Shikshak Sajjata Sarvekshan useful Video 8

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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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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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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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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