-The Idea Of Internship
-Description Of The School
-The Scope Of Work Done During The Internship
Discussion Of The Internship
Pre-Internship ( Section-I)
– Orientation Cum Workshop
– Analysis Of NCERT Textbook
– Practicing Lesson Plan
– Micro- Teaching
– Preparation Of Teaching Aids
School Internship Phrase ( Section-II)
– Lesson Plan Writing
– Delivery Of Lesson Plan
– Writing Reflections
– Case Study
– School Observational Report
– Resource Room Development
– Conducting Achievement Test
– Final Teaching
– Peer Observation
– Organisation Of Co-Curricular Activities
Learning Experience ( Section-III)
This B.Ed Internship report is the result of an end of a long way of six month. It would not have been possible without the participation assistance of numerous brave and courageous people along the way. Thus I have to thank them all.
First and foremost I would like to give a special gratitude to my parents who give me every opportunity to keep my step ahead.
I am indebted to my university teachers particulary xyz ( co-ordinator and pedagogy teacher, social science) for his constant support and advises, Dr. xyz( Pedagogy teacher, social science), Mrs. xyz Ma’am( pedagogy teacher, Assamese), Dr. abc ( supervisor of Action research) for their vision, encouragement and enduring contagious interest in the puzzle of teaching and learning.
I extended my gratitude to my classmates and especially to our group members with whom I shared my dark days and together we sort out academic and social problems.
Special thanks must be given to the teachers and students of XYZ High School for their feedback, love and support with which I learnt good teaching.
Last and most importantly I would like to all those who made this report possible and become a reality with their kind assistance.
The idea of B.Ed internship:
In the recent years all over India there has been a drastic change in B.Ed. course. The switch over to one year course to two year B.Ed. course is quite interesting and challenging task. Any teacher education course seeks to train teacher having requisite teaching skills. Practicum approach adopted in the modern teacher education course is to place a student teacher in a classroom situation under the supervision of a qualified teacher.
According to the University of Wisconsin-Madison (www.wisc.edu/), an internship is a Work Based Learning experience that involves on-the-job training to prepare for a future career in a given field, with the emphasis being placed on the development of skills and knowledge pertaining to that particular field of work. A student-teacher intern is expected to gain experience and knowledge and develop vital teaching skills
School Internship is designed to lead to the development of a broad repertoire of perspectives, professional capacities, teacher dispositions, sensibilities and skills. Student teachers shall be equipped to cater to diverse needs of learners in schools.
- Components of internship:
There are three phases in B.Ed internship which includes various components. They are as following-
- Pre-internship phase : micro-teaching
- ii) Practice teaching phase: School observation
iii) Community engagement
- Pre-internship/ micro-teaching: It started in the 2nd semester in form of practicing teaching skills under guidance of faculty. There are ten days orientation and workshop programe for developing the various teaching skills among teacher trainee. The trainee are given a theoretical and practical orientation on different skills of teaching such as skills of writing instructional objectives, skills of questioning, skills of explanation, skills of blackboard writing, skills of classroom management, etc.
- Practice –teaching phase:
School observation– Before starting the practice teaching pupil-teacher are sent for observation of the school that they are going to do their internship. In school observation they have to observe the physical condition of the school, location or surroundings, the total strength of the school, have to interact with the faculty of the school and have to observe the classes taking by teachers of the School.
Achievement test– Good assessment is an integral part of teaching learning process. Thus at the last phase of practice teaching pupil-teacher have to develop a Achievement test on subject taught and administer, score and analyze by using suitable statistical techniques.
Action-research : Action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future. Action research is a process of changing student behavior in the classroom. The process helps teachers to understand the classroom dynamics and identity changes that may improve instruction and learning. Teachers learn to observe and reflect and determine a course of action or actions that will resolve the problem. All the pupil-teacher are required to conduct action research during the internship for understanding process of conducting classroom research and reflective teaching in their concerned subjects.
Reflection writing: reflection writing is a tool for pupil-teachers where they can actively reflect on events, cases, interactions etc that had a significant impact on their thinking about practice and that may have led to change in practice.
Community engagement: This is the last component of internship programe. There are three components under community engagement- traditional kind of work, alumini meet and issue of sustainability. Traditional kind of work associated with community field study , data collection and create awareness through street play, drama etc, alumini meet have to organized for transition of experiences from class to workplace and the last that the solution should be sustainable. In community engagement pupil-teachers are divided into groups and they have to go the community for 10-15 days where they have to find out specific problems of the community and work to solve that problem.
- Description of school: The name of the school is Panchmile Girls’ High School. The school is situated in Panchmile under Sonitpur district. The total area of the school is about four acre. The total faculty of the school is 15 and there are two fourth grade member or chowkidar in the school. The school is in I shape which consist of 10 classrooms, one digital classroom, one common office room, one library and one office room for the headmaster.
The whole environment of the School is good in compare to that of other Schools in the area. It is situated away from the national highway and local market of panchmile. The boundary wall and the main gate of the school is made of bamboo stick. There is a small flower garden in front of the school which gives a fresh feeling in the School. The surrounding of one part of the school is full of greenery. This part is surrounded with paddy fields and tea garden. Thus the school get an open and free environment where natural light and air can freely move. But one part of the School is not get the proper light and free air because there are many houses that very closed to the school.
The day of the school starts from morning assembly. All the students gather in the ground for morning prayer at 9 AM. The school close at 2.00 pm.
- Challenges to my learning during internship and the way you overcome it: There are lots of challenges throughout the internship phase but there are basically four challenges which I consider as big challenges to my learning during this internship.
The first one was language problem from student side. As the medium of instruction of the school is Assamese but the students comes from in such a background where their local/mother tongue is totally different from Assamese. This created a challenge for me in initial days of my internship. In class when I asked questioned to them most of them were not responded and they just keep silence. Even when I explained the content in Assamese most of time they did not understand meaning of the word. I had tried to find out the root cause of this situation then I found that they have problem in speaking Assamese perfectly.
It was a challenge for me to teach them. Thus to overcome this challenge I took some steps like- before starting new topic/ content I asked them to read the chapter and find out difficult word that they didn’t understand the meaning. Then I wrote the meaning of those words on the blackboard and asked them to note down. I also bring a Dictionary and taught them how to use dictionary in a easy way. In later days I realized that the challenge was overcome when students were started to response when I interact with them.
The second challenge was grasp the attention of all students in the class. In class VIII I noticed that there were some girls who didn’t pay attention and create disturbance during teaching and they also tried to disturbed others who pay attention. Thus to tackle this situation I asked more questions to them in between teaching, called them to write on the blackboard and before started teaching I used to tell them that at last I asked two questions randomly among them.
The third challenge was blackboard writing. Initially I was unable to use the whole part of the blackboard, even my handwriting was not good on there and also when I used it students started talking because I totally covered the blackboard with my body. After two supervisors advised me two improve blackboard writing I started to work on it. At first I discussed with my fellow mates and took suggestions from them. I also observed classes of my fellow mates to know how they used blackboard. After that I tried to use blackboard more in my classes. In this way tackle that problem.
The forth challenge was writing context and activity part in lesson plans. At first I was faced difficulty in writing context and activity part in lesson plans. I was unable to link the lesson with previous and next lesson. Even I was also felt difficulty to write in assessment part in context. Thus to overcome this problems I took help from our co-ordinator sir. Before writing lesson plan I started to understand the content thoroughly which help me to create a link between lessons. Regarding activity part also before writing it I read thoroughly the content and then decided which activity would be fruitful for student and then wrote that activity step by step.
Key parts of the report: –
-Discussion on internship: section I and section-II
-Learning experiences , Section – III
- My contribution to the school: As we know teacher plays an important role in the lives of the student. I feel lucky that through this internship I get an opportunity to contribute something to the student and to the school. Through this internship I had tried to develop the interest among the student towards their study. I realized that students have the ability to do the things they just need guidance. Thus I told them the importance of education. And I am happy that I was able to success to bring their interest towards their study. Besides my great contribution was in changing the behaviour of the student. In initial days there were some students who did not respect their teachers and other elder person and they did not have good manners towards their classmates. I told them that school is their second home and teachers their classmates are the members of that family. Thus respect their elders and love their juniors. And gradually I noticed the changes in their behaviour. When I attend morning assembly I noticed that students were not standing properly. Thus I asked them to make straight line. From that day they always make a proper line to stand in the morning assembly.
I contribute my effort to developed co-operation among the students, developed interest towards other co-curricular activities. To developed the interest to not only textbook but also other extra books we contribute many books to the library of the school. We also gave 5 Maps of Assam and India which helped them in learning geography.
In the recent years all over India there has been a drastic change in B.Ed. course. The switch over to one year course to two year B.Ed. course is quite interesting and challenging task. Any teacher education course seeks to train teacher having requisite teaching skills. Practicum approach adopted in the modern teacher education course is to place a student teacher in a classroom situation under the supervision of a qualified teacher.
According to the University of Wisconsin-Madison (www.wisc.edu/), an internship is a Work Based Learning experience that involves on-the-job training to prepare for a future career in a given field, with the emphasis being placed on the development of skills and knowledge pertaining to that particular field of work.
A student-teacher intern is expected to gain experience and knowledge and develop vital teaching skills.School Internship is designed to lead to the development of a broad repertoire of perspectives, professional capacities, teacher dispositions, sensibilities and skills. Student teachers shall be equipped to cater to diverse needs of learners in schools.
The name of the school where I have completed my internship is Panchmile Girls’ High School. It was established in the year 1984.The school is situated in Panchmile under Sonitpur district. The total area of the school is about four acre. The total faculty of the school is 15 and there are two fourth grade member or chowkidar in the school.
The school is in I shape which consist of 10 classrooms, one digital classroom, one common office room, one library and one office room for the headmaster. The whole environment of the School is good in compare to that of other Schools in the area. It is situated away from the national highway and local market of panchmile. The boundary wall and the main gate of the school is made of bamboo stick.
There is a small flower garden in front of the school which gives a fresh feeling in the School. The surrounding of one part of the school is full of greenery. This part is surrounded with paddy fields and tea garden. Thus the school get an open and free environment where natural light and air can freely move.
But one part of the School is not get the proper light and free air because there are many houses that very closed to the school. The day of the school starts from morning assembly. All the students gather in the ground for morning prayer at 9 AM. The school close at 2.00 pm. The infrastructure of the school is quite good. The walls of the building are made of bricks and roof are of tin. There are separate classrooms for each class .The medium of instruction of the school is Assamese.
There is good drinking water facilities . There are two watercooler and water filter. Besides there are also separate water tap for other uses. There are separate toilet for girls and boys as per Right to education act 2009. The toilets are kept clean. Besides there is separate toilet for teachers.
There are proper electric facilities in the school. There are four ceiling fans and two bulbs in each classroom. There is also a digital classroom which help to connect the student with world of technology. As we know in today’s era of technology, children should prepare in such a way that they can tackle any problem easily. The school try to provide all the facilities to their student.
The internship is organized for a continuous period of sixteen weeks. This internship programe consist of three phases- pre-internship phase, internship/practice teaching phase and last one is community engagement. Before internship the student-teacher is involved in planning, preparing lesson plans, producing teaching materials and other preparatory activities suggested by the teacher-educators through orientation cum workshop of micro-teaching.
In this first phase There are ten days orientation and workshop programe for developing the various teaching skills among teacher trainee. There are five components in pre-internship phase. They are-orientation cum workshop, analysis of textbook of NCERT and planning of activities , practicing lesson plans, micro-teaching and preparation of teaching aids.
The trainee are given a theoretical and practical orientation on different skills of teaching such as skills of writing instructional objectives, skills of questioning, skills of explanation, skills of blackboard writing, skills of classroom management, etc.In the second phase the actual practice teaching is started. Here the pupil-teacher have to practice their theoretical knowledge and teaching skills in the actual classroom. In this phase the student-teacher have to conduct action-research, achievement test among student.
The pupil-teacher also have to write reflection on various issues , events, cases, interactions etc that had a significant impact on their thinking about practice and that may have led to change in practice. The last phase is community engagement where the pupil-teacher have to go the community for 10-15 days where they have to find out specific problems of the community and work to solve that problem.
2.00: INTERNSHIP OBJECTIVES
There are various objectives as following-
- To inculcate in student teacher different skill essential for teaching learning process.
The basic objective of internship programme is to inculcate basic skill essential for teaching. Each skill was explained by a resource person along with demonstration. Skill like- skill of blackboard writing, voice modulation, introducing a lesson, explaining a lesson, questioning etc were given importance
- To develop in student teacher critical writing skills and reflective skill
To be a teacher it is important that he/she should be a critical thinkers as well as writer. He/she should also have the capability to reflect on different activities and problems happening in the school as well as outside in the society. So, components like writing reflective dairy and critical report is included.
- To engage the student with the problems of the community
A teacher is the one who is responsible for making better citizen for the county. As school is an agency of the community so it is important that the teachers should also be in close contact with the problem of the community. During community engagement the student teacher will come in close contact with the problems of the community and try to solve them.
- Develop an understanding of the content and pedagogical principles and various issues and problems related to teaching.
- Develop proper professional attitude, professional ethic, values and interest. Understand the role and responsibilities of a teacher.
- Familiarize themselves with important aspects of the existing educational scenario of the state/province concerned.
- To make proper use of different teaching aids/materials
Teaching aid is one of the essential components in teaching learning process. A teacher should know how to prepare a teaching aid, keeping in view the content, time, place, in order to make the teaching aid appropriate for teaching learning process.
3.00.DICUSSION ON INTERNSHIP
3.01.ORIENTATION CUM WORKSHOP:
The first phase of internship was started with one week orientation cum workshop which was started from 6/05/19 to 14/05/19. The co-ordinator sir had prepared the scheduled day wise very systematically. The pupil-teacher had to prepared report on each session of the orientation cum workshop. Besides Each day the pupil-teacher had to give feedback of each session to the co-ordinator .
On 6/05/19, there were five sessions. The first session was taken by Dr. XYZ. The resource person talked about micro-teaching and assessment pattern. From this session I learn the importance of micro-teaching, the different component of micro-teaching and also how we interns would be assessed at the end of sessions related to micro-teaching.
The second session was taken by Dr. MNO on skills of explaining & reinforcement. The resource person used power point presentation to make us understanding and also gave examples how to use skill of explaining & reinforcement in class. The resource person also talked about the importance of explaining & reinforcement in teaching, the various types of reinforcement, how to practice this skill etc.
The third , forth and fifth session was taken by dr. ABCD. From the third session I learn skill of introducing lesson focusing on students previous knowledge and how to generate variety of examples to make diverse students understand. From the forth session I learn how to use non-verbal clues and stimulus variations in the class. From the fifth session I learn the key aspects of internship.
On 7/05/19 there were five sessions. The sessions were on skills of increasing pupil-participation & using blackboard, skills of silence and achieving closure, skills of writing instructional objectives & probing questioning, observing school and classroom management. These sessions helps me to develop the skills. Earlier I don’t have idea how to write in blackboard, how to use two hands etc. But after attending these sessions I got the knowledge about that. Besides I also learn to use action verb in writing instructional objectives.
On 8/05/19 there were four sessions. These sessions were on construction and administration of achievement test in schools, action research and its application in school, case study and assessment of learning in micro-teaching. From these sessions I learn the steps of construction and administration of test. I also got knowledge of how to identify issues for action research in classroom and the steps of doing action research that first we have to identify problems, then have to try to find out the probable reasons, structure planned actions, analyze the reasons, develop tools etc . I also learn that action research is necessary to bring change in specific content. I also learn elements of case study and steps of conducting a case study. I understand the difference between case study and action research that case study that case study specific to a particular children .
On 9/05/19 there were two sessions – one was on material development and its integration in classroom and another one on school as a resource and developing resource room in schools. From the first session I learn the importance of teaching material , secondly I learn the basic principles of material development.
The session was taken by Dr. PQR sir and UVW. They told us how to use chart as teaching material, what would be the size of the letters on the size, the margin in the chart etc. In this session we were divided into groups and we developed teaching materials. The session was exciting one because first time I learn to use chart perfectly for teaching purpose.
The second session was taken by CPU Sir. Earlier I was little bit nervous thinking about how to developed resource room. But after taking this session I got lots of information and knowledge regarding resource room which helped me in my practice teaching. From this session I learn the components of a resource room like there could be puppet, experimentation of students, list of motivational quotes, audio-visual aids , practical works etc. , the principles of developing resource room like – usability of resources, the resources must have pedagogical connection or relevance or educational significance, there should be innovative ideas, the materials should be transform in nature, interactiveness of materials, variety of materials, share kind of materials, age-appropriateness and there should have catalogue.
On 10/05/19 there were two sessions – one was on activity based ,learner centred teaching learning process and another one on community engagement. The first session was taken by Dr. ABCsir. From this session I learned techniques to make the classroom activity based and learner centred. The second session was taken by OPS sir . From this session I learned that there are different layers of community. The layers are – the immediate community , then the school we working as intern, the surrounding or locality near the school will be the forth layer, and the whole DELHI may be the fifth level of community. Then I also learned the three components of community engagement- traditional kind of work , alumini meet and issue of sustainability. Traditional kind of work associated with community field study , data collection and create awareness through street play, drama etc, alumini meet have to organized for transition of experiences from class to workplace and the last that the solution should be sustainable.
On 13/05/19 there were two sessions on learning outcomes and minimum level of learning and the idea of school & schooling. The first session was taken by Dr. PQR. From this session I am able to differentiate between learning outcomes and instructional objective that learning outcomes refers to the expectations kept from the student at the end of the course where the instructional objectives describes as what the student can expect from the teacher at the end the course. I also get knowledge about minimum level of learning specified by the committee set up by MHRD in line with NPE(1986). The second session was taken by NPS Sir. From this session I learned the role of school as a social system, as miniature society and as socio-cultural process.
On 14/05/19 there two session- Becoming reflective teacher and bloom’s taxonomy. The first session was taken by NPS sir. From this session I learned the reflective models of Gobbs & Atkin and Murphy, Kolb’s model and Rulfe Et AI’s model on relfection. I also learned the levels of reflections – descriptive writings, descriptive reflection, dialogue reflection and critical reflection. The second session was taken by Dr. ABC Ma’am. From this session I learned to write instructional objectives based on Bloom’s taxonomy. I also learned the domains of bloom taxonomy-cognitive, affective and connative.
On 15/05/19 there were two sessions- ground reality of school in Assam and Activity based Curriculum. The first session was taken by Dr. SPR. From the session I got an overall understanding of sad reality of schools in Assam- student’s performance, children’s view toward school, teachers view towards school etc. the second session was taken by Dr. QST sir. From this session I learned the advantages of activity based classroom and teacher’s role in making classroom learner centred.
In this way the orientation cum programe was ended. At last the pupil-teacher submitted a write-up on the programe to the co-ordinator.
3.02: ANALYSIS OF NCERT TEXTBOOKS AND PLANNING OF ACTIVITIES:
Analysis of textbook of NCERT was another component of pre-internship phase. Textbook analysis is the systematic analysis of the text materials including the structure, the focus and special learning assets. Here the pupil-teacher have to take one NCERT textbook and have to take one or two chapter/content and have to analyze the book.
I analyzed social science textbook of class VI. I analyzed the book on the basis of it physical features, reliability of price, suitability of contents according to age group of class six students. Besides I also took a chapter for analysis. The chapter was ‘ Panchayati Raj’. First I read the contents under the chapter and tried to go deeper to find out the meanings, connect the examples with the content, connect the title of the chapter with the content, analyze whether the language was easy for the children or not, whether the content was relevant or not and whether the evaluation part follow principle of simple to complex or not. From this analysis I came to know that textbook analysis is a means by which we will able to identify the positive and negative features and effectiveness of a textbook can be established. From this I learned process to analyze textbook and the importance of analysis of a book.
From the analysis of textbook I came to know about different aspects of the textbook as well as different positive and negative aspects, which I have tried to explain in brief below-
TITLE OF THE BOOK- Social and Political Life- I
EDITION- First Edition: February 2006 Phalguna 1927
December 2006 Pausa 1928
December 2007 Pausa 1929
December 2009 Agrahayana 1931
January 2011 Magha 1932
February 2012 Phalguna 1933
November 2012 Kartika 1934
November 2013 Kartika 1935
January 2015 Magha 1936
January 2017 Magha 1938
January 2018 Magha 1939
February 2019 Magha 1940
PUBLISHER- National Council of Educational Research and Training, 2006
PLACE OF PUBLICATION: Published at the Publication Division by the Secretary, National Council of
Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Sagar Offset Printer India (P.) Ltd., 518, Ecotech III, Udyog Kendra II, G.B. Nagar, Greater Noida (U.P.)
THEME– This textbook will help the students to brush up their basic concept of the social and political life of India. The students will be able to know the meaning or concept about government, equality, liberty, justice, freedom, unity, panchayati system
PHYSICAL FEATURE OF THE BOOK-
- This book is very light to carry and easy to handle by the students.
- The pictures which have used in this book are relevant.
- The language of this book is very easy and simple which are understandable by the students.
- The coloring pictures have been presented.
- The cover page of this book is clear for the students and colorful.
- The sentences of this book are suitable for the students.
- The quality of the cover page is good.
- The book contains 9 chapters.
- The book contains 80 pages and the pages are of good quality.
SUITABILITY TO THE –
Age group: – The target students for this book are of class VI. The age of the students should fall between 10 to 12. The book is suitable for the students. According to their age the number of pictures is suitable.
Relevance– According to their age of the students the contents of this book are all relevant.
Analysis of the chapter: Panchayati Raj
- Title: – The title “Panchayati Raj” is suitable for the whole chapter of the book. It is clearly and easily understandable by the teacher or students what the chapter will deal with. Under this heading “Panchayati Raj” the whole chapter is describing the Panchayati Raj system is going on at the local or village level.
- Sub-Contents:- The main content “Panchayati Raj” is break down into various sub-content such as- Gram Sabha, the Gram Panchayat and three levels of Panchayat and all the sub-contents are systematically arranged from simple to complex.
The chapter begins with its first sub-content ‘Gram Sabha’ which is the very first level in Panchayat system. Here the chapter explain what is Gram Sabha, how gram sabha is form, who are the members of gram sabha etc. Its helps the children to get a basic understanding about the first level of panchayati system. It also discuss how in gram sabha discussion is going on regarding the various issues, problems of the village, with suitable example of a village gram sabha.
Then, the discussion of the chapter goes a little bit higher from the gram sabha to the gram panchayati. Here the working of the gram panchayati about various working committees of panchayati, sources of funds for the panchayati is discussed systematically, taking the example of “Hardas Gram Panchayat”.
Then the discussion of the chapter shift from Panchayat to the three levels of panchayats. Here there is a briefly discussion about the three levels of Panchayat- the Gram Panchayati, the panchayati Samiti and the Zila Parishad. It helps the children to understand the whole Panchayati Raj system easily.
- Language: – The language used in this chapter is appropriate for the children of class VI. In most of time simple sentences and simple words are used keeping in mind the age group of the children. Regarding the use of grammar, it is seen that here basically present tense, active voice, direct speech (direct narration) are used.
- Child–Centeredness:-The content is not child centeredness. There is no activity for children to do. Content just discuss about the system. Nowhere mention about the practical activity that student can do and will experience the situation such as- attending gram sabha, visit to a panchayati etc. which gives them an opportunity of real life situation to understand the system in a better way.
- Use of Visuals: – There are total five pictures in this chapter. To some extent, the pictures supports the content, through it cannot be said that these are clear enough for the student to understand the panchayati system. The pictures that used in the chapter are not able to give a clear message to the children about panchayati.
- Relevance of the Content:- The contents of this chapter have very much importance in our day to day life. We live in a country like India which follow democratic set of government. Thus child should must know about the various levels of government. The chapter “Panchayati Raj” provides children an overall image about local government system. It helps the children to know about the working system of local government which exist in their immediate surroundings.
- Evaluation Part: – at the end of the chapter, the questions are given from simple to complex. Besides there is also include boxes under the chapter which contain text questions. The questions are prepared on the basis of the discussion in the chapter. At end it helps the students to understand what has been discussed earlier in the chapter. It also allows the student to recall and make connections with what has been taught earlier.
3.03: PRACTICING OF LESSON PLAN:
Lesson plan development is another component of pre-internship phase. The interns were divided into some groups to do the task. During the orientation cum workshop phrase we were briefed about the format of lesson plan writing based on different pedagogies. As I am a student of social science pedagogies, we all were asked to prepare 10 lesson plan from NCERT textbook of any class starting from class VI-VIII. These 10 lesson plan preparation help us a lot in understanding the format of writing the lesson plan. We made many mistakes while writing the lesson plan as it was one first experience of writing lesson plan, but our pedagogy teachers helped us a lot in making us clear the mistake we did and encouraged us in writing the lesson plan. These lesson plan preparation helped us a lot in prepare our lesson plan for internship phrase. During the preparation of these plans all our queries and doubt were cleared related to preparation of lesson plan. Firstly I was little nervous about how to proceed with writing lesson plan that too 45 lesson plan but once I prepared these 10 lesson plan I develop confidence in writing lesson plans. Moreover while writing these lesson plans I faced problems in writing the context for lesson plan and the Activity part, but with the guidance and support of our pedagogy teacher I was able to overcome my problem and was able to write the plan is a sequential manner with much ease and competence.
Though I have written 1o lesson plan and submitted it during the pre internship period, but I had to face many challenges. The major challenge I faced was the shortage of time. We were asked to prepare 10 lesson plan within a short period of time, which was very difficult for me because it was for the first time I was writing lesson and I was little confuse regarding the format. Moreover in short period of time it becomes difficult especially for the beginner like me to write quality lesson plan, and if there is no quality in the lesson plan I believe it is of no use, because quality is at most important in teaching learning process. But I was able to overcome all my challenges under the guidance and encouragement of the supervisor. After doing that task I got an overall idea about lesson plans and its various components. It would helped me to develop my thinking capacity and creative ideas because to write the activity part we had to think critically. Another thing I learnt that to prepare a effective lesson plan one should have to read and understand the topic into deep. The learning that I got from this task was beneficial during my practice-teaching.
Micro-teaching was another important component of pre-internship phase. Micro-teaching implies micro-element that systematically attempts to simplify the complexities of the teaching process. The concept underlying micro-teaching assumes that teaching consists of various skills. Practice teaching becomes effective only on acquisition of specific skills. There are ten components or skills in micro teaching-skills of writing instructional objectives, skill of introducing a lesson, skill of probing questions, skill of explaining, skill of illustrating with examples, skill of reinforcement, skill of stimulus variations, skill of classroom management, skill of using blackboard and integration of teaching skills.
The micro-teaching involves the following steps – first a particular skill is defined to students in terms of specific teaching behaviors, second the teacher-educator can be given a demonstration lesson where the particular skill is employed, third the pupil-teacher then pre-decided model on a suitable topic relating to the particular skill which he proposes to practice, forth the pupil-teacher teaches the lesson to a small group of pupil, preferably of peer group is a simulated condition. The supervisor or peer can observe the lesson, given by the trainees and can note down their observations in a specially developed proforma, fifth feedback is provided immediately to the pupil-teacher and at the last in the light of the feedback and supervisor’s comments, the pupil-teacher re-plans or re-structures the same lesson or a different lesson in order to use the skill more effectively. The revised lesson is re-taught to a different but comparable group of pupils. Then the lesson is again observed and observations are noted in the proformas. Feedback is again provided on the re-teach session. This step is called as re-teach session. The plan, teach, feedback, re-plan, re-teach and re-feedback sessions will constitute a a single micro-teaching sessions. The micro-teaching session was very helpful for me. It helps me to improve my teaching skills. It has the advantage of proving self-evaluation of one’s own performance.
Even though the teacher tried their level best to develop the skills of the student teacher and to provide opportunity to practice the skills, but there were different challenges faced during the practice.
- All student were not given equal opportunity to practice the skill, it may be because of lack of time
- Even though students were divided in group for each day who will practice which skill but all students did not got the case to practice the skill
- The students those who practice the skill do not got the chance all the skills. One student got the chance to practice only one skill, despite of the fact that all the skill is used simultaneously in the classroom or teaching learning process.
- Resource persons only explained the skills in theoretical manner along with all its components. But they did not demonstrated how to use the skills in which situation and in correct time and place.
3.06: PREPATION OF TEACHING AIDS:
There was a workshop on preparation of teaching aids. It was a one day workshop. On that day pupil-teachers were divided into groups. Mrs. Karabi Goswami and Dr. Hitesh Sharma were the organizer and supervisor of the workshop. The pupil-teachers were given chart papers, colours, pencils etc. and they were asked to prepare a chart as teaching materials. Our group had four members. We took help from the textbook to decide the topic. After that we prepared tree chart showing the three parts of government. We had completed the task within given time. All the groups had prepared the chart according to their topic. From this workshop I learnt to think critically, learnt the letter size on the chart, learnt how to margin . This workshop helped to develop the co-operation among us.
3.07: SCHOOL INTERNSHIP PHASE:
This phase was the most challenging for me. I have completed my internship in Panchmile Girls’ High School. We seven interns were joining this school from August and the internship was ended on 5th of December 2019. During this long time I get lots of experience and also face various challenges and always try to overcome those challenges. I remembered the first day when we visited the school for observation and I got little bit nervous. But I was happy after interacting with the teachers and headmaster. They greet us and were very supportive to us. During these observation days I interact with the subject teachers of social science and Assamese to know the syllabus that I was going to teach. I taught Assamese in class VII and Social science in class VIII.
When the moment of entering the classroom arrived I was so scared that I thought I was going to fant. I felt nervous and insecure but I know I had to do it somehow. That was the first class of Assamese pedagogy. The topic was laziness. I gave examples from them that how they work lazily and the consequences of that. I brought a chart showing the meaning of difficult words. They note down that. The way they interact with me I realized that liked my class. They were very respectful and participative. As long as the minutes passed I felt more confident and comfortable. After taking classes in VII I got to know that the students were good and interactive. They didn’t make disturbances. It was easy to manage the class in VII. They made teaching learning effective one.
But in initial days I face little problem to manage the class of VIII. As the class was after break time thus students were seemed not interested to learn. There were one girl named Anupa Begum, in initial days she sleep in the class, paid no attention to the class, scolding her mates in front of me and tried to create disturbance in the class. It was big challenge for me to help Anupa to change her behaviour. Thus from next day I tried to interact with her more in the class and also outside the class. As soon as I had seen her I passed a smile to her. I tried to make her comfortable to communicate with me. In the classes I asked her question and if she unable to give right answers I simply praised her for trying. After a few days I noticed that her earlier behaviour was totally disappeared. She already had bring-out copy and book from bag before I go. In this way I learned to tackle the situations and learned to adjust. If some students were not paying attention to me I used to call them by their names and ask for silence. By doing so they realized that I knew who they were and began to behave better.
There was language problem from student side. As the medium of instruction of the school is Assamese but the students comes from in such a background where their local/mother tongue is totally different from Assamese. This created a challenge for me in initial days of my internship. In class when I asked questioned to them most of them were not responded and they just keep silence. Even when I explained the content in Assamese most of time they did not understand meaning of the word. I had tried to find out the root cause of this situation then I found that they have problem in speaking Assamese perfectly. It was a challenge for me to teach them. Thus to overcome this challenge I took some steps like- before starting new topic/ content I asked them to read the chapter and find out difficult word that they didn’t understand the meaning. Then I wrote the meaning of those words on the blackboard and asked them to note down. I also bring a Dictionary and taught them how to use dictionary in a easy way. In later days I realized that the challenge was overcome when students were started to response when I interact with them.
The another skill I learned was grasp the attention of all students in the class. In class VIII I noticed that there were some girls who didn’t pay attention and create disturbance during teaching and they also tried to disturbed others who pay attention. Thus to tackle this situation I asked more questions to them in between teaching, called them to write on the blackboard and before started teaching I used to tell them that at last I asked two questions randomly among them. And before starting the class I used to told them that there would be something special teaching aids for them related to the content and asked them to pay attention so that they were able to relate that.
Initially I was unable to use the whole part of the blackboard, even my handwriting was not good on there and also when I used it students started talking because I totally covered the blackboard with my body. After two supervisors advised me two improve blackboard writing I started to work on it. At first I discussed with my fellow mates and took suggestions from them. I also observed classes of my fellow mates to know how they used blackboard. After that I tried to use blackboard more in my classes. In this way I tackled that problem.
It was not that we just need to take up classes in the school, despite of taking classes we had many different activities to be done in the school. We need to write a daily reflection on any issues and problem occurring in the school in daily basis, and try to solve that issue or problem as per our capacity. We also tried our level best to help the school administration starting from taking up arrangement classes, exam duties, solving any issues related to the student, briefing students about preparation of model for exhibitions or about the rules of debate and different strategies used in debate. Not only this we also tried to find out a problem child in the classroom prepare a report on his/her problem, reason of his problem, and different strategies to be used in solving his/her problem. It’s not that we will the write the strategies just like that; we also need to use those strategies with that student, during the school internship period.
From the above discussion it is clear that, in the school internship we were engaged in different work along with the classroom teaching. The main aim of inculcating all these elements in school internship is that, to provide a professional environment in which we have work in near future and develop our professional skills and ethic.
3.08: LESSON PLANNING:
I have to admit that lesson plan writing was not an easy task specially for social science. At the initial days it took a lot of time to organize according to the time allotted, to choose the activities that would be included and to choose materials that would be used etc. The another things happened in the initial stage that I could not link the lessons with the present and next lesson plans perfectly. Besides I was also weak in writing activities in details. But gradually I was able to overcome these problems. At first I could not write the context but gradually with the help of pedagogy teacher and advises from my parents I was able to write the context part- able to link the present lesson with previous one and with the next lesson plan. Regarding the activity part, I was so confused. The pedagogy teacher advised us how to developed activity and write activity step by step. I remembered the first activity that was perfect. I wrote on group discussion- there I mention how I would conduct the activity. First I wrote the steps like I would divide the class into some groups, groups would divided according to their sitting arrangement, then I would tell them that they would get 5 minutes for discussion and two minutes for present their viewpoints, at last I would summarize their points. In this way, I was able to write the activity part.
Another thing I learnt was writing instructional objectives. At first I was using only ‘understand’ word like- to understand about ……….’. Then the pedagogical teacher asked me to not use the word ‘understand’ because it was not specified. I took help from my fellow mates, used to see what and how they used action verb in writing instructional objectives. Then I went through the all action verbs mention in the bloom’s taxonomy table and prepared a list of those action verbs and when I wrote instructional objectives that list helped me to choose the perfect action verb. In this way I overcome from this problem.
Lesson plan writing helped us a lot in preparing for the class. Once we prepare the lesson plan we need to go through the chapter and the content which helped us to clear all our doubts and quires related to it and have an in-depth knowledge on the content. It also helped in development of different skills like critical thinking, writing skills, skill of association and establishing connection, which will be of great use in the near future.
During the initial day writing lesson plans was of great difficulty for me. It took me almost 5-6 hours to write one lesson plan. I also did many mistakes while writing and unable to write in a proper and sequential manner. In the initial days I face difficulties in writing the context for lesson plan, differentiation summary and instructional objective which is an essential element in a lesson plan. But I was lucky enough that my supervisor was so welcoming and encouraging that he guided me through the lesson plan and helped me in writing a quality lesson plan. After few weeks I was able to write lesson plan with least mistakes and was able to write lesson within minimum time duration.
3.09: DELIVERY OF THE LESSON PLANS:
It is already mentioned in the above discussion that lesson plan is a teachers’ guide for running a particular lesson and it includes a goal what the students are supposed to learn, how the goal will be achieved (the method and procedure) and the way of measuring how well the goal was reached (test, worksheet, and homework). A lesson plan is a blue print of the entire lesson to be taught in the class. Therefore it is important for the teacher trainee to be well versed in writing lesson plan.
I prepared 25 lesson plans for social science pedagogy out of which I was able to delivered only 18 lesson plan. The plans which I delivered were from social science textbook of class VIII (geography and civics). The plan which were delivered were successfully delivered with the essential skills and components required. I also prepared 25 lesson plans for Assamese Pedagogy out of which 19 were delivered.
There were many challenges come during delivery of lesson plans. At the initial days, I did not have idea about how much content could be delivered in 40 minutes class. Thus the content was always remain to teach them. I couldn’t manage the time according to the planning. Then I learnt that content should be precise according the time. I started to take small content and gradually I learnt to manage the time.
At first I forgot to used blackboard but later I learnt to used it perfectly.. It was difficult to follow the sequence of the lesson plan. The classroom environment was totally different from what we planned. I was not able to do activity part because it took more times. Later I started to develop working model where students themselves complete the work which help me to grasp the attention of the student.
At the initial days it took more times to manage the class. There were some students in class VIII who always make disturbances during my delivery of the lesson. Later I used to change their seating place if they create any disturbing activity. In this way I tackled the situation.
3.10: WRITING REFLECTION:
Reflection writing was the task from which I gathered lots of experiences. In reflection we had to reflect on the issues, challenges, behaviour of the student or teachers, different happenings in the schools. At first there was problem to find out 4 issues or topics in a week for reflection. Gradually as I started to write reflection I started to think into deep to the happenings in the school. Reflection is a response to past experience and involves conscious recall and examination of expectations as a basis for evaluation and decision making and as a source for planning and action. It is often linked to critical thinking and willingness to self-criticism is a key part of it.
There were some steps in writing reflection like- title, issue, description of the issues, theoretical linkage and action plan. In description of the issues the pupil-teacher had to describe the happenings in details with evidence. I learnt to identify issues and able to explore my thought. Until and unless we identify the problem we cannot able to find the solution. The next challenge was link the issue with theory. Initial days I was face difficulty to link the issues with proper theory. Thus I took help from the supervisor. He gave suggestions to me how to relate the issues with the educational theories. I also sought help from my friends. Gradually I learnt it. In action plan part, the pupil-teacher had to write the plan of actions to tackle the problem. From this I learnt to developed action plans to solve problems easily.
The habit of writing reflection helps me to develop the problem solving capacity. It helps me to do the things in a systematic and organized way. It helps me to constantly growing and evolving. It provides a democratic learning environment where everyone have the freedom to explore. Writing reflection helps me discovered various issues in the school that usually ignored. It will definitely help me in my whole life to face any challenge.
3.11: ACTION RESEARCH:
Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. Action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future. This research is carried out within the context of the teacher’s environment- that is , the students and at the school in which the teacher works – on questions that deal with educational matters at hand. Action research is a process of changing student behavior in the classroom. The process helps teachers to understand the classroom dynamics and identity changes that may improve instruction and learning. Teachers learn to observe and reflect and determine a course of action or actions that will resolve the problem.
In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses—whether organizational, academic, or instructional—and help educators develop practical solutions to address them quickly and efficiently. Action research may also be applied to programs or educational techniques that are not necessarily experiencing any problems, but that educators simply want to learn more about and improve. The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for schools, teachers, or programs.
I conduct action research on the issue of reading difficulty for the students of class VIII Panchmile Girls’ High School. I choose the topic because during my teaching I noticed that the students have reading difficulty. Thus I decided to do a action research on it to improve it. At first I felt difficulty because I didn’t have any idea about action research. Thus I took the help from my supervisor. I prepared a format and showed it to the supervisor. After that I fixed the objectives of the research. Then I tried to find out the reason behind students reading difficulty by conducting a reading test. Then I implemented implement the remedial measures to improve their reading skills. And after conducting a post-test I got that the student had improved in their reading skill. From this I realized one thing that if children get proper way to learn , they can do anything.
3.12: SCHOOL OBSERVATION REPORT:
School observation is one of the most important parts of teacher training program according to NCTE guidelines. I with other six interns visited Panchmile Girl’s High School for observation as instructed by the co-ordinator of our internship programe. After entering in the school we met the head and request him to give permission for observation and finally the head allow us to do our observation. There were two objectives of school observation- first to know the learning environment of the school and second was to know the teaching method of the school teacher’s. I first observed the surroundings of the schools, the facilities available there, and interact with teacher. They told us about the history of the school. I found the school a good one. Almost all the facilities were available there. The infrastructure of the school was quite good. The walls of the building were made of bricks and roofs were of tin. There were separate classrooms for each class. The other rooms were divided as – one common room for all teachers, one office room for headmaster of the School, one for digital classroom, one library room and one kitchen room for mid day meal preparation. There were separate toilets for girls and boys. There was good drinking water facility. It was observed that there were two watercoolers and water filter. Besides there were also separate water tap for other uses.
The teaching-learning environment was good. I observed four classes – two social science class in class viii and two Assamese classes in class vii. From the observations I got an idea to manage the classroom.
During the school observation phrases I personally faced few challenges. As we were given only 1 week wherein we got only 4 days in school to observation few aspect remained unobserved which may be an important one. It becomes difficult for me to observe different aspect at a time. It was becoming difficult for me to observe and understand particular aspects in details. As we were asked to observe all the aspect of the school based on different criteria, it was difficult to observe all the aspects in short duration of time.
3.13: RESOURCE ROOM DEVELOPMENT:
Resource room development is an important component of school internship phase. There is an idea called as BALA- building as learning aid. The pupil-teacher had to develope a resource room in the school. There are different components of a resource room like there could be puppet, experimentation of students, list of motivational quotes, audio-visual aids , practical works etc. there are also various principles of developing resource room like – usability of resources, the resources must have pedagogical connection or relevance or educational significance, there should be innovative ideas, the materials should be transform in nature, interactiveness of materials, variety of materials, share kind of materials, age-appropriateness and there should have catalogue.
To develop a resource room, we first sought permission from the headmaster. He allowed us to keep our resources in a room. Then we prepared catalogue of the resources. The catalogue had seven components as following- title of the chart or model, Concept Described, Subject/ Grade In Which It Is Used, When It Was Used ( Mention The Date And Lesson Plan Number), Made By ( Individual/ Joint Effort, Materials Used In Its Making/ Drawing, How Was It Used. After that we arranged the teaching materials pedagogy wise- social science chart and models were kept in one side, the charts and models of Assamese pedagogy were kept in other side. There were also flashcards and student’s works.
From this resource room development I learnt to maintain a catalogue and its importance. Catalogue is the tool which help us to find out the materials. I realized that every school should have a separate resource room where student can take help from the resources in their learning process.
3.14: CONDUCTING ACHIEVEMENT TEST:
Achievement test is an important tool in school evaluation and has great significance in
measuring instructional progress and progress of the students in the subject area. Achievement means one’s learning attainments, accomplishments, proficiencies, etc. It is directly related to the pupil’s growth and development in educational situations. Tests should give an accurate picture of students’ knowledge and skills in the subject area or domain being tested. Accurate achievement data are very important for planning curriculum and instruction and for program evaluation. Test scores that overestimate or underestimate students’ actual knowledge and skills cannot serve these important purposes.
I conducted two achievement tests for two different pedagogy subject- social science and Assamese. I prepared blueprint for both the pedagogy before conducting. The objectives of the tests were- To assess what students had learnt, to identify the strengths and weaknesses of the students, and to measure effectiveness of their grasping power. The total mark was 25 for each test. The time was 40 minutes.
Social science– The total marks was 25 and the pass mark was 7. Out of which 5 students scored below 7, 5 students scored above 20 and secured the first division, 7 of them scored above 16 and secured second division and 21 of them scored above 7 and secured third division in social science. Using statistics I have analyze the marks obtained by the students, where I found:
Assamese pedagogy- I had organized an achievement test on Assamese pedagogy also where total marks was 25 and the pass mark was 7. Out of which 4 students scored below 11, 13 students scored above 20 and secured the first division, 18 of them scored above 15 and secured second division. Using statistics we have analyze the marks obtained by the students, where we found:
From the achievement test conducted, it was observed that the students scored more marks in the objective type questions. They had understood the chapters and hence were able to score more in the objective type questions i.e. remembering and understanding. Students mostly found difficulty in the short answer and long answer questions i.e. application and analysis for they were lacking in composition part, in framing the answers in a correct way. Their writing style did not reflected the in the answers they wrote. It shows that they were not able to explore the questions creatively. Due to the lack of practice, students were unable to develop critical thinking and imagination; rather they were used to remembering the question along with the answer beforehand the examination. Most of the learners showcase appreciable ability where they realize that they can score good marks if they keep to the writing format correct. However, they were further given some basic composition exercises wherein to improve their writing style so that they will be able to form proper answers to the questions asked and also write creatively by exploring their thinking capacity.
This whole process gave me great experience. It helped me to find out the strength and weaknesses of the student. First I got nervous little bit because I don’t have any idea about setting question paper. But with the help of my supervisor and friends I could do the task easily.
3.15: FINAL TEACHING:
The final teaching was the most awaited moment of the whole internship days. The day that every student teacher waited was the day of the final teaching. Some said that day was the day of the final verdict. That was the day that every student teacher felt mixed emotions. There were feeling of excitement and nervousness.
Final teaching of social science– My first final teaching was on 28/11/2019. I was thinking that was the day I would conduct teaching in front of not only my class but also in front of the observers. Before going to the class for final teaching I arrange my teaching materials again and entered in the class. There were two supervisors- Dr. Rajinder sir, assistant professor ,department of education ,Tezpur University and Najrul Islam sir, teacher of PGHS. When they gave me a signal that I could start, I was really nervous, but I knew I had to give my best to make my final demonstration teaching to be successful. To lessen the tense and to feel lighter I took a deep breath and made a sign of the cross. I said to my self “You can do it, Just think that you and your students are only in this room, Just ignore the observers, Fight.’
I started the class with greetings everyone and checking the previous knowledge of the student by asking questions. My topic was rural and urban settlement. I explained the meaning of rural and urban settlement and also gave examples of their villages and town area. Then I used the working model on types of rural settlement where the pictures were drawn and students had to put one name sheet from the box and paste on the right picture. I called 5 students on by one and asked them to do so. They did that perfectly. Then I bring out the model on rural and urban from where I asked them to find out the differences between the two. It went good because all of they were able to answers correctly. As reinforcement I would say/ sign “very good”, “correct” or “right”. As they told the differences I wrote that on blackboard and asked the student to note down in their copies. Then I discussed the problems in both the settlement. Then I proceed to the evaluation part where I asked them to write a short note on rural and urban settlement. I went around monitoring how they were doing. I checked if they were doing well. During that time I took another deep breath and noticed that I felt lighter than before I started the class. When I noticed that all of them finished in answering I asked them to pass the papers to me. I was the one who would check the papers, but I smiled when I glanced at the papers and see that they got correct answers. I just put in myself that they really understood the lesson for that day. Then I gave them home work and asked them to write. When I noticed all of them had already finished copying their assignment, I dismiss the class.
After few minutes Najrul sir came to me and told that I was done good. Hearing this I was so happy. I believed that I did give all my best to succeed my final demonstration teaching.
Final teaching of Asaamese- Final teaching is the final supervision of our teaching in the respective school. During these 4 month period of school internship we were supervised on regular basis by our teacher. We were supposed to maintain a feedback note book to be kept in the last bench of the class along with the lesson plan and the feedback back form. On the basis of our teaching we were scored on different criteria. We were scored on a scale of 4 point rating scale. The one who supervise us score us on that rating scale and write valuable feedback on the feedback note book.
We had two pedagogy subjects. My second pedagogy was Teaching of Assamese. Thus my second final teaching was on 4/12/2019. My nervousness was little bit reduce as compare to first final teaching. . For the day of final teaching I have prepared my best lesson plan as far as possible. On the final teaching day I was supervised by two teachers- Dr. Smriti Rekha Phukan assistant professor, department of education, Tezpur University.
During my final teaching day I dealt with the topic Laziness. For discussing this topic I used a model showing different public facilities provided by the government of the general public. Here I used discussion method to explained my topic. I was able to manage the time in a proper manner and the feedback which I got during my internship phrase I kept in consideration all that while preparing for my final teaching. During the final teaching we were assessed in all the skill used in teaching learning process. . I tried and gave my level best during the day of final teaching. Moreover on the day of final teaching my teaching was recorded my peer Rita and Munmee, in order to use the recording for academic purpose. This recording helped in knowing and understanding the mistake I did and get a feedback of the teaching.
Peer observation is one of the important elements of school internship. Peer observation was also done in micro teaching phrase wherein we were supposed to teach in a small group of people normally our peers, these peers also plays an important role as they play a role of observer. They observe the teaching and skills practiced by the student teacher in the micro teaching phrase and provide feedback for improvement.
During the internship phrase we were supervised on regular basis by our teacher, wherein they point out our positive and negative aspects regarding our teaching. They provide positive reinforcement for our positive aspects and provide feedback for poor performance in any of the skills. Beside this they also provide us remedial measures to improve our teaching learning process.
During by internship phrase I was observed by two of my peers namely-
- Sangita Nath, she observed class when I was dealing with the topic transport system where I was using a model showing three types of transportation system.
- Rita chetia, she observed my class when I was dealing with the content Antarctica where I used model showing iglu, penguin, walrus, etc.
From the peer observation of my class and their valuable feedback, I was able to develop different skill in which I was lagging behind. Their feedback helps me a lot in developing my teaching. As I used to feel little uncomfortable and under confidence in the presence of the supervisors in the class, peer observation help me in the development of confidence, and to be in least pressure in the presence of the supervisors.
As an intern I also observed one of my peers class i.e Sangita’s class. As she was getting good feedback from different supervisors and was able to manage the class in an effective manner, so, I decided to observe her class and try understanding, the strategies she uses in teaching in an interesting and interactive manner. From the observation of her class I came to know that she teach in such a way that, students get attracked towards the class. She also leaves a scope of curiosity among the students and conduct different educational activities in the class, which makes her class interesting and easy going. I also discussed with how to develop my teaching style and strategy so that I can provide a scope of curiosity and critical thinking to make the class interesting and interesting. From her guidance support and advice I was able to develop my teaching strategies and skill resulting in interactive and interesting teaching learning environment.
It is clear from the above discussion the peer observation plays a major role in development of different skills in teaching. As it is difficult in the part of the teacher to supervise each and every intern regularly on daily basis, as there may be issues related to management of time because the teacher have to take classes as well back in the department. Therefore peer observation plays a major role in development of different skills among the student interns and makes internship phrase an effective one.
3.17: ORGANISING CO-CURRICULAR ACTIVITES:
Co- curricular activities is an important element in whole some development of an individual. Co-curricular activities help in the development of different aspects of the child staring from development of motor skills to social skill. Co-curricular activity is an immense part of teaching learning process; education is incomplete with co-curricular activities, because learning is a combination of both curricular and co-curricular activities, without co-curricular activities all round development cannot be achieved.
During our internship programe there were different co-curricular activities organized in the school. Every Saturday there were classes for co-curricular activities. There were academic development activities, literary activities, cultural development activities, moral development activities etc. For academic development activities like preparation of charts, projects, quiz competitions were organized. For literary ability development activities like essay writing, poem writing, extempore speech etc were organized. For cultural development activities like painting, music, dancing, celebration of festivals etc were also organized. Students seemed more interested in cultural activities. Co-curricular activities like celebration of birth days of great men of national and international repute, morning assembly were organized to developed moral values among student.
We were asked to engaged in different co-curricular activities. Thus we gave them different ideas and techniques to do their activities like during essay competition we gave them different tips and guided them how to write. Moreover during the teacher’s day celebration we guided and supported the student in organized the programe. Besides we organized Quiz, debates, storytelling, role play in the class itself which help the students in different ways-
- Debates help in the development of critical thinking and confidence level of the
- Quiz was used as an assessment tool in the class but it also helped in the development of critical thinking and reasoning capacity of the student.
- Group discussion was done in the classroom which helped in the development of social skill and interaction of the students.
- SECTION- III
3.18: LEARNING EXPERIENCES:
Internship has provided lots of experiences, opportunity to me. I have learned and experienced many things from the internship. This internship was one of the best part of my life. The thing that I learnt from this internship was really not describable.
Experience during pre-internship phase– I have learned many things starting from pre- internship phrase, from the session and the workshop held in the pre-internship phrase I came to know more about different concept earlier studied and got an in-depth knowledge about the content. During the pre-internship phrase there were few workshop session wherein we learned things with the help of learning by doing, with the help of which I came to know how learning by doing method plays an remarkable role in teaching learning process. during micro-teaching phrase I learned a lot about different skill. I learned both theoretical backgrounds of the skill as well as had a practical practice session of these skills. My learning experiences from pre-internship phrase are as follows-
- Theoretical knowledge about different skills like skill of questioning, explaining, probing questions, skill of black board writing, skill of closure etc.
- As there was a workshop on preparation of teaching aids, so from this workshop I learned about how to prepare a teaching aid based on the context, time, place and content.
- From this phrase I learned many different theoretical concepts related to teaching, process of teaching, micro teaching, its importance and use in school internship phrase, etc.
- During the pre-internship phrase I learned different things like preparations of teaching aids, use of different skills, and different criteria for school observation, about different types of school. All these learning served as a based in the school internship phrase.
From the pre-internship phase I got an overall idea of the internship.
During internship phase- Though it was the challenging but at the same time this was the best time of this whole internship process. I learnt lots of things. Once our internship was started we were given few weeks for observation, wherein we observed the school based on different criteria. This school observation helped me to develop my skill of observation. It also helped in the development of my perception and the level of patience. As for observation one of the element that is important is the patience level of the individual, without patience it is impossible to develop effective observation skills. Writing observation reports also helped in the development of critical thinking in writing skill. From writing the observational report I developed my vocabulary.
The another aspect I learnt was to manage time and understand the value of time. During this time we had not only teach in the school but also had to do lots of things like preparing 4 lesson plans and writing 4 reflection per week, preparing teaching aids for each class, attending our own classes. As time was very short for us . Though I learnt to manage everything in time. The internship brings lot of changes in me. During internship we had to follow a busy schedule where no time to waste. Though the internship was over the habit is still in me. I cann’t seat a second without doing anything . . This internship has made be punctual and active as during internship we have being assigned many work to be done together, with this I have also learned multi tasking which is an important element to be learned by the future teacher.
As from the very beginning of the course we have been learning about individual differences and classroom diversity in teaching learning process theoretically, this internship phrase provides us the opportunity to have a real life experience with these contents. I have got an experience about the classroom with diversity and individual differences and learned how to deal with such a class using different strategies and techniques.
I have developed my communication skills and learned how to communicate with people in such a way that it becomes an effective one during this internship phase. I was able to build a good relation with the teachers and students of the school. I tried to interact with the children more so that they would comfortable with me to discuss any problem of their life. Thus I used to take extra classes and later they called me if their class was not taken by other teachers.
This internship phrase provides me opportunity to practice different skill in a practical manner in real classroom teaching. The another skill I learnt was grasp the attention of all students in the class. In class VIII I noticed that there were some girls who didn’t pay attention and create disturbance during teaching and they also tried to disturbed others who pay attention. Thus to tackle this situation I asked more questions to them in between teaching, called them to write on the blackboard and before started teaching I used to tell them that at last I asked two questions randomly among them. And before starting the class I used to told them that there would be something special teaching aids for them related to the content and asked them to pay attention so that they were able to relate that.
Initially I was unable to use the whole part of the blackboard, even my handwriting was not good on there and also when I used it students started talking because I totally covered the blackboard with my body. After two supervisors advised me two improve blackboard writing I started to work on it. At first I discussed with my fellow mates and took suggestions from them. I also observed classes of my fellow mates to know how they used blackboard. After that I tried to use blackboard more in my classes. In this way I learnt to tackled that problem.
Achievement test is one of the essential components of teaching learning process, without assessment teaching learning process is incomplete. Assessment provides a feedback to both student and teacher. To students it provides feedback regarding their learning and improvement and to teacher it serves as a feedback regarding their teaching style and strategies. In the previous semester we were taught about Achievement test, regarding its meaning, importance construction of Achievement test. It is not that we were just taught theoretically, we were asked to prepare an achievement test. But the achievement test we prepared was based on an imaginary group of students as we were not able to conduct the test in the real life scenario. During the internship phrase I was able to conduct an achievement test on a real classroom setting. This help in development of problem solving ability.
At the initial days we were provided the headmaster’s room for seating. As there were problems for the head to do his work so they gave us the library room which was not in a good condition. We were given chairs and table. We somehow manage to seat there. Though it was library but there were only books and copies and other things were kept like storeroom. There was a bad smelling which make very difficult to seat there from 9 am to 2 pm. For this we always brought incense to make the room stayable. In this way I learnt to adjust with the situation.
Not only from internship phrase, I have learned many things from my co-interns, without them it would be difficult for me to adjust in such a hectic environment. It was just because of them that I was able to complete the internship phrase with such ease. I have also learned many things from my co-interns. I have learned co-operation and co-ordination, patience, enthusiastic skills from. This 3months were the golden days with these six interns.
Despite of all this I learned how to manage professional and personal life maintaining the dignity of the profession. I learned all the things dealt in the orientation and workshop. I got an exposure of all the events and activities in a practical manner. I was able to understand the challenges faced in dealing with the practical exposure of the skills. I have also learned how to solve these issues and provide remedial measures.
There are different co-curricular activities organised in the school, which provides us exposure to the activities to be done in the school despite teaching in the classroom. In today’s context it is important that an individual, especially if he/she is a teacher should have the following qualities-
- Problem solving
- Collaborative and co-operative learner
- Facilitator and motivator to the students
From the internship phrase I as a person I have changed and developed a lot. I have learnt many things. I can guarantee after this internship I can adjust and work in any type of work situation
To conclude I can say it was the most gratifying experience in my life. Through this phase of internship I got an opportunity to contribute a little from my capacity to the school. The challenges helped me to find new route. I can able to bring transformation in me. I know it is not the ending of my practice. It is just the beginning. There is a lot that I still have to learn and to go through. I thank our co-ordinator and pedagogy teachers because they were in solidarity with me. They showed me how to get materials and gave me good energy all the time. The internship programme was an effective one. I learned all the skill to be used in the class, along with the professional ethics, values and competence to be required. It was a great experience for me as well as one of the best exposures I experienced. The knowledge, opportunity, experience and exposure which I receive during these internship is surely appreciating.
- S.K.(2015). Advanced Educational Psychology.Patparganj Industrial Estate: New Delhi. ISBN- 9788120320383.
- Singh,A.k.(2006). Test Measurement and Research Methods in Behavioural Sciences. Daryiganj, New Delhi: Bharati Bhawan.
TITLE- QUESTION PAPERS OF ACHIEVEMENT TEST
( social science question paper)
Panchmile girls’ high school
Class – VII
Time -40 minutes Marks -25
1 . Give very shoert answer of the following questions- 1*4=4
- To which country the author had started the journey in the chapter ‘ To the ice-country’ ?
- What did the post master give in the hand of Bijoy sankar ?
- What is the name of the houses made by ice ?
- Which was the word that raise question in the mind of Bijoysankar ?
- Give short answers – 2*6=12
- What is ice-berg ?
- Write two importance of savings.
- What are essential things to carry when we go the ice country ?
- What do you mean by saving ?
- Write the names of two animals that lives in ice-country?
- Write a brief note on Small saving scheme ?
3 . Make sentences : 1*2=2
4 . Break down khamakh – 1*2=2
5 . write the merits and demerits of small saving scheme . 5
(Assamese question paper)
Panchmile girls high school
Sub – social science
Class – VIII
Time – 40 minutes Marks- 25
1 . Answer the following questions – 1*5=5
- What is the total length of the river Brahmaputra ?
- How many districts are there in Assam that river Barak flows down?
- What is constitution ?
- In which year democracy was established in Nepal ?
- Choose the correct option :
Indian constitution is written/ unwritten constitution .
2 . Short answer : 2*5=10
- Write two problems due to flood occurs.
- Write a short note on economic importance of the river Barak.
- Write two features of written constitution.
- Mention the name of three countries that have written constitutin.
- Write the types of constitution.
- write a short note on the economic importance of the river Brahmaputra. 5
- Discuss the necessity of a constitution in a democratic country. 5
TITLE- BLUE PRINT OF ACHIEVEMENT TEST
Table 6.01.Bluprint Of Social Science:
|Sl No.||Name of the content.||Remembering||Understanding||Application||Analysis||Total|
|1||Rivers of Assam||2(1)||2(2)||1(5)||5(11)|
|2||Constitution and its importance||2(1)||1(1)||3(2)
|VAT: very short answer type, SAT: short answer type, ET: essay type|
Table 6.02.Blueprint of Assamese:
|Sl No.||Name of the content.||Remembering||Understanding||Application||Analysis||Total|
|1||TO THE ICECOUNTRY||2(1)||3(2)||2(1)||7(10)|
|2||THE VALUE OF SAVING IS NOT LESS THAN SAVING GOLD||2(1)||3(2)
|VAT: very short answer type, SAT: short answer type, ET: essay type|
Table 6.02. Analysis of question paper of achievement test (social science)-
|SL no||Chapter||Levels||Answer keys||Form of question||Difficulty||Marks|
|1||The rivers of Assam||Remembering||2906 km||VSAT||Easy||1|
|2||The rivers of A ssam||Remembering||Three||VSAT||Easy||1|
|3||Constitution and its importance||Understanding||Constitution is the rules and laws of a country||VSAT||Easy||1|
|4||Constitution and its importance||Remembering||2008||VSAT||Easy||1|
|5||Constitution and its importance||Remembering||Written||VSAT||Easy||1|
|SL NO||Chapter||Level||Answer key||Form of question||Difficulty||Marks|
|1||The rivers of Assam||Understanding||Loss of human life,
Damage to property
|2||The rivers Assam||Understanding||i) Most of the people of barak valley earn their livelihood from the river by fishing or boating.
ii) The river is the source of water for the crops of the valley.
|3||Constitution and its importance||Understanding||i) Specific and clear.
ii) The time of adoption and enforcement of a written constitution is known.
|4||Constitution and its importance||Understanding||India, USA and Russia||SAT||Easy||2|
|5||Constitution and its importance||Understanding||Four types: written,unwritten, flexible and rigid constitution.||SAT||Moderate||2|
|Sl No||Chapter||Level||Answer key||Form of question||Difficulty||Marks|
|1||The rivers of Asssam||Analysis||: most of the people and communities of Assam use river Brahmaputra for meeting their livelihood in the form of wading of cattle, fishing, and cultivation of different types crops, irrigation and riverine transport .
Operation of ferry services has given rise to creation of employment for many people.
Nineteen important tourist hot spots in the state are situated in places on the banks of river Brahmaputra.
|2||Constitution and its importance||Application||i) it protects the fundamental rights of the people of the country.
ii) It conducts the election system systematically.
iii) It run the state functions smoothly.
iv) It gives detailed account of organisation , poers and functions of the three organs of the government.
v) It lies down of the aims , objectives , values, and goals which the people want to secure.
Table 6.04.Analysis of question paper (Assamese)-
|Sl No||chapter||level||Answer key||Form of question||Difficulty||Marks|
|1||To the ice- country||Remembering||Antarctica||VSAT||Easy||1|
|2||The value of saving money is equal to the value of saving gold .||Remembering||A book on mini saving scheme||VSAT||Easy||1|
|3||To the ice-country||Remembering||Igloo||VSAT||Easy||1|
|4||The value of saving money is equal to the value of saving gold .||Remembering||Mini-saving||VSAT||Easy||1|
|5||To the ice –country||Application||: all the men are taking rest after completion of the work
: the water of the river flows top-down.
|6||The value of saving money is equal to the value of saving gold .||Application||: Bina ase panit jar
: No ta ratnar khamahar
|Sl No||Chapter||Level||Answer key||Form of question||Difficulty||Marks|
|1||To the ice-country||Understanding||A very large block of ice that floats in the sea .||SAT||Easy||2|
|2||The value of saving money is equal to the value of saving gold .||Understanding||i) To become financially secure
ii) It helps during any emergency
|3||To the ice-coutry||Remembering||: cape, shoes, camera, tape-recorder, woolen cloth, shocks ,sunglass etc.||SAT||Easy||2|
|4||The value of saving money is equal to the value of saving gold .||Understanding||Saving is an art.Saving means money that one have saved for future use.||SAT||Easy||2|
|5||To the ice-country||Remembering||Seal, reindeer||SAT||Easy||2|
|6||The value of saving money is equal to the value of saving gold||Understanding||In 1948 ,an oraganisation named ‘ NATIONAL SAVING ORGANISATION’ was established under the finance ministry of govt. of India which started the Mini Saving Scheme . under this scheme the children who have crossed the age of 10 years or any other adults can deposit money in post-office or Banks.||SAT||Moderate||2|
|SL NO||Chapter||Level||Answer key||Form of question||Difficulty||Marks|
|1||The value of saving money is equal to the value of saving gold||Analysis||Merits –
i) Uner this scheme any adults can save money in post-office or banks
ii) The money will be secure under this scheme .
iii) The rate of interest is very high.
i) The scheme does not cover the childeren below 10 years of age.
ii) It takes long process to open an account under this scheme.
Figure 7.01.Bar diagram achievement test marks( Assamese)-
Figure 7.03.Bar diagram of achievement test marks (social science)-
Figure 7.04.Line diagram of achievement test marks (social science)-