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

PRASHN BANK 1 VIDEO

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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

NEP 2020 VIDEO

 

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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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Shikshak Sajjata Materials 

Useful for Std. 1 to 8 Teachers, Std. 6 to 8 Teachers, HTAT Principals, CRC - BRC, TET 1, TET 2, School Inspector SI Exam

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After the start;  The real challenge of writing education begins when children develop basic writing skills.  The challenge develops the following two things: 1. Listening intelligence 2. The desire to communicate i.e. to communicate. To achieve these two objectives, the teacher has to keep a distant goal in mind while planning every small activity.  

Here again, listener intelligence, and communication desire are related to both writing and communication.  Thus, writing will benefit from conversational activities and conversation will benefit from writing activities.  Listener intelligence requires that we have a certain person in mind when writing.  The desire to communicate requires that we have a definite purpose for writing. 

Children's writing - be it a word, a sentence or a short story - is mostly for the teacher.  The teacher can show different listeners (or readers) for different activities to broaden the listener's intellect.  Namely, children sitting in the first row, children sitting in the four corners, children of the second standard, parents.  Such imaginative possibilities come to life in the practice of writing.  

As children get older, their audience intelligence becomes wider and more and more people from different walks of life in the society are added to it.  The teacher should try to identify the specific language configuration that the child uses to reach a certain age.  It is the teacher's special responsibility to promote such experiments.  

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For example, if we tell children why they like a dog, they need to be encouraged to say something that the dog understands.  Talking to a dog will be different from the subject and style and the way you talk to a friend.  We can tell the dog that dear dog, base here.  We will tell our friend, I like to play with you.  Influences the choice of content, words, sayings and sentence structure for a certain listener and reader.  But we don’t need to teach words and sentence structure separately.  

                                            

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When children have the opportunity to write for a variety of audiences, they will automatically begin to understand the importance of their own word and sentence structure.

Whether or not a child is asked to speak depends on certain aspects of the child's personality.  The most important aspect is trust in one's own point of view.  A child who has never been asked to give an opinion or who has always been criticized or neglected is less likely to develop confidence in his or her own point of view.  It is also difficult for such a child to show enthusiasm to say anything.  

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When such a child is asked to say or write something, the answer is, I don't know anything.  "It is possible that the child will not say such words, but he will express that he has nothing to speak about. If you are working with such children, you face a double challenge.  Because, first of all, you have to reconstruct the child's self-confidence and his vision for the world.  

Teacher's reaction: Once a child learns to write, his progress depends a lot on the teacher's reaction.  In most of the primary schools in our country, in response to teachers, children are only taught to correct grammar or spelling mistakes.  Children's notebooks are painted with red pen corrections.  On the other hand, when a child comes in with a good-natured writing, the teacher just leaves with a 'true' sign. 

  Both of these reactions are incomplete and detrimental. In addition to correcting or correcting the child's mistakes, the teacher must write something in the children's notebook.  Did you remember anything after reading the child's text? If the child's text is good, why?  What else can be written on that subject?  Has anyone written in a completely different way?  -There are numerous ways to respond to writing. 

  It should be done by reading the writing as you broaden it when talking to children. By writing a sentence or two in a children's notebook, you prove that you consider writing to be a kind of dialogue, not a mechanical action.  Even if you are checking grammar (and you have to do it every now and then, you can just summarize something interesting and personal to someone. That is more important to the child than your signature.

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BRC CRC exam 2020

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It is not enough to mark a bug to correct it.  If you just identify the mistakes and mark them with a red pen, you are only giving examples of mistakes to the children.  What is more important is to raise the child where he has had more success and to give him a better option where he has made a mistake.  

You can also take the active help of children in finding mistakes and correcting them.  If you want to improve the spelling, you can write the spelling in three ways and ask the child to circle the correct spelling.  If you enable the child to detect errors, they will develop a critical view of their own writing. Referance LLF training modules.

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 Manav Garima Yojana

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Manav Garima Yojana

The purpose of the scheme

Individuals who are willing to start a small business are given self-employment kits.

Terms and Conditions

The age limit of the applicant should be 18 to 20 years.

People belonging to Scheduled Castes whose annual limit is ₹ 120000 in rural areas and in urban areas. Having 150,000.

There is no income limit for the most backward castes among the Scheduled Castes.

If the beneficiary or other family members of the beneficiary have availed the benefit earlier under this scheme, the benefit is not recoverable under this scheme.

Tool kits are provided for a total of 28 types of business. (List is as follows.)

• Masonry
• Sentencing work
• Vehicle servicing and repairing
• Cobbler
• Tailoring
• Embroidery
• Pottery
• Different types of ferries
• Plumber
• Beauty parlor
• Repairing electric appliances
• Agricultural blacksmith / welding work
• Carpentry
• Laundry
• Created broom supada
• Milk-yogurt seller
• Fish seller
• Papad creation
• Pickle making
• Hot, cold drinks, snack sales
• Puncture kit
• Floor mill
• Spice mill
• Mobile repairing
• Hair cutting

Document to be submitted

• aadhar card
• Ration card
• Proof of Residence (Electricity Bill / License / Lease Agreement / Election Card / Property Card, any one of the land documents)
• Example of applicant's gender
• Example of annual income
• Evidence of study
• Proof of having taken business oriented training
• Notarized Affidavit
• Agreement

DEENDAYAL UPADHYAYA GRAM JYOTI YOJANA (DDUGJY) In rural areas of the country, the agricultural and non-agricultural load (domestic and non-domestic) are typically catered through common distribution network. The availability of power supply in rural areas is inadequate and unreliable in many parts of the country. The distribution utilities resort to frequent load shedding in rural areas to mitigate the gap between supply and demand, which affects power supply to agricultural consumers as well as non-agricultural consumers owing to common distribution network.

1.2 Feeder separation refers to supply of electricity to agricultural consumers and to non-agricultural consumers (domestic and non-domestic) separately through dedicated feeders. This arrangement allows the distribution company to regulate power supply to agricultural consumers as and when needed for effective Demand Side Management (DSM). The separation of feeders helps in flattening of the load curve by shifting the agricultural load to off-peak hours and thus facilitates peak load management. The core objective of separation of feeders is to provide regulated supply to agricultural consumers and continuous power supply to non-agricultural consumers in rural areas.

1.3 The demand of electricity in rural areas is increasing day by day due to increase in customer base, changes in lifestyle and consumption pattern which requires continual strengthening and augmentation of distribution network. However, the poor financial health of the distribution utilities has resulted in under-investment in the distribution network leading to poor upkeep and maintenance of assets, particularly in rural areas. Therefore, strengthening and augmentation of sub-transmission & distribution infrastructure is also considered necessary to ensure reliable and quality power supply in rural areas.

1.4 In order to facilitate sustainable commercial operations of electricity distribution, it is also important to focus on metering at consumer end for all categories of consumers. Apart from metering at consumer end, the metering arrangement at distribution transformers and feeders would facilitate building up a mechanism for proper energy accounting. This will help in identifying high loss pockets and initiating remedial measures towards reduction of losses.

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Manav Garima Yojana

IMPORTANT LINK:- 

ફોર્મ pdf:- DOWNLOAD

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NATIONAL EDUCATION POLICY 2020 GUJARATI

NATIONAL EDUCATION POLICY 2020 GUJARATI

National Education Policy 2020 in the eyes of the visionary Prime Minister ... Dear countrymen.  

After three-four years of deliberation, after millions of consultations and brainstorming, the National Education Policy has been approved.  It is being widely discussed in the country.  People from different fields, people belonging to different ideologies are giving their opinions, reviewing.  

The more such healthy discussions take place, the more the country's education system will benefit.  It is also gratifying that since the introduction of the National Education Policy, there has been no question from any sector of the country, from any class that there is any kind of bias or any one-sided idea.  This is also an indication that people have wanted a change in the education system that has been going on for years and they have seen it.

It is natural for some people to wonder how such a big change can be made even if it is made on paper.  That is, how can it be made real?  That is why all eyes are now on its implementation.  To meet such challenges, we all have to do, and must do, the arrangements where, how and to what extent change is needed.  

As far as the political point of view is concerned, I am fully committed, fully with you.  Each country moves towards the goal of the country by aligning and modifying its education system with its own national values.  The goal is for the country's education system to shape the future of its present and future generations.  These are the foundations of India's national education policy

Policy is the foundation of 21st century India, the new India.  The new education policy focuses on the youth of 21st century India, what kind of education our youth need and what skills they need with it.  This education policy has also placed more emphasis on empowering India, taking it to new heights of development, empowering the citizens of India.  

Students in India, whether in kindergarten or college, will be able to make a significant contribution to nation building if they adapt to rapidly changing times and rapidly changing needs.  There have been no major changes in our education policy over the years.  

As a result, in our society, instead of promoting the value of curiosity and imagination, the practice of chilachalu began to be promoted.  Sometimes it was to become a doctor, sometimes to become an engineer, sometimes to become a lawyer.  It was necessary to get education out of the blind gadario stream without understanding the interest, ability and mind of the child.  

Through education) How do critical ideas and innovative ideas develop?  (That should be the goal).  In our education there is no longing for education, there is no philosophy of education, education is not said to be complete unless the purpose of education is clear).  

Vindranath Tagore used to say, ‘Higher education is that which not only gives us information but takes our life to harmony with our whole being.  Certainly, this broad goal is also attached to the presented national education policy.  That is why an understanding approach was needed instead of thinking in pieces;  The National Education Policy has been successful in planning this.

NATIONAL EDUCATION POLICY 2020 GUJARATI

Today, when the National Education Policy is tangible in front of us, I would also like to discuss the questions that came before us in the early days as a challenge.  The two biggest questions at the time were whether our education system inspires our youth to live a life of creativity, curiosity and commitment.  

You have all been in this field for so many years.  You have devoted your life to education.  You know the answer to this very well.  Another question before us was whether our education system empowers our youth.  Helps in building a strong society in the country?  You are all familiar with all such questions! 

 Today I am satisfied that of India.  These questions have been seriously considered while formulating the national education policy.  With the changing times a new world order is emerging with a new look;  A new global norm is also being set.  Therefore, a radical change in India's education system was essential.  School.  Of course.  Going beyond the 10 + 2 structure and now giving the structure of 5 + 3 + 3 + 4 is a step in the same direction.  We also want to make our students world citizens and also make sure that they become connected to their roots as they become world citizens. For more read below book.

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NATIONAL EDUCATION POLICY 2020 GUJARATI

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VACATION WORK  & ACTIVITY FOR STUDENTS LEKHAN DAIRY PDF FOR STD 3 TO 5 STUDENTS

LEKHAN DAIRY FOR STUDENTS

 Chief Minister Vijay Rupani has announced an foster diagram to cheer the make use of of battery-powered two-wheelers and three-wheelers to limit reveal pollution from vehicles in the state's towns.  Under this assistance scheme, students studying from Std-9 to seminary of the situation The leadership will present Rs 12,000 to students studying from Ahmedabad to school to bargain a battery-powered two-wheeler. 

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Discuss and answer Ask the children to talk to someone around them about what they have read.  Encourage them to ask each other a question or to find proof of their answer or opinion in a book, j) Writing as an answer to the written material or drawing a picture helps to understand.  The reader can write about what he has read.  

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Through this process they can give their own reaction, i.e. they can tell what thoughts came to them while reading, what feelings they had, when they felt like a part of their life or did not like or understand a part of it.  While answering, Vayak can present his favorite opinion.  Allow children to relate reading material to their own ideas, thought arrays and experiences in any way.  

When it comes to information-based reading material, children can also answer how it differed from what they learned or what they already knew.  Encourage the reader to associate the material with their personal experience, thoughts and feelings, whether information-based or literary.  So that they can form a relationship with the material, it can be expressed in their own thoughts, post-air reactions can be written, spoken as well as expressed by drawing. 

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Emphasis on learning Writing from the minds of children means meaningful dialogue can wash away that meaning and make them discouraged towards writing.  If the teacher has been able to build a strong bridge between the word and the meaning, then the introduction of Kakka is useful.  There are many other ways to teach Kakka mechanically.  

For example, you make a long list of words and take a few words that have the same first letter.  Put these words in front of the children and tell the children which letter is frequently seen in it.  Whenever you do this activity, repeat the previous words.  

After the common usage words become part of the children's vocabulary in this way, classify the words based on different attributes (such as length, width) and write the words of each attribute class on a separate piece of paper and stick it on the wall.  Place the paper in a place where it is clearly visible to all children.  This is not worth saying.  

But I have seen schools, where photos and charts are posted beyond the reach of children, the material posted above the reach of children, is not only useless, it insults the children.

Thus, conversations about children's environment in class can be an important educational tool.  When children become acquainted with different aspects of a problem, their ability to speak and listen to others increases and their vocabulary increases, i.e. different aspects of any problem should also be discussed.  

Thus, from classroom teaching experiences it was understood that communication is an effective teaching aid material that should be used extensively in the classroom.  Thus every class, in terms of language, is rich in oral language.  

We need to understand how to use it meaningfully.  That is, children's educational challenges can be alleviated by incorporating oral language into conversations.  Children should also be given ample opportunity for reasoning through conversation.  So that their beliefs are challenged, they are able to decide what is wrong and try to understand the constitutional values. Reference LLF training modules.

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