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Code of Conduct – Employees of CBSE Affiliated Schools- Affiliation Bye Laws

Code of Conduct for Employees”

Of

CBSE Affiliated Senior Secondary or Secondary School

CBSE Affiliation Bye-Laws

Chapter- VII- Service Rules for Employees

(Section 42)

Code of Conduct for employees–CBSE Affiliation Bye-Laws Chapter-VII Service Rules for Employees (Section 42)

 CBSE Affiliation Bye-Laws is the main document for the CBSE affiliated school. In chapter VII “Service Rules for Employees” under section 42 “Code of Conduct for employees” mentioned in CBSE Affiliation Bye- Laws. Basically, CBSE Affiliation Bye-Laws mentioned 22 “Code of Conduct for employees” for the CBSE Affiliated Schools. These are following:-Every employee shall be governed by the Code of Conduct. The following acts shall constitute breach of code of conduct:

i) Habitual late coming and negligence of duty.

ii) Use of abusive language, quarrelsome and riotous behavior.

iii) Insubordination and defiance of lawful order.

iv) Disrespectful behaviour, rumour mongering and character assassination.

 v) Making false accusations or assault either provoked or otherwise.

 vi) Use of liquor or narcotics on the school premises.

vii) Embezzlement of funds or misappropriation of school property or theft or fraud.

viii) Mutilation/destruction of school records and property.

ix) Conviction by a court of law for criminal offence.

x) Possession in school premises of weapons, explosives, and other objectionable materials. 

xi) Indulging in or encouraging any form of malpractice connected with examination or other school activities.

xii) Divulging confidential matters relating to school.

xiii) Obstructing other members of the staff from lawful duties and indulging in any sort of agitation to coerce or embarrass the school authorities.

xiv) Carrying on personal monetary transactions among themselves, with the student and/or with the parents.

xv) Taking active part in politics.

xvi) Propagating through teaching lessons or otherwise communal or sectarian outlook or inciting or allowing any student to indulge in communal or sectarian activity.

xvii) Making sustained neglect in correcting class work or home work.

xviii) Taking private tuitions without permission of school authorities.

xix) Organizing or attending any meeting during school hours except when he is required or permitted by the Head of the school to do so.

xx) Absenting from work even though present in the school premises or absent without leave.

xxi) Preparing or publishing any book or books commonly known as keys or assist whether directly or indirectly in their publication or as a selling agent or canvasser for any publishing firm or trader.

xxii) Asking for or accept, except with the previous sanction of the society, any contribution or otherwise associate himself with the raising of funds of any kind or make any collection whether in cash or in kind, in pursuance of any object whatsoever, except subscription from the members of any association of teachers.

  1. All the teachers are expected to be exemplary in their public and private life. Their loyalty, sense of dedication and integrity of character at all times should be an inspiration of the youth committee to their care. The teacher shall attend to his duties with care and commitment, be punctual in attendance and dutiful in respect of class room and also for any other work connected with the duties assigned to him by the Head of the school or the Board. He shall abide by the rules and regulations of the school and carry out the lawful orders and also show due respect to the constituted authorities. 

3. The following shall not be deemed as a breach of the Code of Conduct. 

i) To appear at an examination to improve his qualifications with the Permission of

the employer.

ii) To become, or to continue to be a member of any religious, literary, scientific or professional organization or cooperative society.

iii) To organize or attend any meeting outside the school hours subject to the condition that such meeting is held outside the school premises.

iv) To make any representation to the management for the redressal of any bonafide grievance, subject to the condition that such representation is not made in rude or indecorous language.

We expect rational behavior from each and every employee of an organization. ‘Code of Conduct’ of an organization guides its employees to work decently for smooth functioning of the system. ‘Code of Conduct’ is essential ethos of an organization. Employee enjoys his/her different individual rights as well as shows same respect for the dignity and integrity of other individual.  

All the stakeholders of CBSE affiliated schools should frequently visit CBSE official website http://cbse.nic.in/ for latest update.

code of conduct cbse affiliated school employees affiliation bye laws

 

Rajeev Ranjan

Resource”-

For more Details and Updated Information Kindly “Go” through CBSE Official Website

CBSE Affiliation Bye Laws

http://cbseaff.nic.in/

http://www.cbse.nic.in/pr_rti/manuals/Affiliation_BYE_LAWS.doc

http://cbse.nic.in/

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CBSE Affiliated Schools Principal/Headmaster Duties, Powers and Responsibilities

Head of the School- Duties, Powers and Responsibilities–CBSE Affiliation Bye-Laws CHAPTER-VI (Section 23)

 “Head of Institution” means the Principal/Headmaster of Senior Secondary or Secondary School affiliated with the Board or a Middle School approved by the Board.

CBSE Affiliation Bye-Laws is the main document for the CBSE affiliated school. In chapter VI CBSE Affiliation Bye- Laws “Duties, Powers and Responsibilities” of the school head has been mentioned clearly. Basically, CBSE Affiliation Bye-Laws mentioned 26 “Duties, Powers and Responsibilities” for the school head. These are following:-

i) Head of the School/Principal will be the ex-officio. Honorary Secretary of the School Managing Committee

ii) Will function as, the Head of the office of the school under his charge and carry out all administrative duties required of a head of office.

iii) Be the drawing and disbursing officer for the employees of the school except that in the case of an unaided school, he may perform only such function, as drawing and disbursing officer as may be specified in the instructions issued by the Society.

iv) Be responsible for the proper maintenance of accounts of the school, school records, service books of teachers, and such other registers, returns and statistics as may be specified by the Society/Board.

v) Handle official correspondence relating to the school and furnish, within the specified dates, the returns and information required by the State Government/Board.

vi) Make all payments (including salaries and allowances of teachers and other non-teaching staff) in time and according to the instructions governing such payment.

vii) Ensure that the tuition fees, as levied, are realized and appropriately accounted for and duly appropriated for the purpose for which they were levied.

viii) Make purchases of stores and other materials required for the school in accordance with the rules governing such purchases and enter all such stores in stock register and shall scrutinize the bills and make payments.

ix) Conduct physical verification of school property and stock at least once a year and ensure the maintenance of stock registers neatly and accurately.

x) Be responsible for proper utilization of the Pupils Fund.

xi) Make satisfactory arrangements for the supply of good drinking water and provide other facilities for the pupils and ensure that the school building, its fixtures and furniture, office equipment, lavatories, play grounds, school garden and other properties are properly and carefully maintained.

xii) Supervise, guide and control the work of the teaching and non-teaching staff of the school.

xiii) Be in charge of admission in the school, preparation of school timetable, allocation of duties and teaching load to the teachers, and shall provide necessary facilities to the teachers in the discharge of their duties and conduct of school examination in accordance with the instructions issued by the Government /Board from time to time; and he shall discharge these duties in consultation with his colleagues.

xiv) Plan the year’s academic work in advance in consultation with his colleagues and hold staff meeting at least once a month, review the work done during the month and assess the progress of the pupils.

xv) Help and guide the teachers to promote their professional growth and actively encourage their participation in courses designed for in service education.

xvi) Promote the initiative of the teachers for self-improvement and encourage them to undertake experiments which are educationally sound.

xvii) Supervise class room teaching and secure co-operation and coordination amongst teachers of the same subject areas as well as inter subject coordination.

xviii) Arrange for special remedial teaching of the children belonging to the weaker sections of the community also of other children who need such remedial teaching.

xix) Arrange for informal and non-class room teaching.

xx) Plan and specify a regular time-table for the scrutiny of pupils written work and home assignment and ensure that the assessment and corrections are carried out timely and effectively.

xxi) Make necessary arrangement for organising special instructions for the pupils according to their needs. 

xxii) Organise and coordinate various co-curricular activities through the house system or in such other effective ways as he may think fit .

xxiii) Develop and organise the library resources and reading facilities in the school and ensure that the pupils and teachers have access to and use of books and journals of established value and usefulness.

xxiv) Send regularly the progress reports of the students to their parents or guardians.

xxv) Promote the physical well being of the pupil, ensure high standard of cleanliness and health habits, and arrange periodical medical examinations of the students and send medical reports to parents or guardians.

xxvi) Devote at least twelve periods in a week to teaching of the pupils.

All the stakeholders of  CBSE affiliated schools should frequently visit  CBSE  official website http://cbse.nic.in/ for latest update.

CBSE School Principal Headmaster Duties Powers and Responsibilities Affiliation Bye Laws

CBSE Affiliation Bye Laws

Rajeev Ranjan

Resource”-

For more Details and Updated Information Kindly “Go” through CBSE Official Website

http://cbseaff.nic.in/cbse_aff/Attachment/OnlineServices/AffiliationByeLaws_14112012.pdf

http://cbseaff.nic.in/

http://www.cbse.nic.in/pr_rti/manuals/Affiliation_BYE_LAWS.doc

http://cbse.nic.in/

 

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CBSE affiliation school inspection committee members duties and responsibilities

 

Central Board of Secondary Education (CBSE) New Delhi

CBSE AFFILIATION INSPECTION COMMITTEE MEMBERS

DUTIES AND RESPONSIBILITIES

CBSE Affiliation Bye-Laws is most important documents for further proceeding for CBSE Affiliation. The principal and the school manager should read “CBSE Affiliation Bye-Laws” thoroughly before going for the CBSE affiliation process. CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System have clearly mentioned all essential process and procedure regarding its affiliation process.

CBSE New Delhi developed a transparent online affiliation system to conduct fair inspection process before giving affiliation number.  Inspection committee members play crucial role for imparting comprehensive inspection process for imparting quality education system in India.  Inspection committee examine school’s building including laboratories, library, classroom, games and sports facilities, process of teaching learning in a few classes and other facilities thoroughly to assess its eligibility as well as suitability for the affiliation with the (CBSE) board. In fact board lays total stress on quality education, observance of rules mentioned in the Affiliation Bye-Laws, provisions of infrastructure, payment of full salaries as per as the scale of pay, D.A and other admissible allowances prescribed by the State Government. Inspection committee examines the service benefits to teachers, staff and justifiable rationalization of the fee structure vis-a vis the facilities provided to the students.

Inspection committee members examine physical features available in school, employees empowerment plan, facilities for imparting quality education, and several other CBSE norms prescribed in  “CBSE Affiliation Bye-Laws”. Inspection committee members physically verify all essential documents prescribed in “CBSE Affiliation Bye-Laws” and on CBSE Online School Affiliation & Monitoring System. Inspection committee members can demand each and every document related to school systems for physical verification.  School authorities have to present all documents before the inspection committee members. 

INSPECTION COMMITTEE MEMBERS FOCUS ON THE FOLLOWING SPECIFIC POINTS

CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System (http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx ) have discussed in details about the essential documents and conditions for school affiliation with CBSE, New Delhi. Broadly Inspection committee members examine and verify all necessary documents in details which are mentioned in CBSE Affiliation Bye-Laws and on CBSE Online School Affiliation & Monitoring System for CBSE Affiliations. These are as follows:-

  1. No Objection Certificate AND Formal prior Recognition letter. It is mandatory to upload both NOC and Recognition letter. Both have to be scanned as a single pdf file and uploaded. OR Recommendation from Embassy of India (if applicable)
  2. Copy of Registration letter of the Trust/Society Management Committee
  3. Land Certificate from concerned authority (As per enclosed proforma).
  4. Affidavit(As per enclosed proforma) of :
  1. Non Proprietary Character of society from First Class Magistrate.
  2. No relation amongst the School Managing Committee members.
  3. That society/school is not part of any franchise arrangement as per clause 19.1(i) (ii) and clause 7.2
  4. That without Affiliation school will not start class 9th/11th otherwise liable for suitable action as per clause 15.9 of Affiliation bye laws of the Board.
  1. Infrastructure detail photographs
  2. Fire safety certificate
  3. Health & Sanitation certificate
  4. Safe drinking water certificate
  5. Building Safety Certificate
  6. Staff EPF deduction certificate
  7. Reserve funds proof (Only in case of upgradation)
  8. Balance sheet/Financial status certified by CA for last 3 years
  9. Salary paid through ECS/Cheque (Certificate issued by the associated bank)
  10. Staff Salary Certificate issued by District Education Officer
  11. In case of switch over,
  1. Affidavit for closure of classes in phased manner along with
  2. 3 years State board result in gazette issued by state board
  1. Land registration and/or lease documents

In order to bring more transparency in the process of affiliation, CBSE made it mandatory that the process of inspection will be video- graphed and a 5 minute clip will be prepared for uploading the clip on youtube. CBSE clearly mentioned that the videographer shall be arranged by the school. The following will be covered in the videography:

    1. Building including labs, library, classrooms and other facilities.
    2. Games & sports facilities.
    3. Process of teaching learning in a few classes.
    4. Group photo of staff.
  1. School has to upload a 5 minutes compact video of school inspection on you tube and you tube link will be shared with online inspection report.
  2. Inspection committee members verify basic information related to school, trust, trustee members, school management committee members in details etc.
  3. Inspection committee members verify “staff and service conditions” provided by the school in details. They basically check qualifications and experience of the principal, librarian, physical education teacher (PTI), special education, staff nurse etc. Inspection committee members examine “documents related to educational qualifications and experience of the head of institution/staff working in the school thoroughly”.
  4. Inspection committee members verify “the original land documents of the school”. They ensure that the address in land documents is same as the address of the school mentioned in NOC and recognition certificate. They examine whether the school is running from the same site as mentioned in the land documents, recognition certificate and NOC
  5. Inspection committee members verify “whether the area of campus is the same as in order and school land is in a single compact plot. If the school land is not in a single plot, area of different plots and distance between plots along with the information on which of these plots the school building is situated may clearly be given in the report.
  6. Inspection committee members specifically verify “whether the school has started classes IX, X, XI or XII (as the case may be) or not without prior permission from CBSE”
  7. Inspection committee members examine “whether the school management is running another school/institution in the same premises with different name and submit its details”.
  8. Inspection committee members examine “whether the name of the staff members published in the school prospectus and school diary are same as in the acquaintance roll of the school”.
    1. IC Members may check employees bank account/passbook issued by bank
  9. Inspection committee members examine “documents related to educational qualifications and experience of the head of institution/staff working in the school may be thoroughly checked”.
    1. Qualification details of all teachers/staffs
  10. The Inspection Committee members ensure that the documents mentioned in or related to “Note for Principal” may check specifically and upload at the relevant place in the online report. The committee may upload all the documents again if the same are not properly scanned, illegible, expired, incomplete etc.
  11. In case the application is for affiliation to Senior Secondary Level, the inspection committee is also identify the subjects in consultation with the school authorities as per syllabus/guidelines for the senior school certificate examination which are to be introduced by the school and verify the facilities available for each subject and submit recommendations carefully along with list of subjects. (CBSE Guidelines for School and Inspection Committee Members)

Inspection committee members have authority to investigate all necessary elements which are responsible for bringing quality education in the school. In fact, Central Board of Secondary Education (CBSE) New Delhi ensures intensive as well as comprehensive inspection for promoting quality education for building a great nation.

Principal

Rajeev Ranjan

CBSE affiliation inspection committee members duties and responsibilities rajeev ranjan

CBSE AFFILIATION REQUIRED DOCUMENTS AND CHECKLIST FOR SCHOOL FROM www cbseaff nic in

cbse affiliation procedure documents guidelines

Resource Website and Documents

http://cbse.nic.in/newsite/index.html

http://www.cbse.nic.in/affili~1/affiguide.htm

http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx

http://cbseaff.nic.in/cbse_aff/Attachment/OnlineServices/Checklist_Applicant%20_Schools.pdf

CBSE Affiliation Process & Essential Documents for Online Affiliation Application and School Inspection According to CBSE Affiliation Bye-Laws

 

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CBSE Affiliation Process & Essential Documents for Online Affiliation Application and School Inspection According to CBSE Affiliation Bye-Laws

Board of Secondary Education (CBSE) New Delhi

CBSE Affiliation Procedure

Process & Essential Documents for Online Affiliation Application and School Inspection According to CBSE Affiliation Bye-Laws

CBSE INSPESCTION DOCUMENTS

CBSE Affiliation Bye-Laws is most important document. The principal and the school manager should read “CBSE Affiliation Bye-Laws” thoroughly before going for the CBSE affiliation process. CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System have clearly mentioned all essential process and procedure regarding its affiliation process.

CBSE Affiliation Bye-Laws are effective from 20th January, 1988 with modifications/amendments from time to time. Those schools which fulfill the essential conditions of the Affiliation Bye-Laws may be considered for Provisional Affiliation for a period of three years subject to fulfilling all the norms and conditions of the Affiliation Bye-Laws within in this period. 

Which types of schools are eligible for affiliation with Central Board of Secondary Education (CBSE) New Delhi?

CBSE Online School Affiliation & Monitoring System mentioned that under following school category can go for affiliation with Central Board of Secondary Education (CBSE) New Delhi. These are as follows:-

  • Government or Government aided schools
  • Schools run by autonomous organisations under the Government like Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS), Central Tibetan Schools Organization (CTSO), Sainik Schools Society etc.
  • Schools run by Government Department directly like Defence, Railways etc.
  • Schools managed directly by Public Sector Undertakings or by reputed societies of Public Sector Undertakings under the financial control of such Public Sector Undertakings or by Societies formed by such Undertakings
  • Private, unaided schools. (Runs by Registered Trust and Society)

Does School only apply online for CBSE Affiliation or in other category also? What is purpose for applying online for CBSE Affiliation?

CBSE Online School Affiliation & Monitoring System mentioned that under following school category can go for affiliation with Central Board of Secondary Education (CBSE) New Delhi. These are as follows:-

Approval of Middle Class Syllabus/Affiliation or Switch Over up to Secondary level/ Upgradation or Switch Over to Senior Secondary level

Additional Subjects, applicable in case of already CBSE affiliated Senior Secondary schools.

Extension of Provisional Affiliation in case of already CBSE affiliated school up to Secondary / Senior Secondary level.

Is there any provision for Composite Affiliation up to Class XII?

It is clearly mentioned on CBSE Online School Affiliation & Monitoring System (http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx ) that “there will be no Composite Affiliation up to Class XII except in ‘switch over cases’ mentioned at Point No. 2 above.” For non-switch over cases, a school has to first affiliate itself with CBSE upto Secondary stage and run class IX for a minimum period of one year before applying for Upgradation to Senior Secondary level.

What is process for depositing affiliation fee?

It is clearly mentioned on CBSE Online School Affiliation & Monitoring System Website that Affiliation fee is to be deposited by online banking/ debit card/credit card/NEFT.

What are essential documents and conditions for fulfilling the criteria for the school affiliation with Central Board of Secondary Education (CBSE) New Delhi?

CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System (http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx) have discussed in details about the essential documents and conditions for school affiliation with CBSE, New Delhi. These are as follows:-

  1.  ‘ i) No Objection Certificate’ ii) Recognition Letter from the State Government OR Recommendation from concerned Embassy of India in case of schools located outside India. The schools seeking affiliation with the Board must have formal prior recognition of the State/UT govt.  The application either should be forwarded by the State Govt. or there should be a NOC to the effect that State Govt. has no objection to the affiliation of the school with the Board.
  2. Ownership or lease of requisite land in the name of the school or Society/Trust running the school. (If the land has been taken on lease, acceptable lease period is 30 years).
  3. Availability of well qualified staff as per qualifications detailed in Chapter IX of the Affiliation Bye laws. The number of PRTs, TGTs, & PGTs should be sufficient to teach respective sections.
  4. Non-proprietary character of the Trust or Society running the school (to be shown by way of an affidavit).
  5. Payment of salaries to staff not less than the corresponding categories of employees in the State/Central Government. 
  6. In case of Private unaided schools, the schools must be established by Societies registered under the Societies Registration Act 1860 of the Government of India or under Acts of the State Governments as educational, charitable or religious societies having non-proprietary character or by Trusts

Note:- NOC/Recognition is not required in cases of schools run by Government  Departments/Government Undertakings/managed by Societies for Govt. Undertakings and financed and controlled by the Undertakings.

 Which are required documents to attach while applying for APPROVAL OF MIDDLE CLASS SYLLABUS / PROVISIONAL AFFILIATION OR SWITCH OVER UPTO SECONDARY LEVEL / UPGRADATION OR SWITCH OVER TO SENIOR SECONDARY LEVEL?

CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System (http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx ) have discussed in details about the essential documents and conditions for school affiliation with CBSE, New Delhi. These are as follows:-

  1. No Objection Certificate AND Formal prior Recognition letter. It is mandatory to upload both NOC and Recognition letter. Both have to be scanned as a single pdf file and uploaded. OR Recommendation from Embassy of India (if applicable)
  2. Copy of Registration letter of the Trust/Society Management Committee
  3. Land Certificate from concerned authority (As per enclosed proforma).
  4. Affidavit(As per enclosed proforma) of :
  1. Non Proprietary Character of society from First Class Magistrate.
  2. No relation amongst the School Managing Committee members.
  3. That society/school is not part of any franchise arrangement as per clause 19.1(i) (ii) and clause 7.2
  4. That without Affiliation school will not start class 9th/11th otherwise liable for suitable action as per clause 15.9 of Affiliation bye laws of the Board.
  1. Infrastructure detail photographs
  2. Fire safety certificate
  3. Health & Sanitation certificate
  4. Safe drinking water certificate
  5. Building Safety Certificate
  6. Staff EPF deduction certificate
  7. Reserve funds proof (Only in case of upgradation)
  8. Balance sheet/Financial status certified by CA for last 3 years
  9. Salary paid through ECS/Cheque (Certificate issued by the associated bank)
  10. Staff Salary Certificate issued by District Education Officer
  11. In case of switch over,
  1. Affidavit for closure of classes in phased manner along with
  2. 3 years State board result in gazette issued by state board
  1. Land registration and/or lease documents

How much amount schools need to deposit for seeking approval at various levels i.e. up to secondary/senior secondary level? What is an affiliation fee for seeking approval at various levels i.e. up to secondary/senior secondary level?

CBSE Online School Affiliation & Monitoring System (Website) has mentioned updated affiliation fee amount under various categories i.e. Approval of middle class syllabus, Fresh Provisional Affiliation for Secondary Classes (Class X). In fact, it will be the best for school manager and principal to visit CBSE Online School Affiliation & Monitoring System (Website)  http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx for knowing details updated affiliation fee structure. 

What are required documents need to attach for applying for EXTENSION OF PROVISIONAL AFFILIATION as scanned copies?

CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System (http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx ) have discussed in details about the essential documents need to attach for applying for EXTENSION OF PROVISIONAL AFFILIATION as scanned copies. These are as follows:-

  1. A Scanned copy of Reserve Fund maintained as per norms.
  2. A Scanned copy of EPF code No. allotted by the EPF department.
  3. A Scanned copy of Affidavit to the effect that the school is not sponsoring candidates for Board’s Examination of any other School/Branch, which is not affiliated to the Board.
  4. A Scanned copy of Staff Salary Certificate issued by District Education Officer.

(Note- jpg and pdf files only & not more than 2 MB in size)

CBSE New Delhi is the most prestigious board in India. Inspection committee examines school’s building including laboratories, library, classroom, games and sports facilities, process of teaching learning in a few classes and other facilities thoroughly to assess its eligibility as well as suitability for the affiliation with the (CBSE) board. In fact board lays total stress on quality education, observance of rules mentioned in the Affiliation Bye-Laws, provisions of infrastructure, payment of full salaries as per as the scale of pay, D.A and other admissible allowances prescribed by the State Government. Inspection committee examines the service benefits to teachers, staff and justifiable rationalization of the fee structure vis-a vis the facilities provided to the students.

Affiliation Bye-laws – CBSE

http://http://cbseaff.nic.in/cbse_aff/Attachment/OnlineServices/AffiliationByeLaws_14112012.pdf

http://cbseaff.nic.in/cbse_aff/Attachment/OnlineServices/Checklist_Applicant%20_Schools.pdf

cbse affiliation procedure documents guidelines

CBSE AFFILIATION REQUIRED DOCUMENTS AND CHECKLIST FOR SCHOOL FROM www cbseaff nic in

Principal

Rajeev Ranjan

Resource Website and Documents

http://cbse.nic.in/newsite/index.html

http://www.cbse.nic.in/affili~1/affiguide.htm

http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx

 

 

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Project Based Learning-Importance and Benefits in Pedagogical Perspectives

Project Based Learning; a Real Learning Experience

Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfills two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented PBL—————————–

Project Based Learning; a Real Learning Experience- Introduction

 A systemic teaching method that engages students in learning essential knowledge and skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed tasks and products.   In other words, a task or problem engaged in usually by a group of students to supplement and apply classroom studies. It is considered as an alternative to paper-based, rote memorization, teacher-led classrooms.

Proponents of project-based learning cite numerous benefits to the implementation of these strategies in the classroom including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills.

“When teachers and their students are “connected” through project based learning, the “world” becomes an indispensable curriculum resource.”-(NCF 2005)  Teachers are no longer their students’ primary sources of information. Instead, they are the designers of learning who created the conditions for the students to conduct their own inquiries, and advisers to whom learners can come as they create their product. It is in fact, also known as inquiry-based learning /inquiry-based learning, and problem-based learning.  Initially, John Dewey promoted the idea of “learning by doing in ‘My Pedagogical Creed’. It was popular at the beginning of the 20th century and again in the current century. Project-based learning has been associated with the “situated learning” perspective of James G. Greeno (2006) and on the constructivist theories of Jean Piaget.

Today, teachers around the world are designing projects for their students because they ignite a shared passion for learning in both students and staff; they foster a wide range of skills (such as time management, collaboration, and problem solving) that students will need at school, college, university, and in the workplace; and they can be tailored to suit students with a wide range of abilities and learning needs. Fortunately, designing projects help students to master the content which they are required to learn. The best way to do this is by using ‘backwards planning’. (The Teacher’s Guide to Project-based Learning). PBL provides a new life experience for collaborative learning i.e. how to share, care and come out from real situation of conflict (working in group) where a certain number of people is working to achieve a single goal.

 

 Objective of Project Based Learning mentioned in (Project-Based Learning ,  A  Resource for Instructors and Program Coordinators, National Academy Foundation and Pearson Foundation). Project based classroom is dynamic and interactive. Teacher is an active learner and facilitator. It starts with a problem, facts and skills in a relevant context.

 Well-designed projects ask students to:

  • Tackle real problems and issues that have importance to people beyond the classroom. Projects emanate from issues of real importance to students and adults in the community and answer the age-old student question “Why do we need to know this?”
  • Actively engage in their learning and make important choices during the project.

Projects make room for student choice and creativity while still demanding student mastery of essential content, enabling students and teachers to interact as co-learners in the experience, rather than in the traditional student-teacher relationship.

  • Demonstrate in tangible ways that they have learned key concepts and skills.

Projects provide opportunities for students to produce observable evidence that they have mastered rigorous curricular standards as they apply their learning and solve the problem at hand.  PBL empowers students with life skills i.e.  critical thinking, problem solving, decision making, and various forms of learning skills. Projects and exhibitions also provide extensive evidence of process work and self-directed learning. 

Key Points of Project Based Learning:-

  1. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented Project Based Learning (PBL) is meaningful in both ways.
  2. In terms of making a project feel meaningful to students, the more voice and choice, the better.
  3. Teachers should design projects with the extent of student choice that fits their own style and students. On the “the more the better” end of the scale, students can decide following points:
  4. What product they will create?
  5. What resources they will use?
  6. How they will structure their time?
  7. “PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter.” Markham (2011)
  8. ‘PBL refers to students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation.
  9. PBL emphasizes learning activities that are long-term, interdisciplinary and student-centered.
  10. PBL differs from traditional inquiry by its emphasis on students’ collaborative or individual artefact construction to represent what is being learned.
  11. PBL organizes around an open-ended driving question or challenge.
  12. PBL project plan should include the essential curriculum content for the project.
  13. PBL promotes critical thinking, problem solving, collaboration, and various forms of communication, often known as “21st Century Skills.
  14. PBL promotes students to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesizes and presents their learning.
  15. PBL is an effective strategy for teaching complex skills such as planning, communicating, problem solving, and decision making. ( Dr. John W. Thomas, 2000)
  16. PBL can help increase student attendance, attitude, and self-reliance. For teachers, PBL can help increase professionalism and collaboration. ( Dr. John W. Thomas, 2000)
  17. Role of student is to ask questions, build knowledge, and determine a real-world solution to the issue/question presented. PBL allows them to think rationally on how to solve problems. PBL forces students to take ownership of their success.
  18. Collecting information
  19. Developing question
  • Exploring material and discussing outcome with peers
  1. Reflecting on the result
  2. Role of teacher Project Based Learning is that of a facilitator. The instructor regulates students and ensures that students should remain focused and have a deep understanding of the concepts being investigated. The students are held accountable to these goals through ongoing feedback and assessments. We always face challenges while implementing a concept and learning new things. PBL is students’ friendly learning approach under kind guidance of a teacher to involve students in working on tasks. However, there is several questions arise for implementing PBL in real life teaching learning situation. We can also see the teachers’ role in following areas.
  3. Offer guidance on subject/theme/topic
  4. Formation of different types of learner and their performance level
  • Holding meeting for further course of action
  1. Facilitating learners in different layers of project

Teachers can also meditate on following points:-

  1. Will this project engage my students?

The Learning Futures schools use a checklist to gauge the likely engagement of students in any given project idea. We call it ‘the Four Ps of Deep Engagement’. Before going too far with an idea for a project ask yourself whether the project is:

  • Placed – is it located in a place that is important to students (e.g. their home, community, town, city or virtual environment)?
  • Purposeful – will it result in a product, service or body of knowledge that others will make use of? Will the process seem authentic to students?
  • Pervasive – will students be sufficiently engaged in the project’s activities that they’ll want to voluntarily take the learning outside school and school hours? Is it likely to broaden students’ horizons?
  • Passion-led – Does the project tap into students’ passions?
  1. Will this project engage me?

It’s important that facilitator is personally curious and involve about the project’s outcome, that s/he will learn new things from it.

  1. Will my students learn something meaningful from this project?

It’s a good idea to make a list of the things you expect your students to have learned: this should include subject content, skills, as well as attributes to be developed (e.g. confidence, resilience, and resourcefulness).( The Learning Futures school)   

During the project planning phase, teachers must make sure that the project will result in student-generated evidence of learning that aligns closely with intended skill and content standards. (National Academy Foundation and Pearson Foundation)

 Integration of Inter- Disciplinary Subjects

PBL promotes integrated learning approach in this fast growing world where technological integration requires at every step of learning. It is combined learning approach where we can integrate different subjects into one project work i.e. a language teacher asks students to prepare a project on ‘bird migration’. He enquirers other subject teacher that, is there a lesson related to nature/environment or other interdisciplinary theme or not in respective subjects. He finds several correlated lessons in different subjects. He finds that students can get good ideas from subject English (unit –Environment), Science (Diversity in Living Organism), Social Science (Natural Vegetation and Wild Life) and Mathematics (Statics). (PBL, CBSE) Teacher guides his students to collect the material/content from different subjects, students collect ideas which help student to work on the given project. This activity increases not only interest of students to read other subjects but also to give equal importance to all subjects.   PBL approach provides opportunity for the teacher to become a facilitator in real sense. He becomes the torch bearer in developing tools and techniques on how to examine and analyze issue, the information they need to collect, planning, organizing the framework of the project. The projected action will be initiated by the students.

 Difference between “Activity” and “Project”

There is much confusion among teacher about the difference between ‘activity’ and ‘project’ in regular teaching learning process. Project based learning guide developed by National Academy Foundation and Pearson Foundation clearly mentioned the difference i.e.

ACTIVITY PROJECT
Students in a history class study Westward Expansion for three weeks, culminating with a “Frontier Feast” where students dress in period costumes and eat typical western fare from the era.

 

Students in a history class spend three weeks focused on the essential question “How did Westward Expansion impact our community?” Students learn about the period, research local connections, and design a museum exhibit featuring historical artifacts, primary source documents, and expert commentary from local historians. The exhibit is mounted in the community center lobby, and students serve as docents to the general public.

 

 Advantages of Project Based Learning:

  1. Rivet & Krajcki, 2004 and William & Linn, 2003 state that “research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classroom.”
  2. PBL develops responsibility, or ownership among students for their learning, their self-esteem soars. It also helps to create better work habits and attitudes toward learning.
  3. Project-Based Learning students also learn skills that are essential in higher education.
  4. PBL allows pupils to expand their minds and think beyond what they normally would.
  5. Project-Based Learning students learn skills, in fact, more than just finding answers.

 Disadvantages of Project Based Learning:-

Unplanned lessons can result in the wasting of precious class time. If the project does not remain on task and content driven the student will not be successful in learning the material.

 Assessment in Project Based Learning:-

 Assessment isn’t just about the final product.  In fact, final assessment will focus on the products that students have produced, and how they went about producing them (the process). Despite this, it is worth enough to remember that not everybody needs to produce the same product in order to demonstrate their learning. Questions that final assessment should address are followings:-

  1. Does the product meet or exceed the criteria we set at the start at the project?
  2. Has the student developed the skills required for the execution of this project?
  3. Has the student learned the curriculum content required for this project?

Ron Berger rightly states that real assessment take place when a teacher is minute observer and observes his students holistically. Teachers often mistakenly presume that a project’s final product is the only thing they should assess, which leads them to assume that they should be able to tell whether the kids learned what they needed to learn by looking at the final product.

Actually, assessing what kids know is ongoing throughout a project. The product is the motivation for learning the material, but it won’t demonstrate that they learned it all. For example, in the physics standards project, each kid only demonstrated one physics concept, so how do you know that they learned the rest of the material?

The answer to this question is that the book isn’t the assessment. You can assess what they’ve learned before the book comes out, and afterwards. In Physics Standards they gave all the students a physics test with all the concepts in it. You need to do assessment throughout the project so that when they’re doing great artistic stuff, you know that they know what they need to know. You can’t leave it all to the end.

(Ron Berger, Chief Programme Officer, Expeditionary Learning)

Conclusion:

Blumenfeld et al. says that, “Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artefacts. Projects vary greatly in the depth of the questions explored, the clarity of the learning goals, the content and structure of the activity, and guidance from the teacher.

 The core idea of project-based learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience.

 Researched and Prepared by

Rajeev Ranjan

Principal

B.Ed(English)

Post Graduate Diploma in Teaching English (PGDTE)

English and Foreign Languages University, Hyderabad

&

BA & MA (English)

Banaras Hindu University, Varanasi

www.rajeevranjan.net

Email .Id: rajeevbhuvns@gmail.com

 References and resources for further reading:-

Article, 7 Essentials for Project-Based Learning(John Larmer , John R. Mergerndoller, In Educational Leadership, Buck Institute of Education)

The Buck Institute for Education (http://www.bie.org/)

Using Project-Based Learning to Increase Student Engagement and Understanding March 2012(TEXAS INSTRUMENT)

Project-Based Learning,  A  Resource for Instructors and Program Coordinators(National Academy Foundation and Pearson Foundation)

PBL is consistent with best practices in instructional design. To learn more, visit ASCD’s Understanding by Design Exchange. (http://www.ubdexchange.org/default.html)

PBL as an instructional strategy to create rigorous and relevant learning experiences by Dr. John W. Thomas’s (http://www.bobpearlman.org/BestPractices/PBL_Research.pdf)

Stanford University’s School Redesign Network includes links to many resources that help define and understand PBL. (http://www.schoolredesign.net/srn/server.php?idx=850).

The Small Schools Project boasts an amazing collection of resources to assist those educators creating small learning communities and small schools where PBL can thrive. (http://smallschoolsproject.org/)

The High Tech High network features schools designed to support PBL in the classroom.

(http://www.hightechhigh.org/)

Project Examples

PBL at NAF, Digital Storytelling for Academy Students and Instructors

(http://pearsonfoundation.org/NAF) The NAF/Pearson Foundation Digital Storytelling Project is modelled on exemplary PBL principles.

What Kids Can Do (http://www.whatkidscando.org/index.asp) This national nonprofit organization focused on student voice has links to several outstanding projects in their “projects and products” section (under “Student Work & Voice”).

STEPs (link to http://itd.usd259.org/steps/pbl.htm) The Standards for Teachers through Educational Projects site includes video downloads of exemplary projects.

Edutopia – The George Lucas Educational Foundation (http://www.edutopia.org/) The George Lucas Educational Foundation’s includes video clips highlighting exemplary projects.

Great Student Work (http://www.bobpearlman.org/BestPractices/StudentWork.htm)  Educational reform expert Bob Pearlman offers links to exceptional project examples and assessments from around the globe.

Best Wishes

 

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Checklist for Maintaining Discipline in the Classroom and School for Teacher

Checklist for Maintaining Discipline in the Classroom for Teacher 

Objective:- How the class teacher will keep eagle eyes on students

Assessment Tools for Students’ Observation

  • Classroom: – Attend class regularly listen teachers , attentively, asks relevant questions, follow teachers instructions, actively participate in group or individual activities, focus on study rather than talking with friends, disturbing others  (2) Punctuality: – Submission of homework and class work on time (given deadline), always try to return back to classroom on time (3) Cleanliness & Neatness:- Self neatness(Cleaned and ironed uniform), proper nail and hair cut, polished shoes, actively involved in classroom/school cleanliness activities , encourage & help others to keep the classroom neat and clean, throw small papers/ rags in the classroom dustbin  (4)Communication:-Politely speaking to friends and other school mates, know how to talk with elders, seniors, teachers, and family members(within the class and outside the class), (5) Value towards person and school property:-  Do not fight with peers, respect individuals integrity, do not write on the student desk and classroom walls, do not pluck flowers, do not break table, chairs, tear pages of books, do not harm computer related articles, take permission before taking others items i.e. pen , pencil, books , notebooks

Rajeev Ranjan

Checklist for Discipline classroom management skill

Student Misbehaviour- Being Humane without being Judgmental

Student Misbehavior- Is parent responsible for children’s bad behavior ?

Student Misbehavior: Teachers Can Make a Difference

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Notebook correction checklist for school teacher

Notebook correction checklist for school teacher

Notebook is essential document of student learning. Teacher’s prime job is to ensure quality teaching in the classroom. Student’s notebook is one the best means to observe effect of our teaching. To write keys points, spelling, key terms and question answer in a notebook is to ensure an effective way of  understanding the concept. It is an evidence of learning because student revises his learning time to time for fulfilling different academic purposes.

Notebook correction checklist for school teacher rajeev ranjan

Rajeev Ranjan

Notebook Correction: Important Tips and Techniques for Ensuring Quality Learning

Notebook Correction Benefits of Teacher’s Remarks on Student’s Exercise Book for Effective Teaching

 

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Teachers’ Skill Test-How to Promote Skill Based Teaching

Teachers’ Skill Test

How to Promote Skill Based Teaching

 

Dear Teachers                                                                                 Time:-15 Minutes

 

Teachers conduct several activities in the classroom for promoting different life skills among students. Teachers give instructions for completing the tasks. These are designed tasks for you from all core subjects. You have to read the questions and decide that which skills will be developed through this activity i.e. creativity, explorative, problem solving etc—-.

More than one skill can be developed through one particular question, so mention all probable skills—————————–

Read the questions carefully. Which skills will be developed through this question? Teacher needs to identify different skills. First do yourself —check your answer on 2nd page………..

 

  1. Write ten lines on “If I were a bird”.——————————————————————————————————————————————————————
  2. Draw increasing/decreasing shapes of the moon.————————————————————————————————————————————————-
  3. What happens if (a) there is no fire (b) there is no wheel ————————————————————————————————————————————–
  4. Prepare a list of 10 activities where you have to take help from others. ———————————————————————————————————————
  5. Write correct sentences from these  incorrect sentences —————————————————————————————————————————————-
  6. Creating Dialogues, taking clues from the chapter” How the Dog Find in New Master” creates dialogues between man and dog, when the dogs meet him. ——————————————————————————————————————————————————————————————————————–
  7. Angle formation :- Take circle cut outs , fold them and make crease to make following angles (90 degree), (45 deg), (60Deg), (180Deg) —————————————————————————————————————————————————————————————————————————————-
  8. Whole Numbers: Cartoon Making (Interdisciplinary activity of fine arts). Take A-4 size coloured sheet. Make Cartoon of first 10 numbers. (i.e. Yellow-Smallest Number, Red-Greatest Number )——————————————————————————————————————————————————————————————————————————————————————————
  9. Components of Food:- Activity( Staying Healthy and Cheaper Way)-Search internet/any other source and find out easily available local cheaper alternative  food items that could be included in diet to make it whole some and easily affordable. Eg. Expensive dry fruits and nuts can be replaced by groundnuts and chestnuts. Task 2.-Make displayed cards on coloured sheet and put them on class boards. Task 3- Values based – inform your maid, sweeper and other helping hands about these foods that keeps you healthy. ——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————
  1. Ashoka the Emperor who gave up war, Activity (Designing a national symbol for India), Material Required (A4 Size Sheets), 1. students to design a national symbols for their country India. They will write also slogans under it. 2. Look at the lion symbols and explains what the original symbols had and why?——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————–

 Teachers’ Skill Test

 

 

 

Answer

  • A, vicharatmak bhavaabhivyakti, writing skill
  • Creative skill and thinking skill
  • Thinking skill/ Logical Skill
  • Attentiveness/ Intellectual (baudhhik ) Expertise /Listing Skill
  • Grammatical knowledge/Language Skill
  • Creative writing , thinking skill, imagination , originality, Vocabulary enhancement, Life Skills(Empathy)
  • Creativity, Imagination, Logical Thinking
  • Creativity, Logical Reasoning, Problem Solving
  • I Observation, understanding, discovery, Identify, inquisitiveness , Expression , awareness, Recognise, problem solving , creativity
  • Discover, Critical thinking, cultural value, social thinking , artistic value

Resource:-

Life Skills (UNESCO)

Life Skills(CBSE)

Rajeev Ranjan

Indian Educationist 

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National Early Childhood Care and Education (Ecce) Curriculum Framework

National Early Childhood Care and Education (ECCE) Policy

NATIONAL EARLY CHILDHOOD

CARE AND EDUCATION (ECCE)

CURRICULUM FRAMEWORK

Birth to 6 Years

Extract and Summary of ‘Foundation of Early Care and Learning’ (Section–I)

Learning is an active, interactive and life long process. A wise educator respect children’s unique social, linguistic, cultural background and diversity. Children differ in their strengths and capabilities.  A wise educator promotes child’s individual strengths. In fact, the first six years of life are the critical years of human life since the rate of development in these years is more rapid than at any other stage of development. (ECCE, Introduction)

Early Childhood Care and Education (ECCE) encompass the inseparable elements of care, health, nutrition, play and early learning within a protective and enabling environment. (P 5)

Vision for an Indian Child

The National ECCE Policy visualizes nurturance and promotion of holistic development and active learning capacity of all children below 6 years of age by promoting free, universal, inclusive, equitable, joyful and contextualized opportunities for laying foundation and attaining full potential. (P 6) Early childhood care and education programmes should be based on an understanding of the patterns of development and learning that define the essential nature of childhood. (P 10) (ECCE) curriculum framework views children as happy, healthy and confident; each child with unique identity, grounded in their individual strengths and capacities; and with respect for their unique social, linguistic, and cultural heritage and diversity.

Purpose of this framework:-

  1. To promote quality and excellence in early childhood care and education by providing guidelines for child care and early educational practices
  2. To support to early years professionals, service providers, ECCE teachers/caregivers, communities and state governments in providing rich early stimulation and learning experiences for children from birth to pre- primary years (P 4)
  3. To facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning (P 10)

Our young children strive to be:

• Happy and healthy

• Inquirer

• Confident

• Communicative

• Creative

• Caring

• Open-minded

• Resilient

• Sensitive to diversity

• Respectful

• Mindful

• Life-long learner (P6)

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/early_childhood_education.pdf

Broad objectives of the Early Childhood Care and Education programme are to:

• Ensure each child is valued, respected, feels safe and secure and develops a positive self

concept

• Enable a sound foundation for physical and motor development of each child- as per each

child’s potential

• Imbibe good nutrition routines, health habits, hygiene practices and self help skills

• Enable children for effective communication and foster both receptive and expressive

language

• Promote development and integration of the senses

• Stimulate intellectual curiosity and develop conceptual understanding of the world around by

providing opportunities to explore, investigate and experiment

• Enhance development of pro-social skills, social competence and emotional well being

• Develop sense of aesthetic appreciation and stimulate creative learning processes.

• Imbibe culturally and developmentally appropriate behaviour and core human values of respect and love for fellow human beings.

• Enable a smooth transition from home to ECCE centre to formal schooling

• Enhance scope for overall personality development

National Early Childhood Care and Education (ECCE) Policy (P 10)

Language Concern at the Early Childhood Care and Education programme

Language plays an important role in communication, exchange of information, development of reading skills, reading with comprehension, and, in later years, academic success. (P 14)

The medium of interaction in the ECCE centre should be home language or mother tongue. It is important to encourage different languages for expression by children in the ECCE centres. Children should be encouraged to be proficient in their mother tongue/ home language first and then the formal school language (regional language or English) should be introduced. However teaching through child’s mother tongue/ home language, is internationally recognised as the most appropriate way of working with children in the early years of concept formation. However, it is crucial that when the school language (which may be regional language or English) is introduced, the ECCE teachers/ caregivers must continue to convey a positive attitude about children’s first language (mother tongue/ home language).

Points to be remembered:-

  1. Children learn well in mother tongue or home language
  2. Provide exposure to school language (regional/English)
  3. Aware school community to importance of language in child learning

Should a teacher use mother tongue /home language or English in the classroom for better learning? (P 15)

 Language should be learnt by processes in the following order: ‘Listen–speak–read–write.’

In early years focus should on listening and speaking as the major activities in the classroom.

Teacher should learn and use some words of children home language.

Teacher should encourage children to express in their own language.

Developing a better understanding is more important than use of language in a multilingual classroom.

How will a teacher fulfill the challenges of different kinds of learners (multiage grouping) in the classroom? (P 17)

ECCE teachers and caregivers would use the concept of ‘differentiation’ to meet the varying needs of their learners. An ECCE Teacher / Caregiver may approach differentiation by (1) content—what the child needs to learn or how the child will get access to the information; (2) process—activities in which the child engages in order to make sense of or master the content; (3) products—culminating projects that enable the child to rehearse, apply, and extend what he or she has learned in a topic; and (4) learning environment—the way the classroom/ ECCE centre works and feels. Research also indicates that the development of brain is influenced not only by health, nutrition and quality of care but also the quality of psycho-social environment the child is exposed to in these early years.

 

Rajeev Ranjan

National Early Childhood Care and Education (Ecce) Curriculum Framework

Early Childhood Education – ncert

The National Early Childhood Care and Education Curriculum … – ncert

Reference:-

 

National Early Childhood Care and Education (Ecce) Curriculum Framework

(Ministry Of Women and Child Development)

 

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/early_childhood_education.pdf

http://www.ncert.nic.in/departments/nie/dee/publication/pdf/deethemebased.pdf

http://www.eec.state.ma.us/docs1/curriculum/20030401_preschool_early_learning_guidelines.pdf

http://www.ncert.nic.in/publication/journals/pdf_files/Voices_ch3.pdf