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ADMINISTERING INTERDENOMINATIONAL COMPETENT PUPILS IN MECHANICAL ENGINEERING STUDENTS

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International Journal of Mechanical Engineering and Technology (IJMET)
Volume 10, Issue 1, January 2019, pp. 821–825, Article ID: IJMET_10_01_084
Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=1
ISSN Print: 0976-6340 and ISSN Online: 0976-6359
© IAEME Publication
Scopus Indexed
ADMINISTERING INTERDENOMINATIONAL
COMPETENT PUPILS IN MECHANICAL
ENGINEERING STUDENTS
Dr. V.N.Sudheer
Assistant Professor of English, Dept. of Science & Humanities,
Sreenivasa Institute of Technology and Management Studies
(SITAMS) Autonomous
Chittoor-Andhra Pradesh-India
Dr. N. S. Vishnu Priya
Assistant Professor (Senior) of English,
Department of English School of Social Sciences & Languages
VIT, Vellore, Tamilnadu
ABSTRACT
Administering Interdenominational Competency class is a very common problem.
Mostly, if not all, Language Classes contain students of mixed competency. This
happens for a number of reasons, but mainly because of different learning styles,
learning speed, variation in motivation, and very frequently as a result of logistic
decisions as most solutions to the problems depend on cooperation between the
members of the class.
Co-operative learning may be the most thoroughly researched instructional
method in education and rapidly growing body of research supports the effectiveness
of the approach. Cooperatively taught students tend to have better and longer
information retention, higher grades, more highly developed critical thinking and
problem solving skills, more positive attitude towards the subject and greater
motivation to learn.
Key words: Interdenominational Competency, Co-operative Learning Method, SSG
and WSG method, STAD method, Positive attitude, Interpersonal communication, etc.
Cite this Article: Dr. V.N.Sudheer and Dr. N. S. Vishnu Priya, Administering
Interdenominational Competent Pupils In Mechanical Engineering Students,
International Journal of Mechanical Engineering and Technology, 10(1), 2019, pp.
821–825.
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Dr. V.N.Sudheer and Dr. N. S. Vishnu Priya
INTRODUCTION
In the contemporary competitive world, dealing with undergraduate students is a herculean
task, since one cannot expect good results as every class is a heterogeneous one. All classes
are of interdenominational competence to one extent or another. In extreme cases, when the
students are native level speakers, the class can be a challenging for the teacher.
In these cases, it is important to remember that all students will get something out of the
class, but not necessarily the same thing and not necessarily what the teacher aims to teach
them. For example, the beginners may begin to get a grasp of English language, while the
stronger students may begin to put a new tense into use.
Factors that influence the present situation of the students in
Interdenominational Competent Classrooms
A Language teacher used to teaches different branches where multi-talented students are
found, he/she can encounter the following parameters which influence the contemporary
situation of Interdenominational Competent Classrooms. The present research defines the
encountered aspects while dealing IC Classes.
Discipline Mode
In many colleges in and around Chittoor Town, students who take admissions in Professional
Course Colleges, and Degree Colleges are mostly from Telugu Medium back ground till their
10th or 12th standard. They are unable to understand the subjects, the language used in the text
books and the explanations given by the teacher. This is one of the major factors.
Societal and Budgetary Capacity
Berns has rightly said, “Language is interaction; it is an interpersonal activity and has clear
relationship with society.” Most of the families in Chittoor, (Andhra Pradesh, India) belong to
the middle income group and even below than that. So, it is somehow difficult for them to
admit their wards in an English Medium Schools for their schooling due to financial
constraints. Though some of the parents are aware of the importance of English Medium
education, they admit their wards in sub-standard English medium schools where both the
teachers and students converse in their regional language.
Rural-Urban gap
It can be pointed out that this is also one of the major factors for Interdenominational
Competent Classrooms. Students from Urban areas have enough facilities to refer to books or
to browse e-libraries or to do research activities, and their communication skills are better.
Whereas students from the rural background do not have such facilities which leads to lack of
knowledge and poor communication skills.
Reservation Policy
Even after seven decades of Independence, reservation policy for both employment and
admissions into educational institutions has been scrupulously followed (may be a genuine
reason to uplift the down trodden) mostly due to the fear of losing their political vote banks.
So, in this situation, there is much disparity between the competency levels or performance
levels of the candidates selected under different categories of OC, SC, ST and BC’s further
divided into ABCD categories.
Even though the above said factors influence the present situation, a Language Teacher
can mould them through the below defined methods.
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Administering Interdenominational Competent Pupils In Mechanical Engineering Students
Co-operative Learning Method
Co-operative Learning is an instructional approach in which the students work in teams on a
learning task structured to have the following features:-
Positive Independence
There must be a clearly defined group goal. i.e. completing the given problem, writing task,
designing the process required involvement of every member in a team. If anyone fails to do
his/her part, everyone is penalized in some manner till the task is completed successfully.
Individual accountability
Each student in the team should feel responsible for doing the given task by sharing the work
assigned by the teacher with proper understanding that it is the responsibility of each of them.
Face-to-Face Interaction
Although, some activities assigned to the group can be done individually, some must be done
as a team work where team members question each other, provide feedback and give
instructions to one another.
Appropriate use of Interpersonal and Teamwork Skills
Students can be helped to develop Leadership, Communication, Conflict resolution, and Time
Management Skills.
Regular Assessment of Team Functioning
Teams should periodically be monitored to check if they are doing well together or not and
what areas need improvement.
SSG and WSG method
This method allows the teacher to break students into groups by assigning tasks to them to
achieve a good picture.
Division of students into groups
STRONGERSTUDENTSGROUP
(SSG)
Extension Activities
Listening Skill
A tape script should be given and Vocabulary
Master should be nominated to jot down tricky
words or expressions in a dictionary and the
students should be asked to explain it to the other
members.
Focus should be on the accent/intonation of the
speakers and the students should be made to copy
chunks.
WEAKER STUDENTS GROUP
(WSG)
Supporting Activities
Vocabulary should be taught using visual prompts
wherever necessary.
Students must be given time to discuss answers
before providing feedback to the class.
Students must be given the tape script while
listening for the second time.
If there is a gap fill, teacher must supply the
words along with a few extra words.(MCQs type)
Speaking Skill
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Dr. V.N.Sudheer and Dr. N. S. Vishnu Priya
Teacher should ask students to justify/defend their Students should be asked to make notes of wht
opinion.
they speak and they should be given some time
for brain-storming.
Usage of easy words must be banned to push their Grades should be given to students based on their
vocabulary to a higher level.
effort instead of their ability.
Students should be asked to record their speech and Time must be given to the students to listen more
do self-evaluation.
and to think before they are asked to speak.
Reading Skill
Early reading finishers must be asked to write new Difficult vocabulary must be pre taught and
vocabulary on the board with meanings.
written on the board for reference. Visuals can be
used wherever necessary.
Students must be asked to rewrite a part of the text If there are gaps, students must be given answers
in a different tense.
in a jumbled order with a few extra words.
Students must be asked to write their personal
The text must be broken into chunks and students
opinion or a short summary of the given text.
should be made to read only certain parts of the
text.
Writing Skill
Creative tasks must be given to students which
The draft of the student’s creative writing must be
should be done individually.
corrected before they do a fair copy.
Writing word limit must be increased.
Writing word limit must be decreased.
Students must be given guidance on how they could An example piece of writing must be provided to
write something in an interesting manner.
the students as a model before they begin to write.
STAD Method
This is another type of Co-operative learning STAD stands for “Student Team Achievement
Division” which consists of five major components namely:

CPT (Class presentation by the Teacher)

TPT (Teams for Peer Teaching)

QBGS (Quiz Based Group Scores)

IIS (Individual Improvement Scores)

TR (Team Recognition)
In this type, students are assigned to four-member learning teams that are mixed in
performance level, gender, and ethnicity. The teacher presents a lesson, and then students
work within their teams to make sure that all team members have mastered the lesson. Finally,
all students take individual quizzes on the given subject.
Students’ quiz scores are compared to their own past averages, and points are awarded on
the basis of the degree to which students meet or exceed their own earlier performance. These
points are then summed to form team scores, and teams that meet certain criteria may earn
certificates or other rewards.
CONCLUSION
With the help of methods discussed in this paper, it is observed that cooperative learning is
more beneficial as weaker students working individually are likely to give up when they get
stuck. As Toffler says, “Self-motivated students can hardly be found in today’s consumeristic
‘blip culture’ driven society.” Working cooperatively with stronger students by assisting
them, weaker students can complete their assigned work on time through team members’
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Administering Interdenominational Competent Pupils In Mechanical Engineering Students
positive attitude, stronger subject understanding, greater motivation to learn, better
interpersonal communication skills, higher self-esteem etc.
Further, it is understood that many academically stronger students tend to do the minimal
work required to complete the assignment which may not require deep understanding of
concepts. When faced with the task of explaining and clarifying material to weaker students
they often find gaps in their own understanding and fill them up. Students working alone tend
to delay in completing the assigned tasks or skip them altogether. When they know that others
are counting on them, they are often driven to finish the work on time. Saravanan rightly
points out “The nature and quality of the interactions determine the language acquisition in
the target language.”
REFERENCES
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[7]
Jack C. Richards and Theodre S. Rodgers, Approaches and Methods in Language
Teaching.2nd edition, Cambridge University Press, 2001, Reprinted in 2014 by Replika
Press pvt. Ltd. India. ISBN-13:970-0-521-6835-8.
Harleen Kaur; VSRD-Technical & Non-Technical Journal Vol.I (1), 2010, P. 47-51 ISSN
No: 0976-7967. Retrieved from https://www.researchgate.net/publication/319617963Mixed-Ability-Teaching.
MarinaRadadan Gomez, Wendy Altinors, Naseema Hann (6 December, 2011). “How to
deal with a mixed-ability class?” Retrieved from www.academia.edu/../Differentiation.
EnricCalvet; (October 2015). “Teaching Mixed Ability Class” Retrieved from
https://www.slideshare.net/enrichcalvet/ teaching-mixed-ability-class Apr.20, 2016.
Berns Margie S. (1983). “Functional Approach of Language: Another Look.”
Communicative Language Teaching: Where Are We Going? Ed. Sandra Savignon J et al,
Language Learning Laboratory, University of Illinois, Urbana-Champaign.
Saravanan. V (2017). “Developing the Speaking Skill of Rural Engineering Students – A
Study” English Language, Literature and Linguistics (Vol 4). Ed. Dr. M.
DavamaniChristober et al. L.OrdineNuovo Publication.
Toffler, Alvin (1984). The Third Wave. USA: Bantam Books.
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