Shikshak Sajjata Sarvekshan useful Video Questions Bank 5

Shikshak Sajjata Sarvekshan useful Video 5

the primary teachers of government primary school  Shikshak Sajjata Sarvekshan for Std. 1 to 8 Teachers, Std. 6 to 8 Teachers, HTAT Principals, CRC - BRC.

Sarvekshan Date:-24/08/2021

Questions Bank 5 

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Writing is just a kind of conversation.  When we write, we are talking to someone, but most of the time that person is not in front of us.  We often write to preserve a suggestion, an idea or a memory.  Like, today I write my experience in a diary, it is saved for future reading.  As teachers we should introduce writing to children as a conversation.  

By the time they get into school, the children have developed the skill of communicating with different people on different topics.  They have sown the seeds of listener intellect, that is, with whom to talk, how to do it.  This intelligence is very useful for learning writing.  Also, children will now have to use it for a distant audience.  

It depends on the teacher whether the writing action can be taken by the children in a way of addressing or saying something to someone.  Let me make it clear here that we are talking in a very different way from what is going on in the name of teaching Jakal writing.  Millions of children are taught writing as a mechanical skill.  Initially the children are asked to copy the diagrams of the letters dozens of times and the teacher scrutinizes the transcript.  

This can take weeks to complete.  During this long period of time, there is no purpose left for the child to learn to write. Then when children are asked to write a word or make a sentence, they stare at the teacher's face - "what to write".  

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They consider writing an exercise or a ritual, which they have learned from the teacher.  Now if we want to change this situation, we have to present writing as an extension of oral speech.  Hence, the activities under “Conversation in the second part” will be useful for planning activities for writing.  Conversation gives us the opportunity to organize the details in front of an audience.  As such, communication is very useful for learning to write.

Between Conversation and Writing: Before teaching writing, make sure that children talk about their lives with confidence.  It means: 1. They want to share their experiences and ideas with others, and 2. They have the ability to present their experiences or views in a systematic way.  A teacher who does not work hard to make up for this shortcoming has serious difficulties in teaching writing skills.  Drawing is an excellent tool to overcome these difficulties. 

  Beginning to write: It is up to each teacher to decide at what age or stage to start teaching writing.  This decision can be made based on a review of the children's progress. It also remains to be seen whether the children have gained enough control or flexibility in hand and finger handling rather than drawing.  Children who have been exposed to books or reading material may want to write for themselves.  That makes the teacher's job easier.  

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When children walk in front and ask for something, it proves that they want to work.  It can be a daunting task, and after a while they drop out.  Also, the craving for that opportunity will resurface after a while. In exactly the same way, children learn a lot of skills, and writing is no different.  When you decide to start writing education, first ask the children what they want you to write.  

If you use the verb 'write' in your conversation, children will not have difficulty understanding your question.  Also, if they do not understand what you are trying to say, you have to say it differently.  You ask them to name some things.  For example, an animal they like, a dish they like, things that can be turned on and off, things that scare them, etc.  

Ask the children to write a word in each child's notebook or on the floor. Now each child will tell you a different word.  Ask the children to spell that word right below your text or knead your text.

The basement is an effective tool for teaching writing.  You can write in capital letters on it.  Writing on Bhoy is also cheap.  Because all you have to do is buy squares, coal or local paint.  The difficulty is that the floor has to be cleaned.  If you involve children in this work, their motivation to learn to write will be doubled. Some parents may be offended by having children do such work.  

Here the teacher has to think about how to explain them.  This is not the only way to start writing.  People who work with children may have heard of many other ways, the most common way is to teach them to write the alphabet according to Kakka. Referance LLF training modules.

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Shikshak Sajjata Sarvekshan useful Video Questions bank 4

Shikshak Sajjata Sarvekshan useful Video 4

the primary teachers of government primary school  Shikshak Sajjata Sarvekshan for Std. 1 to 8 Teachers, Std. 6 to 8 Teachers, HTAT Principals, CRC - BRC.

Sarvekshan Date:-24/08/2021

Questions Bank 4

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A similar experience happened while working on another poem.  The poem was a small kitty Mere Pass showed the children a picture of a boat before working on this poem, the children did not know the word 'kitty', while working on the poem they started using the word boat for boat, boat as well as attached to the canoe  Some of the children said that they were sitting in a boat when they went for a walk in Dwarka.

 Others said that they had seen a boat in Kadana Dam where people were sitting in the boat and fishing.  The children realized that what they said was as important as what they said in the book.  It is said, however, that almost all the children understood the concept when they talked about it through pictures and stories. While showing the picture of the caterpillar, some children said, 'Ben, this is the same story that lives in the grass and eats the leaves.  

While working on the house, the children said, "Ben, the caterpillar's house is also in the grass and it turns green just by eating the grass.  "After a few days, when a lot of caterpillars came in the school grounds, the children would pull each other to the beds and say," Look, look!  This is the story of the caterpillar that we heard.  

Not only that, every child would come up to me and say, "Ben, we've seen a real caterpillar today." From the children's stories, I realized that what they understood, they would add to their later conversations, and the stories they heard would be new.  

Connecting with stories.  Opportunity to communicate through pictures: Picture plays a very important role for communication.  For example, I selected the 'Ghar' picture lesson from the first standard Hindi textbook and prepared the lesson plan.  While teaching I talked to the children about the picture given in the lesson, asking the children.  

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What does the picture show?  Home, people, children, tree, bird, nest.  Bird survivors.  The mountain flower river etc. is visible.  "Then we talked to the children about home. What is home?"  "We're kids and we're playing on this question." He then talked about the picture of the lesson, "Whose picture in this one couldn't say anything more. 

They could only say, 'Where do we live with mom and dad?'  Where is the bird house? ”Everyone said,“ On the tree.  "The discussion goes on," What if a bird lives in a house or under a roof or in such a place?  Why would a bird live there?  "Some children understood that a house is like a house, a bird's nest. A cow's house is a leper's house and a fish's house is water. 

After talking about pictures, the children drew a picture of a house and a nest on a tree.  His home.After this conversation I realized that the children have understood exactly what a home is. Holidays - Opportunity to communicate through vacation experience: It is very important to communicate with children about what they did during the holidays and vacations.  

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When they arrive, they are eager to inform the teacher about their activities during the holidays. This is a fun activity. When the school opens after the summer vacation, I assign everyone to write about their vacation. How was the summer vacation? What did it do? Where?  Went for a walk? Etc. Children wrote their experiences, who could not write, drew or orally. 

Rohit went to Gandhinagar. There he saw Mahatma Mandir. He went to many other places, ate in hotels. He said and wrote everything. Manisha Vado.  The rate was gone.  So he said about Vadodara and about his aunt's daughter's marriage. Neeraj is studying in second standard.  Whenever he writes something, he always talks about housework and the frequent beatings.  The prince and some other children told about an accident in which a bus and a bolero collided and the driver of the bus fled leaving the bus.

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He then talked to the children about how to walk on the road, should call 108 immediately if an accident occurs.  Such topics should be discussed with children so that they become sensitive, aware and responsible citizens.  This kind of conversation took place with the children even after the Diwali vacation.  This time the children said there should be no more holidays.  

Because boredom comes at home.  Also, you have to do the housework in the cold.  Opportunity to communicate based on beliefs: When talking, children need to keep in mind that what they know can be both true and false.  Children often have complete confidence in what they hear.  They also feel that everything they say is true.  

 Talking about experiences and context with children.  In doing so the children engage in dialogue and present their own reasoning.  Children stop engaging in discussion when they do not get a satisfactory answer.  Relationships with children are one of the mainstays of communication.  When the relationship with the children is close, the children come to the teacher without any hesitation to solve their problems.  Based on which further conversation can be started.  

Talking about children’s environment in class enriches their language and gives them a chance to learn from each other’s experiences.  After talking in class about the process of making paper, he was asked to learn more about it from his surroundings.  All the information about how paper is made was brought by the children themselves.   Referance LLF training modules.

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Shikshak Sajjata Sarvekshan Video Questions bank 3

the primary teachers of government primary school  Shikshak Sajjata Sarvekshan for Std. 1 to 8 Teachers, Std. 6 to 8 Teachers, HTAT Principals, CRC - BRC.

Sarvekshan Date:-24/08/2021

QUESTION BANK 3

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And it has become necessary not only to get useful information but also to get it analyzed.  The rationale of the information under the analysis of the information, the specific interpretation and its direction, if found, the student can study the subject in depth.  Therefore, a new technology has been introduced in e-learning.  

Well-known experts from all over the world identify which articles, works and videos are related to which subject.  The information is then analyzed as seen above.  After understanding the subject matter, Artha can make a detailed study of each subject using "information analysis technology". 

 Knowledge Portals - Knowledge Gateway: Commuters and the Internet save a lot of time for data collection and display.  Changes are being made in the system and technology to save even more time for e-learning.  The task of getting many articles, works or videos from one website or blog for a single subject takes a lot of time.  

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Once the software is inserted into the commuter, articles, works and videos on different topics can be found with a single click, saving a lot of time.  The software for doing so is now ready.  This service is available after performing the necessary technical procedures to use it.  

This is nothing but a knowledge portal.  Hence the definition of knowledge portal can be given to us;  Arrangements to get related articles, works and videos on a single topic from a single window.  'We have seen that information is needed before knowledge.  Hence knowledge portals are often associated with information portals.  

The information of the portal is included in the knowledge portal by analysis etc. as seen in 5.2.2 above, as a result meaning can go to the window and get both the information and knowledge at the same time.  Hence sometimes the knowledge portal is identified with the structure leading from information to knowledge.  

Of course, for this, you have to install a separate software.  In the Knowledge Portal, Adhyata can do a quiz.  If one has been able to discuss with others through retaliation.  If he proves that, he also gets an opportunity to participate in discussions and conventions on this portal.  By doing so, he will also be able to contribute to increase the knowledge in the knowledge portal.  

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Thus this new technique of e-learning facilitates continuous enrichment and enhancement of knowledge.  (4) Intranet: So far we have discussed the use of the Internet in e-learning.  The discussion leads to the conclusion that the Internet is essential for e-learning.  It has to be accepted as a fact.  According to the Internet, there is a network of connected commuters around the world.  

The Internet suggests an affiliation with cutters outside of any educational institution.  Some educational institutions are huge.  State of Gujarat SSC-HSC  Hundreds of state secondary schools are affiliated with the board.  Similarly, with the globalization of education, the scope of work of some universities has spread all over the world.  

Such educational institutions create an internal network of commuters at different locations to conduct their internal affairs.  This web is known as intranet.  Thus the intranet can be defined as;  The intranet is the internal network between any organization's own cute.  It is mandatory for every secondary school in Gujarat to have internet connection.

Messages or suggestions from the board are no longer sent by post or otherwise.  Now every secondary school has to get this information by opening the intranet once a day.  Railways is a great example of intranet outside the academic world.  Millions of seats on thousands of trains can be reserved starting from any station.  

This is the wonder of the railway intranet.  Intranet is also very useful for e-learning in large educational institutions.  Thus intranet serves two ends for e-learning. 

 Getting knowledge and information from outside the organization through internet and putting it in memory makes it useful when needed for all departments in the establishment of the educational institution.  

 Within the organization, the same service as the Internet works to acquire knowledge.  This change in the field of e-learning proved to be very useful for a large educational institution.  

 Wi-Fi: We have seen many changes in the field of e-learning.  Once upon a time, Wi-Fi was a big change.  Characteristic of the changes is that if a new more useful change occurs, the change in the nearby earthquake also goes backwards.  The same thing happened with Wi-Fi. 

 Wi (Wire - less) indicates that this is a network of cutters that do not use wires.  He uses radio waves for messages.  Thus Wi-Fi is defined as a technology that uses radio waves to send very fast messages without wires for Internet and network connections.  The technology was used for a short time in e-learning, but then the cables that provided very efficient service to the Internet, especially at sea between the US and Europe, were destroyed, and then those cables were destroyed in oceans around the world, reducing the usefulness of Wi-Fi.  

However, if smartphone owners do not want to take direct internet service, they can get a Wi-Fi connection at a convenient place and use the smartphone while working on it.  This type is used on a large scale right now.  So e-learning can be done using this technology in deep villages and where cable internet services do not reach.  It is important to know that Wi-Fi is a trade mark.  

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This is the name given to the standard declared by the American Institute of Electrical and Electronic Engineers (IEEE).  (6) Constantly changing windows: In the internet, even if we say that it is a network of cutters, but how does it become a network and who serves it from time to time?  Everything that is happening on the internet is not sovereign, of course everything that is happening is miraculous.  This miracle was created by man.  

Some organizations attach themselves to the whole network.  The leading organization is Google.  ‘Yahoo!  There are organizations like 'and Hotline', but they also have to have a connection with Google.  Google retains all the caps and then serves the commands of the Internet users.  The service also has to be captured on a computer and displayed on a monitor, for which the world-famous Microsoft company 'Windows' provides the service. 

 Ten years ago, the Internet was available only through desktop i.e. personal commuter (PC).  The situation was that the PC could only be used by Windows.  So it had a monopoly on Windows.  Despite the monopoly, it was repeatedly improved to make e-learning more convenient and effective.

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Sarvekshan Date:-24/08/2021

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We also have a Mars rover and a chariot still running in Ghared.  Thus it is characteristic of our society that the new is attractive to it, but the old is not released.  There is also a very large vocal class that takes pride in the old things.  

They do not allow the mindset of the average Indian citizen to change through their propaganda.  This matter has also been applied to e-learning.  The old educational structure also exists, and e-learning has also gained a bang.  Our unchanging mindset still accepts e-learning as a complementary and helpful education.  The idea that meaning time and place - free from the curriculum, teacher and regular exams - can be tested by self-study is still unacceptable.  

Of course e-learning has accelerated.  So there is hope that society as a whole and education will change.  An example of this is presented here and becomes interesting.  To become a Chartered Accountant, one has to pass the examinations of The Institute of Chartered Accountants of India (ICAI).  At the same time some practicing chartered accountant has to join there as an article clerk to gain practical knowledge.  

There are no formal colleges for passing the exams of this institute.  Her coaching classes run in major cities.  In addition, the institute publishes a lot of literature.  The institute has decided to provide e-learning platform for the 2016 exams.  The entire syllabus related to the exam has been uploaded online.  The Knowledge Portal will also work to reach out to students.  

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Therefore, students will be given any help or guidance they need rather than self-study.  Thus, the e-learning program has been implemented by ICA, a leading organization in the field of bookkeeping and auditing.  Even here, students who cannot do self-study without self-effort have to resort to coaching classes!  We saw that in our society both old and new are running simultaneously.  

As mentioned above, e-learning will enable graduates of commerce to become chartered accountants, but as mentioned above, coaching classes will also run.  What's more interesting is that C.A.  Students who want to graduate will study for a bachelor's degree in commerce only in walled colleges.  Thus here too the old and the new go hand in hand.  

Improvements made possible by convincing evidence: Conservative societies embrace new ideas only when they find evidence that they have benefited from their adoption.  In addition, the society is constantly looking for security as it is conservative.

It also seeks to ensure that adoption of a new idea does not cause harm.  In this regard, allopathic medicine is beneficial in the medical field, but under the illusion that its use is harmful, countless people do not take allopathic medicine.  Mobile phones, on the other hand, benefit, but even if they do harm, the public does not understand.  

Proof of this is that about 90% of the population in India has started using mobile.  The indifference of the people towards allopathic medicine shows that not all patients get the same benefits of that medicine.  This happens because each patient's case is different, but the public does not receive reliable evidence of the effectiveness of allopathic medicine because of the lack of equal benefits. 

 This is not the case with mobile phones because everyone benefits equally from using them.  The situation is similar today in the case of e-learning.  There is no reliable evidence of a similar benefit yet.  Therefore, like the medicine of allopathy, the people and those in the field of education are reluctant to use e-learning.  

This situation is not going to last long.  E-learning has got off to a flying start, but it has not been universally accepted in the field of education.  Through e-learning, students who pass the exams and start their careers like other students will find evidence in the society that e-learning also has advantages and disadvantages like mobile.  Once this evidence is found, e-learning will be universally accepted in education.  

On such an occasion, of course, the tendency of the student community to stay away from self-effort will be a deterrent.  E-learning is also likely to be implemented in the presence of a teacher in the smart class.  Here a mix of old and new e-learning teaching methods will be prepared.  During this transition period, existing teachers will need to be trained to prepare literature tailored to e-learning and to use it in the classroom.  Students will benefit the most from managing the changes that can be predicted through e-learning.  

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Changes in e-learning too: Thus e-learning has the potential to bring about a radical change in the field of education, but as seen above, the existing education sector and society are not yet ready to accept this change and take advantage of it.  

On the other hand, the technology of e-learning is also changing day by day.  As mentioned above, this book will also come in the hands of the readers when the changes mentioned here will also come in the period after the book is ready.  (1) Broadcast of live video: When e-learning started, articles and works of different experts were read.  Now technology has been developed to make a video film that is very interesting on a particular topic and put it on a fixed blog or website.  

The scholar can ask questions while watching the video or after it is over.  Which is answered.  In the meantime, if any other meaning in any corner of the world is self-studying through this video, it can also be talked to.  

Thus with the help of this technology home classroom teaching and peer group study can be done.  In this regard, an MBA from Deakin Graduates School of Business, Australia.  A lot of work has been done to get such a degree.  (2) Information Analysis: We have often seen that due to information technology and the Internet, meaning is a situation where mistakes are made in the jungle of information.  

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Shikshak Sajjata Sarvekshan useful Video 8

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Sarvekshan Date:-24/08/2021

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Changes in the field of e-learning: Introduction: If there is a permanent element in any field, it is the continuous changes taking place in it.  It has happened throughout history that the changes that took place until the twentieth century were short-lived and long-lasting.  

As a result, changes in almost all areas were not uncommon.  In some areas, the old system continued and new ones began to work.  In the field of transportation, for example, older vehicles still carry a considerable amount of cargo, while super sonic jets have begun to fly in the sky.  The pace of these changes accelerated in the twentieth century.  

A number of changes came over a short period of time.  The advent of information technology in the late twentieth century and the rapid changes in it have resulted in the introduction of e-learning in the field of industry and education as well.  

E-learning has the power to radically change the existing structure of education.  On the other hand, the rapid changes in the life of science and practice have created a situation where even the curricula, which are the basic work for education, have to change rapidly.  

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Non-existent current education: The internal structure of the existing education is such that it cannot adapt to the external changes happening so fast.  The right to teach in the classroom - congregations make decisions.  Their decision-making process is very long and detailed.  So if one wants to take a new idea to the classroom, one has to wait at least seven to eight months, with the condition that the idea is right to be taught by the right congregations.  

The rights of our country from higher education to primary education - the place of teachers in the congregations is negligible and symbolic. The place of educators is negligible.  This right of persons other than in the field of education is prevalent in the congregations.  Therefore, when it comes to proposing a place for new ideas in education, things other than education are largely considered. 

 Suppose a new idea starts to go to the classroom as a right-of-way, but it has to go through a long race, which is like this, the first task is to come up with a curriculum, which itself takes a lot of time.  Then the process of getting approval has to be done.  

Due to the current teaching method, not all students and teachers of college literature can do teaching work in the classroom without a textbook.  So it takes a lot of time to prepare a textbook.  The idea is new so teachers have to train it so that it can do its job properly.  Even if everything goes smoothly, it takes seven to eight months as mentioned above.  

The explosion of information and knowledge is happening so much that even if the managers of education want to change quickly, the existing education structure is in a situation where education is run on old and irrelevant issues.  This situation must end.  E-learning speeds up the acquisition of new topics, issues and ideas.  Even if there is no e-learning, if there is a flood of new topics, issues and ideas, then the structure of education has to adapt to it.  

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This requires a change in the entire educational structure.  The outline of each subject should be prepared in the University and the Board of Education.  Workshops of faculty and teachers should be organized in a representative manner to include the new issues and ideas that have emerged in each of the subjects under the framework.

Experts in the field and those who know it should be invited to the workshop.  During the new academic year starting in this workshop, it should be decided what new things should be added to the curriculum and what old things should be deleted.  

There is no need to wait for textbooks for this new curriculum, but it should be stated on which website it will be available on the net.  Thus, e-learning should be made a part of the existing educational structure.  The existing educational structure must adopt such flexibility and speed.  Otherwise E.S.  Education will automatically be free of school, as Evan Ely stated in 1971 that education needs to be free of schools.  

It is not unreasonable to warn now that all concerned with the existing educational structure at that time will not be able to do anything to save that structure.  Regid Mind - sel: Basically our society is conservative and disobedient.  Suffice it to say that Indian society, which has a mobile phone in its hand, adheres to hundreds of old norms.  There are many conflicting trends in Indian society today.  

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Shikshak Sajjata Sarvekshan useful Video 7

the primary teachers of government primary school  Shikshak Sajjata Sarvekshan for Std. 1 to 8 Teachers, Std. 6 to 8 Teachers, HTAT Principals, CRC - BRC.

Sarvekshan Date:-24/08/2021

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Computer Assisted Instruction is a process of teaching-learning in which the student interacts with the commuter.  He does not come into direct contact with the teacher.  In this sense CA can also be used as CAL (Computer Assisted Learning Computer Assisted Learning). 

The student studies and moves on as per the instructions given in the software introduced in the computer. Teacher's presence is not mandatory.  The commuter provides guidance on management.This is a teaching technique with dual interaction i.e. the student studies his / her subject from the computer and gives his / her feedback.The commuter provides stimulus.

The student responds.The computer evaluates the student's response  The student states whether the response is true or false. If the response is incorrect, it provides a stimulus again. If the response is correct, it provides a new stimulus.  Learning according to speed, so individual differences are satisfied.

 The main features are as follows: There is no direct interaction between teacher and student. This bipolar teaching-learning  Is a process in which there is interaction between the cutter and the student.  The student studies by computer.  The study material is stored in the commuter, in which the content is presented sequentially, the student works according to the instructions given in it and proceeds. 

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 Pictures, diagrams or videos are also included in the study material where needed.  If provision is made in the software containing the study material then the student can get the answer from the computer by entering his questions in a specific structure.  

CA can also be used as a self-study technique.  The computer also keeps track of the student's progress if provision is made in the software.  Advantages of Computer Assisted Instruction This is a student centered teaching-learning system.  The learning process is under the control of the student, so the student progresses at his own pace.

Computer Aided Instruction When a teacher uses a computer as an educational tool during the teaching process, it is known as a computer aided instruction.  In this type of study, the teacher is constantly present and teaches and conducts the study with the students.  All the students either study by looking at the information presented on one of the commuters or all the students go to study according to the instructions of the teacher using different computer.  

This involves interaction between the teacher, the student and the commuter.  As a result, students' content problems are solved immediately and time is saved as all students can be educated at the same time.  In addition, the teacher can do writing or practical work with the students where necessary.  In short, a computer-equipped instruction becomes possible when a commuter is used as an educational tool or medium, such as chart drawing, film.  

When teaching is done by computer, it is called computer equipped teaching.  If the teacher is removed from the computer equipped teaching and the student studies through it then the computer assistance becomes teaching.  “A program of teaching materials that is presented by a computer or computer system.  From the above opinions it can be deduced that computer-equipped instruction is a combination of both teacher and commuter.  

The commuter can be used effectively for the presentation of study materials in classroom teaching.  Computer Managed Instruction CM is based on the study for mastery, so first of all we will try to get clarification about the study for mastery.  (1) Mastery Learning Blum and Carol have to be credited with giving the concept of Mastery Learning.  In this type of study the student is not taught a new topic until he / she fully understands or adopts the topic under study.  

It is imperative to learn its predecessor before learning any new subject, as a result in Master Learning the student progresses gradually learning the subject matter.  In this way the content is divided into small, gradual and independent topics for the students to study with and is presented to the students. 

 Each such independent topic has one or more study objectives attached to it.  In this type of study, students go beyond studying at their own pace and ability.  For this, students are provided with systematic and sequentially arranged study materials.  Provision is made for continuous evaluation of students and for them to get feedback on their progress.

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Shikshak Sajjata Sarvekshan useful Video 6

the primary teachers of government primary school  Shikshak Sajjata Sarvekshan for Std. 1 to 8 Teachers, Std. 6 to 8 Teachers, HTAT Principals, CRC - BRC.

Sarvekshan Date:-24/08/2021

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Look at the word carefully and keep checking its meaning. While reading, ask the children to work alone or in pairs to identify unfamiliar or unfamiliar words.  Children can also be asked to draw a line under such words, help them to read and understand the word carefully the next day.  First cut the word into pieces and then combine all the parts to say the word.   

Then help the children understand the meaning of the word.  Children can use their own knowledge of sounds and symbols to understand a word.  After the rehearsal, the children will start doing this work on their own as well as quickly.  

Speed ​​is essential for comprehensible reading.  Also, the meaning of unfamiliar words can be understood on the basis of other words.  To help children check if the meaning they have been given is correct, such questions as: "Does the word sound right? Does it sound right? Does it make sense to understand the sentence?"  Children become active partners in the process of solving this problem of knowing.  

The teacher may, if he wishes, identify the unfamiliar or difficult word before starting the reading.  B) Guessing and making sure Children can be asked periodically while reading such questions as: "What will happen next in reading? Will it happen or not? Did our questions related to the title get answered or not?" Etc.  

As the children read, ask them if the predictions they made earlier are correct.  Where did the predictions come true?  Doing so will increase their interest in reading material and make them read more carefully.  C) Imagine when you read and listen to something you can talk to children like "What do you see when you hear this? What comes to mind, what goes on?"  Feelings and thoughts can also be discussed with the children. 

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  Doing so will help children to develop a close relationship with the things they are reading.  We can also ask them to use their different senses while imagining.  Literary matters like story, poem, picture can be read and activated to stimulate children's imagination, it can be used effectively.  D) Keep an eye on yourself - go ahead, read, go back Teach children to keep an eye on themselves to improve their reading skills.  

So they stop and ask themselves - "Does what I read make sense?" Children should realize that they can re-read as much as they can when they find any reading material useless.  Thus, if they identify the problem, they should also know how to solve it.  For example, repeating unfamiliar words and sentences, reading over and over again.  ) Sometimes children go on reading without understanding the word.  

Watch that sentence or paragraph read to the end and think about what that sentence or paragraph means.  Then go to the beginning of that sentence or paragraph again and try to understand the unfamiliar word by reading it again.  Even after doing so, if you do not understand that part of the word or sentence, you should ask your friend, teacher or elder about it.  To keep an eye on your reading, the reader should pause and think over and over again as to what has happened in the story so far or what do you know from this lesson?

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Linking the reading so far with the written material While reading, especially if the reading material is long, the teacher should stop at certain points and ask the children what they remember so far?  Children can be asked to remember what they already know about the subject or story.  Or what aspects of that reading material seem somehow familiar or well-known?  Or, what is different than what they know?  

Combining study matters with one's own experience and knowledge on an individual level makes the lesson more meaningful for each individual.  Children start using this method automatically after repeated practice.  G) Think about direct and indirect information (i.e. conclude.) Guide children to think about what they have read clearly and then help them to think about what they are reading.  There are things that are not given directly.  

For example, a character's behavior reflects his feelings.  Or a deeper meaning can be deduced with the help of hints given by the author.  For example, read the following two sentences: There was a lot of mud. A lot of people were carrying umbrellas.  Even though it is not clearly written in the above sentence, a sensible person can conclude that it is raining here 2) After reading c) Tell in your own words Tell the children to tell or write to someone else what happened in the story read.  

In it he should tell or write about the important characters of the story, important events etc.  If he reads something informative, review what information is given in it.  B) Compile Summary Teach the audience the ability to identify the most important ideas presented in any lesson and present them in their own words.  

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While compiling the summary, children are taught the skill of sorting out the main points, leaving out unnecessary information.  C) Use picture graphic organizer. After reading, children can be given a map (story map), sequence yard, vane diagram, semantic picture, semantic map or any other such thing.  So that the children could see what was going on in everything they read.

Conclude Children can be asked to remember what they guessed before and while reading.  They may then be asked to check their guess by reading it a second time.  The second time he reads, he checks to see if the answers to the questions he has received are correct or if his guess is correct.

Children can also be asked if they still have questions on the subject.  F) Re-read A piece of material can be read over and over again to better understand it.  Only a certain portion of the reading material can be re-read as needed. Reference LLF training modules.

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Shikshak Sajjata Sarvekshan useful Video 3

the primary teachers of government primary school  Shikshak Sajjata Sarvekshan for Std. 1 to 8 Teachers, Std. 6 to 8 Teachers, HTAT Principals, CRC - BRC.

Sarvekshan Date:-24/08/2021

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Usually children are not allowed to talk in class.  Talking is considered noisy or neglected by the teacher, and both are generally considered rude.  Therefore, instead of encouraging children to talk, they are often asked to keep quiet.  

This article, written from experience, shows the importance of communication in language learning.  Why it is important to talk to children, when to talk to children in class, what media can be used to start a conversation, how to communicate and what children can learn in the meantime.  

All of this is discussed in detail in this article.  The more conversations with children on different issues, the clearer and more concrete their concepts of the subject will be. Only through communication can children's references and experiences be brought into the classroom.  It is through this that the teacher realizes what and how much the child understands. 

 When a child’s language is accepted in class, the child’s confidence increases.  I had such an experience while reciting the poem "Machli jal ki rani hai" in the first standard. The youngest girl said that a cat had eaten fish from her plate. All the children started laughing at this. But when I assured the girl what she said  That's exactly what happened, then the girl said the whole thing at length. 

This experience shows that the more children have the opportunity to talk freely in school and classroom, the deeper the children's talk becomes and the more open they are.  When given the opportunity to speak, they present their reasoning, analyze themselves, and present ideas in support of or against what they say, which develops their abilities to reason and analyze, as well as to think.  And there is a new dimension to understanding. 

Therefore, communication with children should be used in the classroom as a compulsory and important learning material. Conversation can also start like this. Why didn't you come to school yesterday? What did you see on the way to school?  A  Creates a conducive environment for children to go and makes it possible for all children to participate in the conversation.  

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In addition, it links the relationship between children's personal experience and schooling, which is also recommended by NCF 2005 (linking class knowledge with class Bihar knowledge).  During the last three years, while working, I had to join Hindi language classes and children-teachers.  

In the meantime, it was mainly observed that children's communication and participation in class work is not given much importance.  Probably a factor as to why they're doing so poorly.  The children are talking all day long, if they talk in class then when will they study?  When I went to the classes, I noticed that most of the children spend most of their time answering questions about letters, syllables, quantities and words and lessons.  

In this process they answer as much as they are asked.  I checked the teacher training module over the last few years to learn more about the importance of communicating with children and its use.  It found that there was a lot of talk about the importance of communicating with children, the benefits of communicating and the activities that are useful for them in class.  

Nevertheless, class communication is rarely seen as an important and useful teaching method.  "Children's language and the teacher, Professor Krishnakumar writes in the book, the teacher who stops the children from talking, they have no right to complain about the teaching material. They already consider a very valuable tool useless for which one does not have to spend a single penny.  

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Therefore, spending on a school where children are not allowed to speak is called waste and such a school is called useless. "Thus, Professor Krishna Kumar advises to use children's talk as an important teaching material.  Conversation is a useful 'learning aid' material, without the added expense of new money.

Communicating with children also helps us to find solutions to exciting and important questions.  Evidence of this can be found in the writings of Nairath B. Memus.  Maguis believes that meaningful communication with children leads them to automatically dig in and come to the right and wrong conclusions.  Maguire writes that adults find it difficult to communicate with their children.  

Children seek knowledge and so they ask curious, interesting questions.  Children keep asking such questions until their hunger for knowledge is quenched.  But when they feel that their elders are not willing to listen to them, to know their thoughts, or to answer them, they stop asking questions.  As far as I understand, it is very harmful to stop children from asking questions, to ignore them.  

It stops children's curiosity and makes the learning process dull.  Doing so creates a deep chasm between the teacher and the student.  Refusing to talk to children and not giving them a chance to talk reduces their learning. Referance LLF training modules.

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Shikshak Sajjata Sarvekshan useful Video 2

the primary teachers of government primary school  Shikshak Sajjata Sarvekshan for Std. 1 to 8 Teachers, Std. 6 to 8 Teachers, HTAT Principals, CRC - BRC.

Sarvekshan Date:-24/08/2021

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Writing Activity Activities Discuss with children the familiar items used at home as well as other familiar items.  Ask the children to name different items that fall under the group reader name, such as utensils, clothes, carts.  For example, a spoon, a spoon, a spoon etc. inside the utensil.  Make a list on the board of items that fall under one group.  

Name collection Wherever you live, there will be various names written on shops, walls, stones and boards.  Slogans written on village walls - slogans or details written in posters or advertisements can also work.  Ask children to make a list of names or messages they see on the way home from school. 

  Write all the names on the board, one by one the definition of each (what it is, what it means to say, where it is written. Explain to the children. Make a pair of children to complete the word. One child starts to write a word and the other child starts that word. 

  In this way, they will write ten shay words in a row. Just one word. Make a group of five children. Each group will have a piece of paper or a note and a pencil. In each group, appoint a child as a leader.  He will think a sentence from his own mind and write only one word from that sentence on the paper. Now it is the turn of the other child in the group. 

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He will also write a word. But, it should be a word that proceeds to form the next word into a sentence.  Keep moving until one line is completed. Make a map. Ask the children how they get home. Before you show them how you get home, briefly describe the places and things along the way.  

When you get a chance to tell the way, tell them the way they said it  Draw a map of  Show you a map of your home drawn on the board.  When children are busy drawing their own map, go to them and write one of the names on the map from the place or object they have drawn on the map, such as a tree, shop, post box.  Ask the children to write the name at the bottom of the map.

Do the same activity a second time about the road to another place, like my friend's house, vegetable market, dukha, farm .... Increase the number of words written on the map each time.  Surrounding spaces are the area of ​​this next activity.  But in this, children will make maps of the places around them.  For example, write the name of one of the items shown on the back of the school, classroom, nearby lake, or river map in the appropriate place.  

Ask the children to redo the map and write the name of the place or object instead of drawing a picture.  Getting there Ask the children to ask the elders for the names of the villages and towns around them.  Write a list of these names on the board as the children speak and ask the children to take down the name.  Now draw a simple map on the board and write these names in it according to the direction.  Give the children the name of the village / city and ask them to sit according to the map. 

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  Create short dialogs based on direction and distance.  Like .. “I am going to Anand.  "Where is Anand located?"  Learn how to write the word 'distance' and 'direction' in the 'east'.  Description of the photo “Communicate?  Watch the eighth activity in the section and do it with a few older children.  

Ask questions to be answered in writing, rather than verbally.  Use advertisements, pamphlets, as well as self-portraits by blockchains.  First ask the children what appears in the picture and then move on to the complex questions.

Voice List When you do this activity for the first time, take four or five older children with you.  Older children will work as recorders.  Put the children in groups of five or six.  Each group has to make a list of the voices that its members recognize.  Each group can move a little, go to the classroom door or behind the school for a few minutes and listen to the sound.  

As a member handles a new sound, he asks the recorder to record that sound.  The sound can be any, such as the knock on a door, the fluttering of leaves, the steps ... Finally, the recorders of all the groups read out their list.  Give each group four lines of a poem.  Group members add four new rows.  Each group can go to a secluded part of the school to discuss. Referance LLF training modules.

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