GURU GOBIND SINGH INDRAPRASTHA
UNIVERSITY
AWADH CENTRE OF EDUCATION
INSTITUTE OF VOCATIONAL STUDIES
BACHELOR OF EDUCATION PROGRAMME
SESSION 2021-2023
SUBMITTED BY: YUSRA HUSAIN
ENROLLMENT NO. : 05713902121
SUBJECT: Preliminary School Engagement (PSE-I)
SIBJECT CODE: BED153
INDEX
Serial No.
Topic
Teacher In charge
1.
Reflective Journals
Ms Shailja Gupta
2.
School Profile
Ms Shailja Gupta
3.
Interviews
Ms Shailja Gupta
4.
CGU-Newspaper Articles on issues on
parenting & childhood
Ms Aradhana Jha
5.
PFE-2 Thinkers
Ms Priya
Chaudhary
6.
LAC-Report on NEP2020 with respect
language & multilingualism
Ms Shailja Gupta
7.
UDS-Analysis of NEP2020 with respect to
pedagogy and curriculum
Ms Anuradha
Daheriya
8.
ICT-Google Form Quiz
Ms Priyanka
Gupta
9.
SOM-Time Table
Ms Priya
Chaudhary
 Writing a reflective journal on observation of regular class
room teaching with respect to pedagogical practices and
class room management techniques used by the teachers.
PRELIMINARY SCHOOL ENGAGEMENT
Preliminary School Engagement practical gives student teacher live
experience to observe the functioning of school system and other duties
and responsibilities which a teacher has to perform in future. It is an
observation schedule which is conducted for the pupil teacher. In this
observation schedule the pupil teacher observes the behaviour, group
engagement and different activities in which they participated. It is an
observation period of 15 days where pupil teacher work as a training
teacher where they conduct different field observation, games, activities,
teaching in the classroom and participate in the various activity of the
school. Here the pupil teacher have to work in the school environment.
In education, student engagement refers to the degree of attention,
curiosity, interest, optimism and passion that students show when they are
learning or being taught, which extends to the level of motivation they
have to learn and progress in their education. Generally speaking, the
concept of “student engagement” is predicted on the belief that learning
improves when students are inquisitive, interested, or inspired and that
learning tends to suffer when students are bored, dispassionate,
disaffected, or otherwise “disengaged”. Stronger student engagement or
improved student engagement are common instructional objectives
expressed by educators. The purpose of the preliminary student
engagement is to reflect the learning and learning experiences of different
methods, by preliminary school engagement. Students are taught by
different teachers the most important purpose of this course is to ask the
student teachers to know about the different aspects of education.
‘Engagement’ in the teaching profession essentially is a synonym for
teacher commitment, dedication, and involvement in their workspace.
REFLECTIVE JOURNAL
Introduction
A reflective journal is an account of your work in progress, but more
essentially an opportunity for reflection on the learning experience. It
should provide you with a means of engaging critically and analytically
with module content. There is no right or wrong way of presenting your
journal, as this should take account of personal experience, preferred
learning style and your independent research focus. Some journals are
electronic (more like video or written blogs), and some take a diary form
with visual & written material cut and pasted (literally) into ‘scrapbooks’.
Progression through a learning journey. Evaluation of new approaches
experienced in the period of independent study. Teasing out assumptions
underpinning practice. Critical evaluation of your own practice. Analysis
of key or ‘critical’ moments from independent study, whether positive or
negative, and what was learnt from them. Sensitivity to relationships with
other members of the group. Taking a position and making an argument
from your learning experience. Relevant reading. New understandings
made from: reading, planning and or delivery, collaborative activities, the
exam, the viva, and the questioning of previous assumptions.
Reflective Journal
Reflective journals are personal records of students’ learning experiences.
Students typically are asked by their instructors to record learning-related
incidents, sometimes during the learning process but more often just after
they occur. A reflective journal is about reading back over past entries and
writing about newly acquired knowledge. A reflective journal is a very
effective tool in developing learning and deepens the learning experience.
It serves as a means for teachers to candidly share their insights, feelings,
emotions, and ideas in a confidential manner. Similar to a diary, it is
meant to inspire reflection on events leading to both success and failure
in the classroom. Implementing a reflective journal and the reflection
process can be very beneficial and assist teachers in numerous significant
ways not only in terms of their professional careers, but also in their
personal lives. A reflective journal is a means for learners to reflect on
their learning and learning experiences in different ways. They are used
to Record the development of learners’ ideas and insights and / or those
of a group in a given context and can include concepts, ideas and main
points from experience and theory. Reflect upon the subject content and
personal experiences as a means to increase learners’ understanding.
Purpose of Reflective Journals
•Journal writing, within this context, is considered to be new learning
tools for teachers to create an awareness on their current practice.
•Through reflective journals aiming to create critical environments,
teachers can provide other teachers with an opportunity to reflect on their
existing considering other optional methods and develop reflective
leadership.
•To provide a school-based reflective learning environment where preservice teachers learn how to write and use reflective journals, which
provide teachers with new experiences and develop reflective leadership
skills.
•It can also teach them to formulate new opinions and perspectives, and
gives them a risk free venue to explore, think, and practice skills learned
in class.
•When reflective journal writing process is performed, the results gained
will benefit student’s teachers to become better teachers.
•Will allow the students’ teachers to reflect on new knowledge learned in
class, solidify their learning experience by recording their evolving thought
process as they progress further in the course, learn new material, and
form new conclusions.
Journal of day 1 (11-2-2022, Friday)
The day started with reaching the school at 7:15, signing the attendance
sheet and getting the signatures of all the other students on the attendance
sheet on their arrival. After everyone’s arrival, Ms Sunita Rahi Principal
Ma’am called all of us in her room, asked all of us to sit and offered water
to us. We thanked Principal Ma’am for her generosity by allowing us to
do our PSE in her school and she wished all of us with the best of luck
and encouraged us to do the two weeks training with ardour and
dedication. She asked Latika Ma’am to accommodate us in the ICT Lab
so that we won’t have any problems. We maintained social distancing after
getting settled in the ICT Lab and Zoya made a list of all the students and
the subjects they want to observe the classes of according to which Latika
Ma’am appointed students their respective classes as she’s also the time
table in charge of the school. We were provided with tea and biscuits as a
welcome by Mrs Shama Pervez. Shama Ma’am gave all of us a tour of the
school building so that we could get familiarised with the infrastructure
and not have trouble going to our classes from 14th February 2021. All of
us took pictures as a group. Later in the end, Latika Ma’am introduced us
all to the staff to get acquainted.
Journal of Day 2 (12-2-2022, Saturday)
Holiday in lieu of Second Saturday.
Journal of Day 3 (13-2-2022, Sunday)
Journal of Day 4 (14-2-2022, Monday)
The day started with getting everyone’s signature on the attendance sheet
as usual. This was the first time we all attended the morning assembly in
the assembly hall. Following the Covid protocols only Class VI was called
for the assembly as this was also the day when all the classes have been
open to students from Nur-12th. We sat in the Tourism Vocational Room
because some students were sitting in the ICT Lab for their class. The
first and second period seemed to pass away quickly. A lot of us were
meeting only for the first or second time and were excited to meet, chat
and make new friends. For 3rd period I and Nabila went to observe the
class of Ms Vaishali Gupta, Social Science Class VII G and learned a lot
on how to teach and interact with students especially when it’s the students
first day of school after a long time. Vaishali Ma’am firstly put the date
and day on the green board and then asked the students previous
knowledge, what she taught in the last class which was online. After getting
answers although from a few students she put the name & number of the
chapter (Chapter 4, Wind of Geography) on the board. Before starting
the chapter, she asks the students what they know about the topic like
importance of water etc. and encourages them to answer in a positive class
environment. She engaged in an interactive class session by giving
examples from the environment around us to teach geography. For the
whole time (35 minutes) she was standing while teaching, maintained eye
contact with the students and used the board whenever necessary. After
explaining a topic she put up questions for the students to make sure that
they are attentive and if they have any doubts in the class about the topic
being taught. She told the difference between weather and season with
ease. Explained words which may be difficult for the students to
understand and talks about the chapter in full detail. Students were taught
in the medium that they understand well. We also got a chance to see the
Volleyball Match which was held at the school where students from other
school were also present.
Journal of Day 5 (15-2-2022, Tuesday)
Holiday in lieu in Hazrat Ali Birthday.
Journal of Day 6 (16-2-2022, Wednesday)
Holiday in lieu of Ravi Das Jayanti.
Journal of Day 7 (17-2-2022, Thursday)
As usual the day started with reaching the school on time and then going
for the school assembly but one thing that we couldn’t see on the 14th Feb
2022 was that the classes who were attending the assembly had their class,
section & the teacher’s name written on a paper and was put in front of
that class. It was something interesting and unique that I saw for the first
time which makes it easy for the teachers to recognise the class. After the
assembly, we were introduced to Mr Anil Kumar, the State Manager of
the school. As a school manager he told us all about the school
infrastructure, which block has which lab, the number of toilets etc. While
talking to him we also got to know about him, he told us that he is retired
Army Captain and has been working almost all his life. I personally got
really inspired to be hardworking and active as he is even at 70. We also
got a picture of him. After meeting him I went on to observe Ms Vaishali
Gupta’s class VII G and after greeting students, she first and foremost
wrote the name and number of the chapter. Before teaching further, she
asked about what was taught in the previous class and asked if they have
any queries. Only when the students said no she proceeded with another
topic and asked the students if they have precious knowledge about the
topic that they were about to start. She explained the water cycle first by
drawing on the board and then with the help of our surroundings. Then
before explaining the difference between salt water and fresh water she
asked the students if they know and a lot of students answered with great
enthusiasm. As this concept was clear to the students she moved on to the
next topic of waves and gave pointers on how to learn difficult names with
ease. As I was done for the day and didn’t have any more classes I went
on to have a look of the school.
Journal of Day 8 (18-2-2022, Friday)
We started the day with attending the assembly of all the VIII classes.
After the assembly we were asked to sit in another room as a lot of
students had started coming to the school and teachers were combining
classes due to shortage of teachers as they were on covid duty and on leave
for personal reasons. For 2nd period I and Nabila went to observe Ms
Rizwana Riaz’s English class IX A. Ma’am was revising and clearing
students’ concept because they had their periodic exams from 19-2-2022.
After entering the class and greetings, she asked the students to take out
their books and checked everyone’s books for previous work by taking a
round around the class also asked students previous knowledge. She
asked students to learn 5 words daily to improve and increase their
English Vocabulary. Ma’am taught in an interactive and fun way and
encouraged students to answer even if they think they are wrong. She tried
ways to instil confidence in the students. She then proceeded to teach
Tenses, wrote the rules of the tense and the examples to support the rule
for students’ better understanding. She explained the concept clearly until
the students understood it with the help of the board. In the end when 5
minutes were left she asked about the homework and also checked the
students’ homework. Then I went on to attend Ms Shama Pervez’s Social
Science class X E where she was telling the students on how to solve the
question paper for their periodic exam. She told in detail using the board
about how to write answers based on the marks the respective questions
carry. Like how if a question carries one mark the answer must either be
in one word or one line and likewise for 2, 3 and 5 mark questions. She
repeated asked students not to exceed the answers because writing more
will not ensure good marks but writing correct answers will. She also
explained how a map must always be filled with a pencil instead of a pen.
Before ending the class she encouraged and wished the students all the
very best for their upcoming exams.
Journal of Day 9 (19-2-2022, Saturday)
I reached the school at 7:15a.m. As there was no assembly due to period
exams of class IX-XII. I went to observe Ms Shama Pervez’s Social
Science Class X E. She entered the class and wrote 2 questions on the
board for the students to solve and check their previous knowledge, it is
known as, ‘DO NOW’. It’s a practice followed by the school teachers
under the TDC (Teacher Development Coordinator) Program. For DO
NOW students are given 5 minutes to solve the questions given by the
respective teacher and the questions are related to the topics taught in the
previous class. I saw such practice for the first time and I think it a great
way to see how much the students remember from the previous class.
After that revision was done for the periodic examination on Monday 212-2022 of Social Science, Economics chapter Money & Credit. She used
the board whenever necessary to tell the students about important and
difficult topics of the chapter. She use the government provided support
material to teach the students fir their better understanding. After her class
I was given an absentee class VI J where the students had social science
period and I taught the students about the chapter that they had to start
next. We were given permission to teach the students if we had an
absentee period. Firstly, I asked the students previous knowledge and
wrote the name and number of the chapter on the board. And then asked
the students if they know anything about the topic we were starting, the
students’ responses were really good and after that I asked a student to
read and I went on to explain the topic that the child read. Next, I
attended the Class of Ms Priya Sharma, English teacher, she had
combined class X E & X D for revision purposes. She told students how
to write story in the exams. To check how much the students have learnt
and remember about the chapters taught she asked a few students
summary of the chapters- The Necklace, Glimpses of India & The
making of a scientist. A few students answered whatever they remembered
from these chapters. She told the students the importance of
remembering the names of the characters and the way to remember it by
writing it down in their notebook and learning it. She told the students to
first learn the characters and then the story for better understanding. She
told the students how to answer a question in exam. She told us studentteacher how students write in exams like they use WhatsApp language,
how students should not just learn from the book but rather self-made
answers are better. In the end she took students queries.
Journal of Day 10 (20-2-2022, Sunday)
Journal of Day 11 (21-2-2022, Monday)
After reaching the school, I forwarded the absentee list to our WhatsApp
group so everyone could go for their respective classes on time. While
going to sign everyone’s present on Latika Ma’am’s attendance sheet I saw
the primary department assembly from afar. I saw the school in much
more detail than before as I could not see before due to some work. I
attended a meeting on happiness, an initiative started by the Delhi
Government as a medium to connect more with the students. I, along with
other peers attended and observed the International Mother Tongue Day
being celebrated in the school with zeal and eagerness. The mothers of
the students were invited to sit and the students read stories in their
mother tongue in front of their mothers. After that I visited the Staff Room
and took a few photos with the teachers’ permission, after that I took a
few photos of the Exam Room with the permission of Neeti Ma’am. I saw
civil defence training of the girls, the students were learning self-defence
techniques in the assembly hall with enthusiasm. I also saw and clicked
pictures of different blocks of the school building and the Basket Ball
court. I also got a chance to take an absentee class of IX F where I taught
the students a chapter of English Literature.
Journal of Day 12 (22-2-2022, Tuesday)
Today, we attended the assembly of the primary department and I
interacted with the students and the teachers of the primary department.
I went to Class VI J as an absentee teacher but later I had to go to interview
Principal Ma’am for our PSE file as well as for her guidance for our future
as a teacher. After the interview I proceeded to observe a class by Ms
Payal of Social Science Class VI J. Ma’am entered the class and after
taking some time to ask previous knowledge she started the topic of
domains of the Earth to the students with the help of the board. As it was
a small class she taught the students the 7 Continents of the world and
asked the students to write it in their notebooks and learn it for a short
test. Something which I learnt today was the trick she taught the students
to memorise the names of all the Continents which was, ‘SEAN’ & ‘AAA’.
Then she wrote the Oceans Names on the board and again taught a trick
to the students and me as well to learn all the names which was, ‘PAISA’.
After this she asked students to come forward and write the names of the
Continents on the board to boost their confidence and praised them for
their correct answers and their efforts. Her way of teaching was innovative,
fun and interactive which was enjoyable for the students and helped them
learn more this way. After this I got a chance to teach Class VI C where a
taught a chapter of English to them. I went in the class, waited for the
students to get settled as it was a class after recess, I asked the students to
take out their English books and open the page to the chapter meanwhile
I wrote the name and number of the chapter on the board along with the
subject I was going to teach. When I noticed some students didn’t have
the book I asked them to join the ones who were sitting alone or to share
the books among themselves so that they all know what we’re reading and
learning. Then I asked them to read a paragraph each, this practice will
not only boost their confidence but also improve their speaking skills. I
explained the chapter in detail, in the medium of instruction
understandable to the students. After having a successful teaching session
I went on to observe the Class of Ms Ranjana Sharma, English teacher
who was teaching Class X C and preparing them for their periodic exam.
Ma’am wrote a question on the board and asked students to write the
answers on the board itself, she encouraged the students to write the
answers as it was for their own benefit. Then she wrote the next question
and asked another student to come and write the answer. She marked all
the mistakes there and then only so that the students know their mistakes.
Ma’am marked the wrong words, spelling mistakes and corrected them
by asking the students only. She took a round around the class to see who
was writing and revising and who wasn’t. She asked the students to write
correct spellings in exams as in English it will be looked at. I learned a
new way of evaluating the students from her class.
Journal of Day 13 (23-2-2022, Wednesday)
Although the day started out as normal, while waiting for the periodic
exam to be over, the invigilator present in the adjoining room we were
sitting in asked a few students to come and invigilate with her as an
experience. Looking at the students writing their exams, I felt like an
actual teacher in that moment while invigilating the exam with Zoya and
Mohsin under the guidance of Ms Seema Parveen. After that I went on
to have a look and click some pictures of the Chemistry Lab, Biology Lab
and Physics Lab. We were given permission by Principal Ma’am to look
at the premises either alone or in groups of two or three. Then I went to
teach class VII F, as they had period of Social Science, I taught them a
chapter of civics- on equality. While teaching I noticed that the students
were hesitant to answer at first but after a few minutes they started
interacting and actively participating in the class. I taught them some basic
concepts like democracy and inequality is terms that were easy for them
to understand and even gave them examples from around us for better
understanding. This was a motivating moment for me as well. I learnt a
lot by teaching the students. After that we as a group enacted an activity
for a workshop. And also visited the beautician room and the medical
room at the school.
Journal of Day 14 (24-2-2022, Thursday)
It was our second last day of the PSE so we completed our pending works
like taking our respective teachers interviews. After that I saw civil defence
training of karate and had a meet with Ms Sunita Rahi (Principal Ma’am)
and Ms Shama Pervez (TDC & TGT Social Science). We also took some
pictures with them and thanked both of them again for providing us with
this opportunity. After this I went on to observe a class of Ms Sayma Naaz,
Social Science Class X C. Sayma Ma’am used the white board, she put
date, day, subject (Social science, Economics) and chapter on the board.
She gave the students 3 questions for DO NOW, an activity to check the
previous knowledge of the students for which they are given 5 minutes.
She interacted with the students and used the boards to explain the points.
She maintained an interactive session and the students too took part with
great zeal. Ma’am wrote important points on the white board and asked
the students to note it down and revise it thoroughly. The medium of
instruction was according to the students need. She explained difficult
topics in an easy way while maintaining eye contact and focus on each
child. Asked students questions related to the topics previously taught as
a form of revision. Ma’am encouraged the students to answer in a positive
way so that they won’t feel pressurised and taught the students ways to
learn difficult topics easily. In the end ma’am checked the files of the
students that they were asked to make during their online classes and gave
topic for revision and test the next day.
Journal of Day 15 (25-2-2022, Friday)
The students from class IX-XII had their periodic exams starting from
19-2-2022 to 26-2-2022 due to which we had no assembly so I saw the
boards’ situated near the assembly hall of the school. There were 4 boards
there and all 4 of them were decorated beautifully and I clicked some
pictures of it as well. I started off the day by observing classes of Ms
Ranjana Sharma VI H, English. Previously, I had observed her X C so
this was a completely new experience for me. After greetings she wrote
the topic- prefix and suffix on the board and asked students previous
knowledge as they had already discussed this in previous class. She then
asked the students to open their books and wrote the page number on the
board. She told the meaning in English and Hindi so that students could
understand better and told the topic in detail and encouraged the students
to speak up in class. Ma’am asked the students whether they are able to
see the board or not from all sides and asked them to write in their book,
to complete their book exercises. Ma’am informed the students how
questions will come in exams. She asked the students again if they have
any queries or if they didn’t understand anything up till now, but the
students answered the book questions which displayed that what ma’am
had explained, the students were able to grasp easily. She corrected the
student’s pronunciation in a way which was not insulting and told them
ways to increase and improve their vocabulary. The students answered all
the words with the prefix attached to it and also told the meanings of the
words when ma’am asked whether or not they know the meanings of the
words. In the end, ma’am gave the students homework and checked their
books. After that I went on to observe Priya Ma’am’s English Class VIII
F. Ma’am taught Verb in a medium understandable to the students and
asked students to give answers as she had already taught them everything
and now needed to move on to the book exercises. When students got
confused between Noun & Verb, she explained with ease to clear their
concepts when they had to recognise the verb in a sentence. After doing
different book exercises relating to verb, she appreciated the students for
their correct answers and gave them homework to revise the topic taught.
• Reflection on roles and responsibilities of different school
staff (viz. Managerial, Teaching and Non-teaching Staff) and
Critical study of the infrastructural facilities, namely Library,
Laboratories, Playground, Canteen, Sports facilities, Seminar
Halls, Auditorium etc. which are available in the school.
SCHOOL
A school is an educational institution designed to provide learning spaces
and learning environments for the teaching of students (or "pupils") under
the direction of teachers. School is the basic foundation of knowledge
being imparted to a child. It gives a chance to children to acquire
knowledge on various fields of education, such as people, literature,
history, mathematics, politics, and other numerous subjects. By obtaining
knowledge, a person is in a better position to help other people. For
example, you can calculate your taxes easily and speedily if you learn
mathematics. Also, with better information, you can attract attention at a
gathering by taking active part in the discussion. According to John
Dewey: “The school is to be a reflection of the larger society outside its
walls, in which life can be learnt by living. But it is to be a purified,
simplified and better balanced society.” Dewey considered the ideal
school as an enlarged ideal home.
The word ‘school’ is normally associated to buildings, students,
curriculum and instructions, teachers and administration. School is a
special institution, created to serve specific social needs. It therefore, not
only, gets aims and objectives from society but its contents and methods
are also determined in accordance with the activities, carried on in society,
for which the school functions.
IMPORTANCE OF SCHOOL
School is the most important part of our child’s life. It gives valuable
lessons to the child in terms of knowledge, growth, and development. The
school provides knowledge for being social and interactive with different
people. It also teaches students on how to become responsible as a citizen.
It is widely accepted that the learning process is instrumental in shaping
one’s personality and the way he/she deals with situations of life. The shift
of thoughts from bookish knowledge to knowledge of life, in schools, has
brought forth a sea of change. People have warmed up to the idea of
education being the key to a well-rounded development instead of just a
mean to acquire degrees and monetary success in life. Education must
facilitate the cultivation of a healthy thought process and groom our
cognitive abilities.
Academic Importance
Academic knowledge is one of the most important things that improve
the outer knowledge of the child. English and Math are some of the most
important subjects that give children huge knowledge in terms of
understanding. English is also considered as an official language and
therefore it is important to get the knowledge of such languages to make
your child smart and frequent. School is the only place that brings
academic knowledge to the child in terms of growing knowledge and
skills.
Learning different subjects
To acquire knowledge, it is important to learn different subjects with
different topics. The more you learn, the better you can focus on getting
knowledge for your grades. Therefore, it is important to provide school
education to the child because it provides different knowledge of the
subjects. It also helps in achieving a huge score and improves grades for
your child’s education. It also helps in providing practical knowledge to
our children and makes them responsible.
Mental and Social development
The school education also helps in providing mental and social
development to our child. Mental and social development is very
necessary for terms of making your child mature and responsible. Mental
development brings out the development of the human body and helps
them in growing with the help of different languages.
The social development brings social development into the child by
proper human interaction. The school education makes your child
become a social responsibility in different ways. We can several students
in the school from different castes, religions, and backgrounds. The
importance of school education is to co-ed them all and brings the best
social development together. Every schools brings the best outcome for
mental and social development together. These two provide the best
importance of school education for child development.
Physical development
A child, after conception, goes through various physical development. In
school, a child can channelize his energy into more sociable avenues.
Studies have pointed out that while in familiar environment, the child is
equipped to deal with sudden bursts of energy, the learns to be at his/her
best behaviour only when exposed to same-aged individuals. Also, the
presence of activities such as sports, craft help children direct their
boundless energy into something productive.
Confidence level
The school education also brings a confident level into the child. The
prime reason behind the improvement of the confidence level is that it
brings various activities that bring major improvement and boost child
development. The faculty members of schools also influence children and
motivate them in developing by different methods.
Hence, these are some of the important steps that show the importance
of school education for child development. These things help in
improving the outcomes of the child by the different learning methods of
school. Hence, it is very important to provide in the best school that can
provide the best school education with top faculty members. Hence,
school helps in the child for their all-round future development.
Types of School
 Public/government schools: Most schools in India are funded and run
by the government. However, the public education system faces serious
challenges including a lack of adequate infrastructure, insufficient
funding, a shortage of staff and scarce facilities.
 Private schools: Since many government schools do not provide
adequate education, Indian parents aspire to send their children to a
private school. Some expats choose to send their children to private
Indian schools.
 International schools: There are international schools in all major
cities. They are attended by expat and Indian children.
 National open schools: Provide education up to the higher secondary
level for children whose schooling has been interrupted and have been
unable to complete formal education.
 Special-needs schools: Provide non-formal education and vocational
training to children with disabilities.
SCHOOL PROFILE
School Name: Zeenat Mahal Govt. SKV (Urdu Medium), Jafrabad, Delhi110053 (1105018)
Area: 11932 sq. metre
Classrooms: 137
Halls: 3 (for seminar or workshops)
Smart Classrooms: 5 (equipped with projectors)
Labs: 3 types- Stream (Bio, Chem & Phy etc.), Vocational (Tourism,
Beautician etc.) and Technology (ICT & IT)
Library: 3 (Junior, Middle & Senior)
Office: Principal Room, DDO Room and Exam Room
Toilets: 11, 1 separate CWSN, 1 Staff Toilet, 1 DDO Room & 1 Exam Room
Cameras: 503 (classrooms, corridors, gate etc.)
Water: RWH-25,000ltrs, underground water tanks-25,000ltrs, water tanks on
terrace-18,000ltrs & extra 7000ltrs for emergency
Storey: 3 (Ground, First and Second Floor topmost floor is kuccha pukka)
SCHOOL TIMINGS
NORMAL SCHOOL TIMINGS
7:30 AM – 8:10 AM 1st PERIOD
8:10 AM – 8:50 AM 2nd PERIOD
8:50 AM – 9:30 AM 3rd PERIOD
9:30 AM – 10:10 AM 4th PERIOD
10:10 AM – 10:30 AM LUNCH BREAK
10:30 AM – 11:00 AM 5th PERIOD
11:00 AM – 11:45 AM 6th PERIOD
11:45 AM – 12:30 PM 7th PERIOD
TIME TABLE TO BE FOLLOWED DURING TO PERIODIC
TEST.
7:30 AM - 8:40 AM Zero PERIOD
8:40 AM - 9:10 AM 1st PERIOD
9:10 AM - 9:40AM 2nd PERIOD
9:40 AM - 10:10 AM 3rd PERIOD
10:10 AM - 10:30 AM LUNCH BREAK
10:30 AM - 11:00 AM 4th PERIOD
11:00 AM - 11:30 AM 5th PERIOD
11:30 AM - 12:00 NOON 6th PERIOD
12:00 NOON - 12:40 PM 7th PERIOD
SCHOOL UNIFORM
Uniform of Primary
Uniform of Middle &
Secondary
SCHOOL INFRASTRUCTURE
The school Zeenat Mahal Govt. SKV (UM) was established in 1977 and
it is managed by the Department of Education and comes under District
North-East Zone 5. Before its construction it was known as, ‘Tent Wala
School’ but then in 2015 its construction started to turn the school into
“Pilot School”. The construction was completed in 2018. The school is
of two shifts, morning shift is for girls and evening shift for boys. The
school consists of grade KG-12th. Although Urdu is the medium of
instruction in the school, languages like English and Hindi are also taught.
There are more than 5000 students in the school. The school is spread
across 11932 sq. metres with 137 classrooms and 3 halls which are used
not only for classes but for workshops, seminars and meetings. Out of the
137 classrooms, 5 are smart classrooms equipped with projectors and
screens. The school has a Volleyball ground, Basketball Court, various
vocational rooms such as Beauty & Wellness, Fashion Designing,
Stenography and tourism. Other than that there are labs such as Home
Science lab, Science lab, Maths lab, Physics lab, Chemistry lab,
Geography lab, Biology lab. Not only this the school has Information
Technology lab and Information Communication Technology lab. The
school has proper and clean drinking water supply, electricity and other
facilities provided by the Delhi Government. There is parking facility for
staff with special arrangement for differently abled people. There is also
RWH- Rainwater Harvesting System in school along with the guard room
which can store up to 25000 litres of rain water, which also comes under
the government policy. Apart from that there is also underground water
tank which can store 25000 litres of water from the Delhi Jal Board. A
tank which can store 18000 litres of water is on terrace and extra 7000
litres in case of an emergency. The building infrastructure is U and L
shaped and the building is divided into different blocks (A-G) and each
block has its own name. There are toilets on every floor for students
benefit and CWSN students have 1 separate toilet. The staff has 1 toilet
and the administration offices such as DDO Room, IT Room and Exam
Room has 1 toilet each. There are 503 cameras all around the school, in
the corridors, classrooms (each class has 2 cameras), ground and outside
toilet (the direction is such that nothing inside is visible, just who has
entered). The school building is vast and has a pathway starting near the
gate with various beautiful potted plants which are maintained by the
gardener of the school (morning shift) and flags leading to the ground. As
we enter the gate on the right is the open gymnasium which is used by the
students of all ages on a regular basis. There is always an ambulance in
school premises in case of an emergency.
GUARD ROOM
RASHAN DISTRIBUTION
SCHOOL BUILDING
PARKING
GYMNASIUM
BASKETBALL COURT
ASSEMBLY HALL
VOLLEYBALL GROUND
TOILET
RAMP FOR DIFFERENTLY ABLED
The ramp is in every block for easy access to differently abled student.
BUILDING CORRIDOR
STORE ROOM
There is a store room under each staircase.
DRINKING WATER FACILITY
DISPLAY BOARDS
Outside the classroom, students use display boards to promote clubs,
recognize athletics and display art projects. The purpose of the display
board in that context is to catch the viewer's attention and explain what
was performed and what was learned. Display boards are used to
showcase student work help to give purpose and value to their
schoolwork, giving pupils positive affirmation that their work is
appreciated, and that every child's work matters.
CLASSROOM
The size of the classroom is appropriate according to the strength of the
students. They are spacious and there is proper ventilation in all
classrooms. There is sufficient space between blackboard and first bench
of the class. The classrooms were colourful and decorated. The desks are
blue in colour and are strong. There is good space provided for keeping
books and stationary. There is ample space to move around in the class.
The classes are well lit with 4 modern LED lights. There are 4 fans, 3
windows and 2 doors in the classroom. Provision of almirah is given in
every classroom. Each classroom has 2 cameras.
BLOCK-A INDIRA WING
This block consists of Principal Room, IT Room, DDO ROOM, Exam
Room & Staff Room on the ground floor. The first floor has Middle
library and 3 Vocational Rooms namely Beauty & Wellness Room,
Stenography Room and Fashion Designing Room. And the second floor
has 2 halls which is used for classes as well as meetings and seminars.
PRINCIPAL ROOM
IT ROOM
IT Room is where all the ITs and Data Entry Operator sit and work on
data entry, keep a check on all the circulars, upload students and teachers
attendance and result, revert to important mails and work on student
module.
DDO ROOM
The DDO Room is where the Office Superintendent and clerk sit. The
Superintendent supervises the working of the office and the clerk works
on pay bills, medical bills, LTC bills and any other bill related to the
school.
EXAM ROOM
The exam room contains all the exam records, the students answer sheets,
the questions papers, result of 10th & 12th that comes from CBSE is also
kept here. Stationary related to the exams is kept here. There is a separate
toilet for the examination committee. The examination incharge and
examination committee sits here.
STAFF ROOM
The Staff Room is a double room. The teachers complete their work, eat,
refresh and talk to other teachers here. There are cupboards and lockers
dedicated to teachers to keep their belongings.
SUGGESTION BOX
A suggestion box is one of the most democratic installations any institution
can have. It offers students an opportunity to air out their views,
suggestions, complaints or any other information they deem necessary for
the school administration. It also offers its users the benefit of anonymity;
this ensures that the message rather than the messenger is pursued. Many
a time, the crux of a message is lost when attention is wrongly focused on
the messenger. Students who truly understand the use of a suggestion box
at their school will always utilise it to the maximum. Instead of silently
complaining, students can simply write down complaint and push it into
the box.
BEAUTY & WELLNESS ROOM
The beauty and wellness room is fully equipped with all the necessary
things such as mirrors, eyebrows threading, waxing and mehndi
equipment. These skills can be later used in life by interested students.
STENOGRAPHY ROOM
The government focuses not only on education but also on teaching skills
which the child can use in future. The steno room has steno machine for
students to have live experience on how it works. The biggest advantage
of shorthand is that it is fast. Much faster than anything, even typing on a
computer. In a classroom, you can take notes as fast as the teacher speaks.
FASHION DESIGNING ROOM
Another skill which if the child has interest in can pursue in future and
will have basic knowledge of the course. The fashion Designing room as
well is fully equipped with sewing machines both handheld and electric.
The best part about fashion design is that it is not restricted to only clothes,
it also comprises of accessories, jewellery, shoes and many more.
HALL
The hall is used not only for classes but for meetings, seminars and
workshops as it is huge. The halls have 10 fans, 5 cameras, 12 LED lights,
3 doors and 10 windows for proper and adequate lighting and ventilation.
BLOCK-B AMBEDKAR WING
The B block consists of principal office of second shift, their IT room,
exam room, staff room and the common CWSN room of both the shifts
and classes. The B Block is on the left just as we enter the school. CWSN
Full Form is Children with special needs. It is referred to the students who
have special needs. In order to help such students, there is a different kind
of education which is known as special education. With the help of the
CWSN Room the special education teachers teaches the differently abled
child to help them grow as any other student in the school. There are 2
Special Education teachers at Zeenat Mahal.
BLOCK-C CHACHA NEHRU WING
This block has classes from 6th-8th and currently has a room allotted for
vaccination of school students.
BLOCK-D KALAM WING
The D Block has Senior Secondary Library, Chemistry Lab, Physics Lab
and Biology Lab on the ground floor along with a few classes. On the
second floor there is Tourism Room, Information Communication
Technology Lab and Information Technology Lab.
CHEMISTRY LAB
The chemistry lab is fully equipped with all the chemicals required to
conduct an experiment and has everything to ensure the students safety as
well. The chemicals are checked and kept a record of on a regular basis.
LIBRARY
The library is not only filled with books but is also beautifully decorated.
The young minds can devour the knowledge that is in abundance here at
the library. These vast varieties of books in different languages can really
help shape the mind of the future of our country. The reference section
includes encyclopaedias, linguistic and biographical dictionaries, atlases,
handbooks and directories. These resources must be referred to in the
library and cannot be borrowed.
PHYSICS LAB
A Physics lab aids a student in establishing the relevance of the theory. It
brings clarity in the mind of the students regarding the basic concept of
the subject. Students understand the difference between theory and
application. Physics laboratory helps a student in improvising their
approach towards the subject. Experiments carried out in Physics
laboratories helps students in learning how to be patient and careful while
taking observation and hitherto calculating inference.
BIOLOGY LAB
The main purpose of laboratory work in science education is to provide
students with conceptual and theoretical knowledge to help them learn
scientific concepts, and through scientific methods, to understand the
nature of science. Laboratory work also gives the students the opportunity
to experience science by using scientific research procedures. In order to
achieve meaningful learning, scientific theories and their application
methods should be experienced by students.
TOURISM & TRAVEL ROOM
The Tourism lab provide creative work for tourism student to enhance
geographical knowledge through field work collection, Itinerary
Preparations, wall maps, photographs of wildlife, physical features and
other tourist attractions and tourist circuits.
INFORMATION TECHNOLOGY LAB
The computer lab has a dedicated internet connection and inappropriate
sites have been blocked so that unnecessary surfing does not take place.
The lab has a committed staff member round the clock, who keeps a
watchful eye on the students while they are on the internet. No social
networking is allowed by the school.
INFORMATION COMMUNICATION TECHNOLOGY LAB
Management, monitoring and evaluation of the progress of each student.
In the desktop version of the ICT lab, this was not possible so the central
government is now encouraging schools to adopt Tablet based ICT labs.
Implementation of ebasta portal for students to get easy access to digital
content through audio-video medium. There is a provision to strengthen
SIETs to contribute to e-content development. The ICT Lab here is also
equipped with Kyan.
BLOCK-E TAGORE WING
It has classes on all three floors, one staff toilet and an old CWSN room.
The E Block is situated on the back side of the assembly hall.
BLOCK-F MAULANA AZAD WING
MATHS LAB
The setting up of a math lab takes this matter head on. It is a place for
students to discover mathematics by doing. Appealing activities for a wide
range of students with varying proficiency are introduced with the goal of
generating further interest. These in turn help students to visualize,
manipulate and reason. They provide opportunity to make conjectures
and generalize observed patterns. Although math is not an experimental
subject like physics, chemistry or biology a mathematical laboratory
immensely contributes to the learning of mathematical concepts and skills
HOME SCIENCE LAB
We have different sections in the lab for different activities like, cooking,
stitching, and embroidery, knitting and home management. The
experienced teachers give students training and guidance in the fields of
food & nutrition, clothing & textile and home management. It provides
basic information required to make decisions at home and outside. It
helps them to balance domestic and work life very deftly in today's fast
lane living. Home science students acquire the skills needed to meet basic
needs of life in a family.
SCIENCE LAB
Science lab equipment allows students to interact directly with the data
gathered. They get a first-hand learning experience by performing various
experiments on their own. Students are made to use the models and
understand different scientific theories and concepts. It is also found that
school science lab equipment and supplies make teaching and learning
easy both for the teachers, as well as for the students. There are several
scientific theories and concepts that are difficult to explain directly from
the books. Anatomy models, physics science kits, and chemistry science
kits for instance make it easy to understand the otherwise complex
theories of science.
MEDICAL ROOM
Maximum possible care is being taken of children during the school
hours. A medical room has been specially formulated for this very
purpose. Basic first aid facilities are provided for the students whenever
required. Parents are kept informed of the health status of their wards.
The school provides Dispensary facilities within the school Premises. The
dispensary serves all kinds of first aid, medicines and other minor medical
services as per the emergency needs. The school has a well-equipped
dispensary for first aid and minor medical services. School has the links
with all the local hospitals and doctors for any emergency. We make sure
that First Aid Kit is always available.
BLOCK-G TAGORE WING
SPORTS ROOM
Sports help in the overall development of students. Playing sports teaches
lessons of life, such as teamwork, accountability, self-confidence,
responsibility, and self-discipline. Sports in school help prepare students
to face the challenges of life. The sports room stores all important sports
equipment.
SCHOOL MANAGEMMNT COMMITTEE (SMC)
The Right to Education Act 2009 provides various opportunities to
community members for participation. School Management Committee
(SMC) is a form of community interaction and involvement in school
functioning. The idea behind the formulation of SMC is to involve
communities to take an active role in the planning, implementation and
monitoring of developmental programmes for the school. It creates a
feeling of ownership among the primary stake holders (parents) and helps
in building the partnership and networking between the school and
community.
FUNCTIONS OF SMC
 Monitor the working of school.
 Prepare and recommend school development plan.
 Monitor the utilisation of grant received from the appropriate
government.
 Perform such other function as may be prescribed.
 Ensures regularity and punctuality of teachers.
 Monitors that teachers are not over burdened by non- academic work.
 Ensures enrolment, attendance and retention of all the children from
neighbourhood in the school.
 Monitor the maintenance of norms and standards of the school
specified in the schedule.
 Identifies the needs and make special provision for the children
admitted under RTE Act and children with special needs.
 Monitors the identification and enrolment facilities.
 Monitor implementation of mid-day meal.
TENURE OF SMC
Tenure of the SMC will be 2 years from the date of its constitution and
reconstituted every 2 years.
MEMBERS OF SMC




CHAIRPERSON:
VICE CHAIRPERSON:
CONVENOR:
MEMBERS:
PRINCIPAL
ONE OF THE ELECTED MEMBERS
TEACHER
12 (out of which 6 must be women)
SELECTION OF TEACHER MEMBER
Selection of teacher member and special invitee of SMC is to be decided
by teachers of school.
SELECTION OF SOCIAL WORKER IN THE FIELD OF
EDUCATION
The Social Worker involved in the field of education is to be decided by
the District Deputy Director of Education or an officer of equivalent rank.
SELECTION OF PARENTS/GUARDIANS MEMBERS
Selection of parents/guardians members shall be done through election
in the General Body meeting of parents/guardians. In case where the child
of the member has left or completed his/her studies in that school, such
members shall be replaced by parent selected at random from among the
parents or guardian of the category for the remaining term of the
committee.
ELECTED REPRESENTATIVE OF LOCAL AUTHORITY
Instruction regarding elected members are being issued separately.
MEETINGS OF SMC
The School Management Committee shall meet at least once in 2 months
and minutes and decisions of the meetings shall be properly recorded and
made available to the public.
QUORUM
The quorum of SMC must be 1/3 of the total strength.
ROLES & RESPONSIBILITIES OF TEACHING & NONTEACHING STAFF
STAFF INFORMATION
PRINCIPAL: Ms Sunita Rahi
VICE PRINCIPAL: Vacant
TDC: Ms Shama Pervez
TOTAL TEACHING STAFF: 159
K.G.: 2
PRT: 12
TGT: 94
PGT: 42
REGULAR: 46
GUEST TEACHER: 102
URDU ACADEMY: 2
VOCATIONAL: 5
VOCATIONAL TRAINER: 4
NON-TEACHING: Office Superintendent (1), Clerk (1), Lab Assistant (1),
Estate Manager (1), Data Entry Operator (1) & ITs (3)
ADMISSION INCHARGE: K.G. to 5th (1), 6th-8th (1), 9th (1) & 11th (1)
EXAMINATION INCHARGE: Home Exam (1) & CBSE Exam (1)
TIME TABLE INCHARGE: Incharge (1) & Co-Incharge (2)
SCHOLARSHIP INCHARGE: 6
RTI INCHARGE: 1
OTHER INCHARGES: Property, Culture etc. (6)
WATER WOMAN: 1
SECURITY GUARD: 4
ROLES & RESPONSIBILITIES OF TEACHING STAFF
 Plan and teach lessons to the classes they are assigned to within the
context of the school’s plans, curriculum and schemes of work.
 Assess, monitor, record and report on the learning needs, progress and
achievements of assigned pupils.
 Participate in arrangements for preparing pupils for external
examinations.
 Whole school organisation, strategy and development.
 Contribute to the development, implementation and evaluation of the
school’s policies, practices and procedures in such a way as to support
the school’s values and vision.
 Work with others on curriculum and/or pupil development to secure
co-ordinated outcomes.
 Promote the safety and wellbeing of pupils.
 Maintain good order and discipline amongst pupils.
 Communicate with pupils, parents and carers.
ROLES & RESPONSIBILITIES OF NON-TEACHING STAFF
 Non-teaching personnel are considered the support group in attaining
the mission and vision of the school in providing quality education for
its students.
 The non-teaching personnel are indeed partners of teachers and
schools administrators in administrative office management.
 Responsibilities include monitoring all IT software within the school
and being on hand to help solve any problems.
 The Superintendent supervises the working of the office and the clerk
works on pay bills, medical bills, LTC bills etc.
 The ITs and Data Entry Operator work on data entry, keep a check
on all the circulars, upload students and teachers attendance and result,
revert to important mails and work on student module.
INTERVIEWS
Ms Sunita Rahi (Principal)
Ques: Could you please state your full name ma’am?
Ans: My name is Sunita Rahi.
Ques: Ma’am could you please share some information about your
educational background?
Ans: My education has been from Kanpur. Primary (1st-5th) from a
missionary school and then 6th-12th from a Government School. B.A. from
NDA College for girls and M.A. and B.Ed. from DG College in Kanpur
as well.
Ques: Could you tell us about your job history and experience?
Ans: I came to Delhi and was selected as a PGT in B1 Yamuna Vihar and
I was the youngest of my batch as I was only 23 at that time. My journey
there was for 18 years. I’m still in contact with the students, even the
students passed out have become teachers and have their own kids. I
think, I might have done something that they’re still in contact with me.
After 18 years, in 2007 I got promoted as Vice Principal at a School in
Kundli and I joined there in 2008 and got my salary from January to April.
But within 15 days I got transferred to Dilshad Garden C Block as a HOS
(Head of School), I was the HOS for 8 years in the School. I got to learn
a lot from my experience there and the time spent there was extremely
good. At Dilshad Garden I got 2 award- first in 2010 for best school in
Zone 6 and then in 2014 for best HOS in District North-East. In 2015 I
got transferred to Buland Masjid, Shastri Park, the situation there was not
like schools I’ve been to before, the school was small, there were a lot of
other problems so I took it as a new learning opportunity for me. Then
in 2019 I got transferred to Tukhmirpur and in 2020 I got transferred to
Zeenat Mahal Govt. SKV Jafrabad and I got two awards here- first I got
the state teachers award in 2021 and then only recently an excellence
award of Zone 5 in 2022.
Ques: What would be your top priorities in this position?
Ans: My priority would be to improve the result of the school and focus
on the weak students to score good marks in a way that they start enjoying
it and don’t feel too pressurized about the studies. This will improve both
the quality and the quantity.
Ques: How do you motivate and encourage your staff?
Ans: I think first and foremost there should always be a smile on the
teachers face as well as my face and if there is a problem I always say that
the teacher can come to me and I’ll try to solve it the best way I can. I
believe that if stand with my teachers they will be there by my side as well.
I also encourage them to talk to their students, listen to their problems as
you only have solutions to their problems not me.
Ques: How do you being a Principal of such a huge school interact with
the students and parents?
Ans: I interact with the students by visiting them regularly. Yesterday only
I was with the primary department since their morning assembly and then
I attended the International Mother Tongue Day with them as well.
Whenever I visit the primary department I feel like my childhood has
returned. Parents come to me for any sort of problem, I always try my
best to listen and solve them.
Ques: What is an ideal teaching learning environment according to you?
Ans: The first thing would be to interact and connect with the students.
Until and unless we know their problems, just going to class and start
teaching them would be of no use. The second thing should be that the
students enjoy learning and connects with you and the subject being
taught.
Ques: Any teaching methodology that you followed when you were a
teacher or that you ask your teachers to follow?
Ans: I ask my teachers to talk to the students for only 10 minutes before
teaching, to listen to their problems, so that you can connect with them
and they feel heard.
Ques: How do you evaluate your teachers and their work?
Ans: I don’t really have a criteria set for evaluation as such but if there is
ever such scenario, I would say that it differs from person to person. No
two teachers are alike but my expectations from them have always been
that they provide their 100%.
Ques: What challenges do you face here apart from studies?
Ans: Not only in this school but most of the places I’ve seen that the
parents are not that aware of the value of educating their daughters. If the
mother is sick, the girl will take a leave from school but not the boy so that
the girl can cook for the family. If the work is divided in the family, this
problem could be avoided so that the girl and boy both could study. The
child regardless of gender should be made independent not dependent
on any other family members.
In the end, we thanked ma’am for giving her precious time for us to
interview her.
Ms Shama Pervez (TDC)
Ques: Could you please state your full name and designation?
Ans: My name is Shama Pervez and I’m TGT Social Science.
Ques: What is your educational background?
Ans: JBT (Junior Basic Training) from JMI (Jamia Millia Islamia), BA
from DU (Zakir Hussain College), MA from DU and Senior Anglo
Vernacular equal to B.Ed. from department.
Ques: How long have you been working here?
Ans: I’ve been working here since 1994 but I’ve been in government job
since December 1991 at Government Girls Sr. Sec. School. Jama Masjid
No.2. Before that I was working in a private school from 1986-1991.
Ques: What is your role in the school apart from being a teacher?
Ans: I’m the SMC (School Management Committee) Convenor of the
school since 2002 and handle the workings related to the work of SMC
like conducting meetings etc. and apart from this I’m also the school TDC
(Teacher Development Coordinator).
Ques: How long have you been the TDC of the school?
Ans: I’ve been the school TDC since August 2018.
Ques: When did the TDC program start?
Ans: Initially it started as LM (Learning Manager) in the school itself, they
used to go for training for 2-3 days through SCERT and whatever they
were taught and learnt they used to train us and teach us various new
activities. Then came Mentors and then TDCs. The Mentors are also
school teachers and they are selected through interviews.
Ques: What do you do as a school TDC?
Ans: Firstly, we TDCs have to attend the trainings through SCERT in
DIET Dilshad Garden. Due to current situations we either have 1 day
training or virtual training. Then after that I give the same training to my
27 ART (Academic Resource Team) members. The training is conducted
in the ICT Lab with the help of Kyan through PPT. Then those ART
Members conduct a faculty meeting and convey the message of various
new teaching techniques which are called LICs (Learning Improvement
Cycle). As a TDC, I was also given the chance by the Delhi Government
to go Singapore to learn new teaching-learning practices.
Ques: Would you like to share your achievements with us?
Ans: I won the state teachers award on 5th September 2019 as it is given
on Teacher’s Day. I give the credit for this achievement to my family, my
then Principal Ma’am, Ms Meena Kumari and everyone who worked with
me and supported me.
Ms Ranjana Sharma (TGT English)
Ques: How long have you worked here at Zeenat Mahal? And where did
you work before this?
Ans: I’ve been in this profession since 2014, I worked at a Babarpur
School before this and I’ve been working at Zeenat Mahal for 4 years now.
Ques: What is your educational background?
Ans: I’m BTC, B.Ed. & M.Com.
Ques: What other duties do you have apart from teaching?
Ans: Right now I don’t have any duty but I had the vaccination duty
sometime back, I was the co-in charge.
Ques: Which classes do you teach?
Ans: I teach Classes 6th-10th.
Ques: What is your favourite part about teaching here at Zeenat Mahal?
Ans: My favourite part is my class, my students and my teaching.
Ques: What is your teaching philosophy?
Ans: My teaching philosophy depends upon the class, no one philosophy
can be applied on every student or in every class. If we look at government
school, we have to teach according to the child, how the child wants to be
taught.
Ques: Do you have any special practices that you follow as you have
classes of different ranges (6th-10th)?
Ans: Yes, for small classes I like to teach with the help of activities or
examples from around us to explain. For big classes I like to ask the
students about the chapter, any knowledge that they have. But for both
the classes I like to encourage the students to answer the questions.
Ques: Which according to you is the best way to evaluate the students?
Ans: I think the best way is to ask them questions from time to time not
only about the things you’ve taught but also on a personal level. To
connect with the students so that you know and understand them better.
Ques: What’s the biggest challenge today’s students face according to
you?
Ans: Students faced a lot of problems due to online studies. A lot of
students studying in govt. schools don’t have the facilities such as smart
phones or internet connection for taking online classes which caused
them a lot of loss of studies. The education that they deserve, they could
not get because of this but whenever the schools open the teachers try to
give their 100%.
Ques: How do you interact with the parents?
Ans: Before covid hit parents used to come and meet through PTMs but
ever since covid the interaction was only happening through phones in the
form of calls or texts. Now that the situation is better, we’re meet the
parents when they come to drop and pick up their child or if we have to
convey an important message or meet the parent of a particular student
we call them to school.
Ques: How do you approach student discipline?
Ans: Firstly I think to maintain discipline in class we as teachers must
practice self-discipline like reaching the class on time.
Ques: Have you encountered a difficult student & how have you handled
the said student?
Ans: My first approach is to always handle the student with love and to try
to make them understand. But once in a while if I encounter a naughty
child I call their parents to let them know what’s happening with their
child and take necessary steps to ensure a good teaching-learning
environment.
Ques: What according to you is an ideal teaching-learning environment?
Ans: According to me, an ideal teaching- learning environment will be in
which the teacher and the students support each other and the teacher
gives their 100% and this will also help in improving the student teacher
relationship.
Ques: What advice would you give me, a student teacher for my future as
a teacher?
Ans: My advice would be to give your 100% to your students and
encourage the students to study and give their 100% and try and connect
with the students. Lastly, to learn from this observation and gather
whatever information you can.
Ms Vaishali Gupta (TGT Social Science)
Ques: How long have you worked here at Zeenat Mahal? And where did
you work before this?
Ans: I used to work at Dilshad Garden School C Block.
Ques: What is your educational background?
Ans: B.Com, M.Com. And B.Ed. from Subharti University.
Ques: Which classes do you teach?
Ans: I teach Classes 6th, 7th, 9th & 10th.
Ques: What is your favourite part about teaching here at Zeenat Mahal?
Ans: My favourite part is teaching itself and cooperative staff is a bonus.
Ques: What is your teaching philosophy?
Ans: My teaching philosophy is to give as much knowledge as I can to the
child and to teach them at a level they understand better like teaching
small children by giving and showing them live examples from around us
and our surroundings.
Ques: Do you have any special practices that you follow as you have
classes of different ranges (6th-10th)?
Ans: Yes, I focus more on examples like for example if I’m teaching about
the globe I would show my class the globe rather than just telling them
about it. I practice this in all my classes.
Ques: Which according to you is the best way to evaluate the students?
Ans: According to me, the best way to evaluate students would be to ask
them questions indirectly by live examples.
Ques: What’s the biggest challenge today’s students face according to
you?
Ans: I think it’s not being able to go to school. If we look at government
schools, every student doesn’t have mobile phone and even if they do, the
phone is divided between 2-3 children and because of that a lot of the
times students’ education suffers. Online classes are not easy for every
child.
Ques: How do you interact with the parents?
Ans: I interact with the parents through phone, usually calls and
sometimes texts if I can’t reach them on call. I even call the parents of a
weak student to meet me personally and motivate them to also focus on
the child and her studies at home.
Ques: How do you approach student discipline?
Ans: Firstly I think to maintain discipline, don’t give the students the time
to create indiscipline in the class. Usually when a teacher is teaching the
students rarely ever get a chance to misbehave.
Ques: Have you encountered a difficult student & how have you handled
the said student?
Ans: Yes, I do have a student currently and I’ve been with her since 8th
standard and now she’s in 10th and in all this time I’ve seen significant
changes in her. I think if the child is motivated, we all can see the changes
within the student. The improvement will be gradual but it can happen.
Ques: What according to you is an ideal teaching-learning environment?
Ans: An environment where the feels motivated and encouraged to learn
and doesn’t feel like studies are a burden.
Ques: How do you connect with the students especially after coming from
online to offline mode?
Ans: We were connected with the students in online mode as well but not
with everyone due to various issues initially but after sometime the
students cooperated as well. To connect with the students I use different
teaching skills like group discussions, peer grouping and the use of black
board to impart knowledge and asking questions to keep the class active
and focused.
Ques: How do you motivate your students?
Ans: I keep it simple, I try to motivate my students by giving them live
examples and connecting with them. I’ve seen improvement in students
when there is a connection between a teacher and student.
Ques: What advice would you give me, a student teacher for my future as
a teacher?
Ans: I would like to say that, you’ll meet different types of students and
every student’s level of understanding is different and the student should
be taught according to the best understood to them so that they can learn
better.
SUGGESTIONS
Although the school is fully equipped with everything as per the needs of
the students, but there are two things that I think must be in a school as
well. I think there should be a bell in every block to inform the teachers
and the students alike when a period is over. The second that I think was
missing a music and dance room for kids to practice and to store various
instruments.
GURU GOBIND SINGH INDRAPRASTHA
UNIVERSITY
AWADH CENTRE OF EDUCATION
INSTITUTE OF VOCATIONAL STUDIES
BACHELOR OF EDUCATION PROGRAMME
SESSION 2021-2023
SUBMITTED BY: YUSRA HUSAIN
ENROLLMENT NO. : 05713902121
SUBJECT: Childhood & Growing Up
SIBJECT CODE: BED101
SUBMITTED TO: Ms Aradhana Jha
INDEX
Serial No.
Topic
Pages
1.
Introduction
1
2.
Article 1 & Analysis
2
3.
Article 2 & Analysis
3
4.
Article 3 & Analysis
4
5.
Article 4 & Analysis
5
6.
Article 5 & Analysis
6
7.
Article 6 & Analysis
7
8.
Article 7 & Analysis
8
9.
Article 8 & Analysis
9
10.
Article 9 & Analysis
10
11.
Article 10 & Analysis
11
12.
Conclusion
12
13.
Report on Group 10 Discussion
13
14.
Report on Class Discussion
14
15.
Conclusion
15
Topic: Student teacher to collect about ten newspaper articles
that involve issues of parenting and childhood. Analyse these
issues and conduct group discussions.
 INTRODUCTION
 Parenting
Parenting is a way of providing care, support and love in a way that leads
to a child’s total development. Parenting involves meeting the child’s
physical, mental, emotional and social needs.
 Childhood
The period between the end of infancy (about 2 years of age) and the
onset of puberty, marking the beginning of adolescence (10–12 years of
age). In this context, childhood represents the period after weaning and
before children can fend for themselves.
 Issues in Parenting & Childhood
Children’s physical and emotional status, as well as their social and
cognitive development, greatly depend on their family dynamics.

Social problems including withdrawal, loneliness, loss of confidence,
school problems, learning disorders, anxiety and depression, alcohol
and drug abuse (particularly associated with mental illness), suicide or
self-harming, theft and criminal behaviour.

Discipline problems including selfishness, defiance, unstable
behaviour, recklessness, deceitfulness, violent behaviour and disruptive
behaviour.

Educational problems including disruptive behaviour, bullying and
decreased learning ability and academic achievements.
ARTICLE 1
Due to pandemic, children’s internet usage has increased much more
than before and with that parents concern to keep their child safe online
has also increased. Five strategies have been told to introduce the parents
and the child about cyber safety. As we all know taking about something
is always the best way to communicate and if parents and child talk to each
other and have open conversations, the child will be less likely to engage
in risky behaviour. Parents assuring their child that they can come and
talk to them about any troubles without being judgemental will help a lot
and save the child from cyber bullying. Letting their child know the reason
behind their monitoring so that the child doesn’t feel that the parent is
violating their privacy and security. Engage in conversation with your child
about the apps they use and ask them to teach you as well, it will give the
parents a sense of privacy provided by that app and how they can protect
their child. Giving the child some autonomy over their decision making
skills and less monitoring will help the child grow because too many
restrictions may take away their opportunities. Parents should be open
about it in a way the child feels at ease and can talk to them if the child
feels threatened online.
ARTICLE 2
Cases of child abuse has been a major issue for a long time, and to stop
the abusers from taking advantage of the child, POSCO Act has been
implemented. But still, the cases have been on an all-time high with the
lockdowns gone in the country. As much as 1000 cases have been
registered as compared to 850 previously, which is also an issue of
concern for any parent. Children from economically weaker sections of
the society have been most vulnerable in these times. With the parents
gone out of the house to earn money, the children have been an easy
target for the perpetrator. Although, a large number of these cases have
been solved and the abuser has been arrested, it is still not the end of this
heinous act. Another issue is that the child is unaware of the proper and
safe use of the internet, where children were lured under the false
pretence of love and marriage and are later sold. Most of which end in
sexual violence and blackmailing. Children should be made aware on how
to protect themselves, laws about cyber-crime, how they can reach either
their parents or any person that they trust to help them out and ways to
reach out to the police.
ARTICLE 3
The following article talks about giving
the child the freedom to choose the
career of his or her own choice rather
than forcing the child to go for
something that the parents wish for him
or her to do. Renowned Child
Psychiatrist Dr Harish Shetty talks
about letting the child follow their
passion and for parents to not
discourage the child, as encouragement
from an authority figure such as a
parent will help the child go a long way
and achieve the things he wishes for.
But the caustic remarks from a child
can affect his mind unfavourably.
Dr Harish Shetty has given a number of
advices on how the gap between a
parent and a child can be bridged with
the help of these simple things which
we don’t even think about in our day to
day lives. How a child can deal with the
parents concern for him as he was
suffering from depression. By taking
care of his mental health, visiting the
psychologist as per his needs and taking
his medicine. He’s also advising to
parents how they can help their child to
get rid of substance abuse. All in all if we look at it,
there are a lot of issues which can be tackled by taking necessary and easy
steps which help both the child and the parent and will even be helpful in
the long run.
ARTICLE 4
There has always been a
stigma
around
working
mothers, where they are
judged for their choice of
working even after having a
child which in turn develops
self doubt and guilt in the
mind of the new mothers. It’s
been seen that mothers often
feel guilty about going to work
because of this dilemma and
often question to themselves
about how they will maintain a
work-life
balance.
This
became especially hard for
women who are not only
nurturers but also the earner
of the family. A lot of working
mothers question whether or
not they should settle for a job
that’s less time consuming. A lot of working mothers are told not to even
think about working for at least three years after the birth of their child
and have even quit their jobs in order to take care of the child, often time
because of the pressure put on a woman by the society. Due to which a
lot of women lose themselves, their credibility, work experience,
confidence and the gap if they decide to go back to work after a certain
period of time as the Industry changes everyday, new things come to light,
new technology and something it becomes a bit difficult to keep up. The
feeling a mother has of leaving her child to work or feel like they are
prioritising their work over their child never really goes away. Working
mothers should be given their due respect without the prejudice from the
society.
ARTICLE 5
The pandemic has affected us in
more ways than we can count and
some of the worst ways are these
hidden threats which went
unnoticed or rather we didn’t
care enough to notice it. The
COVID-19 crisis has not only
been fatal in taking away the lives
of people but also by taking away
the childhood of the children
around us. In the words of Mr.
Kailash Satyarthi, “child slavery
is a crime against humanity.
Humanity itself is at stake here.
A lot of work still remains, but I
will see the end of child labour in
my lifetime”. The children may
already be working for much
longer hours, in a lot worse
conditions and most of them may
be forces to work to due to their
financial conditions which has
been worse for economically
weaker sections of the society,
when parents struggle to earn to
even eat two square meals per day, they turn to their child. This is a
universal crisis and for a lot of these children the impact on their mind
and body will be lifelong. We as a country must unite against child labour
and help the children in need in a way that they are not forced to work
but can do what children their age do instead. The pandemic has also
greatly disrupted health services that millions of women and children in
poor countries rely on from neonatal to maternity care to immunization.
ARTICLE 6
With the advancement in technology, the use of technology has also
greatly increased and it has happened to not only adults but children as
well. Parents around the world are worries about their child and the screen
time they currently have and want to go to back to the time before the
arrival of smartphones. So to help lessen the child’s screen time they are
hiring coaches to guide their child to not use the smartphones as much as
they do. The screen consultant or coaches come to their homes, schools
and even churches to guide the child towards a smartphone free
environment and to encourage the child to go out and enjoy and play
outside their homes in a park or garden rather than being cooped up in
their homes with phones in their hands. The coach had shared a few
methods that she uses to encourage the child to play with his/her toys.
Like asking the child if she/he has a ball somewhere and then she asks
them to throw the ball. Parents are rampant regarding the fear of phones
as when they try to take away the phones from their child, they have a wild
look on their face. Screen ‘addiction’ is the top issue that parents hope
she can cure and her prescriptions are often absurdly basic. The coaches
advice parents to be patient in the process and not give in to their
temptation to completely unplug the whole device.
ARTICLE 7
Child sexual abuse in its
own has been an issue
which needs to be looked
at in great detail to protect
the child from mental and
physical harm. But what’s
more alarming is that often
times parents don’t even
know that their child is
being sexually abused or
the fact that not only girl
but boys are also sexually
abused. In fact, the
number of cases of male
child sexual abuse is
alarmingly high. We also
see that about 60% of
parents would not file an FIR in case of an incident of their child’s case.
Around 80% believed that only girls can be abused. Only about 30%
parents knew about laws against child sexual abuse and only 21% could
name the POSCO Act. The Early Childhood Association has decided to
raise awareness about the same to the parents so that they can help their
child in an informed manner and know their rights. Experts say that
schools often hold sessions on personal safety with the children but most
of them don’t speak to their parents about it. Parents need to be aware of
symptoms, if their child starts acting strange and talk to them in a friendly
manner so that the child opens up about it to them and to observe if their
child feels at unease around someone as often time the abuser is someone
known and a family member. Being educated about it is one of the first
steps that a parent can take to protect their child and the second should
be to talk to the child in a way and make them feel comfortable enough
that if they have an issue they can come talk to the parents and discuss.
ARTICLE 8
With the growing need to work and earn to make the child’s life easier
and to provide the best life for the child the parents are too busy to talk
to their child. More than 80% mothers feed their child food while they
are engrossed in watching television so that they eat fast and without
creating a fuss. With both parents working the time devoted to the child
has become less and has affected the parent child relationship adversely.
The study showed that father’s spend around eight minutes a day talking
to their children, while working mothers spend around eleven minutes.
Even stay at home mothers do not talk to their children for more than
thirty minutes a day due to their work at home. A survey conducted by
Early Childhood Association (ECA) over a period of three months
disclosed alarming truths about the parent-child relationship. Where most
parents were unaware of their child’s nutritional requirements and food
habits. The parents are so busy that even mothers are unable to hold deep
conversations with their children. Parents only give orders to their
children rather than having a conversation and talking to them in a way
that they understand their parents. Mothers keep their child engaged in
videogames or smartphones to keep them busy. Parents earn for their
child and they must make time to get to know and understand them.
ARTICLE 9
With the pandemic still
rampant worldwide, the new
normal became wearing
masks and virtual classroom
for children. A lot of
children are facing anxiety in
the virtual classroom as they
thought that they would be
back in a regular classroom
with physical presence this
year but are feeling let down.
Virtual classrooms brings
along with itself not only
anxiety but fatigue and much
more screen time which
results in loss of interest in children to take classes on a regular basis. The
parents can help encourage their child to look forward to new beginnings
rather than being demotivated. Teachers can focus on making virtual
teaching learning environment more interesting and fun for instead of
making it boring or difficult for the child and to adopt the ‘flipped
classroom’ concept. With this concept the teacher should always take the
name of each child during the sessions as personalization will help in
engaging with the child. Academics should make the online learning
experience a wholesome experience, parents can also participate and
promote cooperation between children. It is suggested that the teachers
must go slow as it is pointless to pressurize the students and disturb the
harmony. The child must not hate school, they should be taught
autonomy. Learning is for lifetime and parents can use their availability to
discuss basic concepts or practical implications of certain academia ideas
rather than constantly policing them. Help the chid feel like he’s being
heard and can take it a bit easy rather than being worried.
ARTICLE 10
We see these types of toxic relationships, where the child is verbally by
his/her parents which ultimately leads to mental trauma. The trauma has
adverse effects on the child’s mental health. Often time toxic parenting is
justified in our culture by others. Parenthood doesn’t come with a manual
and no parent is ever fully prepared or equipped for the role of parents.
They tend to fulfil their role based on their own experiences as a child or
whatever they went through. Parents themselves are sometimes unaware
of their child’s response of their parenting. They often do this under the
garb of raising a well-mannered and disciplined child. A lot of the time
the child can deal with occasional anger from their parents but they also
need love, affection and reassurance to counter the reverse effects in the
long run. If this is not solved through proper methods, the child might
develop profound wounds, become fearful, guilty or even turn rebellious
as an act of protest. Above all the verbal abuse, physical abuse is part of a
larger picture. This is a different type of toxic parenting. Many say that the
sorrows are more common than we’d want to imagine. We all must
remember that any parent can turn toxic and if they are told and
counselled the toxicity can be left behind to lead a beautiful life.
CONCLUSION
In all the above presented articles we read, we came across one thing and
that is, parenting is an extremely difficult task and a lot of the times parents
have no clue on how to communicate with their child, protect them against
the crimes and harm that comes with the advancement of technology or
how even a relationship as pure as a parent and child can be toxic in the
eyes of the child and have long lasting and adverse effects on their mental
health and overall growth and development of the child. Both the parents
and child both go through a lot in the process of getting to know each
other and growing together. Parents these days are worried about their
child’s safety when they access internet which in itself is a huge concern as
with the growing technology, the cases of cyber-crime and cyber bullying
have increased a lot these past few years. Children are being targeted
through various social media apps, games etc. and are being exploited,
sexually abused, sold, blackmailed and traumatized severely. Parents can
help their child by maintaining healthy communication with them, letting
them know about the dangers of technology, help them understand the
reason behind their monitoring, and get the child comfortable with the
idea that they can come to their parents in their time of need without
feeling the pressure or judgement from them. At the same time parents
can limit their child’s use of technology by limiting their screen time and
encouraging them to play with the toys available to them and they can also
play with them some meaningful games, or teach by playing games which
will make the child want to play with the toys. We as a society can help
the underprivileged children gain their life back from the forces such as
child labour, juvenile delinquency, sexual abuse and get them the help
they need to get their life back on track. We can also help the children
facing toxic parents by raising our voice and trying to stop the damage
cased by the child’s parents. It may not be overly helpful but maybe it will
make the parents thing of their actions. Making the society aware of the
fact that not only girl child but boy child can also be abused is another
concern which needs to be resolved as a lot of us are not aware of this
fact. Being educated about the issues is the only way to resolve them.
REPORT ON GROUP 10 DISCUSSION
The following report is on the group discussion on the topic ‘Issues of
Parenting and Childhood’ by B.Ed. 1st year students, Group 10 which was
held on 14th January 2022 on the digital platform Google Meet under the
guidance of our dedicated teacher Ms Aradhana Jha. The group members
are Yusra Husain, Priyanka, Sualaha, Zoya Hussain Farooqui, Zainab
Liaqat, Vandana Sirola, Varun Pal and Soni Goyal. The members
participated in the group discussion with great enthusiasm. The group
discussion was started by Yusra Husain by greeting Ms Aradhana Jha and
fellow students of our class. Then the topic of discussion ‘Issues of
Parenting and Childhood' was introduced. On this topic Yusra Husain
spoke on the issue of Autism. Many important points were raised like the
absence of knowledge about Autism. The society must not stereotype
against an autistic child and must be treated with same love and respect.
We must educate ourselves about it to be a better human, parent and
teacher. Priyanka spoke about working parents and the struggles both the
child and the parent goes through to provide time for each other and often
times the child feels neglected. Vandana spoke on sibling rivalry and how
the sibling begin to fight and sometimes even start despising each other.
Parents can take preventative measures like giving both the children
separate and equal quality time so that the issue could be resolved. Varun
spoke on childhood, explaining us what consists of childhood and how to
protect a child’s childhood for a better future of our coming generation.
Sualaha gave information about a child’s consistent tantrums, how the
child’s tantrums should be handled in a calm and composed manner as
what the child sees he will learn. Zainab told about what is parenting, the
aspects of parenting, what all comes under parenting. Soni talked about
an important issue of digital addiction. How it has become rampant
especially since the pandemic hit and has adversely affected the child and
parents relationship as most of the time the child doesn’t want to give up
the smartphone. In the end, Zoya concluded the Group Discussion by
speaking about positive parenting and how it can be the key to solving the
issues.
REPORT ON OVERALL CLASS DISCUSSION
The following report is on the class discussion on the topic ‘Issues of
Parenting and Childhood’ by B.Ed. 1st year students which was held over
a period of three days on the digital platform Google Meet under the
guidance of our dedicated teacher Ms Aradhana Jha. The students
participated with zeal and vivacity. A lot of issues were discussed along
with the solutions provided by the class through discussion. There is a
challenge for working parents to carve out time to talk to their child and
manage work and personal life balance. The kids are also busy these days
with their studies or other activities. Sometimes the parents want to say no
but are unable to do so as they think the child will not talk to them after
their use of the word NO. The culture of blame is also apparent where
the parents’ puts pressure on the child to achieve things that any other
child of the same age has achieved which can lead to bad parenting
decisions and the feeling of guilt. Marital conflicts such as divorce or
constant fights can also strain the parent-child relation. The child might
feel like they are responsible and be traumatized due to this if these issues
are not being held in a responsible way. Parental neglect, where the child
is neglected which affects the child mental growth in a way that the child
develops low self-esteem, low confidence and in more severe case can
lead to depression and the child might get involved in substance abuse.
Another important point is helicopter parenting, a helicopter parent is a
parent who pays extremely close attention to the child’s experience and
problems, particularly at educational institutions. Helicopter parents are
so named because, like helicopters they hover overhead overseeing every
aspect of their child’s life consistently. Then there are parents who are
authoritative and control each and every aspect of their parents’ life, from
their education to what and how they should do everything and anything
which may lead to the child being disrespectful of their parent of may
rebel to show their dislike towards them. Neglectful parents is another
point which was raised in the class discussion, where the child is neglected
and is in a way forced to grow up on their own in the society.
CONCLUSION
Parenting, for many, is the most important and challenging job to ever
have and a role that gets little recognition. Parents and other primary
caregivers of all types (foster parents, grandparents, adoptive parents, etc.)
can all use an opportunity to learn tips and new strategies to relate with
our children and enjoy being with them. It also allows an opportunity to
engage with other parents that may be having similar issues and struggles.
Today, there are new parenting challenges to overcome. Skills, routines
and values were passed from generation to generation and parents could
rely on networks of support to help them parent. Compared to past
generations, many parents and families have become isolated and are
raising children in silos. These parents are trying to figure it out alone.
The skills a child needs to be successful have changed as well. Over the
years, each generation sees a change in what society considers parenting
issues. Currently, families struggle with behaviour management issues
including lack of expectations, child supervision and excessively severe
and inconsistent punishment on behalf of the parent.
Parenting education can be seen as something negative, like it is a
reflection on your ability to parent. Parenting education is not just for
parents who are struggling or having severe problems with their children’s
behaviour—it can be an opportunity for parents to feel more confident as
a parent, prevent future problems, enjoy being with their children and
help their family get along. We may invest time and money to take our
new puppy to obedience class, take golf lessons or practice our swing, or
take our family out to eat or on vacation as a way to invest in ourselves
and our families. Similarly, parenting classes are an investment in our
personal growth and our children’s future ability to build healthy
relationships, make and retain friends, get a job and keep it, and become
great parents themselves.
GURU GOBIND SINGH INDRAPRASTHA
UNIVERSITY
AWADH CENTRE OF EDUCATION
INSTITUTE OF VOCATIONAL STUDIES
BACHELOR OF EDUCATION PROGRAMME
SESSION 2021-2023
SUBMITTED BY: YUSRA HUSAIN
ENROLLMENT NO. : 05713902121
SUBJECT: Philosophical Foundations of Education
SIBJECT CODE: BED103
SUBMITTED TO: Mrs Priya Chaudhary
INDEX
Serial No.
Topic
Pages
1.
Introduction- Education & Educational Philosophy
1
2.
Froebel Life Sketch
2
3.
Froebel’s Philosophy of Education
2-4
4.
Froebel’s System of Kindergarten Education
4
5.
Curriculum Followed in the Kindergarten
5
6.
Teaching Methods used in Kindergarten
5-6
7.
Summary
6
8.
Sri Aurobindo Ghosh Life Sketch
7
9.
Educational Philosophy of Aurobindo Ghosh
8
10.
Aurobindo’s Aims of Education
8
11.
Aurobindo’s Curriculum
9
12.
Teaching Methods by Aurobindo Ghosh
10
13.
Teacher-Taught Relationship
10
14.
School
10
15.
Discipline
11
16.
Summary
11
Topic: Reflecting on the readings of any two thinkers on
education and maintaining a dairy of the same after discussions
and brainstorming on key ideas on education and their
contemporary relevance.
 INTRODUCTION
 Education
Education is the process of facilitating learning, knowledge, skills, values,
beliefs and habits of a group of people are transferred to other people,
through storytelling, discussion, teaching, training or research. According
to Froebel, “Education is the process by which the child makes the
internal external”. In the narrow sense, education may be referred to as
school instruction. The main objective of education is the achievement of
mental development of children entering schools.
 Educational Philosophy
According to Plato, “He who has a taste for every sort of knowledge and
who is curious to learn and is never satisfied may be termed philosophy”.
Philosophy is actually the reflection of several questions related to life and
thought process. Hence, philosophy is the study of general and
fundamental problems concerning matters like existence, knowledge,
truth, beauty, law, justice, validity, mind and language.
Philosophy of education is that branch of philosophy in which we
consider the problems related to education from a philosophical point of
view. Education Philosophy is a new field of study Philosophy and
education have given solution by thinking in the context of social problem,
that content can be called education philosophy. According to John
Dewey, education philosophy is not only a simple relation of general
philosophy, but philosophers have so far rightly considered that it is an
important aspect of philosophy because knowledge can be obtained only
through education process.
 Friedrich Wilhelm August Fröebel
Froebel was a German philosopher,
educator and founder of the
kindergarten or “garden of children”.
Froebel had to go through a long and
tough struggle before he could make his
mark and garner life’s richest harvest.
His wandering spirit came to peace
when he went to Frankfurt where he
came in contact with the director of a
model school. He achieved world-wide
fame when in 1837 he founded his first
kindergarten, an institution for the
children of age 4 to 6 at Blakenburg. Froebel championed the cause of
infant education in response to the inspiration that he derived from the
great educationalist Pestlozzi. He ushered in a new era in child
education. The experiment attracted wide interest, and other
kindergartens were started and flourished despite some opposition. It is
recognized as an effective way to deal with a highly “teachable moment”
in the life of the young child. He said, “Children are like tiny flowers.
They are varied and need care, but each is beautiful alone and glorious
when seen in the community of peers”. Today, his kindergarten system
is highly acclaimed all over the world by both educators and parents
alike. He also said that, “Education is a process by which a child makes
its internal external.”
 Froebel’s Philosophy of Education
Froebel held the belief that developing harmony with the world and with
God is the way to achieve fulfilment in life. Practical work and direct use
of materials in the early education of children. It is through exploring the
environment that children understand the world around them. Thus
Froebel gave heavy emphasis on the role of games and playing a child’s
learning process. According to Froebel, the education of a child begins
with his/her birth. Both parents and teachers have an important role to
play in helping children in this activity. The framework for Froebel’s
philosophy of education includes these components.
 Free Self-Activity- Froebel was of the opinion that children learn better
when they carry out their own impulses instead of indulging in activities
suggested by their parents or teachers. Education is a process involving
the growth of an individual and this growth should be directed from
within the child. Froebel believed that preschool education should
involve the stimulation of voluntary self-activity. Self-activity helps
children to understand their own nature, build their own world and
then combine the two in a harmonious way.
 Creativity- Stimulating activities should be given to children in order to
enhance their creative powers and abilities. That will help them move
from one level of education to another. In order to aid this process he
developed a set of instructional materials known as Gifts and
occupations. These materials were meant to help children in creative
exploration activities. Using these, young children could externalise the
concepts existing within their creative minds.
 Social Participation- By this, he meant the important role families,
parents and teachers play in a child’s education. According to him,
education happens successfully only by working closely with the family
unit. They become familiar with the environment of family and the
occupations that happen within that setting. As a result, they will try to
imitate the things they learn through observations of daily family life
using their creative self-activity.
 The Law of Unity- According to him, human beings should realize the
fact that there is absolute unity in the universe. All through his life,
Froebel advocated the idea of unity in diversity. He believed, the
school shouldn’t communicate a variety and multiplicity of facts. The
aim of schools should be to teach children that there is an everlasting
unity in all things.
 Principle of Development- Froebel proposed a balanced as well as
unified development of body, soul and mind. Life is in a continuous
process of changing and growing. Thus development should happen
from within and the purpose of development should be to achieve
unity. He also argued that development should not be based on any
artificial or unnatural force, but it should be directed by natural inner
laws.
 Learning & Discipline- Froebel was a proponent of self-discipline.
According to him self-discipline is attained through self-activities.
Outside interference in the form of compulsion and control should be
avoided completely. Education in a free atmosphere and under social
discipline is what children need. Such a discipline should be exercised
in team activities and group work as well.
 Froebel’s System of Kindergarten Education
Froebel has made an important contribution to the theory and practice of
education in the form of kindergarten.
 Froebel envisaged kindergarten as a place where children can enjoy
freedom and pursue playing and activities. The aim of this place is to
inculcate a sense of self-realization and socialization in young kids.
 Froebel’s kindergarten didn’t have books or fixed academic tasks for
children. The training was conducted through songs, gestures, and
constructions which were identified as three connected parts of a whole
process.
 Emphasis was also given to the use of language as it helps to enhance
self-activity, creativeness, social cooperation and concrete expression.
 Some of the main features of kindergarten are self-activity, creativeness,
social participation, child-centred education, freedom and the role of
games and plays in the process of learning.
 Curriculum Followed in the Kindergarten
He understood the developmental process of man and thought that
development takes place in different forms in the children age groups.
 The subjects and activities of the curriculum should be determined
according to the physical and mental capability of the children.
 All subjects and activities of the curriculum should be interrelated, they
should have unity.
 The curriculum should be such which can be completed by activities.
 The curriculum should be based on the principle of human
development.
 The curriculum followed in the kindergarten include drawing, painting,
gardening and nature study along with formal subjects such as
mathematics, language, natural sciences, philosophy, religion etc.
 Teaching Methods used in Kindergarten
 Teaching through Songs- Songs were one of the most important tools
Froebel used in his kindergarten to impart education. These songs
were meant to satisfy the social, moral and mental needs of children.
They were also meant to enhance the physical development of children
through facilitating physical movements of muscles, limbs, and other
senses. The songs were organized based on the development of
children.
 Teaching through Froebel’s Gifts- Froebel gifs is the name given to a
set of educational materials developed by Froebel. These gifts are
designed to provide materials for the self-directed activity of children.
They contain a series of activity-based playthings such as simple sphereshaped objects, geometric wooden blocks, wooden balls, cylinders of
different types and shapes, triangles, tables, sticks and rings.
 Teaching through Play- Froebel stressed the significance of play in the
process of education. So he introduced play-way method in his
kindergarten as a gateway to knowledge to help the development of
children. Learning through play was introduced as a means to develop
the children’s senses, habits of action and thinking.
 Teaching through Occupation- Occupations are activities connected
with the gifts. They include activities such as construction with clay,
paper, wood and other materials, mat making, basket making,
embroidery, clay moulding, wood carving, sewing, painting, cardboard
work etc. These gifts and occupations were designed with the purpose
of enabling children to use their senses, sight and touch. They also give
kids an idea of shapes, size and other spatial relationships.
 Summary
Froebel established a new era in the field of early childhood education
which continue to influence even in the modern times. Kindergarten
system is the greatest contribution of Froebel. His ideas on educational
theory and practice provided the world new insights into the development
of younger children. He gave emphasis on nursery education that made
modern educators recognize the importance of education in the early
years of children. His ideas of sense training and education through play
are also regarded as greatest milestones in the history of modern
education. It is also argued that, due to Froebel’s influence, women
teachers are considered suitable for the task of instruction in preschools
and pre-primary level classes. Above all, he introduced a new conception
of school by developing the kindergarten system where the responsibility
of young children is shared by all. Many modern educators consider
kindergarten as a miniature form of ideal society which is based on
brotherly sympathy and voluntary cooperation.
Sri Aurobindo Ghosh
Sri Aurobindo Ghosh was an Indian
yogi, seer, philosopher, poet and
Nationalist who propounded a
philosophy of divine on earth through
spiritual evolution. Apart from this, he
was also a journalist, editing newspapers
such as Bande Mataram. He was born
in Calcutta (now Kolkata). From 1902
to 1910 Aurobindo partook in the
struggle to free India from the British
Raj. He was arrested and was convicted
for writing articles against British
Colonial rule in India and was later
released when no evidence could be found against him. He also founded
a community of spiritual speakers in Pondicherry, which took shape as
the Sri Aurobindo Ashram. He was very good in English, Latin, Greek,
French, German and Spanish. He also learnt languages such as Gujarati,
Bengali, Marathi and Sanskrit. He was an idealist to the core. His
philosophy was mainly based on Vedanta and Upanishads. He maintains
that the kind of education, we need in our country, is an education
“proper to the Indian soul and need and temperament and culture that
we are in quest of, not indeed something faithful merely to the past, but
to the developing soul of India, to her future need, to the greatness of her
coming-self creation, to her eternal spirit.”
Sri Aurobindo’s (1956) concept of ‘education’ is not only acquiring
information, but “the acquiring of various kinds of information’’, he points
out, “is only one and not the chief of the means and necessities of
education: its central aim is the building of the powers of the human mind
and spirit”.
 Educational Philosophy of Aurobindo Ghosh
According to Sri Aurobindo, true education is not only spiritual but also
rational, vital and physical. We can say that it is Integral Education. He
wanted the teacher as a facilitator and a guide for students. He believed
that the education we need in our country is an education that is as per
the need of Indian soul, need and culture, not only which is totally based
on past but also with future demand and development of our country and
the principle of development is ‘unity in diversity’. This unity maintains
and helps the evolution of diversity. The ultimate aim of education is manmaking.
 Aurbindo’s Aims of Education
 Shri Aurobindo emphasized that education should be in accordance
with the needs of our real modern life. In other words, education
should create dynamic citizen so that they are able to meet the needs
of modern complex life. According to him, physical development and
holiness are the chief aims of education.
 The second important aim of education is to train all the senses
hearing, speaking, listening, touching, smelling and tasting. According
to him these senses can be fully trained when nerve, chitta and manas
are pure.
 The third aim of education is to achieve mental development of the
child. This mental development means the enhancement of all mental
faculties’ namely-memory, thinking, reasoning, imagination, and
discrimination etc. education should develop them fully and
harmoniously.
 Another important aim of education is the development of morality.
Shri Aurobindo has emphasized that without moral and emotional
development only, mental development becomes harmful to human
process. Heart of a child should be so developed as to show extreme
love, sympathy and consideration for all living beings. This is real moral
development.
 Aurobindo emphasized that the main aim of education is to promote
spiritual development. According to him every human being has some
fragment of divine existence within himself and education can scan it
from each individual with its full extent.
 Aurobindo’s Curriculum
Aurobindo prescribed free environment for the child to develop all his
latent faculties to the maximum and suggested all those subjects and
activities should possess elements of creativity and educational expression.
He wished to infuse a new life and spirit into each subject and activity
through which the development of super human being could become
possible. He laid down the following principle for curriculum Curriculum should be in such a way which child find as interesting.
 It should include those entire subjects which promote mental and
spiritual development.
 It should motivate children towards the attainment of knowledge of the
whole world.
 It should contain creativity of life and constructive capacities.
 Aurobindo describes curriculum for different stages of education: Primary Stage- Mother Tongue, English, French, literature, national
history, art, painting, general science, social studies and arithmetic
should be taught.
 Secondary Stage- Mother tongue, English, French, literature,
arithmetic, art, chemistry, physics, botany, physiology, health
education, social studies.
 University Stage- Indian and western philosophy, history of
civilization, English literature, French, sociology, psychology, history,
chemistry, physics, botany.
 Vocational Stage- Art, painting, photography, sculptural, drawing,
type, cottage-industries, mechanical and electrical engineering,
nursing etc.
 Teaching Methods by Aurobindo Ghosh






Love and sympathy for the child.
Education through mother tongue.
Education according to the interests of the child.
Education through self-experience.
Emphasis on learning by doing.
Education through cooperation of teacher and students in the
education process.
 Free Environment to the child to gain more knowledge through
his/her own efforts.
 Teacher-Taught Relationship
According to Sri Aurobindo, the first principle of true teaching is “that
nothing can be taught”. He explains that the knowledge is already dormant
within the child and for this reason. The teacher is not an instructor or
task-master; “he is a helper and a guide.” The role of the teacher “is to
suggest and not to impose”. He does not impart knowledge to him; he
shows him how to acquire knowledge for himself. He does not call forth
the knowledge that is within; he only shows him where it lies and how it
can be habituated to rise to the surface.
 School
Sri Aurobindo’s philosophy of education aims at modifying the school
curricula, maximizing the learning modalities, helping the child to achieve
his potentiality at his own pace and level and devote his time to discover
himself. This kind of schooling is seen as an anti-thesis of an imposed
uniformity of prescribed courses and teaching which the traditional
schools purport to do and can be linked to what was taught in schools
under the colonial rule. The type of schooling visualised by Sri Aurobindo
is seen as aiming to bridge the gap between the child’s life at school and
that at home.
 Discipline
Children should be provided with a free environment so that they are able
to gain more and more knowledge by their own efforts. According to him
any retrained and imposed environment stunt the growth and natural
development. Aurobindo propagated the concept of self-discipline which
was the cure of impressionistic discipline.
 Summary
Sri Aurobindo Ghosh is one of the popular educational thinkers of
idealism philosophy in the field of education. The concept of integral
education and practice of integral school by Sri Aurobindo is very popular
among the masses. The educational ideas of Sri Aurobindo Ghosh are
most relevant in present day education system in India where under the
NEP 2020 the new curriculum is not subject bound, which relates to the
needs or abilities of the learner and takes into consideration the way
children learn successfully. The new curriculum is student centric or child
centred. So, we can say that the educational philosophy promoted by Sri
Aurobindo Ghosh is one which was talked about such a long time ago but
finally is being applied in the present teaching environment and it
promotes holistic development of the child.
GURU GOBIND SINGH INDRAPRASTHA
UNIVERSITY
AWADH CENTRE OF EDUCATION
INSTITUTE OF VOCATIONAL STUDIES
BACHELOR OF EDUCATION PROGRAMME
SESSION 2021-2023
SUBMITTED BY: YUSRA HUSAIN
ENROLLMENT NO. : 05713902121
SUBJECT: Language across the Curriculum
SIBJECT CODE: BED105
SUBMITTED TO: Ms Shailja Gupta
TOPIC: Report on Discussion in classroom on the
NEP2020 with respect to Language and
Multilingualism
A group discussion was conducted on the 28th December 2021 and 29th
December 2021 on the digital platform MS teams, B.Ed. 1st year of the
Institute of Vocational Studies under the guidance of our determined
teacher and facilitator Ms. Shailja Gupta.
The Group Discussion was attended by 84 students on both the days. The
motive of the session was to conduct a group discussion among the
students on NEP2020 with respect to language and multilingualism. It
lasted for 40 minutes each day. It was organized by our fellow students
Aditi Sahni and Gudiya Kumari.
The group discussion was started by Aditi with the basic concept and
meaning of language and with the knowledge of multilingualism which was
shared by Gudiya. After acquiring a basic knowledge, the organizers one
by one asked the students their views on the NEP2020 with respect to
language and multilingualism.
The session opened with the students comparing the National Policy on
Education 1986 and New Education Policy 2020 and the changes that
have been brought about within the NEP2020 with respect to the
emphasis on learning mother tongue along with other languages.
 The highlights of the changes in the new policy discussed are as follows1. It will provide flexibility to the students to learn the language of their
choice rather than one language. Which in turn will help the student to
grasp the topic being taught with much more ease than before.
2. No one language will be imposed on any state or on any student, they
are free to choose any two languages on native origin and a third
language.
3. Adopting multilingualism will strengthen and enrich Indian languages,
cultural heritage and familiarize the students with India’s unity in
diversity through inclusion on new projects like, “FUN PROJECT &
EK BHARAT & SRETHYA BHARAT MISSION” at class 6th-8th.
4. It will also help in exploring and preserving other Indian languages like
Tamil, Telugu, and Kannada etc. and to know the similarities and
differences amongst different Indian languages including classical,
tribal and endangered languages.
5. Introduction of multilingualism will help reduce the school dropout
rate among backward and rural communities as students will be taught
in a language which they understand better.
6. Multilingualism is also a tremendous commercial opportunity from
content on digital streaming platforms to translated books.
7. The teaching of local or home language in both private and public
schools is an effort to bridge the gap that exists between the language
spoken by the child and the medium of teaching. Bilingual approach
will be encouraged to use by the teachers. Also, the availability of
curriculum, textbooks and teaching learning material in the mother
tongue.
8. Cognitive benefits of multilingualism was also shared by the peers and
how the young mind is able to grasp a topic much more easily when it
is taught in their home language and in an enjoyable and interactive
style. Especially reading and writing in the mother tongue in the early
years.
9. A pertinent point was raised how being well educated in one’s language,
culture and traditions is empowering and has huge benefits to
educational, social and technological advancements as we have seen in
so many developed countries around the world.
10. It also aims to standardize the sign language across country for
students with hearing impairment.
Concluding the session Ms. Shailja Gupta praised the students and the
organizers for a successful group discussion and asked the students to
write a report on the same.
GURU GOBIND SINGH INDRAPRASTHA
UNIVERSITY
AWADH CENTRE OF EDUCATION
INSTITUTE OF VOCATIONAL STUDIES
BACHELOR OF EDUCATION PROGRAMME
SESSION 2021-2023
COURSE TITLE: Understanding Disciplines and Subjects
COURSE CODE: BED107
SUBMITTED BY: YUSRA HUSAIN
ENROLLMENT NO. : 05713902121
SUBMITTED TO: Ms. Anuradha Daheriya
INDEX
Serial No.
Topic
Pages
1.
Introduction
1-2
2.
About National Policy on Education 1986
3-5
3.
About National Education Policy 2020
6-8
4.
Critical study of NPE 1986 & NEP 2020
with focus on Pedagogical & curriculum
structure
9-13
5.
Suggestions
14
6.
Conclusion
14
7.
References
15
Topic: Critical study of NEP 1986 and NEP 2020 and
compare and contrast between the two with special focus on
Pedagogical and Curriculum structure
 INTRODUCTION
The National Policy on Education (NPE) was a policy formulated by the
Government of India to promote education amongst India’s people. In
1966, Kothari Commission submitted its comprehensive report to the
central government with lots of great recommendations, which called for
a “radical restructuring” and equalise educational opportunities in order
to achieve national integration and greater cultural and economic
development. As a result, the first NPE was promulgated in 1968 by the
government of Prime Minister Indira Gandhi. The second National
Policy on Education was introduced by Prime Minister Rajiv Gandhi in
1986. The policy also called for the creation of the “rural university”
model, based on the philosophy of the Indian leader Mahatma Gandhi,
to promote economic and social development at the grassroots level in
rural Indian.
The Ministry of Education recently replaced the 34 year old National
policy on Education (NPE) framed in 1986 with the new Education Policy
of 2020 which was announced by Prime Minister Narendra Modi. The
NEP2020 will attempt to make important reforms in education. NEP
2020 focuses on augmenting individual capacity and achieving excellence
in the field of your choice by providing customisable options for education
while hoping to reduce regulation via provision of more internal
autonomy to institutions. The new NEP 2020 will facilitate subject
selection, software training in schools, transfer of credits, multiple entries
and exit system. The curriculum is an outcome of good preparation and
rigorous research and upon implementation will minimize the stress on
young students and help reduce the annual school dropout rates
drastically. It will also produce skilled personnel who would be self-
sustained as per ‘Aatma Nirbhar Bharat’ and will eventually lead to quality
improvement in services. With this reformation, the education system will
play a major role in some of the elite sectors such as police, administration
and political system where quality of education matters a lot.
 About the National Policy on Education 1986
The concept of National Policy on Education 1986 focused on
elimination of disparities in the educational system and on improvement
of quality in the education of public funded schools. Mentioned below are
the basic features of the NPE 1986.
 Decentralization of education and establishment of District Institute of
Education and Training.
 Making sufficient funds available for education by increasing the
expenditure up to 6% of GDP.
 The uniform pattern of 10+2+3 pattern of education for all over the
country was recommended for immediate implementation.
 Reorganization of educational programs at Primary, Secondary and
Higher Secondary level. Also, the reorganization of school curriculum
was recommended.
 Early Childhood Care and Education was given importance. Proper
availability of food and healthy environment was also recommended.
 Free and Compulsory Education till completion of elementary level.
 Reorganization of Secondary school was recommended.
 The compulsory school subjects such as Languages, Mathematics,
Science, Social Science, Statistics, Humanities, History and some
concepts such as national and constitutional responsibility of citizen is
given prime importance to teach to the students.
 Expansion of higher education was to be done with opening Open
University and Distance Education Institutions and the mode of
education was to be given equal status and recognition by UGC.
 Recognition to be given to the role of technical and Management
education.
 Evaluation system is to be improved by adding Continuous and
Comprehensive Evaluation to the system.
 Delinking from job degree and more emphasis was given to skill based
learning.
 Improvement in the teacher education programme was recommended.
NCTE was to be given a constitutional status, establishing DIET and
CIETs.
 For the improvement in education, it was recommended to implement
Educational Technology in Indian classroom.
 For making education system more effective, Minimum Level of
Learning (MLL) was decided.
 Equal Opportunity for all was managed by giving special space to
women, SCs, STs, OBCs and Physically weaker section of the society.
 IEDS scheme was launched for the students from the physically weaker
section.
 “Operation Blackboard” was launched to improve primary schools
nationwide.
 The policy called for expanding scholarships, adult education,
recruiting more teachers from the SCs.
 A “child-centred approach” was to be adopted in primary education.
Emphasis was laid upon child-centred approach at the primary stage.
The policy of non-detention and abolition of corporal punishment was
adopted. School timings and vacations will be adjusted to the
convenience of children.
 Navodaya Vidalayas or pace-setting schools were to be established in
various parts of the country with full scope for innovation and
experimentation. This will promote national integration by providing
opportunities to the talented children, largely rural to live and learn
together and to develop their full potential.
 Education for women’s equality, education was used as an agent of
change in the status of women. The NPE 1986 played a positive role
in the empowerment of women and women’s studies was promoted to
further women’s development.
 Adult Education, the whole nation must pledge itself to the eradication
of illiteracy particularly in the 15-35 age group. The mass literacy
programme included, in addition to literacy, functional knowledge and
skills and also awareness among learners about the socio-economic
reality and the possibility to change it.
 About the National Education Policy 2020
The policy has been formulated after a very detailed consultative process,
unprecedented in depth and scale. Consultation involved over 2 lakh
suggestions from 2.5 lakhs Gram Panchayat, 6600 Blocks, 6000 ILBs, and
676 Districts. The MHRD had initiated a collaborative process since
January 2015 and after a lot of discussions, the new NEP 2020 came into
being. Here are the essential features of NEP 2020:
 The idea of 10+2 board examination structure has been dropped and
it will reduce the dropout rates of students from the schools.
 The new structure that will be implemented in place of point 1 will be
5+3+3+4, which comes as a big relief and would prove revolutionary.
 The levels of studies have been put in simple and focused categories.










 Pre-school: Up to Class 5
 Middle School: Class 6 to 8 (as before)
 High School: Class 9 to 12
 Degree: Class 12 onwards
The Vocational training will start from Class 6 and will give more
exposure to the students from an early age.
The students can choose their respective favourite subjects from Class
8 to 12 and it will provide them with a platform to do specialization in
subject they have chosen.
The duration of all graduation courses would be four years, thus giving
ample time to students to master their respective subjects.
All graduate courses will have one major course which will be their core
subject and one minor which will be additional in order to enhance the
students’ interest in the subjects by giving flexibility. For example, for
science students, a student with mathematics as major subject can opt
for music as the minor subject.
All higher educational systems will be governed by a single authority
and UGC and AICTE will merge as one body.
All universities- government, private, deemed/deemed to b, open
universities and vocational training institutions will have the same
grading pattern and regulations.
One teacher training board will be set up for all teachers in the country,
irrespective of the subjects.
The accreditation of the institutions will be based on similar criteria
and they will be able to avail autonomous rights and central funds based
on their ratings.
A new program of basic learning will be launched for parents of
children aged up to three years in their respective homes and preschool will start for children from three to six years of age.
Multiple entries and exits from the chosen curse are possible for the
students.
 The credits earned by the students in any semester in their graduation
courses can be continued and utilized by them when they re-join the
course after study breaks.
 All school examinations will run semester wise and thus two exams will
be held annually.
 The entire school syllabus will be limited to their respective core
knowledge level only.
 The focus will be on practical and application based knowledge.
 If a student completed one year in any graduation course, then he/she
will get the basic education certificate or diploma certificate upon the
completion of second year and degree on the completion of the entire
course. This way, the student will not waste any year if he drops out
from the course in between.
 The National Curriculum Framework for School Education (NCFSE)
2020-21 has been formulated and undertaken by NCERT based on
NEP 2020 after consultation with stakeholders, ministries and other
relevant central departments whose objective is the inclusion of local
contents and flavours in the national books. Like in the context if
Arunachal Pradesh the local folklore, festivals, places, history, freedom
fighters, etc. would be included in the national framework and may get
revised after every 5 to 10 years.
 Multilingualism and the power of language, where the medium of
instruction until at least Class 5 and preferably till Class 8 and beyond
will be mother tongue/native language / local language/regional
language/home language. This will ensure better understanding of
concepts for the students.
 Holistic development of Learners, the new policy will focus on overall
development of students and the will give the students a chance to
explore their interests.
 Experiential Learning will be adopted where the student will be taught
in a story-telling based learning & hands-on learning way etc., the
student will learn through experience and can also be defined as
“learning through reflection on doing”.
 Gifted Students/Students with Special Talent will be given
supplementary enrichment materials and guidance and
encouragement.
 It aims to standardize the sign language across the country for students
with hearing impairment.
 Use of Information Communication Technology (ICT) in teaching
learning process for effective learning.
 Critical study of NPE 1986 & NEP 2020 with focus on
Pedagogical and Curriculum Structure
The NEP 2020, which is approved by the union cabinet, will attempt to
make important reforms in education. The policy aims at universalization
of education starting from pre-school to secondary level with a 100% gross
enrolment ration (GERI) in school education by 2030.
Post-independence, India had three education policies. The first policy
was formulated in 1968, in which major emphasis was on compulsory
education for children up to 14 years of age. The major emphasis of the
second NPE was to remove the disparities between various social groups.
While the 1986 policy emphasized on achieving uniformity of education
across social groups, it did not account for the competitive global
landscape, which became important with the beginning of the
globalization of the Indian economy post 1991 reforms. At a strategic
level, the differences in both the policies are primarily around three major
dimensions, namely, vision of the society, social purpose, and purpose of
education. Both the education policies were developed, keeping in mind
the structure of society.
Given that in 2020, most of the organizations have reached maturity and
have critical inertia, NEP 2020 focuses on augmenting individual capacity
and achieving excellence in the field of your choice by providing
customizable options for education while hoping to reduce regulation via
provision of more internal autonomy to institutions. This is evident from
the new NEP 2020 will facilitate subject selection, software training in
schools, transfer of credits, multiple entries and exit system.
Second point of difference is with respect to social purpose. The NPE
1986 was geared towards providing standard educational opportunities to
various social groups, its primary purpose was largely centred on the
inclusion of disadvantaged groups. While the NEP 2020 retains the focus
on social inclusivity, it also hopes for the creation of special educational
zones in the areas having a significant proportion of disadvantaged groups.
Additionally, NEP 2020 focuses on the economic value arising out of
educational learning and training. NEP 2020 is more practical in
approach and is based on the ground reality of the country’s education
scenario that puts more emphasis on the creativity and innovation (skill
based) as well as personality development of the students rather than
expecting them to score high and mock up the content without getting a
basic grasp of concepts.
The NPE 1986 focused on the ‘child-centred approach’ only in the
primary level, whereas, the new policy NEP2020 will emphasize on
practical approach of learning, student centric approach of learning/childcentred approach of learning, multidisciplinary courses for a holistic
development of students’ careers at all levels. The aim of education will
not only be cognitive development, but also building character and
creating holistic and well-rounded individuals equipped with the key 21st
century skills.
The difference lies in their understanding of the aims of education. The
earlier policy stressed more about understanding the world and human
life. According to NPE 1986, the aim of education is threefold, the overall
development of the human resource, international co-operation and
peaceful co-existence, development of socialism, secularism and
democracy. The present policy focused more on national development
by creating citizens with knowledge, skills and individual development.
The curriculum in the new policy is more inclined to allow for critical
thinking, discussion, and analytical learning.
The key thrust of curriculum and pedagogy reform across all stages will
be to move the education system towards real understanding and towards
learning how to learn-and away from the culture of rote learning as is
largely present today. Students will have flexibility in choosing their
subjects particularly in secondary school- including subjects in physical
education, arts and crafts and vocational skills, which will empower them
more, which was missing in the previous NPE 1986.
One feature that is a bit similar in NPE 1986 and NEP 2020 is the three
language formula in secondary education, but the main difference is that
the students are to be taught in their home language from early on in their
education till class 5, preferably till class 8, which will be beneficial for
them, not only this, textbooks and curriculum will also be available in
different languages.
One main difference is the curriculum structure change in the new NEP
2020, the pervious 10+2 structure is been changed to 5+3+3+4 which will
include- Foundational stage which will consist of flexible, multilevel,
play/activity based learning and curriculum and pedagogy of ECCE.
Preparatory stage which will comprise three years of education building
on the play, discovery and activity based pedagogical and curricular style
of the foundational stage, also begin to incorporate some light textbooks
and interactive classroom learning. Middle stage will comprise three years
of education, building on the pedagogical and curricular style of the
preparatory stage but with the introduction of subject teachers for
learning. Secondary stage will comprise of four years of multidisciplinary
study, building on the subject oriented pedagogical and curricular style of
middle stage but with greater depth, greater critical thinking, greater
attention of life aspirations, greater flexibility and students’ choice of
subject. The stages described are purely curricular and pedagogical,
designed to optimize learning for students based on the cognitive
development of children.
S No. National Policy on Education 1986
1.
Ministry of
Development
2.
Gross Enrolment Ration 26.3% (2018) Gross Enrolment Ration 50% (2035)
3.
10+2 format
4.
5.
6.
7.
8.
9.
Human
Resource
National Education Policy 2020
Ministry of Education
5+3+3+4 format
Breakup of age 3-8, 8-11, 11-14,
Breakup of age 6-16, 16-18
14-18
Exam each year up to Class 12
Exam Class 3, 5, 8, 10 & 12
Board Exam- Objective & Descriptive,
Board Exam- Descriptive, Once a year
Twice a year
No hard separation of Arts, Commerce
Hard separation- Arts, Commerce &
& Science. All will be mixed with
Science
curriculum
Curriculum will be reduced to its core
essentials
One Vocational subject is must- Class
Not mandatory in previous format
6-8
10.
3 Language- English, Hindi & the 3 Language- by state, region and choice
regional
of student
11.
Indian sign language students with
hearing impairment- to be developed
by NIOS
12.
Lack of regional language e-content
E-content in total 8 languages
13.
-
Minimum qualification for teaching- 4
year integrated B.Ed. degree by 2030
14.
For higher studies, 4 options were
already there- ½ year diploma, 3 year
graduation, 4 year graduation with
research
For higher studies 4 options are given1 year diploma, 2 year advanced
diploma, 3 year graduation, 4 year
graduation with research
15.
Adult learning- several programs are Adult learning- tech based option
already running
through apps, TVs etc.
 Suggestions
The new NEP 2020 is overall a great policy, it has almost everything which
Indian Education system needs right now. But there is always room for
improvement, here are a few suggestions that could benefit everyone, like
crash courses could be given on social media ethics, language courses,
where students can be taught various languages of language of their choice,
stenography which can help in a lot of ways especially in future for various
fields etc. The new NEP 2020 should be told to everyone in laymen terms
so that it reaches a large number of audience and people understand the
benefits being given to them, this could be done through newspapers,
television, radio, pamphlet etc.
 Conclusion
The New Education Policy will give importance to students’ practical
knowledge instead of just pushing them towards rote learning. It will help
students to develop scientific temper from a young age. The NEP aims to
make it easier to set up new quality of higher educational institutions
which will be par with the global standards. Students will have increased
flexibility and choice of subjects so that they choose their own paths
according to their talents and interests. There will be no rigid separations
between arts and sciences, between curricular and extra-curricular
activities, between vocational and academic streams. The curricula will
aim at holistic development of learners, equipping them with the key 21st
century skills, reduction in curricular content to enhance essential learning
and critical thinking and greater focus on experiential learning.
 References
 Understanding Disciplines & Subjects book by Rajesh Makol &
Lalita Makol
 KVS Primary Teachers book by R. Gupta
 https://only30sec.com/new-education-policy-2020-vs-npe1986/amp/
 https://medium.com/@gyanachandrapupilteacher/basicfeatures-of-npe-806964befd87
 https://www.educationtimes.com/article/editorspick/77527635/nep-2020-a-comparison-with-the-1986education-policy
GURU GOBIND SINGH INDRAPRASTHA
UNIVERSITY
AWADH CENTRE OF EDUCATION
INSTITUTE OF VOCATIONAL STUDIES
BACHELOR OF EDUCATION PROGRAMME
SESSION 2021-2023
SUBMITTED BY: YUSRA HUSAIN
ENROLLMENT NO. : 05713902121
Subject: Critical Understanding of ICT
Subject Code: BED109
Submitted To: Ms Priyanka Gupta
INDEX
Serial No.
Topic
Page No.
1.
Google Form Link
1
2.
Google Form Screenshots
1-3
3.
Link of Response Spreadsheet
4
4.
Screenshot of the Response Spreadsheet
4-5
5.
Analysis of the Assessment
5-6
TOPIC: Prepare an online assessment tool for
students using freely accessible software such as
Google Forms, Kahoot etc.
Google Form Link:
https://docs.google.com/forms/d/1Gm54wKuvkKzauP9UG5
SmyxQYiYB2mLqCURuyUI4Up34/edit
Google Form Screenshots:
Link of the Response Spreadsheet:
https://docs.google.com/spreadsheets/d/1NYBWZQLP7XK
e0Y1KEaCAebxj48E5YJTfUBPL9x2ffks/edit?resourcekey#g
id=1521068135
Screenshot of Response Spreadsheet:
Analysis of the Assessment
The assessment consists of various types of questions for exampleMCQs, Short Answer, Picture Based, Fill in the Blanks, One Word
and Long Answer. All of which give students a variety of question
type and also helps in stimulating their brain. The variety of the
types of questions will keep the child engaged in the assessment and
also help them remember things more easily.
This assessment which is for class 6th Social Science contains
Geography, Civics & History will help the students to get a basic
knowledge about their environment, their history and the country.
Geography will help them know about The Galaxy, the surrounding
planets, their features, constellations, how to locate the North Star
and give the students a general consensus about their surroundings.
Civics will help them to know what the government is, why we need
the government, what are the types of government, the role of the
government of a country, its features & the Universal Adult
Franchise. The knowledge which is not only important in day to day
life but will create a concrete base for their future studies. History
will help them get to know about the past, the knowledge of one the
very first and advanced civilizations, their main features, their
customs and traditions, their workings etc.
It will help students in determining about the changes that have been
brought about in the recent years and get the information which will
help them get a better understanding of their surrounding and self.
GURU GOBIND SINGH INDRAPRASTHA
UNIVERSITY
AWADH CENTRE OF EDUCATION
INSTITUTE OF VOCATIONAL STUDIES
BACHELOR OF EDUCATION PROGRAMME
SESSION 2021-2023
SUBMITTED BY: YUSRA HUSAIN
ENROLLMENT NO. : 05713902121
SUBJECT: School Organization & Management
SIBJECT CODE: BED111
SUBMITTED TO: Mrs Priya Chaudhary
INDEX
Serial No.
Topic
1.
Introduction & Definition
2.
Need of Time Table
3.
Importance of Time Table
4.
Principles of Time Table
5.
Types of Time Table
6.
Techniques of Preparation of Time Table
7.
Specimen of Time Table
TOPIC: The pupil teacher to be given hands on experience
in the construction of the Time Table using ICT of a School
by the Faculty Mentors keeping in mind all principles of
Time Table preparation.
 INTRODUCTION
In order to complete the curriculum transaction, some system must
be followed in the schools. Time Table is a framework within which
the functions of a school proceed. It facilitates as an instrument in
the school for a better functioning. It works as a second clock of the
school that prepares a sort of distribution plan for different activities
and teaching of subjects during the school hours, so that various
works that are to be attempted. It shows daily allotment of time with
respect to school subjects, activities and teachers. Qualitatively
speaking, time table reflects the days and timings on which a class
and some specific activity meet, duration of recess and each activity
and class period, activities being conducted, subjects being taught,
room wise and teacher wise details of activity and class periods etc.
time table should be prepared with respect to classes, teachers and
rooms etc. The Principal should also have a copy of the time table
in his/her office. But it is to be noted that time table should never be
allowed to dominate procedures and dictate teaching methods.
Definitions of Time Table
Jaswant Singh: “The schedule (time table) is the spark plug of the
school which sets into motion its various activities and programmes.”
Mohiyuddin: “A time table is said to be the second school clock. It
shows the hours during which school work is done, what work is to
be done during each period of the school day, and in each class, the
room in which the work is to be done and the teacher to be incharge of that work.”
Edmenson: “The time table is an outline of the day’s work which
indicates time of beginning and ending of school day, time of
beginning and ending to each period, activity period and homework
period, subjects and activities offered, days on which each class and
each activity meet, name of the teacher in-charge of each class or
activity, room in which class or activity meets, and time, length and
number of intermission.”
Need of Time Table
1. Its primary objective is to provide time for suitable and varied
learning experiences for all the children.
2. The time table helps principal in carrying out the work of the
school effectively.
3. School time table is necessary tool for its efficient working.
4. Proper time table prevents waste of time and energy by
directing the teachers’ attention to one thing at a time and
saving them from digression, confusion and unnecessary
repetition.
5. It is needed for providing most effective use of the time at the
disposal of the school.
6. It gives each subject and activity the place, attention and
emphasis that it deserves.
Importance of Time Table
Timetable is an instrument that facilitates the functioning of a school
systematically. Its importance may be discussed through the
following points.
1. Energy and time economy- It judiciously channelizes the energy
and time of the teachers and students by avoiding nuisances. The
teacher is well aware of the duration of allotted period so he/she
can plan well that how much content is to be taught. So, there are
no clashes or overlapping.
2. Balanced Distribution of work among the Teachers- The
timetable reflects the work distribution to the teachers. It is
through this tool that they come to know the subject and the class
they have to teach, the venue where they have to teach and the
time when they have to teach.
3. Orderliness- A school timetable reflects the definite quantity of
distributed work among the teachers, it helps in developing the
habits of regularity, methodical attitude, focus and attentiveness,
steadiness etc. in the long run.
4. Organized academic progress- School timetable ensures even and
regular progress in school subjects and co-curricular activities as it
prevents undue or over emphasis upon or neglect of some
subjects, activities etc.
5. Adjusting schoolwork according to the students’ need- The
timetable helps the school authorities to adjust schoolwork
according to the physiological needs of pupils. Fatigue, interest
and freshness of mind and body are given due to consideration at
the time of constructing a timetable. It’s the duty of the head of
the school to ensure that co-curricular activities like sports, music,
art & craft, library and other such activities get adequate time.
This is important for the all-round development of the pupils.
6. Helps in Discipline- The timetable directly aids discipline in the
school to a great extent. It prevents confusion and duplication of
work and lessens the need of punishment by keeping pupils busy
in desirable activities. Everything appears to be in perfect
harmony, smoothness and concord.
Principles of Time Table
Time table gives a clear vision and comprehensive picture of school
activities, work to be done in a certain period, by which teacher, the
place, everything is set with the use of time table. A number of
factors help in creating a time table and it differs from school to
school.
1. Principle of Time Availability- Time table is framed keeping in
view available time i.e., the length of the school year and the total
number of holidays. The state department of education fixes
length of the school year, its term (the starting and the end of the
academic year), the duration of school day and even the number
of periods for each subject.
2. Principle of Variety- It’s better to not have same subject period for
two consecutive periods. The same teacher should not have two
consecutive periods in the same class. If a subject is taught only
2/3 times a week, period should follow at intervals. The sports
periods, practical and drawing periods allow a change and gives
the students time to refresh.
3. Principle of Fatigue- Fatigue can be of two types, mental and
physical. When our body works for a long time, due to that we
feel exhausted which leads to fatigue. Best way to deal with this is
to put fatigue creating periods in the second or third period in
morning and first and third period in the afternoon.
4. Principle of rest and recreation- Provisions should be made for
rest and recreation as it is essential for children. Various Cocurricular activities should be added in the time table itself to
avoid monotony.
5. Principle of Relative importance and difficulty of subjects- Time
dedicated to a subject should be according to the difficulty and
value of a subject. There are socio-economic considerations that
determine the importance of a subject in the school curriculum
and time is allotted to them accordingly.
6. Principle of free periods for teachers- To increase the efficiency
of teachers, free periods should be provided to them and also to
provide time for their other works.
7. Principle of flexibility- The time table should be flexible and not
rigid. It should be designed to make necessary changes according
to the circumstances.
8. Principle of justice- No teacher should be asked to take classes of
another department and the teaching load should be equal to that
of others.
 Types of Time Table
1. Class time table
2. Teacher’s time table
3. Vacant periods time table
4. Games time table
5. Co-curricular activities time table
6. Homework time table
7. Consolidated time table for the whole school
Techniques of Preparation of Time Table
Time Tables have been describes as the very heart of school life
as they are used every day by every member of the school
community.
 List the number of teaching spaces available in school, like the
library, classrooms, labs etc.
 Listing the number of teaching subjects and identifying each of
them as core or optional.
 Ensuring that the time allotments prescribed by the authority
are adhered to.
 Listing the teachers by name and subjects, including the classes
to be covered and the expectation of teaching loads.
 Collecting data on pupils’ preferences in optional subjects.
 After the collection of all the information, preparation of time
table class wise and teacher wise.
 Verifying school routine again before distributing it.
The specimen shown below is an example of a teacher time table. It
shows the time table of a TGT Social Science teacher, which has
one free period each day so that the teacher could complete her
other works. As a TGT she has been allotted classes ranging from
6th- 10th.
 Specimen
of Time Table
Time Table of Mrs Sayma Naaz TGT Social Science
Time 7:30
Days 7:50
Period
7:50
8:35
I
8:35
9:15
II
9:15
9:55
III
9:55 10:35 10:55
10:35 10:55 11:35
IV
V
11:35
12:15
VI
12:15
01:00
VII
VIII D
XC
VII C
XC
R
-
IX B
VI E
VIII D
XC
VII C
XC
E
-
IX B
VI E
VIII D
XC
VII C
XC
C
-
IX B
VI E
VIII D
IX B
VII C
XC
E
-
IX B
VI E
VIII D
IX B
VII C
XC
S
-
IX B
VI E
-
IX B
VI E
M
Mon
O
R
N
Tues
I
N
G
Wed
A
Thurs
S
S
E
Friday
M
B
L
Sat
Y
S
VIII D
IX B
VII C
XC