning and administration; 4. To offer M.Phil, Ph.D. and Post-Doctoral Programmes and award degrees in educational planning, educational administration, educational finance, comparative education, school education, higher education, professional education, policy research, gender in education, discrimination in education, education and globalization, educational management and information system, etc.; 5. To act as a clearing house of ideas and information on research, training and extension in educational planning and administration services and other programmes; 6. To prepare, print and publish papers, periodicals and books in furtherance of these objectives and especially to bring out a Journal on Educational Planning and Administration; 7. To organize training, conferences, workshops, meetings, seminars and briefing sessions for educational personnel of the Central and State Governments and Union Territories; 8. To offer, on request, consultancy service to Governments, including State Governments, educational institutions and institutions/organizations in India and abroad. 9. To organize orientation and training programmes and refresher courses for teacher-educators and for University and College Administrators engaged in educational planning and administration; 10. To organize orientation programmes, seminars and discussion groups for persons including legislators in the field of educational planning and administration at the level of policy making in Central and State Governments; 11. To award consultancy work/services to other organizations/individuals;
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12. To collaborate with other agencies, institutions and organizations, including the University Grants Commission, the Universities, Institutes of Management and Administration and other allied institutions in India and abroad, in such way as may be considered necessary for the promotion of these objectives; 13. To provide, on request, facilities for training and research in educational planning and administration to other countries, especially of the Asian Region, and collaborate with them in programmes; 14. To offer fellowships, scholarships and academic awards in furtherance of the objects of the National University; 15. To confer honorary fellowships on eminent educationists for their contribution in the field of educational planning and administration; 16. To undertake extramural studies, extension programme and field outreach activities to contribute to the development of society; 17. To disseminate and advance knowledge by providing instructional, research and extension facilities in such branches of learning as it may deem fit and to provide to students and teachers the necessary facilities and atmosphere for the promotion of innovations in education leading to restructuring of courses, new methods of teaching and learning, and integral development of personality, studies in various disciplines, interdisciplinary studies, and National integration and International Understanding; 18. To conduct the above-mentioned programmes and courses in its off campuses, and off-shore campuses; and 19. To do or perform all such other acts, functions and things as may be deemed necessary, desirable or incidental by the National University in furtherance of the above objectives of the National University. Functions of NUEPA The university functions through its nine departments, which are as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Department of Educational Planning. Department of Educational Administration. Department of Educational Policy. Department of Educational Finance. Department of School and Non-formal Education. Department of Higher Education. Department of International Cooperation. Department of Sub-national Systems. Department of Operations Research Systems Management. Department of Foundations of Education.
As the highest organization of educational planning and administration, it has the following functions in education:
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Providing training of educational planning and administration to develop the abilities and competencies in the educational administration as the in service programme. Providing training facilities in educational planning and administration at state level and regional level to develop efficiency at their level. Integrating educational studies and researches under the area of educational planning and administration and make the coordination in these activities. Encouraging the workers to solve the problems of educational planning and administration by organizing seminars and workshops. Arranging extension programmes for new developments and innovations in the area of planning and administration. Establishing contact with other countries to understand the developments and innovations of the developed countries. Providing guidance at National and State levels in the area of planning and administration. It performed multi-dimensional activities in educational planning and administration. Under extension programmes, the educational planning and administration journal, books and other booklets are published by the institute. Review of studies of educational planning and administration of developed countries is also by the institute. It is used to develop education system and solve the educational problems. Twelve books on different aspects of educational planning and administration have been published by NUEPA. Orientation courses are organized for the educational administrators to provide the awareness of new developments in the area of planning and administration. Educational research reports are published. The publication unit established the coordination between theory and practice. The seminars and workshops are organized and their discussions and results are published. It also evaluates the effectiveness or workability of new innovations. UNIVERSITY GRANTS COMMISSION (UGC) Introduction The University Grants Commission (UGC) has its roots in the University Grants Committee, which was constituted in the year 1945 on the recommendation of Sargent Report. To monitor the work of three Central Universities of the country-Aligarh, Banaras and Delhi. However, after two years, the committee was given the charge of all the existing universities in the country. In 1948, University Education Commission set up under the chairmanship of Dr. S Radhakrishnan, recommended the reconstitution of University Grants Committee on the general model of the University Grants Commission of the United Kingdom with a full-time Chairman and other members to be appointed
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from amongst the educationists of repute. Thereafter the University Grants Commission was formally inaugurated by Maulana Abul Kalam Azad, the ExMinister of Education, Natural Resources and Scientific Research, on 28 December 1953. However the UGC got the status of statutory body of the Indian Government through an act of Parliament in November 1956. The UGC since then has been coordinating, determining and maintaining standards of university education and teaching in the country. The Commission has its head office at Bahadur Shah Zafar Marg in New Delhi while the regional offices are situated in six different parts of the country Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore. The two additional bureaus carry out the work from 35, Feroze Shah Road and the South Campus of University of Delhi. Functions of UGC 1. To realize its aim of determining and maintaining the educational standards of the university. 2. Allocates grants to the universities and colleges out of its own funds for their development or other general purpose. 3. Advises the central and state government on disbursing grants to the universities out of the consolidated fund of India. 4. Advices any authority on the establishment of new university or on the proposal seeking expansion of any university. 5. Collects information on university education in India and in other countries. 6. Seeks information from the universities from time to time. The information may range from the financial position of the university, their various branches of learning to the rules and regulations followed in a particular university. 7. Imparts education to the students in various streams through its countrywide classroom teachings and a four-year old 24 hours educational channel ‘Vyas’. 8. Conducts National Eligibility Test (NET) through its National Educational Testing Bureau in a bid to determine eligibility for lectureship. It also awards Junior Research Fellowship (JRF), which has been set as the minimum standards for Indian nationals to enter teaching profession and research. Humanities (including language), Computer Science, Social Sciences, Environmental Sciences and Applications and Electronic Science are the subjects in which a student can appear for a JRF. 9. The UGC has recently launched an ‘e-scripting’ course in television for all those students who want to make a career in broadcast media. The course is being run by its Consortium of Educational Communication an Inter University Centre of the UGC on electronic media. 10. UGC allocates maintenance and development grants to various universities and college-level institutions besides awarding scholars for their efforts in the education promotion.
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Teacher Education Committees To upgrade the standard of education UGC has formed 'Teacher Education Committees' consisting of seven members for two years duration. It provides awareness of new innovations and research in teacher education. The national fellowship and teacher fellowship are granted for encouraging research and teaching work. The U.G.C. provides the travel grants to the universities for attending international conferences and seminars. Emeritus fellowships are provided for retired professors of the universities. Visiting professors are appointed from among the university professors for inter change programmes and delivering lectures. Residential facilities for university and college teachers are also provided. Research associates are appointed for post doctor work. Thus, U.G.C has made a significant contribution for the development of teacher education. Research The U.G.C. is giving substantial grants to university teachers for conducting their own researches. In 1953-54 the Ministry of Education initiated a scheme for giving grants to teachers, colleges and Departments of Education in the universities in order to enable them to carry out research on educational problems chosen by them and approved by the Central Ministry. The main purpose of the scheme is to provide facilities for research which, in many instances, has been held up owing to dearth of funds. It is to be carried on by the staff of the training colleges assisted by some research fellows assigned to them and some financial facilities. Equipment is provided to facilitate the completion of the projects. Centres for Advanced Studies For the improvement of standards of teaching and research in India UGC has setup centres for advanced study in different branches of knowledge. It selected the Facility of Education and Psychology, Baroda as the centre for advanced study in education which functions on an all India basis and aims at raising standards of teaching and research in education. It encourages team-work among senior teachers and scholars throughout the country; it has built up its programme in co-operation with research workers from outside. DISTANCE EDUCATION COUNCIL (DEC) Introduction The Distance Education Council (DEC) is an apex body for the Open and Distance Learning (ODL) system in the country. DEC was established in 1991. It is empowered, under Statute 28 of the IGNOU Act (1985), to act as an apex body for the ODL system. It is responsible for promotion, coordination and maintenance of standards of the ODL system. The Vice Chancellor of IGNOU is the ex-officio Chairperson of DEC. Presently, there are: one National Open University (IGNOU), thirteen State Open Universities (SOUs) and more than 200 Distance Education Institutes (DEIs) functioning under conventional universities and private/autonomous institutions that come under its purview.
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Vision Distance Education Council shall provide academic guidelines to promote excellence, encourage use of innovative technologies and approaches, enable convergence of all systems and sharing of resources through collaborative networking for access to sustainable education, skill up gradation and training to all. Mission To strive for coordinated development of learner-centric Open and Distance Learning (ODL) system and ensure high quality of education, meet challenges of access and equity to reach the un-reached, the Distance Education Council (DEC) shall: 1. Encourage state governments/conventional universities to establish open universities/ distance education institutes and create a network of such institutions. 2. Provide financial support and grants and academic guidelines to institutions of open and distance education. 3. Evolve norms, procedures and guidelines in respect of admission, evaluation, and certification. 4. Assess and accredit institutions of open and distance learning to ensure quality. 5. Encourage use of technology in education and provide opportunities for sharing technological resources and competencies through interuniversity partnerships/consortia. 6. Facilitate development and sharing of self-instructional (multiple media) materials amongst different open universities/distance education institutions. 7. Facilitate sharing of student support services created by various State Open Universities (SOUs) and Correspondence Course Institutes (CCIs). 8. Promote convergence of conventional, ODL and other systems to facilitate mobility of learners through credit transfer/sharing. 9. Promote research and innovation in ODL systems.
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10. Facilitate training for indigenous capacity building in ODL systems. 11. Create databases for SOUs, CCIs, distance educators functionaries associated with ODL systems.
and
Functions of the Distance Education Council (DEC) It shall be the general duty of the Distance Education Council to take all such steps as are consistent with the provisions of this Act, the Statutes and the Ordinances for the promotion of the Open University/Distance Education Systems, its coordinated development, and the determination of its standards, and in particular: •
•
•
•
• • •
•
•
•
To develop a network of open universities/distance education institutions in the country in consultation with the state governments, universities, and other concerned agencies; To identify priority areas in which distance education programmes should be organised and to provide such support as may be considered necessary for organising such programmes; To identify the specific client groups and the types of programmes to be organised for them, and to promote and encourage the organisation of such programmes through the network of open universities/distance education institutions; To promote an innovative system of university-level education, flexible and open, in regard to methods and pace of learning, combination of courses, eligibility for enrollment, age of entry and conduct of examination and organise various courses and programmes; To promote the organisation of programmes of human resource development for the open university/distance education system; To initiate and organise measures for joint development of courses and programmes and research in distance education technology and practices; To recommend to the Board of Management the pattern and nature of financial assistance that may be sanctioned to open universities/distance education institutions and the conditions that may have to be fulfilled by them to receive such assistance; To take such steps that are necessary to ensure the coordinated development of the Open University/Distance Education System in the country; To establish and develop arrangements for coordinating and sharing the instructional materials prepared by different open universities/distance education institutions, and the student support systems with a view to avoiding duplication of efforts; To evolve procedures for sharing of courses and programmes and for the payment of royalty or other charges to the members of the network, whose courses and programmes are used by other members;
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•
•
•
•
• •
• •
•
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To prescribe broad norms for charging fees from students, who join various programmes offered by the network of open universities/distance education institutions; To collect, compile and disseminate information relating to the courses and programmes offered by various open universities/distance education institutions; To advise state governments, universities and other concerned agencies on their proposals to set up open universities, or to introduce programmes of distance education; To appoint review committees from time to time to study and assess the performance of the open universities/distance education institutions participating in the network on any aspect relevant to the functioning of the network; To prescribe a broad framework for courses and programmes including their pattern and structure; To evolve norms, procedures and practices in respect of admission, evaluation, completion of courses requirements, transfer of credits, etc. of students admitted to the programmes of the open university/distance education network and for the award of certificates, diplomas and degrees to them; To evolve guidelines for the organisation of student support services for the open university/distance education programmes; To take such measures as are necessary, consistent with the objects of the University to provide an innovative, flexible and open system of University education, for the promotion, including introduction and continuation, of courses and programmes which confirm to the standards prescribed by the DEC, to maintain such standards in the institutions offering distance education programmes and to prevent, through such measures as are considered appropriate, institutions from offering courses and programmes which do not conform to the standards laid down by the Council; To appoint committees for advising and assisting the DEC in the performance of any of its functions or exercise of any of its powers.
The Distance Education Council Shall: •
•
Appoint Committees which shall assess, in consultation with the concerned open universities/distance education institutions, the development grants required by them for a five-year period and make recommendations to the Board of Management for sanctioning such grants; Sanction grants to open universities/distance education institutions for specific projects on the basis of reports by duly appointed committees and in accordance with guidelines prescribed for the purpose and report such approvals to the Board of Management.
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INDIAN COUNCIL OF SOCIAL SCIENCE RESEARCH (ICSSR)
Introduction The Indian Council of Social Science Research (ICSSR) was set up by the Government of India in August, 1969 as an autonomous organization in order to review, promote, encourage, assist and coordinate social science research in the country. From its inception ICSSR was considered as one of the biggest achievements of Indian Democracy and it was conceived as premier national agency expanding social science research, improving its quality and attempting to increase its utilization in policy formulation. In pursuance of the above targets and as part of its programme of decentralizing administration and broad basing social science research, ICSSR took, in the past, a considered decision to set up regional centers all over the country. The North Eastern Regional Centre of the Indian Council of Social Science Research (ICSSR-NERC) was established on March 2, 1977 in collaboration with North-Eastern Hill University (NEHU) at Shillong. The Centre has its office complex at the NEHU Campus and an Advisory Committee headed by the Vice-Chancellor, NEHU, Shilling.
Objectives of ICSSR: Indian Council of Social Science Research (ICSSR) was established in the year of 1969 by the Government of India to promote research in social sciences in the country. The Council was meant to: •
Review the progress of social science research and give advice to its users;
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Sponsor social science research programmes and projects and administer grants to institutions and individuals for research in social sciences; Institute and administer scholarships and fellowships for research in social sciences; Indicate areas in which social science research is to be promoted and adopt special measures for development of research in neglected or new areas; Give financial support to institutions, associations, and journals engaged in social science research; Arrange for technical training in research methodology and to provide guidance for research; Co-ordinate research activities and encourage progrmmes for interdisciplinary research; Develop and support centers for documentation services and supply of data; Organize, sponsor, and finance seminars, workshops and study groups; Undertake publication and assist publication of journals and books in social sciences;
Advice the Government of India on all matters pertaining to social science research as may be referred to it from time to time; and take such measures generally as may be necessary from time to time to promote social science research and its utilization. Indian Council of Social Science Research (ICSSR) supports a network of 27 ICSSR research institutes, including:
Institute for Social and Economic Change (ISEC), Bangalore. Institute of Public Enterprise, Hyderabad. Institute of Studies in Industrial Development, New Delhi. Govind Ballabh Pant Social Science Institute, Allahabad. Centre for Studies in Social Sciences, Calcutta Centre for Policy Research (CPR), New Delhi. Centre for Multi-Disciplinary Development Research. Centre for Women's Development Studies (CWDS), Delhi. Madras Institute of Development Studies.
The council performs the following functions: 1. Reviewing social science research studies and provides the guidance for their applicability. 2. Providing grants and financial assistance to universities colleges and other institutes for social science research. 3. Providing financial assistance for individual research workers. 4. Providing the scholarships and fellowships for the full time research workers.
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5. Providing the financial assistance for conducting research studies and projects in social science subjects. 6. Organizing orientation courses, seminars, workshops for new methodology and new areas of studies. 7. Providing awareness about new emerging trends of society for conducting research studies in these areas. 8. Encouraging interdisciplinary research studies and coordinates such studies. 9. Providing the guidance for the social science research to the institutes and research workers. 10. Encouraging the research workers to review the studies of developed countries to understand our own problems.
MINISTRY OF HUMAN RESOURCE DEVELOPMENT (MHRD) Introduction The Ministry of Human Resource Development (HRD or MHRD) is an Indian Government Ministry, responsible for the development of human resources. The ministry is divided into two departments: the Department of School Education and Literacy, which deals with primary education and literacy, and the Department of Higher Education, which deals with secondary and post-secondary education. Erstwhile Ministry of Education now functions under these two departments, as of September 26, 1985, through 17th Amendment to the Government of India (Allocation of Business) Rules 1961. The Ministry of Human Resources Development is headed by a minister of cabinet rank as a member of the Council of Ministers. The current Minister of Human Resource Development is Kapil Sibal. The minister is assisted by a single Minister of State, Daggubati Purandeswari, Minister of State for Human Resource Development. There has been an increasing awareness that the people of the county should be looked upon as it’s valuable resource-indeed the most valuable resource and that our growth process should be based on the integrated development of the citizen, beginning with childhood and going right through life. It is increasingly realized that all relevant instruments and agencies contributing to or responsible for, this growth should be integrated in order to ensure all-round development. Department of School Education and Literacy The Department of School Education and Literacy is responsible for primary education, both formal and non-formal. Its stated goal is the Universalities of Elementary Education (UEE). The department originated as the Indian Education Department in the 1910 under the British Raj. After independence, a
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full-fledged ministry, the Ministry of Education, was created in 1947. The Ministry of Education was merged with the newly-created Ministry of Human Resources Development in 1985. The department aims to achieve universal access and enrollment, universal retention of children up to 14 years of age, and substantial improvement in the quality of education to enable all children to achieve essential levels of learning. The Sarva Shiksha Abhiyan (Hindi: The 'Education for All' Movement), is a flagship programme carried out by this department for achievement of universalities of elementary education in a time bound manner, as mandated by the 86th amendment to the Constitution of India making free and compulsory education to children of ages 6–14 (estimated to be 205 million in number in 2001) a fundamental right. The programme aims to achieve the goal of universalities of elementary education of satisfactory quality by 2010 Department of Higher Education The Department of Higher Education is in charge of secondary and postsecondary education. The department is empowered to grant deemed university status to educational institutions on the advice of the University Grants Commission (UGC) of India, under Section 3 of the University Grants Commission (UGC) Act, 1956. Organisation Article 77(3) of the Constitution of India lies down as follows: (3) “The President shall make rules for the more convenient transaction of the business of the Government of India, and for the allocation among Ministers of the said business”. Under the above provision, the President has made the “Government of India (Allocation of Business) Rules, 1961”. Rule 2 of these Rules says as follows:(2) “Allocation of Business – The business of the Government of India shall be transacted in the Ministries, Departments, Secretariats and Offices specified in the First Schedule to these rules (all of which are hereinafter referred to as ‘Departments’)”. Rule 3(1) of the above Rules further says that “the distribution of subjects among the Departments shall be specified in the Second Schedule to these Rules……” A Department is responsible for formulation of policies of the government in relation to business allocated to it and also for the execution and review of those policies. The Govternment of India (Transaction of Business) Rules framed under Article 77(3) of the Constitution seeks to define the authority, responsibility and obligations of each Department in the matter of disposal of business allotted to it. While providing that the business allotted to a Department will be disposed of by, or under the direction of, the Minister-in-charge, these rules also specify: (a) cases or classes of cases to be submitted to the President, the Prime Minister, the Cabinet
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or its Committees for prior approval; and (b) the circumstances in which the Department primarily concerned with the business under disposal will have to consult other departments concerned and secure their concurrence before taking final decisions. For the efficient disposal of business allotted to it, a Department is divided into Bureaus, Divisions, Branches and Sections. A Department is headed by a Secretary to the Government of India who acts as the administrative head of the Department and principal adviser of the Minister on all matters of policy and administration within the Department. The work in a Department is divided into Bureau with a Special Secretary/Additional Secretary/Joint Secretary in charge of each Bureau. Such a functionary is normally vested with the maximum measure of independent functioning and responsibility in respect of the business falling within his Bureau, subject to the overall responsibility of the Secretary for the administration of the Department as a whole. A Bureau comprises a number of Divisions each functioning under the charge of an officer of the level of Director/Joint Director/Deputy Secretary. A division may have several branches each under the charge of an Under Secretary or equivalent officer. A Section is generally the lowest organizational unit in a department with a well defined area of work. It consists of Assistants and Clerks supervised by a Section Officer. Initial handling of cases (including noting and drafting) is generally done by, Assistants and Clerks who are also known as the dealing hands. While the above represents the commonly adopted pattern of organization of a Department, there are certain variations, the most notable among them being the Desk Officer System. In this system the work of a Department at the lowest level is organized into distinct functional Desks each manned by two Desk functionaries of appropriate ranks i.e. Under Secretary or Section Officer. Each desk functionary handles the cases himself and is provided adequate stenographic and clerical assistance. The Ministry of Human Resource Development (HRD) is one of the Ministries specified in the First Schedule of the above Rules, and consists of the following three Departments:i. Department of Higher Education (HE) ii. Department of School Education and Literacy (SE & L) iii.Department of Women and Child Development (WCD) The Minister of Human Resource Development heads the Ministry of HRD. For purposes of the Departments of Higher Education and school education and Literacy, he is assisted by a Minister of State, HRD (Education). At the administrative level, the Department of Higher Education is headed by a Secretary who is assisted by one Additional Secretary and a number of Joint Secretaries/JEA, Directors/Deputy Secretaries/DEA, Under Secretaries/Desk Officers and Section Officers.
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The Department is divided into eight bureaus, and most the work of the department is handled through over 100 autonomous organisations under the these bureaus, University and Higher Education; Minorities Education a. b. c. d. e.
University Grants Commission (UGC) Indian Council of Social Science Research (ICSSR) Indian Council of Historical Research (ICHR) Indian Council of Philosophical Research (ICPR) 39 Central Universities (including 12 new Central Universities which have been established on 15.01.2009 by an ordinance promulgated by President of India) f. Indian Institute of Advanced Studies (IIAS), Shimla
Technical Education a. All India Council of Technical Education (AICTE) b. Council of Architecture (COA) c. 13 Indian Institutes of Technology (IITs) (including 6 new IITs set up during 2008-09) d. 5 Indian Institutes of Science Education and Research (IISERs) e. 7 Indian Institutes of Management (IIMs) f. 30 National Institutes of Technology (NITs) g. 4 Indian Institutes of Information Technology (IIITs) h. 4 National Institutes of Technical Teachers’ Training and Research (NITTTRs) i. 4 Regional Boards of Apprenticeship/Practical Training Administration and Languages a. Three Deemed Universities in the field of Sanskrit, viz. Rashtriya Sanskrit Sansthan (RSkS), New Delhi, Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeeth (SLBSRSV), New Delhi, and Rashtriya Sanskrit Vidyapeeth (RSV), Tirupati b. Kendriya Hindi Sansthan (KHS), Agra c. English and Foreign Language University (EFLU), Hyderabad d. National Council for Promotion of Urdu Language (NCPUL) e. National Council for Promotion of Sindhi Language (NCPSL) f. Three subordinate offices: Central Hindi Directorate (CHD), New Delhi; Commission for Scientific and Technological Terminology (CSTT), New Delhi; and Central Institute of Indian Languages (CIIL), Mysore
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Distance Education and Scholarships a. Indira Gandhi National Open University (IGNOU) b. UNESCO, International Cooperation, Book Promotion and Copyrights, Education Policy, Planning and Monitoring c. Integrated Finance Division. d. Statistics, Annual Plan and CMIS e. Administrative Reform, North Eastern Region, SC/ST/OBC Others: a. b. c. d. e. f. g. h. i. j. k. l.
National University of Educational Planning and Administration (NUEPA) National Book Trust (NBT) National Board of Accreditation (NBA) National Commission for Minority Educational Institutions (NCMEI) National Council of Educational Research and Training (NCERT) Central Board of Secondary Education (CBSE) Kendriya Vidyalaya Sangathan (KVS) Navodaya Vidyalaya Samiti (NVS) National Institute of Open Schooling (NIOS) Central Tibetan School Administration (CTSA) National Foundation for Teachers' Welfare A public sector enterprise, Educational Consultants (India) Limited (EdCIL)
Inter-University Centers (IUCs) a. b. c. d. e. f.
Nuclear Science Centre, New Delhi Inter-University Centre for Astronomy and Astrophysics (IUCAA), Pune Inter–University Consortium for DAE Facilities, Indore Information and Library Network (INFLIBNET), Ahmedabad Consortium for Educational Communication (CEC) National Assessment and Accreditation Council (NAAC), Bangalore
Functions of MHRD The following subjects are allocated to the Department of school and higher education, as per Second Schedule to the Government of India (Allocation of Business) Rules, 1961: a. Secondary Education and Vocational Guidance. b. University Education, Central Universities, Rural Higher Education, Foreign Aid Programme relating to Higher Education, Technical Education, Planning and Development of School Education. c. Institutions of Higher Learning (other than Universities). d. Books and Book Development.
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e. Audio Visual Education with reference to the items in the list. f. Production of University level text-books in Regional Languages. g. The Copyright Act, 1957 (14 of 1957) and International Conventions on Copyrights. h. Educational Research. i. Publications, information and statistics. j. Teacher’s training with reference to the items in the list. k. Development and propagation of Hindi, including multi-lingual dictionaries. l. Grant of Financial assistance for the teaching and promotion of Hindi. m. Propagation and development of Sanskrit. n. Rehabilitation and other problems relating to displaced teachers and students. o. Central Advisory Board of Education. p. UNESCO and Indian National Commission for Cooperation with UNESCO. q. Educational Exchange Programmes; exchange of teachers, professors, educationists, scientists, technologists, etc.; programme of exchange of scholars between India and foreign countries. r. Grant of permission to teachers of Universities, colleges and institutions of higher learning to accept assignments abroad. s. Admission of foreign students in Indian Institutions. t. Practical training facilities for students of engineering and technological institutions. u. Recognition of professional technical qualification for purposes of recruitment to posts under Government of India. v. National Research Professorships and Fellowships. w. Holding of Foreign Examination in the fields of professional and technical education in India. x. University Grants Commission. y. National Council for Educational Research and Training. z. National Book Trust. STATE COUNCIL OF EDUCATIONAL RESEARCH ANDTRAINING (SCERT) In order to provide new direction to school education, the Haryana Education Department merged two institutes namely State Institute of Education and State Institute of ScienceEducation in April, 1979 to establishthe Sate Council of Educational Research and Training (SCERT). The main function of this Council is to bring qualitative improvement in the field of school education. It has been a firm view of the Haryana Education Department that the educational standards of the teachers must be improved for a qualitative improvement in school education. Hence various efforts are made to enhance the educational standards of the teachers through nine different
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departments. The main aim of their activities is to acquaint the teachers with the innovations brought out in the field of school education through teachers training programmes and workshops. This council fulfils all the needs and requirements in the field of education through the working of these departments. Multifarious activities of these departments are as follows: Activities/Functionalities: • • • • • • • • • • • • • • • • • •
Organises in-service training programmes for teachers, administrators and teacher educators. Implements new educational techniques and methodologies. Co-ordinates with District Institutes of Education and Training (DIETs) and imparts guidance. Co-ordinates with various State Councils of Education, Regional College of Education, Ajmer, NCERT, NIEPA and EdCIL. Identifies disabled children in and out of schools through IED centers in the state. Creates awareness among teachers/students about the need of guidance by delivering lectures. Searches out educational problems and their remedies. Develops Teaching Learning Material (TLM) for various training programmes to get it printed. Organises training programmes and workshops for teachers for the improvement of educational evaluation. Prepares question papers for school examination of various classes. Organises calligraphic competitions for primary classes. Provides guidance to Board of School Education related to evaluation. Organises Students Science Seminar. Organises District and State level Science Exhibitions. Guides the students/teachers to participate in National Level Science Exhibition. Solves problems of the field related to Science. Develops work experience syllabus for various levels. Popularises computer literacy in schools.
Organizing co-curricular activities such as Quiz, Antakshri and Drama Competitions • • • •
Creates awareness among children and instructors of non-formal centers run by NGOs. Reviews school text books in the light of population education. Organises training courses for teachers to create awareness about the environment. Develops teaching learning material and gets it printed.
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Organises painting competitions for school children
Reviews, updates, edit vets and enrich the text-books for various classes. Prepares manuscripts of text-books for various classes for printing. Surveys problems related to the textbooks and takes remedial measures. Develops English syllabus for classes I to V, English text-books for classes I to V and teachers guide. Organises training programmes for teachers for the knowledge of software and hardware. Develops software material. Prepares educational broadcast programmes for AIR Rohtak. Trains the teachers about the use of audio-visual aids in classroom situations. Teachers Home: In October, 1988, a Teachers Home was constructed in the campus of the council. It is a unique building with 80 clean and airy rooms to accommodate 96 participating teachers. The SCERT was majorly established with an objective of enhancing the school education in the state level, and was first accomplished in Uttar Pradesh in the year 1981.
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Since form its inception, it has proved to be a leading educational institution with time-to-time updating of reforms of enhancing the academic standards and quality. The SCERT’s structure and objectives are focused primarily on the school education and improvements of the same; especially it has got more focus on the elementary education too. Further, it has also got collaborated with many institutions and leading apex bodies, like Rajya Hindi Sansthan, VaranasiDepartment of Hindi and Indian Languages, State Institute of Science Education, Allahabad, College of Teachers Education, Lucknow, etc. for its accomplishments of 70 functional DIETs and soothing functioning of its 10 departments. The three significant departments of SCERT, which carries all the subjects that are well spread on the prominent educational fields are namely, the State Institute of Science Education (SISE), State Institute of Education (SIE), and English Language Teaching Institute (ELTI). Well the SISE is located in Allahabad and is functioning as a coordinating unit of SCERT for the JNNSEC organization. Further, the SISE concentrates on Mathematics and Science fields for the primary to higher secondary schools levels in the state, besides the regular activities like creating the curriculum, text books, teachers’ manuals and guidelines texts, training kits for teachers and also takes the pride in conducting the science exhibitions, seminars and other science discovery projects and activities. The SCERT councils situated in around 36 locations, including Sikkim, Tripura, Thiruvananthapuram, Goa, Jammu and Kashmir, etc. Thus the SCERT performs quite many responsibilities and functionalities, such as: • •
•
•
•
•
Curriculum revision and textbooks reviewing done for primary and upper primary classes that are in turn affiliated to the SCERT units. Actively conducting workshops on research methodologies focusing on different areas of competencies relating to the data identification, hypothesis testing, strategies formation to solve the same, qualitative analysis and deduction frame for the solving the research problems, etc. Further conducting teacher training programs and personality development and other trainings to access their presentation skills are significant functionalities of SCERT. Its focus on the Total Quality Management (TQM) concept, which is another feature that deserves a big applause, as it tries to eradicate the root causes of the quality problems, rather than treating its symptoms. Provides a clear platform in addition to the orientation of the writing teams on various issues, like continuous and comprehensive evaluation, standard learning patterns, structures, pedagogy, portraying effective learning methods to the children, etc. It does conduct a special drives to recruit in the teachers, and also provides the opportunity to submit in the application, via the email addresses provided in its website, the applications could also be sent in via the printed format to the SCERT. It excels in the specialty trainings provided to the teachers, majorly oriented towards the proficiency level
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enhancements, increasing the research aptitude, leadership building activities, etc. DIRECTORATE OF TEACHER EDUCATION RESEARCH AND TRAINING (DTERT)
Introduction The Directorate of Teacher Education Research and Training (DTERT) were formed in the year 1990. Initially it was the State Institute of Education in 1965 and then later upgraded to State Council of Education Research and Training in the year 1970. This State Council of Education Research and Training was renamed as the Directorate of Teacher Education Research and Training in the year 1990. The purpose of this Directorate was to identify the problems in the education system and to provide a solution to them. All the Teacher Training Institutions including the Government Aided Colleges are under the control of the Directorate of Teacher Education Research and Training. DTERT acts as a state level apex organisation for designing and executing training programmes, revising curriculum and syllabus. This State level institute is the academic authority for the implementation of RTE act within the state. It promotes co-ordination and linkages amongst various institutes involved in Teacher Education and Training. DTERT facilitates and promotes the development of professional skills of various stakeholders of education. It offers academic support to other agencies in organizing training programmes for teachers and trainers. It also organizes evaluation programmes and undertakes research activities in the field of teacher training and quality elementary education. Linkage of Directorate of Teacher Education Research and Training (DTERT)
International level National level State level District level
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Rapport with few State Level Organizations Sarva Shiksha Abhiyan (SSA) DTERT has been providing professional support to SSA since its inception in 2001. It offers training and capacity development programmes to BRTEs and select teachers in the Key Resource Persons’ training programmes. It conducts collaborative Action Researches and helps SSA personnel in training and designing ABL Cards and revising than as on when there is a revision in syllabus and textbooks. Directorate of School Education (DSE) DTERT works in close partnership with Directorate of School Education. DTERT produced textbooks for Std I and Std VI. Under Equitable Standard Education (Samacheer Kalvi), DTERT has developed the syllabus for Samacheer Kalvi for Std I to X. All serious academic issues are analysed by DTERT from time to time and shared with Directorate of School Education. Directorate of Elementary Education (DEE) The bond between Directorate of Elementary Education and DTERT is special because DTERT has been the mainstay for ensuring quality in Elementary Education. All the training programmes, funded by MHRD, are meticulously planned after analysing the training needs of teachers at the elementary level. DTERT’s vision is to enhance the quality of learning by empowering the teachers in the art of facilitating learning using self-learning methods such as ABL and ALM. DTERT aims at producing competent teachers in DIETs and TTIs.
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TANSACS Tamil Nadu AIDS Control Society, with the technical support from NACO, New Delhi, has a decade old partnership with DTERT in organizing School Adolescence Education Programme. DTERT surveyed the impact of earlier training methods and decide to change it. Now DTERT has brought out an Activity Based Training Manual which has won the admiration of students and all the stake holders who participated in the Life Skill Education Programme. Rapport with few International Organizations UNICEF supports various training activities of DTERT. Recently UNICEF supported classroom English training in collaboration with British Council, Chennai. About 1, 20,000 teachers from Government Primary Schools got benefitted. DTERT was invited to attend a workshop by Commonwealth Learning (COL) to build the capacity of participants to plan, negotiate and manage appropriate financial arrangements for the development and maintenance of open and distance learning. It was held at Crowne Plaza, New Delhi. COL also organised an international workshop at Utharkhand Academy of Administration in Nainital on result-based Monitoring and Evaluation. DTERT faculty Shri. N. Sathi participated in them. National Level Organizations RIE, Mysore Regional Institute of Education, Mysore partners with Tamil Nadu in evolving need-specific training programmes for the southern states. Recently DIET faculty members participated in a workshop in connection with short-term Research Projects at RIE, Mysore. In pursuit of it, each DIET is now involved in doing short-term Research Project under XI Five Year Plan for Teacher Education 2010. RIE, Bangalore Regional Institute of Education, Bangalore develops print materials, VCDs and teaching Aids for English Language teachers. Hello English VCDs and English around us VCDs carved a niche in the hearts of learners at the primary and upper primary level. DTERT extends funding support through the State Government of Tamil Nadu for the material development at RIE, Bangalore. CCERT, New Delhi DTERT assists CCERT in identifying teachers with the right attitude for the various training programmes organized for various cultural training
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programmes conducted for practising Primary, Graduate and Post-Graduate teachers. CCERT sends the annual calendar of activities and DTERT Coordinates with School Education and Elementary Education Directorates to depute competent teachers to get the maximum benefit of the cultural training programmes. NCTE, New Delhi National Council of Teacher Education guides DTERT by keeping it informed of the latest Norms and Standards for opening and running new Teacher Training Institutes. NCTE has also come up with a model syllabus for Teacher Education. In future, each SCERT is expected to redesign DTEd source books in conformity with the new syllabus. NCERT, New Delhi In addition to NCTE, NCERT provides DTERT necessary professional support. It also gives specific guidelines for introducing reforms in Teacher Education. NCERT offers its support to DTERT directly and also through RIE, Mysore. NCERT’s NCF 2005 helped DTERT in evolving syllabus for Equitable Standards Education for Classes I to X. DTERT implements NCERT sponsored Population Education Programme throughout the State. Achievements of DTERT Achievements during the past Four Years in Teacher Education Programmes: •
•
• •
•
•
347 Lecturer Posts and 32 Senior Lecturer Posts found vacant in DIETs have been filled up after selection through a written examination conducted by Teacher Recruitment Board. In order to benefit students-teachers pursuing D.T.Ed through minority languages, in a pioneering effect, DTERT has successfully translated all the D.T.Ed source books in Minority Languages such as Urdu, Malayalam and Telugu. 5.8 crore has been sanctioned by MHRD for constructing additional buildings in 29 DIETs construction work is under way through PWD. Inservice programmes have been provided to Rs.1.07 lakh practising elementary school teachers to enhance their professionalism at a cost of Rs.10.26 crores. Training on life skills, awareness on AIDS/HIV, health and personal hygiene has been provided to select teachers Head Teachers and student representatives of 9423 High and Higher Secondary Schools. In the newly bifurcated economically backward district of Dharmapuri, a separate DIET has been established. As NCTE has not accorded its recognition to the newly formed DIET, student- admission has not been
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•
•
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done there. However, the academic faculty posted they provides in-service programmes and professional support to practicing teachers. The State Government accorded permission to DIETs for the purchase of 32 Jeeps at a cost of Rs. 1.5 crores and the vehicles has been bought. Through the State Institute of Educational Management and Training 90 District level Educational Officers including Chief Educational Officers and District Educational Officers were given training on Supervision, Inspection, Clearing Pending Files and Educational Counseling. Under part II Scheme, the State granted a sum of Rs.60 Lakhs for improving the infrastructure of Government TTI, Johilpatti in Virudhunagar District. Tenders were sought, work order have been released to contractor. The building work will start very soon. Common syllabus has been evolved by amalgamating the four streams/boards of Education viz, Matriculation Board. Oriental Board and the Board of School Education. In pursuit of it, text books have been printed for std I and VI and Equitable Standard Education is in vogue now in all the schools of Tamil Nadu. Text books are being written for classes II to X except std VI.
REHABILITATION COUNCIL OF INDIA (RCI) The Rehabilitation Council of India (RCI) was set up as a registered society in 1986. On September, 1992 the RCI Act was enacted by Parliament and it became a Statutory Body on 22 June 1993. The Act was amended by Parliament in 2000 to make it more broadcasted. The mandate given to RCI is to regulate and monitor services given to persons with disability, to standardize syllabi and to maintain a Central Rehabilitation Register of all qualified professionals and personnel working in the field of Rehabilitation and Special Education. The Act also prescribes punitive action against unqualified persons delivering services to persons with disability. Objectives/Role • • • • •
To regulate the training policies and programmes in the field of rehabilitation of persons with disabilities. To bring about standardization of training courses for professionals dealing with persons with disabilities. To prescribe minimum standards of education and training of various categories of professionals/personnel dealing with people with disabilities. To regulate these standards in all training institutions uniformly throughout the country. To recognize institutions/organizations/universities running master's degree/bachelor's degree/P.G.Diploma/Diploma/Certificate courses in the field of rehabilitation of persons with disabilities.
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•
• • • •
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To recognize degree/diploma/certificate awarded by foreign universities/institutions on reciprocal basis. To promote research in Rehabilitation and Special Education. To maintain Central Rehabilitation Register for registration of professionals/personnel. To collect information on a regular basis on education and training in the field of rehabilitation of people with disabilities from institutions in India and abroad. To encourage continuing education in the field of rehabilitation and special education by way of collaboration with organizations working in the field of disability. To recognize Vocational Rehabilitation Centers as manpower development centers. To register vocational instructors and other personnel working in the Vocational Rehabilitation Centers. To recognize the national institutes and apex institutions on disability as manpower development centers. To register personnel working in national institutes and apex institutions on disability under the Ministry of Social Justice and Empowerment.
Criteria for Standardization One of the main functions of the Council is to standardize the training courses for various categories of Professionals/Personnel for ensuring quality services to the people with disabilities. The Council keeps on modifying/revising the existing syllabus and adopts new training programmes incorporating new developments. •
•
The Council has so for standardized 80 Long Term/Short Term Training Courses, which include 11 Courses, developed during the current year, with the help of respective Expert Committees constituted by the Council. These Training Courses are being adopted from time to time by various Universities/Institutions. A list of Training Courses standardized by the Council.
Functions of the Council Recognition of qualifications granted by University etc., in India for Rehabilitation Professionals The qualification granted by any University or other institution in India which are included in the Schedule shall be recognized qualifications for rehabilitation professional. Any University or other institution which grants qualification for the rehabilitation professional not included in the schedule may apply to the Central Government to have any such qualification recognized and the Central
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Government after consulting the Council may by notification, amend the Schedule so as to include such qualification therein and any such notification may also direct that an entry shall be made in the last column of the schedule against such qualifications only when granted after a specified date. Recognition of qualification by Institutions outside India The Council may enter into negotiation with the authority in any country outside India for settling of a scheme or reciprocity for the recognition of qualifications, and the pursuance of any such Scheme, the Central Government may, by notification amend the schedule so as to include therein any qualification which the Council has decided should be recognized and by such notification may also direct that an entry shall be made in the last column of the schedule declaring that it shall be the recognized qualification only when granted after a specified date. Rights of persons possessing qualifications included in the schedule to be enrolled Subject to the other provisions contained in this Act, any qualification included in the Schedule shall be sufficient qualifications for enrolment on the Register. No person, other than the rehabilitation professional who processes a recognized rehabilitation qualification and is enrolled in the Register; 1. shall hold office as rehabilitation professional or any such office (by whatever designation called) in Government or in any institution maintained by a local or other authority; 2. shall practice as rehabilitation professional anywhere in India; 3. shall be entitled to sign or authenticate any certificate required by any law to be signed or authenticated by a rehabilitation professional; 4. shall be entitled to give any evidence in any court as an expert under section 45 of the Indian Evidence Act, 1872 in any matter relating to the handicapped. Provided that if a person possesses the recognized rehabilitation professional qualification on the date of commencement of this Act, he shall be deemed to be an enrolled rehabilitation professional for a period of six months from such commencement, and if he has made an application for enrolment on the Register within said period for six months, till such application is disposed of any person who acts in contravention of any provision of subsection (2) shall be punished with imprisonment for a term which may extend to one year or with fine which may extend to one thousand rupees or with both. Power to require information as to courses of study and examination Every university or institution in India which grants a recognized qualification shall furnish such information as the Council may from time to time, require as to the courses of study and examinations to be undergone in order to obtain such qualification, as to the ages at which such courses of study
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and examinations are required to be undergone and such qualification is conferred and generally as to the requisites for obtaining such qualification. Inspectors at examinations The Council shall appoint such member of Inspector as it may deem requisite to inspect any University or Institution where education for practicing as rehabilitation professional is given or to attend any examination held by any University or Institution for the purpose of recommending to the Central Government recognition of qualifications granted by that University or Institution as recognized rehabilitation qualifications. The Inspectors appointed under sub-section (1) shall not interfere with the conduct of any training or examination but shall report to the Council on the adequacy of the standards of education including staff, equipment, accommodation, training and other facilities prescribed for giving such education or of the sufficiency of every examination which they attend. The Council shall forward a copy of the report of the Inspector under sub-section (2) to the University or Institution concerned and shall also forward a copy, with the remarks of the University or the Institution thereon, to the Central Government. Visitors examination The Council may appoint such number Visitors as it may deem requisite to inspect any University or Institution wherein education for rehabilitation professional is given or attend any examination for the purpose of granting recognized rehabilitation qualifications. Any persons whether he is a member of the Council or not, may be appointed as a visitor under sub-section (1) but a person who is appointed as an Inspector under sub-section (1) of section 15 for any inspection or examination shall not be appointed as a Visitor for the same inspection or examination. The Visitor shall not interfere with the conduct of any training or examination but shall report to the Chairperson on the adequacy of the standards of education including staff, equipment, accommodation, training and other facilities prescribed for giving education to the rehabilitation professionals or on sufficiency of every examination which they attend. The report of a Visitor shall be treated as confidential unless in any particular case the Chairperson otherwise, directs; Provided that if the Central Government requires a copy of the report of a Visitor the Council shall furnish the same. Withdrawal of recognition When upon report by the Inspector or the Visitor it appears to the Council;
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1. that the courses of study and examination to be undergone in or the proficiency required from candidates at any examination held by any University or institution, or 2. that the staff, equipment, accommodation training and other facilities for instruction and training provided in such University or institution do not conform to the standard prescribed by the Council, the Council shall make representation to that effect to the Central Government. After considering such representation the Central Government may send it to the University or Institution with an intimation of the period within which the University or Institution may submit its explanation to that Government. On the receipt of the explanation or where no explanation is submitted within the period fixed then, on the expiry of that period, the Central Government after making such further inquiry if any, as it may think fit, may, by notification, direct that an entry shall be made in the schedule against the said recognized rehabilitation qualification declaring that it shall be the recognized rehabilitation qualification only when granted before a specified date or that the said recognized rehabilitation qualification if granted to students of a specified University or Institution shall be recognized rehabilitation qualification only when granted before a specified date, or as the case may be that the said recognized rehabilitation qualification shall be recognized rehabilitation qualification in relation to a specified University or Institution only when granted after a specified date. Minimum standards of education The Council may prescribed the minimum standards of education required for granting recognized rehabilitation qualification by Universities or Institutions in India. Registration in Register The Member-Secretary of the Council may, on report of an application made by any person in the prescribed manner enter his name in the Register provided that the Member-Secretary is satisfied that such person possess recognized rehabilitation qualification. Privileges of persons who are registered on Register Subject to the condition and restriction laid down in this Act regarding engagement in the area of rehabilitation of the handicapped by person possessing the recognized rehabilitation qualifications, every person whose name is for the time being borne on the Register shall be entitled to practice as a rehabilitation professional in any part of India and to recover in due course of law in respect of such practice any expenses, charges is respect of medicaments or other appliances or any fees to which he may be entitled.
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Professional Conduct and removal of names from Register The Council may prescribe standards of professional conduct and etiquette and a code of ethics for rehabilitation professionals. Regulations made by the Council under sub-section (1) may specify which violation thereof shall constitute infamous conduct in any professional respect, that is to say, professional misconduct, and such provision shall have effect not with standing anything contained in any other law for the time being in force. The Council may order that the name of any person shall be removed from the Register where it is satisfied, after giving that person a reasonable opportunity of being heard and after such further inquiry, if any as it may deem fit to make; 1. that his name has been entered in the Register by error or on account of misrepresentation or suppression of a material fact; 2. that he has convicted of any offence or has been guilty of any infamous conduct in any professional respect, or has violated the standard of professional conduct and etiquette or the code of ethics prescribed under sub-section (1) which, in the opinion of the Council, renders him unfit to be kept in the Register An order under sub-section (3) may direct that any person whose name is ordered to be removed from the Register shall be ineligible for registration under this Act either permanently or for such period of years as may be specified. Appeal against Order of removal from Register Where the name of any person has been removed from the Register on any ground other than that he is not possessed of the requisite rehabilitation qualifications, he may appeal, in the prescribed manner and subject to such conditions, including conditions as to payment of a fee, as may be prescribed to the Central Government whose decision thereon shall be final. No appeal under sub-section (1) shall be admitted if it is preferred after the expiry of a period of thirty days from the date of the order under sub-section (3) of section 21. Provided that an appeal may be admitted after the expiry of the staid period of thirty days if the appellant satisfies the Central Government that he had sufficient cause for not preferring the appeal within the staid period. Register It shall be the duty of the Member-Secretary to keep and maintain the Register in accordance with the provision of this Act and any order made by the Council and from time to time to revise the Register and publish it in the Official Gazette. The Register shall be deemed to be a public document within the meaning of the Indian Evidence Act 1872 and may be proved by a copy thereof.
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Information to be furnished by council and publication thereof The Council shall furnish such reports copies of its minute’s abstracts of its accounts and other information to the Central Government as that Government may require. The Central Government may publish in such manner as it may think fit, any report, and copy abstract or other information furnished to it by the Council under this section or under section 16. Cognizance of offenses Not with standing anything contained in the code of Criminal procedure 1973, no court shall take cognizance of an offence punishable under this Act expect upon a complaint, in writing, made by any person authorised in this behalf by the Council. Protection of action taken in good faith No suit, prosecution or other legal proceeding shall lie against the Central Government, Council Chairperson, Members, Member-Secretary or any officer or other employee of the Council for anything which is in good faith done or intended to be done under this Act. Employees of Council to be public servants The Chairperson, Members, Member-Secretary, officers and other employees of the Council shall, while acting or purporting to act in pursuance of the provisions of this Act or of any rule and regulation made there under be deemed to be public servants within the meaning of section 21 of the Indian Penal Code. Power to make rules The Central Government may, by notification, make rules to carry out the purposes of this Act. Power to make regulations The Council may, with the previous sanction of the Central Government, make, by notification, regulation generally to carry out the purpose of this Act, and without prejudice to the generality of the foregoing power, such regulations may provide for; 1. 2. 3. 4. 5.
the management of the property of the council; the maintenance and audit of the account of the council; the resignation of members of the council; the powers and duties of the Chairperson; the rules of procedure in the transaction business under sub-section (3) of section 4; 6. the function of the Executive Committee and other committee constituted under section 7;
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7. the powers and duties of the Member-Secretary under sub-section (1) of the section 8; 8. the qualification, appointment powers and duties of, and procedure to be followed by Inspectors and Visitors; 9. the courses and period of study or of training to be undertaken the subject of examination and standards of proficiency therein to be obtained in any university or any institution for grant of recognized rehabilitation qualification; 10. the standards of staff, equipment, accommodation, training and other facilities for study or training of the rehabilitation professionals; 11. the conduct of examination, qualification of examiners, and the condition of the admission to such examinations; 12. the standards of professional conduct and etiquette and code of ethics to be observed by rehabilitation professional under sub-section (1) of section 21; 13. the particulars to be stated, and proof of qualification to be given, in application for registration under this Act; 14. the manner in which and the condition subject to which an appeal may be preferred under sub-section (1) of section 22; 15. the fees to be paid on application and appeals under this Act; 16. any other matter which is to be, or may be, prescribed. Laying of rules and regulations before Parliament Every rule and every regulation made under this Act shall be laid as soon as may be after it is made, before each House of Parliament, while it is in session for a total period of thirty days which may be comprised in one session or in two or more successive sessions and if, before the expiry of the session immediately following the session or the successive session aforesaid, both Houses agree in making any modification in the rule or regulation or both Houses agree that the rule or regulation should not be made, the rule or regulation shall thereafter have effect only in such modified from or be of no effect, as the case may be; so, however that any such modification or annulment shall be without prejudice to the validity of anything previously done under that rule or regulation. NATIONAL ORGANIZATIONS OF PREPARING TEACHER EDUCATION S.No
National Organizations
1.
National Council of Teacher Education (NCTE)
Establishmen t Year
Location (Place)
Aim of the Organizations
May 1973
New Delhi
To achieve planned and coordinated development of the teacher education system throughout the country.
366 | DR.C. THANAVATHI
2.
National Council of Educational Research and Training (NCERT)
3.
National Assessment and Accreditations Council (NAAC)
4.
National University of Educational Planning and Administration (NUEPA)
5.
University Grand Commission (UGC)
6.
Distance Education Council (DEC)
7.
Indian Council of Social Science Research (ICSSR)
8.
Ministry of Human Resource Development (MHRD)
9.
State Council of Educational Research and Training (SCERT)
TEACHER EDUCATION
1961
New Delhi
To assist and advise the central and state governments on academic matters related to school education.
Bangalore
To make quality the defining element of higher education in India through a combination of self and external evaluation, promotion and sustenance initiatives.
1979
New Delhi
To make educational policy, planning and management by promoting advanced level teaching, research and capacity building in national and global contexts.
28, Dec. 1953
New Delhi
To determining and maintaining the educational standards of the universities.
1991
New Delhi
To ensure high quality of education meet challenges of access and quality to reach the un-reached.
Aug, 1969
New Delhi
To review, promote, encourage, assist and coordinate social science research in the country.
New Delhi
To achieve universal access and enrollment, universal retention of children up to 14 years of age, and substantial improvement in the quality of education to enable all children to achieve essential level of learning.
Tamil Nadu
To acquaint the teachers with the innovations brought out in the field of school education through teachers training programmes and workshops.
1994
26. Sep. 1985
April 1979
367 | DR.C. THANAVATHI
10.
11.
Directorate of Teachers Educational Research and Training (DTERT)
Rehabilitation Council of India (RCI)
TEACHER EDUCATION
1990
1986
Tamil Nadu
New Delhi
To identify the problems in the education system and to provide a solution to them.
To regulate and monitor services given to persons with disability, to standardize syllabi and to maintain a central rehabilitation register of all qualified professionals and personnel working in the field of rehabilitation and special education.
NATIONAL ORGANIZATIONS OF PREPARING TEACHER EDUCATION
S.No.
1.
2.
3.
4.
5.
National
Establishment
Location
Organizations
Year
(Place)
National Council of Teacher Education (NCTE) National Council of Educational Research and Training (NCERT) National Assessment and Accreditations Council (NAAC) National University of Educational Planning and Administration (NUEPA) University Grand Commission (UGC)
May 1973
1961
New Delhi
New Delhi
1994
Bangalore
1979
New Delhi
28, Dec. 1953
New Delhi
Education Council (DEC)
To achieve planned and coordinated development of the teacher education system throughout the country. To assist and advise the central and state governments on academic matters related to school education.
To make quality the defining element of higher education in India through a combination of self and external evaluation, promotion and sustenance initiatives. To make educational policy, planning and management by promoting advanced level teaching, research and capacity building in national and global contexts. To determining and maintaining the educational standards of the universities. To
Distance 6.
Aim of the Organizations
1991
New Delhi
ensure
high
quality of
education meet challenges of access and quality to reach the un-reached.
7.
8.
9.
10.
11.
Indian Council of Social Science Research (ICSSR) Ministry of Human Resource Development (MHRD) State Council of Educational Research and Training (SCERT) Directorate of Teachers Educational Research and Training (DTERT)
Rehabilitation Council of India (RCI)
Aug, 1969
New Delhi
26. Sep. 1985
New Delhi
April 1979
Tamil Nadu
1990
Tamil Nadu
1986
New Delhi
To review, promote, encourage, assist and coordinate social science research in the country.
To achieve universal access and enrollment, universal retention of children up to 14 years of age, and substantial improvement in the quality of education to enable all children to achieve essential level of learning. To acquaint the teachers with the innovations brought out in the field of school education through teachers training programmes and workshops. To identify the problems in the education system and to provide a solution to them.
To regulate and monitor services given to persons with disability, to standardize syllabi and to maintain a central rehabilitation register of all qualified professionals and personnel working in the field of rehabilitation and special education.
References: 1. Bhatia K.K. and Jaswant Singh. Principle and practice of school management. 2. Buch. M.B. (1967). Second all India Education Survey. New Delhi: NCERT. 3. Buch. M.B. (Ed). (1974). A survey of Research in Education, Centre of Advanced Study in Education. Barota: M.S. University of Baroda. 4. Dash. (2007). Education of Exceptional Children. New Delhi: Atlantic Publishers and Distributors (P) Ltd. 5. Dash. B.N. (2002). Teacher and Education in the emerging Indian society. Hyderabad: Neelkamal Publications Pvt. Ltd. 6. Developing Teacher Education curriculum. NCERT. 1976. 7. Eailash Khanna and Shashi Cuglanietall. (Editorial Committee). (2007). Vision for Teacher Education words in Gold. Academic Excellence. New Delhi: 2nd Edition. 8. Elementary Teacher Education. NCERT. 1965. 9. Fourth year book of Education. NCERT. 1975. 10. Jagannath Mohanty. (2008). Dynamics of Teacher Education Vol.1 & 2, Hyderabad: Neelkamal Publications P. Ltd. 11. Jagdish Prasad Sharma. Teacher Education. New Delhi: Centrum Press. 12. Krishnama Charyulu.V. (2008). To be sure Teaching. Hyderabad: Neelkamal Publications Pvt. Ltd., 13. Manju Gupta. (2007). Education in India. New Delhi: KSK Publishers and Distributors. 14. Maya Shankar Singh et all. (Editorial Board). (2006). New Delhi: Challenges in Teacher Education. Adhyayan Publishers and Distributors. 15. Mohanty. J. (1994). Indian Education in the emerging society. 16. Panch. Ramalingam. (2004). Psychological Approaches to Teacher Education. Chennai: Inland Books. 17. Parameshwari. R. (2008). Teacher Education. Chennai: Sri G.V. Publications. 18. Ramnath Kishan. N. (2008). Global Trends in Teacher Education. New Delhi: APH Publishing Corporation. 19. Rao V.K. (2001). Teacher Education. New Delhi: A.P.H. Publishing Corporation. 20. Sharma R.A. (2008). Technological Foundation of Education. Meerut: R.Lall Book Depot. 21. Shashi Prabha Sharma. (2004). Teacher Education- Principles, Theories and Practices. New Delhi: Kanishka Publishers and Distributors. 22. Singh U.K. and Sudarshan. K.N. (2004). Teacher Education. New Delhi: Discovery Publishing house. 23. Sunita Joshi and Abha Sharma. (2006). Micro Teaching A Practical Approach. Authors Press. 24. Yogesh Kumar Singh. (2007). Teacher Education. New Delhi: A.P.H. Publishing Corporation. Websites: www.google.com www.yahoo.com
TAMIL NADU TEACHERS EDUCATION UNIVERSITY Chennai - 600 005 M.Ed. Model Question Paper for the Academic Year 2008-2009 TEACHER EDUCATION TIME : Three Hours Maximum : 100 Marks. Note : (a) Answer any EIGHT short answer questions under Part I, any THREE essay questions under Part II. (b) Answer to short answer questions under Part I shall each be of 1 page. Answer to essay questions under Part II shall each be of about 3 pages. (c) Each short answer question under Part I carries 5 marks and each essay type question under Part II carries 20 marks. M.Ed. DEGREE EXAMINATION, MAY 2009 Part – A (8x5=40 marks) 1.
Analyse the present position of teacher education in India. ,e;jpahtpy; ,d;iwa Mrphpaf; fy;tpapid Ma;T nra;f. 2. Explain the importance of teacher training for teachers working in tertiary level. cah; fy;tp mstpy; gzpGhpAk; Mrphpah;fSf;fhd Mrphpag; gapw;rpapd; Kf;fpaj;Jtj;jpid tpthpf;f. 3. Analyse the need for aptitude test. jFjprhh; Nrhjidapd; Njitfis Ma;Tnra;f. 4. What is a Regional College of Education? kz;lyfy;tpapay; vd;why; vd;d? 5. How can you evaluate teacher education curriculum? Mrphpaf; fy;tp fiyj;jpl;lj;jpid vt;thW kjpg;gPL nra;tPh;? 6. Analyse workshop technique with reference t teacher education. gzp muq;F fw;gpj;jy; Kiwapid Mrphpaf;fy;tp ghh;itapy; Ma;T nra;f. 7. Suggest a few measures to improve the role of cooperating schools for the teacher training programmes. Mrphpag; gapw;rpj; jpl;lj;jpy; xj;Jiof;Fk; gs;spfspd; gq;F gzpfis Nkk;gLj;j rpy mwpTiufisg; ghpe;Jiuf;f. 8. Explain importance of work experience. Gzp mDgtj;jpd; Kf;fpaj;Jtj;jpid tpthpf;f. 9. Briefly explain the ten categories of interaction analysis. nray;> vjph;r;nray; gFg;gha;tpd; gj;J tiffisr; RUf;fkhf tpthpf;f. 10. Elaborate the need for periodical assessment of students. khzth;fis njhlh; kjpg;gPL nra;tjd; Njitia tpthpf;f. 11. How will you plan for a special education? rpwg;Gf; fy;tpapid vt;thW jpl;lkpLtPh;? 12. Analyse the concept of “delinking salary and level of teaching”. “fw;gpj;jy;> gbepiy kw;Wk; Cjpak; Mfpatw;wpd; njhlh;gpid ,y;yhkyhf;Fjy;” vd;w fUj;jpid Ma;Tnra;f.
Part – B 13. (a) Explain the importance of an experimental school. Analyse the present criteria for evaluating teacher training institutions. (m) ghpNrhjidg; gs;spapd; Kf;fpaj;Jtj;jpid tpthpf;f. Mrphpag;gapw;rp epWtdq;fis kjpg;gPL nra;Ak; jw;nghOija epajpfis Ma;Tnra;f. (Or) (b) Explain different ways of professional development of teachers. Elaborate the importance of in-service programmes. Mrphpah;fspd; gzpKiw tsh;r;rpf;fhdg; gytopfis gzpapilg; gapw;rpapd; Kf;fpaj;Jtj;jpid tphpthf tpthpf;f.
tpthpf;f.
14. What is assessment? Explain the role of different tools for evaluation. (m) kjpg;gPL vd;why; vd;d? gytif kjpg;gPl;Lf; fUtpfspd; gq;fpid tpthpf;f. (Or) (b) Explain the micro teaching cycle. Elaborate different micro teaching skills and their usefulness for the rigorous training for teaching job. (M) Ez;epiyf; fw;gpj;jy; tisit tpthpf;f gy;tiffw;gpj;jy; jpwd;fs; kw;Wk; mit fw;gpj;jy; Ntiyf;fhd jPtpu gapw;rpf;F vt;thW gad;jUk; vd tphpthf vOJf. 15. (a) Explain principles of programmed learning with suitable examples. Differentiate linear and branching programming. (m) jFe;j cjhuzj;Jld; epuy; top fw;gpj;jypd; jj;Jtq;fis tpthpf;f. Neh;top kw;Wk; fpis top jpl;lj;jpid NtWgLj;Jf. (Or) (b) Explain the various types of teacher training institutions in India. Analyse their relevance and importance. (M) ,e;jpahtpy; cs;s gytif Mrphpag;gapw;rp epWtdq;fspd; tiffis tpthpf;f. mtw;wpd; nghUj;jj;jd;ikiaAk;> Kf;fpaj;Jtj;ijAk; tpthpf;f.
M.Ed. DEGREE EXAMINATION, MAY 2010 Model Question Paper for the academic year 2009-2010 Part – A (5x3 = 15 marks) 1. What is Gurukula System? FUFyf; fy;tpKiw vd;why; vd;d? 2. What are the objectives of Physical Education Teacher Training? clw;fy;tp Mrphpah; gapw;rpapd; Nehf;fq;fs; ahit? 3. Write a short note on achievement test. milTr; Nrhjid gw;wpa rpW Fwpg;G tiuf. 4. What do you mean by budgeting? tuTnryT jpl;lg; gl;bay; vd;why; vd;d?
5. Write a short note on DTERT. “DTERT” gw;wparpW Fwpg;G tiuf. Part – B (8x5 = 40 marks) 6. Explain the role of DEC in Teacher preparation programmes. Mrphpah;fis cUthf;Ftjpy; DEC -d; gq;F gzpfis tpthp. 7. Explain the concept of professional ethics. “njhopy; jh;kk;” vd;wgjj;ij tpthp. 8. Indicate the need of special teacher training programmes in Tamilnadu. jkpofj;jpy; ,Uf;Fk; rpwg;G Mrphpah; gapw;rp epWtdq;fspd; Njitfis Rl;bf;fhl;Lf. 9. Enumerate the role of University Departments in teacher preparation task. Mrphpah; gapw;rp gzpapy; gy;fiyf;fofj; Jiwfs; Mw;wpLk; gq;F gzpfis tpsf;Ff. 10. Explain the importance of “seminar” in teacher preparation programmes. Mrphpah; gapw;rpapy; “fUj;juq;fk;” ngw;Ws;s Kf;fpaj;Jtj;jpid tpsf;Ff. 11. Explain the concept of Micro-teaching cycle”. “Ez;epiy fw;gpj;jy; Row;rp”vd;wgj;jpid tpsf;Ff. 12. Describe the importance of preparing time-table. “fhy ml;ltiz” jahhpj;jypy; cs;s Kf;fpaj;Jtj;jpid tpthp. 13. Explain the importance of lesson plan preparation. “ghlj;jpl;lk;” jahhpj;jypy; cs;s Kf;fpaj;Jtj;ij tpthp. 14. Describe the importance of learning materials. fw;wy; cgfuzq;fspd; Kf;fpaj;Jtj;ij tpthp. 15. What do you mean by teaching models? Explain. “fw;gpj;jy; khjphpfs;” vd;why; vd;d? tpthp. 16. Explain the term “Action Research”, and its importance. “nray; Ma;T” vd;w gjj;jpid tpsf;Ff. mjd; Kf;fpaj;Jtk; ahJ? 17. Define the term “supervision”, and how it is important for school organization? “Nkw;ghh;itaply;” vd;w nrhy;ypid tiuaW mJ vt;thW gs;sp eph;thfj;jpw;F Kf;fpaj;Jtkhff; fUjg;gLfpwJ. Part – C (3x15=45 marks) 18. (a) Analyse the role of the UGC in conduction research and seminars of teacher education in India. (m) ,e;jpa Mrphpaf;fy;tp rhh;e;j Ma;T kw;Wk; fUj;juq;fq;fs; eilngw;wpl A.[p.rp. apd; gq;F gzpfs; gw;wp gFj;jwpf. (Or) (b) Explain the meaning of classroom interaction analysis. How will you asses classroom interaction by using Flanders’ Interaction Analysis Category System (FIACS). (M) “tFg;giw ghpkhw;w gFg;G” vd;gjd; nghUs; gw;wp tpsf;Ff. “FIACS”– cjtpAld; tFg;giw ghpkhw;wj;ij vt;thW mwpe;J nfhs;tha;?
19. (a) Describe the merits and limitations of conducting admission tests in selecting students for B.Ed.course. (m) gp.vl; tFg;gpw;F khzhf;fh;fis Njh;T nra;jpl elj;jg;gLk; Nrhjidfspd; epiw Fiwfis tpthp. (Or) (b) What are the central agencies of Teacher education? Describe the role of NCTE in teacher preparation programmes in India. (M) Mrphpah; fy;tprhh;e;j eLtz; epWtdq;fs; ahit? ,e;jpa Mrphpah; fy;tpf;F NCTE Mw;wptUk; gq;Fgzpfis tpthp. 20. (a) What do you mean by In-service Training? Explain the need and importance of conducting In-Service training to the teachers. (m) gzpapilg; gapw;rp vd;why; vd;d? Mrphpah;fSf;F gzpapilg; gapw;rp elj;j Ntz;bajd; Njitfs; kw;Wk; Kf;fpaj;Jtj;jpid tpsf;Ff. (Or) (b) What do you mean by teaching strategies? Discuss the merits and limitations of different teaching strategies used in the teacher training programmes. (M) “fw;gpj;jy; Aj;jpfs;” vd;why; vd;d? Mrphpah; gapw;rpapy; gad;gLj;Jk; gy;NtW fw;gpj;jy; Aj;jpfspd; epiw Fiwfis tpthjpf;fTk;. M.Ed. DEGREE EXAMINATION, DECEMBER 2010 (For the candidates admitted during the academic year2009–2010) ELECTIVE – GROUP I — TEACHER EDUCATION
1. 2. 3. 4. 5.
PART I — (5 ⋅ 3 = 15 marks) Write any three qualities of a good teacher. What do you mean by IASE? Write short note on Aptitude test. What do you mean by microteaching skills? Write short note on ‘‘Activity Method of Teaching’’.
PART II — (8 ⋅ 5 = 40 marks) Answer any EIGHT questions. Each answer should not exceed 200 words. Each answer carries 5 marks. 6. Explain the role of NUEPA in teacher preparation. 7. What is mass media? How far it is useful for teacher preparation? 8. Describe the importance of in-service training. 9. What is interview? Explain its importance in teacher education. 10. Describe the importance of professional ethics for teachers. 11. Describe the importance of pre-primary teacher education programme. 12. Suggest any five problems in teacher education. 13. How do you enhance the teacher–student relationship?
14 Describe the importance of practice teaching. 15. What is lesson plan? Explain its importance. 16. Describe the role of RCI. 17. What are the objectives of teacher education? PART III — (3 x 15 = 45 marks) Answer ALL questions. Each answer should not exceed 1,200 words. Each answer carries 15 marks. 18. (a) Analyse the role of the NAAC in qualitative improvement of teacher education in India. Or (b) Explain role of micro teaching in developing teaching competency of student teachers? 19. (a) Explain the different techniques of assessing teacher behaviour. Or (b) Narrate the areas of scope for research in teacher education. 20. (a) Give an account on state level agencies of teacher education? Or (b) Describe the role of various agencies in organising in-service to the teachers. M.Ed. DEGREE EXAMINATION, MAY 2011 (For the candidates admitted during the academic year 2009–2010) Part – A 1. Define teacher education. Mrphpah; fy;tpia tiuaW. 2. What are the objectives of special teacher training? rpwg;G Mrphpah; gapw;rpapd; Nehf;fq;fs; ahit? 3. Write a short note on ‘‘Aptitude test’’ ehl;l Nrhjid gw;wpa rpW Fwpg;G tiuf. 4. What do you mean by in-service training? gzpapilg; gapw;rp vd;why; vd;d? 5. Write a short note on ‘‘NUEPA’’. “NUEPA” gw;wpa rpW Fwpg;G tiuf. Part – B 6. Explain the role of RCI in teacher preparation programmes. Mrphpah;fis cUthf;Ftjpy; RCI d; gq;fpid tpthp. 7. Discuss any two innovative teaching methods you have practiced in your classrooms teaching. ePq;fs; tFg;giwapd; nray;gLj;jpa VNjDk; ,uz;L etPd gapw;W Kiwfs; gw;wp $Wf. 8. Enumerate the role of DIET in teacher preparation task. Mrphpah; gapw;rp gzpapy; DIET Mw;wpLk; gq;fpid tpsf;Ff. 9. What are the different types of time table? Describe the procedure involved in time table preparation for a school.
10.
11.
12.
13. 14. 15. 16. 17.
fhy ml;ltizapd; tiffs; ahit? gs;spapd; fhy ml;ltiz jahhpg;gjpYs;s nray;Kiwia tpthp. Describe the objectives and importance of professional development of the teacher. Mrphpahpd; jpwd; Nkk;ghl;bd; Kf;fpaj;Jtj;ijAk; Nehf;fq;fisAk; tpthp. Critically analyse the selection procedure for teacher preparation programmes in Tamil Nadu. jkpofj;jpYs;s Mrphpah; gapw;rpf;F Njh;T nra;Ak; Kiw gw;wp rPh;J}f;fp Muha;f. Explain the importance of maintaining cumulative records of school children. gs;sp khzhf;fhpd; jpus; gjpNtLfis guhkhpg;gjd; Kf;fpaj;Jtj;ij tpthp. How can a teacher provide career guidance to the students? Explain. khzth;fSf;F Ntiytha;g;G rhh;e;jtopfhl;Ljiy xU Mrphpauhy; vt;thW nra;a ,aYk; vd;gij tpsf;Ff. Describe the role of mass-media in the teaching learning process. fw;wy; fw;gpj;jypy; nghJj; njhlh;G rhjdq;fspd; gq;F gw;wp tpthp. How do you classify learning materials? Explain. gapw;W fUtpfis vt;thW tifg;gLj;Jtha; tpthp. Describe the functioning of SCERT in India. ,e;jpahtpYs;s SCERT apd; nray;ghL Fwpj;J tpthp. List out the qualities of a good teacher. xU ey;yhrphpahpd; Fzeyd;fis gl;baypLf. Part – C
18. (a) Explain the objectives of teacher preparation programmes at various levels of training. (m) gy;NtW epiyfspy; gapw;rpaspf;fg;gLk; Mrphpah; fy;tpapd; Nehf;fq;fsis tpsf;Ff. (Or) (b) Critically evaluate the research trends in teacher education. (M) Mrphpah; fy;tp Ma;Tg; Nghf;fpid rPh;Jf;fp kjpg;gPL nra;f. 19. (a) Explain the functions of NAAC. (m) NAAC - ,d; nray;ghLfis tpsf;Ff. (Or) b) Highlight the objectives of education for the handicapped children and teaching techniques adopted in the special education programmes. (M) khw;Wj;jpwd; Foe;ijfSf;fhd fy;tpapd; Nehf;fq;fs; gw;wpAk;> rpwg;Gf; fy;tp jpl;lq;fspy; mDrhpf;fg;gLk; gapw;W El;gq;fisAk; vLj;Jf; $Wf. 20. (a) Critically analyse the role of funding agencies for teacher education in India. (m) Mrphpah; fy;tpapaYf;F epjp cjtp mspf;Fk; ,e;jpa mikg;Gfspd; nray;ghL Fwpj;J Muha;f.
(Or) (b) Explain the phases of micro teaching. (M) Ez;jpwd; gapw;rpapd; epiyfis tpsf;Ff.
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M.Ed. DEGREE EXAMINATION, DECEMBER 2011 (For the candidates admitted from the academic year2009–2010 and thereafter) Write short note on DEC. What do you mean by interactive teaching? Define “Inspection’’. Write a short note on seminar. Write short notes on behaviour modification techniques. PART II — (8 ⋅ 5 = 40 marks) Answer any EIGHT questions. Explain the role of NAAC in Teacher Education programmes. How can teachers actively engage students during demonstrations? Explain the role of Education Department of Universities. How can a teacher provide vocational guidance to the students? How do you test interest in teaching among the aspiring teacher trainees? List out the advantages of micro-teaching practice. Examine the need for entrance examination to select the teacher trainees. Suggest ways and means for professional development of teachers. Describe the uses of audio-visual teaching Aids. Describe the functioning of DTERT in Tamil Nadu. Explain the importance of value oriented Teacher Education curriculum. Explain the importance of Internet in teacher preparation programmes. PART III — (3⋅ 15 = 45 marks) Answer ALL questions. Each answer should not exceed 1,200 words. Each answer carries 15 marks. (a) What are the different areas of Research in Teacher Education? Explain. (b) What do you mean by Special Education? Discuss the recent trends in the preparation of special education teachers. (a) Critically examine the problems of Teacher Education in India. Give suggestions to overcome the issues in Teacher Education. Or (b) ‘‘In-service training to the school teachers enhances the quality of school education in India’’. Discuss. (a) What do you mean by educational technology? Explain the role of Educational Technology in Teacher Education Programmes.
Or (b) Critically analysis the functioning of private teacher training institutions in India. Suggest ways and means for enhancing the quality of these institutions. M.Ed. DEGREE EXAMINATION MAY 2012 (For the candidates admitted from the academic year 2009–2010 and thereafter) Elective Subject: Group I – TEACHER EDUCATION 1. 2. 3. 4. 5.
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Mention the Professional Ethics of a teacher. State any three microteaching skills. Define project method. Mention the functions of UGC. What are the steps in microteaching cycle? PART II — (8 × 5 = 40 marks) Answer any EIGHT questions. Each answer should not exceed 200 words. Each answer carries 5 marks. Explain the uses of learning material. Describe the characteristics of teaching profession. Discuss the problems of Teacher Education. List down the significance of interviews in teacher training. What are the merits of team teaching? Explain the steps in project method. Mention the significance of student teacher relationship. Describe the procedure involved in time table preparation for a school. Explain the functioning of SCERT in India. Examine the need for entrance examination to select the teacher trainees. List down the importance of maintaining cumulative records of school children. Describe the ‘aptitude test’.
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PART III — (3 × 15 = 45 marks) Answer ALL questions. Each answer should not exceed 1,200 words. Each answer carries 15 marks. Describe the objectives of various levels of teacher training. Or Describe the new trends in teacher education. Explain the steps in achievement test construction and blueprint Or Enumerate the teacher in ancient India and in the emerging Indian society. Evaluate the significance of lecture cum demonstration method. Or What is teaching model? Explain the Tabas’ Teaching model.
M.Ed. DEGREE EXAMINATION, MAY 2013 (For the candidates admitted during the academic year 2009–2010) Part – A 1. What do you know about the ‘Professional Ethics’ of a Teacher? Xh; Mrphpahpd; ‘gzp mwk;’ Fwpj;J ePtph; mwptJ ahJ? 2. Write a short note on ‘Institute of Advanced Study in Education’? ‘fy;tpapay; Nkk;ghl;L epWtdk;’ gw;wp rpW Fwpg;G tiuf? 3. What is an ‘‘Aptitude test’’ ehl;lr; Nrhjid vd;why; vd;d?. 4. Mention the role of a School Teacher in Teaching Practice. fw;gpj;jy; gapw;rpapd; NghJ Xh; gs;sp Mrphpahpd; gq;fpidf; Fwpg;gpLf? 5. What is Heuristic method in teaching? fw;gpj;jypy; fz;lwp Kiw vd;why; vd;d? Part – B 6. What are the qualities of a good teacher? Xh; ey;yhrphpahpd; gz;Geyd;fs; ahit? 7. Mention the various levels of teacher training. Mrphpah; gapw;rpapd; gy;NtW epiyfisf; Fwpg;gpLf. 8. Write a note on admission procedure for teacher training in Tamilnadu. jkpo;ehl;by; Mrphpah; gapw;rpf;F Nrh;gpj;jy; Kiw gw;wp rpWFwpg;G vOJf. 9. What is Flander’s Interaction Analysis model of teaching? fw;gpj;jypy; gpshz;lhpd; ,iltpidg; gFg;gha;T Kiw vdlgJ ahJ? 10. What do you know about ‘Team Teaching’?. ‘FO fw;gpj;jy;’ vd;gJ Fwpj;J ePtph; mwptJ ahJ? 11. Mention the importance of In-service training to a teacher. Xh; MrphpaUf;F gzpapilg; gapw;rpapd; Kf;fpaj;Jtk; gw;wp Fwpg;gpLf. 12. Write a note on Budgeting in teacher education. Mrphpah; fy;tpapy; epjpepiy vd;gJ Fwpj;J rpWFwpg;G vOJf. 13. How can we utilize mass-media in teaching? fw;gpj;jypy; kf;fs; njhlh;G rhjdq;fis vq;qdk; gad;gLj;jyhk;? 14. Mention the importance of research in education. fy;tpapaypy; Ma;tpd; Kf;fpaj;Jtk; gw;wp Fwpg;gpLf. 15. What is the role of NCERT in curriculum development? fiyj;jpl;l tsh;r;rpf;F NCERT apd; gq;F ahJ? 16. Write a short note on Assignment method of teaching. fw;gpj;jypy; xg;gilg;G Kiw gw;wp rpWFwpg;G vOJf. 17. Mention the importance of physical education. clw;fy;tpapd; Kf;fpaj;Jtk; gw;wp Fwpg;gpLf.
Part – C 18. (a) What are the various problem in Teacher Education? Give your suggestions to rectify those problems. (m) Mrphpah; fy;tpapd; gy;NtW gpur;ridfs; ahit? mitfSf;F ckJ jPh;tpidj; jUf. (Or) (b) Describe the various infrastructural facilities of a good teacher training institute. (M) Xh; ey;y Mrphpah; gapw;rp epWtdj;jpd; gy;NtW fl;likg;G trjpfs; gw;wp tpthpf;f. 19. (a) What is Micro-teaching? Explain the use of various skills in teaching. (m) Ez;zpiyf; fw;gpj;jy; vd;why; vd;d? fw;gpj;jypy; gy;NtW jpwd;fisg; gad;gLj;Jjy; gw;wp tpsf;Ff. (Or) b) What is Taba model of teaching? Explain. (M) jgh khjphp fw;gpj;jy; vd;why; vd;d? tpsf;Ff. 20. (a) What is research? How can you conduct a research in education? Explain. (m) Ma;T vd;why; vd;d? fy;tpapy; Xh; Ma;tpid vt;thW ePtph; nra;tPh;? tpsf;Ff. (Or) (b) Enumerate the role of NAAC in promotion of higher education. (M) cah;fy;tp tsh;r;rpf;F NAAC d; gq;F gw;wp thpirg;gLj;Jf.