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Duties and Responsibilities of a School Teacher

Duties and Responsibilities of a School Teacher

The art of teaching is the art of assisting discovery…….Mark Van Doren

Position Function Reporting Officer
Teacher Teaching Principal

The teachers’ entire personality is a reflection on the minds of the students. If the teacher is honest, leads a balanced and disciplined life, the children adopt these virtues as an ideal conduct unconsciously.

Duties of Teacher in—————–

  1. Detailing every student
  1. Build one to one relationship with students
  2. Know everything about your students’ i.e. family background, learning habits, merits and demerits, special qualities(physical skills, language skills, emotional skills, social skills, cognitive skills and spiritual skills )
  3. Make students aware of realities of life
  4. Inspire students to face problems with braveness
  5. Aware them how to behave with strangers
  1. Teaching Techniques
  1. Provide important information in both oral and written formats
  2. Keep instructions brief and uncomplicated. Repeat them word to word
  3. Announce the dates of examination/tests well in advance
  4. When teaching a lesson ;state objective of lesson, review previous lesson and summarize periodically
  5. Use more than one way to demonstrate or explain information
  6. Use school digital board. Correlate/Associate textbook content/information with the best material audio/video/you tube. Online material must be relevant to age/class/subject
  7. Prepare topic worksheet/holiday worksheet in own subject which is supervised and checked by the Principal
  8. Keeping records of Unit Test/Class Test/Saturday Test/Internal Examination
  9. Keeping records of students’ extracurricular activity (Various competitions i.e. dance, song, drawing and painting, debate and speech, sports and games etc )
  10. Checking Student’s diary on daily basis
  11. Keeping his/her copy of books of subject/subjects he/she teaches for each class from store
  12. Correcting Exercise book/Notebook of each student regularly and according to school guidelines
  13. Reach classroom on time(note more than 3 minutes)during changing over period
  1. Zero Periods: – Work on your own way of English Speaking. Provide enough practice for each student to speak in English. More focus will be given to academic challenged student(weak student)
  2. Lesson Plan: – Prepare your lesson/topic plan well in advanced. Teacher has to carry lesson/topic plan in each class. (Compulsory). Submit your lesson plan on Saturday without fail. Feel free to prepare lesson/topic plan in advance according to your convenience. Divide a big lesson into different main topics and prepare lesson plan ahead. 
  3. Remedial Period:- Ensure proper seating arrangement for the weak students near by the teacher (i)Help weak students (ii) teach weak student like a tuition teacher (iii)ensure equal level of learning for one and all

 Other Essential Duties

  1. Participating in the co-curricular and extracurricular activities in the school
  2. Assisting in the planning and organizing of school events and functions (Inter house Competitions, Inter- school competitions, concerts, plays, prize day, etc)
  3. Undertake professional duties and organizational tasks as reasonable delegated by the principal
  1. Non Academic Responsibility

  1. Ensure that electric fans/bulbs are not on if the students are not in the class or before leaving any classroom
  2. Ensure that classroom is neat and clean if not then inform concern person to do it
  3. Ensure that the classroom items like chalks, duster, charts etc. must be written in demand register placed on reception counter in at least one week advance
  4. Ensure that students are maintaining discipline during going to water point/washroom/playground/returning to class/ eating in mess/maintain silence
  5. Ensure that your suggestion for improvement of academic and non-academic environment of school must be written in teacher’s suggestion register placed on reception counter.
  1. School rules :-

 (1) Kindly avoid carrying mobile phone in the classroom. Keep your mobile at safe place. School will not be responsible for lose/steal/damage of mobile

(2) Please avoid notebook correction in the classroom. It is strictly prohibited; however you may check/review given class work for a while (according to teacher need)

 (3) Teacher will send only one student at a time for washroom/drinking water/other task (along with out pass)

 (4) Teacher will join assembly on daily basis.

(5) Kindly keep your stationary or articles/belongings at safe place.

  1. Physical punishment is strictly prohibited in school campus/classroom. Kindly avoid it. In case of incompleteness of home work/class work/, kindly write notice in the diary. If it is repeated, immediately bring the case into principal’ notice.
  2. Student’s Leave Application: – Collect leave application from absent student duly signed by parent/guardian and maintain its record. (Duty of Class teacher)
  3. Teacher’s Leave Application: – Kindly take prior permission of CL or Leave on school leave register.
  4. Teacher’s School Uniform: – Wear school uniform and identity card on regular basis.
  5. Personal Care
  • Always wear school uniform prescribed by management
  • Always wear employee I Card
  • Always wear helmet if you ride motorbike and always carry your driving license.
  • We wish a fruitful stays at school. We firmly believe that you will contribute your 100% whole heartedly for the growth of organization. We are looking forward for your cooperation for the growth of your professionalism itself as well as for the organization.

Duties and Responsibilities of a School Teacher rajeev ranjan

Principal

 

Rajeev Ranjan

Indian Educationist

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A wise teacher prepares well his/her teaching topics. S/he evaluates his learners’ need well in advance. A wise educator always weighs each aspect of teaching learning process clearly before entering in the classroom/meeting students in the classroom. A wise educator asks him/herself following questions?

 

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

Notebook Correction Benefits of Teacher’s Remark on Students’ Exercise book for Effective Learning

21st Century world redefined the role of a teacher. Now we know a teacher as a facilitator, motivator, and catalyst of learning. Teacher teaches different individuals. He tries to fulfill the learning need of students. Since, learning is a complex phenomena, wise teacher adopts various techniques to involve individuals to participate actively in teaching and learning process. Students prepare notes and solve exercises in their notebooks. Notebook is authentic evidence of student’s learning for teacher, school and parent.

 Wise teacher identifies students’ personality through their notebooks. Students’ learning attitude reflects in their notebooks. Notebooks are great source of learning for students. Notebooks are crucial source of learning evidence in school based education system. Teacher initiates proper and suitable learning through school notebook. Concerned subject teacher frequently checks students’ notebook to ensure quality learning. The main motto of notebook correction is to ensure accurate learning. Each student is not capable to write correct i.e. while writing question-answer, preparing notes for further revision and examination preparation. Teacher writes remarks on students’ notebook for various purposes.

Why does a teacher write remarks on students’ notebooks? Does teacher’s remark on notebook have positive/negative impact on students’ learning? Do students notice teacher’s remark on his/her notebooks? Do teachers need to remind on his/her remarks written on student’s notebook?

Impact of teacher’s remark on student’s notebook

Teacher facilitates learning in the classroom. Teacher’s remark on students’  notebook has great impact. Teacher’s precise and lucid remark on student’s notebook has long lasting impact on his mind. It helps teacher to develop a rapport with student. Generally student ignores the remarks of a teacher written for asking i.e. complete pending work/improve your handwriting/ well done/late submission etc. Do you think that teacher’s accountability and responsibility complete, the moment s/he wrote remarks (vague/clear) on the notebook? Do you think that teacher needs to follow on next term and remind him to work on last remarks?

Clear objective before writing remarks on student’s notebook

Improvement in desired weak academic area is main motto behind writing remarks on students’ notebook while checking regular exercise, notes, project work and assignment etc. Students work hard, practice more and perform well to get good remarks from his subject teacher. It is wonderful endorsement of students’ hard work received from an educator.  If teacher is very clear in his demand from student to follow certain instruction for following reasons, then there is no question that student will not do it. Yes, possibility of ignorance may be there but it is the teacher who motivates students and convinces him for following given instruction written on their notebooks.  Are we clear before writing remarks on students’ notebook while checking various solved exercises?

General and Specific Remarks

Generally teacher’s remark on notebook falls into two categories that are ‘general remarks and specific remark’. General remarks motivates student to perform better in general i.e. well done! You always submit your notebook on time. Specific remarks requires student’s special attention for working immediately on mentioned area i.e. complete question no.16 and try to write your own view and submit on 22 September 2018.

Teacher’s remark makes a great impact

Teacher’s positive remarks on the notebook effectively make a great appeal and sense in the student’s mind. Teacher makes his learners sensible. He writes rational, relevant and concrete remark on student’s notebook. Teacher should write detail comments to sensitize the students. Writing details comments/remarks do not help until we do proper follow up as a reminder. When we do regular follow up; student thinks that my teacher still remembers my mistakes.

Praise the quality of the work not the individual

Praise the quality of the work not the individual. Please indicate what is good about the work i.e. meaningful question/handwriting/good content etc. Sometimes, general remarks may confuse student. A wise teacher continuously observes student’s mistakes in his concerned subject. S/he knows the student’s nature of committing mistakes i.e. whether student’s handwriting is poor/write wrong spelling frequently/ problem in framing accurate and meaningful sentences/ grammatical mistakes. Wise teacher finds out student’s pattern of committing mistakes on different occasions.  Teacher writes specific remarks for curing special problems faced by students. Teacher uses very specific comments about student’s specific strengths and weakness detected on his notebooks.

Point out Student’s weakness and strength

Concerned teacher focuses on student’s weakness and strength. S/he pin points only certain area where student needs to work hard for real improvement. Wise teacher writes precise remarks on the basis of his observation. In fact, it is worth enough to write specific need based analysis remark on student’s exercise books. Different subject has different pattern of questions i.e. a number of diagram and scientific terminology in biology, several theories and formulas and a set of pattern to solve mathematical questions, a number of diagrams and maps in geography, grammatical accuracy and writing pattern in languages. Wise teacher writes special comments on students’ exercise books for bringing improvement in the weakest area and for bringing sharpness in the strongest area also.

How will you help students who are struggling with their writing?

Several times student does not want to work. He simply ignores teacher’s remark or may be given different excuses on different occasions?  How will you help students who are struggling with their writing? Teacher finds out causes behind repetitive ignorance by the student. If a teacher reaches out the real problem, s/he considers some smart tools and techniques to solve the problems of ignorance. Our main motto is to motivate student to work out for better improvement on existing problems. Sometimes wise teacher involves his colleagues to find out problems and also find out solution. Sometimes educator increases parental involvement for better result but we cannot leave student on his fate or stamp him as stagnant learners. Merely writing remarks on students’ notebook without proper follow up and reminder is merely wastage of time. Teacher’s task is to find out not only mistakes but to provide adequate support to make student a better learner.

Teacher cannot be a magician. S/he cannot bring massive change in student’s present learning capability, learning styles and learning interest with immediate effect. In fact, it is a time taking process. Teacher’s remark on student’s notebook works as energy drinks. Written remarks on student’s notebook and reminder to follow in an interval facilitate him to work on it. The day student starts taking initiative to follow educator’s suggestion homeopathic effect start taking place in terms of positive outcome. Student’s notebook is authentic evidence of qualitative learning for the teacher, school and parent. Do you think so?

Rajeev Ranjan

Indian Educationist

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Classroom Management Tips and Techniques to Increase Students’ Learning

Classroom Management:- Tips and Techniques for Maximizing Students’ Learning Experience

Teacher’s expertise lies in managing a mix group of students smartly for ensuring the best learning outcome. Teacher’s subject expertise, well advanced proper planning before entering in the classroom, his ideas to integrate technology, his better time management skill and his better communication skill enhance students’ learning experience in the classroom.

A better classroom management skill demands a lot of hard work and proper practice before organizing actual teaching learning activity in the classroom. We are unique individuals. We possess different unique self skills for completing task systematically. Some of teaching styles of a teacher can be different  depending on his cultural location; however some unique features of a teacher remain same throughout world.

What should be done for maximizing learning in the classroom? What does a wise teacher do to ensure qualitative teaching learning in the classroom?

Planning before entering in the classroom

A wise teacher thinks about complexity level of teaching topics, students’ understanding level, supportive activities, and resource materials and his scheduled teaching time while preparing lesson in advance. Advance lesson planning helps educator to organize class as s/he wished to organize. Advance lesson planning helps educator to become a facilitator of learning in a students’ centered classroom.

Create learning environment in the classroom

Learning is a complex phenomenon. Learning different concepts, theory, methods and techniques in different subjects are really challenging for students. They are already in pressure to develop better understanding. Wise teacher creates a students’ learning friendly environment to make them alert for attentive listening and active for participating in learning process. Wise teacher uses different tools and techniques for making them alert learners i.e. learners’ friendly gestures in the beginning of class, sharing anecdotes, asking very simple questions related to students’ previous knowledge and their previous learning experiences.

Teaching through illustration and elucidation

Wise teacher works very hard, do ample practice and rational revision to have a command on teaching topic. Command on subject increases confidence level of a teacher which further helps  him to cater the need of academically poor performer as well as gifted students’ requirement in the classroom. Teacher teaches difficult topic in a light mood but precisely focused on teaching topic. Word to word and concept to concept teaching may make students lethargy. Wise teacher gives rational illustration and elucidate particular topic by correlating to past status and its implementation in present scenario. The moment students find learning topic relevant, interesting and challenging, their involvement grow and outcome of learning reaches at satisfactorily level.

Create Students centered classroom

Teacher’s presence in a classroom is due to students’ existence in the classroom. Wise teacher creates various learning experience for ensuring active and direct participation of students in the classroom learning. If the learners’ participation is good learning experiences and learning outcome will surely the best. Learning happens most when students’ participation goes at higher level in the class.

A subject expert makes each and every student secure and respectful in a mix group of classroom. S/he ensures each student’s intact dignity and ethnicity in the classroom. Wise teacher establishes democratic values in the classroom where all students are equal in the classroom. Each student has right to inquire, right to raise logical questions and right to reply in the classroom. Democratic values instill confidence among all learners; further students develop trust, feel connected with teacher’s teaching and develop a deep bond with teacher which leads their active participation in learning process. Students’ active participation ensures best learning outcomes in the classroom.

  Conduct authentic and reliable evaluation

Authentic and reliable evaluation system helps teacher to observe students learning growth in the classroom. Better performance in the test is result of better understanding of teaching topics. Wise teacher conducts authentic test during prescribed teaching time to observe learning alertness of students in the classroom. He helps poor academic performers by using suitable teaching techniques i.e. illustration, revision, real life examples, re-teaching and by giving personal attention to them. It is kind of moral support and moral boost up for poor academic performers. Teachers develops standard test for evaluating good academic performers. Wise teacher provides advanced resource materials, web links, and questions paper for practicing more and develop conceptual understanding for touching academic heights for the best academic performers in the classroom.

Teacher provides real feedback to each and every student of class on various occasions so that students can review and reform their learning styles and other correlated things.

Proper time management to complete a pre-decided task helps a teacher to implement his teaching techniques, ideas, vision and mission in a real classroom. If a teacher chalks out a plan well in advance for executing proper teaching in the classroom, he brings the best learning experience for the students in a classroom. Ensuring best learning outcome for a mix group of students determines the teacher’s expertise.

Rajeev Ranjan

Indian Educationist

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English for Specific Purpose and General English

English for Specific Purpose and General English

 

What is difference between (ESP) English for Specific Purpose and General English?  How Is ESP different to EGP?

Hutchinson et al. (1987:53) answers this quite simply, “in theory nothing, in practice a great deal”. In his time, teachers of General English courses, while acknowledging that students had a specific purpose for studying English, would rarely conduct a needs analysis to find out what was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the importance of needs analysis, and certainly materials writers think very carefully about the goals of learners at all stages of materials production. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general. Clearly the line between where General English courses stop and ESP courses start has become very vague indeed.

 

Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students’ needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.

difference between (ESP) English for Specific Purpose and General English

Differences between ESP and EGP

ESP EGP
1. Part of specialization.

(English in Engineering, medical colleges)

2. Aims at restricted competence. (catering to the specific needs)

3. Materials restricted to subject specialization. (‘narrow-angle’)

(linked to learners’ specialization)

4. Small, homogeneous group of learners. (more purposeful)

5. Cost-effective.

(very less money required compared to EGP)

6. Teachers and institutions accountable.

(if the students are not satisfied, they can ask for the refund)

7. ‘Training’ orientation (Training fails if ‘output’ behaviour does not equal ‘input’ instruction)

(Technical Model)

(e.g., ATCs English)

(e.g., good and poor are antonyms)

8. Aims at 100% success.

(efficiency=output/input=1)

9. Trainers and trainees are conversely related (The trainer knows trainees very well, and can better tell the do’s and don’ts.)

10. Aims/Targets/Goals-What learner has to do with language once he has learnt it.(What the trainee has to do, once the course is completed)

1. Part of General Education.

(English in traditional system of education)

2. Aims at general capacity.

(learning English to learn English)

3. Materials based on general texts.

(‘broad angle’) (not linked to the learners’ specialization)

4. Large, heterogeneous group of learners.(serves no purpose)

5. Expensive.

(Money spent on learning English in the years)

6. Teachers and institutions not really accountable.

(e.g., negative incentive for high school teachers in AP)

7. ‘Education’ Orientation

Output does not usually equal input; instruction converted into general principles

(Humanist model)

(e.g., good and bad are antonyms)

8. Results/success not predictable.

(Efficiency=output/input, never = 1.)

9. Teachers and trainees are not conversely related.

(It is difficult for the teacher to know about each learner in the class)

10. Objectives- What learner has to do in order to learn)

(learn English to learn more English or learning to continue learning)

Rajeev Ranjan & Dinesh Chandra Koti

Resourceful books and References:-

  1. English for Specific Purposes (A learning- Centered Approach) by Tom Hutchinson and Alan Waters (1987)
  2. English for Specific Purposes edited by Susan Holden (1977)
  3. English for Specific Purposes ELT documents 101 (1978)
  4. English for Specific Purposes edited by Ronald Mackay and Alan Mountford (1978)
  5. English for Specific Purposes by Pauline Robinson (1980)
  6. Learning Purpose and Language use by HG Widdowson (1983)
  7. English for Specific Purposes by Chris Kennedy and Rod Bolitho (1984)
  8. ESP in perspective (A Practical Guide) by Jo Mc Donough (1984)
  9. Episodes in ESP edited by John Swales (1985)
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Use of Technology- Benefits of Using Appropriate Teaching Materials in the Classroom

Use of Technology- Benefits of Using Appropriate Teaching Materials in the Classroom

Technology is necessity of 21st century people. Our life is incomplete without technology. Technology helps us to grow physically, mentally and socially. Technology helps us to connect with each other. We are virtually attached with each other. We sense a real emotional bonding with each other. Widely availability of Desktop and Laptop in last decades ensured that technology is for everyone. Common people were excited to learn “how to operate it and how to use it”. Gradual development of Smart phone makes the task easy. Now people use Smartphone smartly. Of course, it is difficult to keep ourselves away from Smart phone even for short time. We feel a sense of incompleteness without Smartphone. Child starts feeling the importance of technology in life.

Integration of technology in the classroom for teaching learning process is essential and effective. Technology becomes integral part of education system. Wise teacher uses technology to ensure proper learning in the classroom. Teacher feels comfortable with technology. Student finds technology very useful for developing better understanding of different subject. Technological tools ensure effective teaching learning in the classroom.

Search engines give best result in fractions of second. Teachers as well as students face great difficulty in choosing appropriate content for the concerned topic. What can be the best ideas for selecting appropriate content for rational learning? What should be crucial factors for choosing right content? How can someone ensure the best learning outcome with the help of technology in the classroom?

People from all over world are uploading numerous teaching learning materials in various form i.e. Pdf, Word doc, images, videos and power point presentation through various platforms i.e. Slide share, YouTube etc. Without making familiar with the teaching materials before discussing/displaying and distributing can be the biggest chaos in the classroom.  We should be active, alert and sensible when we decide the content for teaching and learning process.

Students’ learning need

Learners are at the center in our teaching learning process.  A wise teacher considers students’ learning need before using technology in the classroom. If we decided to use technology in the classroom, we should consider “What is our students’ need? When we consider our students need, we consider on various factors which really hamper the students’ learning in the classroom.  Use of appropriate teaching online/offline/printed/softcopy etc increases students’ engagement and motivation; moreover it speed up learning experience in the classroom.

 Difficulty level of content/topic/text’s concept

Learning is a complex phenomenon. Technology supports our educational systems to enhance students’ learning experience through various technological tools. A well designed curriculum and syllabus cater the need of a nation. A well developed syllabus caters individual need in correspondence with culture. A wise teacher decides the difficulty level of content/topic/ text concept. S/he finds out materials through various available sources which fulfils the current need of students.

Students’ previous knowledge of content/topic/text

What is use of using technology in the classroom if we fail to evaluate our students’ previous knowledge of current teaching topic? Considering previous knowledge of our students help a teacher to decide appropriate teaching materials from where students can co-relate their existing knowledge with current teaching topic, from where they can proceed to the next level of learning.

Appropriate to students’ understanding level

A classroom consists of different types of learners’ i.e. slow learner, gifted learner and average learners. Their understanding level differs for various reasons. When we select supporting resource materials for the learners in the classroom, our resource materials should be able to fulfil mix groups of learners. A wise teacher considers his students’ level of understanding before using any technological tools and web materials in a classroom. Our main purpose to use technology in the classroom fulfill only when we cater the understanding level of each and everyone i.e. an English language teacher does intensive research before using appropriate teaching resource before entering in the classroom.

Appropriate to local learning environment (Social/Economical/National)

Every state and nation has its own cultures. A video on learning grammatical items on You Tube may be best suitable to America, Britain but may not be appropriate to China. Wise teacher uses appropriate resource materials for in a technology enabled classroom to maximize students’ learning experiences. A story from America may not be suitable to Indian students due to various reasons i.e. Name, surroundings, cultural background and language competency. A wise teacher customizes resources materials in a technology enabled classroom.

Appropriate language according to students’ level

Language is essential vehicle to learn new things. Age appropriate, understanding level appropriate and cultural appropriate language can enhance learning experiences in the classroom. What is use of using a Received Pronunciation (RP) and International Phonetic Alphabet (IPA) enabled video in an Indian government school located in a remote area? Students uses mother tongue in the classroom. What is use of using printed materials consist of high standard words and sentences in a technological enable classroom? Our main objective to use technology in the classroom is to enhance students’ learning. Wise teacher assesses the appropriateness of resource materials language before using in the classroom.

Decide the content and practice well presenting before student

Choosing appropriate content and practice well before entering in the classroom establishes a teacher as fine person. Students take it positively. It helps teacher to manage the classroom systematically. What to do before entering in the classroom for using technology for maximizing learning and developing depth understanding of a particular teaching topic? Wise teacher selects appropriate different teaching resources for the classroom. S/he studies in depth. Teacher watches video in advance if s/he shows a video from You Tube and any other downloaded video. S/he prepares her classroom strategies i.e. how to use materials, when she will engage students, when she will ask questions, when she will conduct the assessment test etc to avoid confusing moment in the classroom. It is observed several times that a teacher has planned to show a power point presentation in the classroom but due to some technical reasons, he could not show it to the students, so it is better to keep materials in printed form if it is possible.

  • Read the text in depth
  • Watch the video in advance
  • Make your strategies to use material
  • Keep material in printed form if possible

Right preparation and proper planning maximize learning in the classroom. Teacher develops a better understanding for difficult topics with the help of technology in the classroom. Students always enjoy a wise subject teacher class.  So what ! Are you a wise teacher? Aren’t ——————–

Rajeev Ranjan

Indian Educationist

Benefits of Using Technology in the Classroom

 

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English Language Teaching Objective and Learning Outcome at Elementary Stage

English Language Teaching Objective and Learning Outcome at Elementary Stage

Learning Outcomes at Elementary Stage

English language teacher will adopt integrated language teaching approach. We will focus on developing different language skills (Listening, Speaking, Reading, and Writing) and integrated grammar.  The National Curriculum Framework (NCF 2005) provides the framework for developing curriculum and syllabus, textbooks and teaching practices within the school education programmes in India. English teacher should focuses on developing LSRW skills in the classroom. They should focus on developing different language skills and teach integrated English Grammar for developing language accuracy and fluency among students.

Learning should be an enjoyable act where children should feel that they are valued and their voices are heard. The curriculum structure and school should be designed to make school a satisfactory place for students to feel secure and valued. The curriculum should focus on the holistic development of the students. (National Curriculum Framework- 2005) Students should learn following things in an academic year. Primary level is crucial stage for learning. Student learns language very fast in this stage. Teacher should cover all necessary skills for the holistic development of a child. Our objective of teaching English as Second Language will be fulfilled only when Indian students of any corner of country should at least know basic LSRW skills and fundamental grammatical topics according to age group. NCF 2005 discussed the objective of teaching English, “English does not stand alone. The aim of English teaching is the creation of multilinguals who can enrich all our languages; this has been an abiding national vision.” (NCF,2005)

From Class 1st to 6th –English Language Teaching Objective as well as Learning outcome during an academic session

  1. Acquire the skills of listening, speaking, reading, writing and thinking in an integrated manner.
  2. Develop interpersonal communication skills.
  3. Attains basic proficiency like. Developing ability to express one’s thoughts orally and in writing in a meaningful way in English language.
  4. Able to interpret/understand instructions and polite forms of expression & respond meaningfully both orally & in writing.
  5. Develops reference skills both printed & electronic mode.
  6. Acquire varied range of vocabulary; understand increased complexity of sentence structures both in reading and writing.
  7. Able to express an awareness of social and environmental issues.
  8. Ability to read & interpret critically the texts in different contexts-both verbal (including Braille) & pictorial mode.

 

 

 

English Language Teaching Objective and Learning outcome at Elementary Stage

 

 

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Writing skill lesson plan-teaching paragraph writing using jokes

Writing skill lesson plan-teaching paragraph writing through jokes

English Language:- Role of English Language in India

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Planning a Lesson-English Language Teaching-Developing Writing Skill- Example

 

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Letter Writing Lesson Plan for English Language Teaching

Letter writing lesson plan for English Language Teaching

Rajeev Ranjan

Indian Educationist

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