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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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Student Misbehaviour- Being Humane without being Judgmental

How to Deal with Student Misbehavior

We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academical smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed ——-time—-time —–time ———will be there —-keep patience –remind—-repeat——–keep doing proper effort—— —                                                                                                                         Rajeev Ranjan

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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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Quality Education -What -How-When

Quality Education

What is quality education?

What does it mean by quality education?

What is quality learning?

What does quality in education include?

What is importance of quality education?

Quality education fosters creativity and knowledge, and ensures the acquisition of the foundational skills of literacy and numeracy as well as analytical, problem solving and other high-level cognitive,

Quality education fosters interpersonal and social skills. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED). (UNESCO Education 2030, SDG4)

Quality in Education UNESCO

Preface from Quality in Education -UNESCO
Children have a right to an education, a quality education.
Quality education includes:
„ Learners who are healthy, well-nourished and ready to participate and learn, and
supported in learning by their families and communities;
„ Environments that are healthy, safe, protective and gender-sensitive, and provide
adequate resources and facilities;
„ Content that is reflected in relevant curricula and materials for the acquisition of
basic skills, especially in the areas of literacy, numeracy and skills for life, and
knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and
peace.
„ Processes through which trained teachers use child-centred teaching approaches in
well-managed classrooms and schools and skilful assessment to facilitate learning
and reduce disparities.
„ Outcomes that encompass knowledge, skills and attitudes, and are linked to
national goals for education and positive participation in society. (Extract from quality in Education -UNESCO Working  Paper 2000)

Defining Quality in Education UNESCO -2000 Research

UNESCO Education 2030 Framework -Sustainable Development Goal 4-Vision, Rationale and Principles

Extract from

Education 2030 Framework UNESCO

Quality in Education UNESCO

Rajeev Ranjan

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UNESCO Education 2030 Framework -Sustainable Development Goal 4-Vision, Rationale and Principles

UNESCO

Education 2030 Incheon Declaration

Incheon Declaration and SDG4 – Education 2030 Framework for Action

Sustainable Development Goal 4

Vision, rationale and principles

The Education for All (EFA)

Extract and Summary

UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in Education, the Sciences and Culture. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. (https://en.unesco.org)

The Education 2030 Framework for Action was adopted by 184 UNESCO Member States on 4 November 2015 in Paris. Our vision is to transform lives through education, recognizing the important role of education as a main driver of development.

Unesco education 2030 frame work sustainable development vision rationale and principles

‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’

 It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability.

Importance of Education in 21st Century World Citizen

Education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights.

 Education is essential for peace, tolerance, human fulfillment and sustainable development.

 Education is the key for achieving full employment and poverty eradication.

 Education facilitates intercultural dialogue and fosters respect for cultural, religious and linguistic diversity, which are vital for achieving social cohesion and justice.(P 26)

 Education promotes mutual understanding, tolerance, friendship and peace.( P 28)

Education Key Roles-

  1. Eradicating poverty– Education helps people obtain decent work, raises their incomes and generates productivity gains that fuel economic development.
  2. Gender equality- Education is the most powerful means of achieving gender equality, of enabling girls and women to fully participate socially and politically, and of empowering them economically.
  3. Healthy Society- Education saves the lives of millions of mothers and children, helps prevent and contain disease, and is an essential element of efforts to reduce malnutrition.
  4. Fulfill needs of persons with disabilities- Education promotes the inclusion of persons with disabilities.  It is also fundamentally protective for children, young people and adults whose lives have been devastated by crisis and conflict, and provides them with the tools to rebuild their lives and communities.

 What is quality education?

Quality education fosters creativity and knowledge, and ensures the acquisition of the foundational skills of literacy and numeracy as well as analytical, problem solving and other high-level cognitive,

Quality education fosters interpersonal and social skills. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED).

Education and Educated World Citizen

Statements of the Heads of the WEF 2015 Convening Agencies

Education is the key to a better life for every child and the foundation of every strong society – but far too many children are still being left behind. To realize all our development goals, we need every child in school and learning.

Anthony Lake, Executive Director, UNICEF

In our world, knowledge is power, and education empowers. It is an indispensable part of the development equation. It has intrinsic value – extending far beyond the economic – to empower people to determine their own destiny. That is why the opportunity to be educated is central to advancing human development.

Helen Clark, UNDP Administrator

 Together we must promote and protect every person’s right to education, and ensure that quality education reaches all, and instils values of peace, justice, human rights and gender equality.

Babatunde Osotimehin, UNFPA Executive Director

 Vision, rationale and principles

Education transforms the lives of individuals, communities and societies, leaving no one behind.

Humanistic vision of education and development, based on the principles of human rights and dignity, social justice, peace, inclusion and protection, as well as cultural, linguistic and ethnic diversity and shared responsibility and accountability.( P 24)

Features of SDG4-Education 2030

SDG4-Education 2030 agenda is embedded in its holistic and humanistic vision. Education is a fundamental human right and an enabling right.

Goal 4 is comprehensive-

  1. Holistic,
  2. Ambitious,
  3. Aspirational
  4. Universal,

 SDG4-Education 2030 focuses on increased and expanded access, inclusion and equity, quality and learning outcomes at all levels, within a lifelong learning approach.

SDG4-Education 2030 agenda is that it is universal and is owned by the entire world, developed and developing countries alike.

Urgent need to focus on SDG4-Education 2030

  1. To provide early childhood care and education to ensure children’s long term development, learning and health
  2. To ensure that all children, youth and adults are learning and acquire relevant skills, including proficiency in literacy
  3. To develop (for children, youth and adults) throughout life the flexible skills and competencies they need to live and work in a more secure, sustainable, interdependent, knowledge-based and technology-driven world
  4. To ensure that all individuals acquire a solid foundation of knowledge, develop creative and critical thinking and collaborative skills, and build curiosity, courage and resilience
  5. To develop education systems that are more resilient and responsive in the face of conflict, social unrest and natural hazards – and to ensure that education is maintained during emergency, conflict and post-conflict situations (P 27)

Education for all:-access to inclusive, equitable quality education and lifelong learning opportunities

The new education agenda’s focus on inclusion and equity – giving everyone an equal opportunity, and leaving no one behind signals another lesson: the need for increased efforts especially aimed at reaching those marginalized or in vulnerable situations.

All people, irrespective of sex, age, race, colour, ethnicity, language, religion, political or other opinion, national or social origin, property or birth, as well as persons with disabilities, migrants, indigenous peoples, and children and youth, especially those in vulnerable situations or other status, should have access to inclusive, equitable quality education and lifelong learning opportunities. (P 25)

United Nations agencies & other agencies

The United Nations Children’s Fund (UNICEF)

The United Nations Development Programme (UNDP),

The United Nations Population Fund (UNFPA)

The Office of the United Nations High Commissioner for Refugees (UNHCR)

UN Women and the World Bank; the Global Partnership for Education (GPE);

The Organisation for Economic Co-operation and Development (OECD);

Education International (EI); the Global Campaign for Education (GCE)

The Africa Network Campaign on Education For All (ANCEFA)

The Asia South Pacific Association for Basic and Adult Education (ASPBAE)

Rajeev Ranjan

Sustainable Development Goal 4 Education 2030 Framework UNESCO

Education 2030 Framework UNESCO

Reference

Incheon Declaration and SDG4 – Education 2030 Framework for Action-Sustainable Development Goal 4

http://unesdoc.unesco.org/images/0024/002456/245656e.pdf

https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

https://en.wikipedia.org/wiki/Education_2030_Agenda

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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

 

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Purvanchal University English Question Paper PUCRET Phd Entrance Test 2018

Purvanchal University, Jaunpur conducted PUCRET examination on 24 August 2018.

We can see question pattern of English Subject.

Purvanchal University, Jaunpur renamed as Veer Bahadur Singh Purvanchal University in the honour of late Shri Veer Bahadur Singh, former Chief Minister of the state, was established on 2nd October 1987 as an affiliating university under U.P. state university act 1973. Continuous qualitative and quantitative growth, excellence in academic and administrative activities, transparent and efficient academic administration have been some of the distinct characteristics on the basis of which the university emerged as one among the leading universities. Started with the 68 affiliated colleges, the university now has widened it’s spectrum of activities with 367 affiliated graduate and post-graduate colleges and students enrollment of nearly three lacs and eighty thousand in 5 Districts of Eastern Uttar Pradesh.

http://www.vbspu.ac.in/about-university/

PUCRET (Phd) Entrance Test 2018 – English Question Paper 

purvanchal university pucret English Question Paper phd entrance 2018

Rajeev Ranjan