District Institutes of Education and Training - Teacher Education

More documents

Recommendations

Info

District Institutes of Education and Training: A Comparative Study in Three Indian States flowers and leaves, or the sets for reading development. By using games, recognition of letters is solid – after that children can read and do writing properly. If children are asked to write repeatedly, they can write properly. Repetition of curves like horizontal, vertical, slanted, half circle. When children write k in a mirror image, if you make columns in their note books, and make them write, they start writing properly. Here too the same approach is reflected, and the discussion of the letter k at this point early on in the school year an indication of the alphabet first approach. Some teachers recorded in more detail, which gave an insight into classroom processes: 8.10.99 after recess, made children speak simple letters and letters with kana (a) as I wrote on bbd. Then told children to identify the letters written on bbd. K ka Ch cha T ta I observed that 10 children of the class recognised the kana but they speak wrong. For example, for ka ne kano ka they say ch ne chano cha and ta ne tano ta. Explained to these children with clear pronunciation by making them sit in the separate group. Simultaneously also made use of toys. During this period, gave kana cards to the bright children of the class. They read them and simultaneously write the words 5 times. Average learners just read alphabets with kakka. For them I used alphabet toys. Then individually made them read words written on bbd. Like kaan, naak, haath, vaad, chhar, aanth, baar, laav, khaav, taav, bhaathm shaak, gaay, gaam, bhai. Then told children to speak and write. Made children write each word 5 times. Average children wrote each word 5 times. Then made the 12 bright children sit with each child and bright children made each average child read. Slow learners of the class will see the pictures drawn in the class and will write letters. Lastly gave them clear understanding of letters. Lastly at 5 o’ clock, I sit with children on the floor and listened their talks. Asked reasons of not doing homework to those children those who don’t bring homework. Lastly, made them sing a song about good children. Told them to do their homework after washing their hands and feet and taking some snacks. Then did a small prayer and dispersed. Project workshops usually followed a format of introduction by a member of the project team, then work on diaries in small groups (5-6) to engage teachers in discussion about practice, followed by a tea break during which discussions often continued, and a plenary session. DFID 157
District Institutes of Education and Training: A Comparative Study in Three Indian States Figure 8.1: Action researchers discussing practices The commitment to keeping a diary was difficult for some, as it added a competing demand for their limited time. In addition to the time dimension, written text has connotations of supervision, since teachers are supposed to make timetable diaries, and so on, that were also uncomfortable for some. At the beginning, the completion of the diary seemed like an end in itself, but over time some teachers began to see the diary as a tool for themselves. After a couple of workshops, to help teachers develop their skills in describing their practices, the team drew out from their diaries six topics and asked them to refer to each other’s diaries to see, from what was written, what information they could find out about those topics. This generated very animated discussion in the groups about what they found, and comparisons with their own practice. In the plenary session, the teachers themselves came up with a checklist of the following aspects they thought should be reported upon: 1. pre-preparation 2. objective of the activity 3. what difficulties you find to do particular activity 4. sequence of the activities 5. evaluation procedure 6. teacher’s opinion and feeling 7. Any other points like problems in school or anything else they want to tell us. During one workshop, we made use of the international dimension of the larger project by inviting the visiting head of the University of Manchester’s Primary Centre to talk about practices in the UK and participate in their discussions about 158 DFID
Page 1 and 2:
DFID’s headquarters are located a
Page 3 and 4:
District Institutes of Education an
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130: District Institutes of Education an
Page 179: District Institutes of Education an
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
Page 257:
show all

District Institutes of Education and Training - Teacher Education

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?