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
NEP 2020 VIDEO
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Shikshak Sajjata Sarvekshan useful Video 2
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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.
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