FIELD REPORT
Refresher Teachers Training Workshops
Solukhumbu District, Nepal
Basa: April 28- May 3
Waku:May 5-10
Kharikhola:May 13- 18
Chaurikhaka: May 20- 25, 2011
Compiled by: Rural Educational & Environmental Development (REED) and
AHF Education Advisor
1
Contents
Executive summary .......................................................................................................................... 3
Workshop Objectives and outcomes ................................................................................................ 3
Workshop Programme...................................................................................................................... 4
The teachers' expectations ............................................................................................................ 4
Workshop timetable ..................................................................................................................... 5
Self Performance Evaluation of Teachers from Kharikhola and Chaurikharka 2011 .................. 7
Workshop Evaluation ................................................................................................................... 8
Comments on teacher’s performance and their reactions ...................................................... 18
Successes and Challenges of the previous trainings ................................................................ 6
Recommendations ………………………………………………………………………….18
Appendix A Participants’ list ....................................................................................................... 19
Appendix B Key teachers’ list ..................................................................................................... 24
Appendix C facilitators and visitors ............................................................................................. 24
Appendix D Subject contents in brief .......................................................................................... 27
2
Executive summary
This report is the sixth in the series describing a refresher teacher-training programme in
Solukhumbu district of Nepal by AHF and REED Nepal. The programme involved conducting 6
day in-service workshops for the primary teachers and in-school support given by the trainers
throughout the year.
All the teachers of the upper Solukhumbu schools were included in refresher teacher training at
four venues, Basa, Waku, Kharikhola and Chaurikharka of Solukhumbu. The key teachers
provided in school support for at least 2-3 times per year, where the classes were observed and
feedback given for the improvement. The schools were given the necessary materials and reading
books to practice child centered teaching learning activities.
In the teacher training, 269 teachers from 8 VDCs schools attended. The themes of the
workshops were Brain gym, learning styles, child psychology, team building, subject-wise
teaching methods, techniques, approaches along with the materials preparation and use and
model lesson. Curriculum studies and the importance of teacher guide was also the focus of
training. The course had 6 days in the respective subjects so that the in-depth study and
interaction was effective. The necessary related materials were prepared during the training,
assessment and evaluation and making of child centered learning materials was a main focus.
The training resulted in several outcomes. Teachers shared their experiences during the year.
They learnt new understandings about child psychology, learning styles, creative teaching,
classroom organization and management, assessment and evaluation as well as developing new
teaching skills and material development for child centered learning.
The programme continues to monitor the impact on student learning and changed teacher
behaviour in the classroom through the regular Key teachers’ visits and REED trainers’ field
visits.
The Australian Himalayan Foundation funds the teacher-training programme in Solukhumbu and
the Rural Education and Environment Development Center (REED) implements, monitors and
supports.
The DEO and his staff continued to be very positive and supportive for the programme. The
cooperation between the Australian Himalayan Foundation, Swiss Foundation, McNair
Foundation, Himalayan Trust UK, DEO, District Education Office, REED, and the teachers of
Solukhumbu are key factors for the accomplishment of this programme.
Workshop Objectives and outcomes
Objectives
1. develop child-centered teacher training
methods and skills
2. increase teachers’ understanding and
knowledge in all subjects
3. provide relevant and appropriate
teaching materials and resources to
Expected Outcomes
improved teaching in the classroom where
children are learning actively
teachers teach more effectively and confidently
access to more relevant and appropriate
teaching material and resources
3
schools
4. increase teacher and student attendance, increased teacher and student attendance and
increase girls’ / boys’ enrollment in
girls’/ boys’ enrolment and reduce student
schools, and reduce drop-out rates of
drop-out
children from schools
5. ensure the Key teachers lead in the
refresher workshops, then follow up
with the school support
development of a team of education resource
personnel and a Key teachers network to
implement training and support activities
6. introduce the continuous assessment
system (CAS) and practice the use of
different forms
teachers assess students regularly and record in
the appropriate forms storing safely,
use the form for upgrading children
Workshop Programme
These three six day workshops had 269 teachers attending. The workshop was conducted by the
REED training team and the volunteers from Australia.
The District Education Office and the head teachers from the four host schools were very
supportive. Key teachers working in these VDCs supported the larger training team.
The teacher’s expectations were identified and analysed before each workshop.
The teachers' expectations
 Increase subject wise knowledge, and teaching skills and classroom management skills in all
subjects (Nepali, English, Maths, Social Studies, and science)
The subject wise expectation of the teachers are listed below
 English :
Teaching vocabulary
Teaching stories
Teaching English through games and songs
Teaching riddles
Teaching grammar: word classes
 Nepali:
teaching poem
Teaching story and writing story
Teaching vocabulary
Children’s songs creation and singing
Teaching grammar
Spelling, letter and punctuation
Language difficulties in the multilingual class
Teaching essay and essay writing
 Mathematics Fraction, decimal and percentage
Binary and Quinary numbers
4
How to prove (a+b)2, (a-b)2, (a+b)3, (a-b)3, h2= p2+b2
Unitary method
Place value
Rounding off
Effective method of teaching addition, subtraction, multiplication and
division
Like and unlike terms
Measurement of area, volume and perimeter
Set
Living and non-living things
Science project work
State of matter
Concept of solid, liquid and gas
How to use microscope
Floating and sinking
How is energy not lost?
Parts of flower
Volume measurement of gas
Global warming and environmental pollution
Vertebrate and non- vertebrate

Science:

Social Studies Mapping
Traffic rules
Season change
Creative arts: drawing, music and dance
Structure of the earth
Workshop timetable
9.00 – 10.00
Day 1
Registration, opening
ceremony, speeches,
introductions.
10.00 – 12.00
- Expectation collection
- Review of the effectiveness
and impact of the previous
trainings.
- Team building game
(human ladder, in and out,
balloon relay, blind fetch)
1.00 – 4.00
-Success and challenges of
previous year (SWOT
analysis method)
- Skills revised (six thinking
hats method)
Learning styles (Multiple
intelligences)
- Day feedback
- Day briefing
9.00 – 4.00 (45 minute lunch break)
Day 2
Subject-wise training based on the needs of the participants along with modelling the
class
Maths, English, Nepali, Social studies
5
Note: Science was only included in Chaurikharka and Kharikhola trainings
Day 3
Subject-wise training based on the needs of the participants along with modelling
Maths, English, Nepali, Social studies the class
Note: Science was only included in Chaurikharka and Kharikhola trainings
Day 4
Subject-wise training based on the needs of the participants along with modelling
Maths, English, Nepali, Social studies the class
Note: Science was only included in Chaurikharka and Kharikhola trainings
Day 5
Subject-wise training based on the needs of the participants along with modelling
Maths, English, Nepali, Social studies the class
Note: Science was only included in Chaurikharka and Kharikhola trainings
Day 6
CAS (Continuous
Assessment System), self
evaluation
Commitments, course evaluation, closing ceremony
Each day began with the Nepali National Anthem, a class song of primary level, a Nepali song
and Brain Gym. New games were incorporated into the program according to the timetable of
each subject. Participant representatives and facilitators conducted a daily evaluation of sessions.
Participants prepared short demonstration micro teaching lessons in groups. These lessons used
skills emphasized in the training such as group work, questioning, discussion and using teaching
materials. A teacher from each group was randomly chosen to teach the lesson. Students were
found from local schools. Participants provided feedback based on the classroom teaching
observation checklist. Furthermore, a general improvement in the standard of micro-teaching was
noticed in the comparison to previous years.
Successes and Challenges of the previous trainings
Participants discussed and recorded their successes and challenges in a variety of key areas what
they had learnt in the previous trainings.
Successes:
 Teachers are habituated in using the teaching learning materials in the classrooms
 Students can use materials independently
 Group division and group works are encouraged in schools
 Games and songs for teaching has been amusing in teaching
 Project works and preparation of teachers are another success of teachers
 Students feel encouraged and enjoy in the classroom
 Teacher responsibilities evenly distributed and Curriculum and books arrived on time
 Good cooperation between teaching staff and Good cooperation between school and
community
 Students are sent to school regularly as the community involved in school development
6

Teachers are habituated to use teachers guide, curriculum and learning achievement is
focused while teaching.
Challenges:
 Unqualified teachers and lack of enough resources
 Lack of teachers in schools and language problems in village areas because of the
multilingual culture.
 Parents are not fully aware of the importance of education
 Different levels of ability and age in one classroom and students not bringing books or
pencil to school
 Noisy classrooms and the teachers not able to have group work as it is supposed to do.
 Difficulties of multi-grade teaching due to room size and lack of teachers’ motivation
Self Performance Evaluation of Teachers from Kharikhola and Chaurikharka 2011
A performance evaluation indicator worksheet was developed and teachers had to write their
feelings, work performed and the developmental activities carried out in their school for the
quality education of their children in a child friendly environment during the year.
90 teachers did the self performance out of which 46 were females and 64 males.
Age level of teachers
17 – 19 years
20 – 29 years
30 – 39 years
40 – 49 years
Total No of teachers
Total teachers filled the form
4
45
34
27
110
3.6% teachers were below 19 years age, 40.9% teachers were between 20 to 29 years, 30.9%
teachers were between 30 to 39 years age and 24.5% teachers were 40 to 49 years age.
Below
5
5 to 10
11 to 19
20 above
52
20
20
14
49.1
18.9
18.9
13.2
106
100
49.1% teachers have less than Five years teaching experience, 18.9% teachers have less than 10
years experience, 18.9% teachers have less than 19 years experience and 12.2% teachers have
above 20 years experience.
20.2% teachers are totally new for this training, 21.2% teachers attended this training second
time, 14.4% teachers attended this training third time and 44.2% teachers attended REED training
more than 4 years.
7
7.8% teachers do Multi grade multi level teaching, 4.3% teachers just do grade teaching but 88%
teachers do subject teaching in their schools.
22.35 teachers use all the strategies they have learnt in the training, 23.1% just use local material,
12.1% pocket board 4.7% base ten blocks, 28.1% flash cards/hanging cards and 9.8% use
music/games while teaching in the classrooms.
17.6% evaluation is done by Continuous Assessment System, 70.4% by taking written
examination, 8% by question answer and just 4% by behaviour change. Out of 96 students are
found out of school in their catchment area 48 are boys and 48 are girls.
14.15 teachers have faced challenge of economic as well as time to make the materials, 34.6%
teachers were facing the challenge of new techniques 15.38% teacher were facing the language
problems and 35.9% teachers were facing the problems of materials.
20.7% teachers expect the suggestion and the review of the teaching techniques, 51.7% teachers
expect model class as well as problem solving, 27.6% teachers expect for new games, material
development and its use from the REED trainers as well as Key Teachers while they are visiting
schools.
27.6% teacher focus for the continuity of training for quality improvement of teachers and
students, 37.9% teachers need training for the new teaching techniques and 34.5% teachers need
training to review their skills learnt in their previous trainings.
Suggestion from teachers
34.6% teachers are in the favour of subject wise training
3.8% teacher wants to sit in all subjects training
19.2% teachers suggest increasing the allowance according to the economic inflation
23% teachers say that the training should be in the starting of the academic year.
3.6% teachers say that the training must be regular (continue)
11.5% teachers say that the training should be extended up to 15 days
3.95 teachers want the refresher training twice a year.
Workshop Evaluation
Course Evaluation Summary(Chourikharka)
6 days Primary Teacher's Refresher Training
S
N
Content
1
Overall Impression
2
Class song
Excellen
t
N %
o
Good
Ok
N
o
N
o
2
9
3
3
25 46.
3
17 31.
5
53.7
61.1
%
4
%
Could be
improved
N %
o
Total
participa
nts
0.0
54
7.4
54
8
3
Brain gym
4
Morning Song
6
Team Building
8
Training objectives
9
Revise skills
10
Self Evaluation
11
CAS
2
5
2
5
2
6
2
4
2
4
1
4
2
9
50.0
5
52
20 40.
0
20 40.
0
20 41.
7
14 35.
9
22 48
33
23 53
59
18 37
3
50.0
54.2
61.5
50
2
10.
0
10.
0
4.2
1
2.6
39
0
46
6
14
43
2
4
49
27.
3
0.0
0
11
0
11
0.0
0
11
0.0
0
11
27.
3
45.
5
36.
4
0
11
0
11
0
11
5
50
48
English
a
Teaching noun
8
72.7
b
Teaching verbs
c
Adjectives
d
Greeting and introduction
e
Teaching vocabulary
1
1
1
1
1
1
8
100.
0
100.
0
100.
0
72.7
f
Songs
6
54.5
5
g
Games (Bang Bang, run to the
board, Simon says, memory, I
have You have and many more….)
Riddles
7
63.6
4
8
72.7
3
27.
3
0
11
84.6
2
0.0
13
38.5
5
23.
1
0.0
13
3
15.
4
38.
5
27.
3
0.0
0.0
11
9.1
11
0
10
0
12
0
12
h
0.
0
3
Math
a
Number line and its use
b
Tangram
1
1
5
c
Lattice multiplication
8
72.7
d
Hundred Board
e
Multilevel planning
1
1
6
100.
0
54.5
4
f
Additional and subtraction
9
90.0
1
g
Bloom taxonomy with fraction
5
41.7
7
g
Math Games
1
1
91.7
1
36.
4
10.
0
58.
3
8.3
3
1
11
9
i
Learning center
6
54.5
5
45.
5
0
11
0
6
Nepali
a
The techniques and practice of
adjectives
5
83.3
1
16.
7
b
Creating poem
4
50.0
3
1
13
8
c
Questioning Games
5
50.0
4
1
10
10
d
The teaching technique of poem
and creative work
4
57.1
3
37.
5
40.
0
42.
9
0
7
e
6
66.7
1
22
9
7
87.5
1
0
8
g
Creation of child songs
7
87.5
1
0
8
h
Teaching noun
7
70.0
3
0
10
i
Run to the board game
2
22.2
7
0
9
j
Title figure and story writing
6
66.7
3
0
9
k
story writing
6
60.0
1
3
30
10
l
Micro and real teaching
3
42.9
3
1
14
7
m
Essay teaching methods
3
37.5
3
2
25
8
n
Creation of Essay
3
11.
1
12.
5
12.
5
30.
0
77.
8
33.
3
10.
0
42.
9
37.
5
37.
5
2
f
Teaching techniques and practice
of story
Children songs
2
25
8
12.
5
0
0
16
0
16
18.
8
25
0
16
0
16
0
0
16
18.
8
12.
5
40
0
16
0
16
0
15
3
Science
a
Making hand lens
b
POE activity
c
Fire needs air
d
Volume measurement of Gas
e
Making electric magnet
f
To explore the teaching activity
through burning candle
Recognize and record of living and
non-living things
Concept of State of matter
g
h
1
4
1
6
1
3
1
2
87.5
1
6
1
3
1
4
9
100
2
100
81.3
3
75
4
81.3
3
87.5
2
60
6
10
i
Making onion slide
1
0
1
1
62.5
4
25
j
Concept of environment
population
Social studies
68.8
5
31.
3
a
b
Teaching strategies in social
studies
Concept of globe, Atlas and map
71.4
4
86.7
2
Mapping
1
0
1
3
8
61.5
5
Season change
7
50.0
7
28.
6
13.
3
38.
5
50.
0
c
d
2
12.
5
0
16
0
14
0
15
0
13
0
14
16
6 days Primary Teacher's Refresher Training, Kaharikhola
Course Evaluation
SN
Content
Excellent
Good
Ok
No
%
No
%
No
%
Could be
improved
No
Total
participants
1
Overall Impression
29
52.7
24
43.6
2
3.6
55
2
Class song
17
30.4
32
57.1
7
12.5
56
3
Brain gym
29
52.7
24
43.6
2
3.6
55
4
Morning Song
31
57.4
21
38.9
2
3.7
54
6
Team Building games
26
48.1
16
29.6
12
22.2
54
7
Need identification
7
12.5
36
64.3
13
23.2
56
8
Training objectives
22
40.7
25
46.3
7
13.0
54
9
Revise skills
14
27.5
31
60.8
6
11.8
51
10
Self Evaluation
22
36.1
36
59.0
3
4.9
61
11
CAS
11
20.8
28
52.8
11
20.8
1
4.2
24
0.0
26
3
53
English
a
Greeting and introduction
20
83.3
3
12.5
b
Use of Riddles
18
69.2
8
30.8
c
Teaching noun
14
48.3
13
44.8
2
6.9
29
d
Teaching vocabulary
17
47.2
18
50.0
1
2.8
36
e
Songs
21
77.8
6
22.2
0.0
27
11
17
89.5
1
5.3
1
5.3
19
e
games(Bang Bang, run to
the board, Simon says,
Number Game, missing
things )
Teaching verbs
8
33.3
15
62.5
1
4.2
24
f
Sign language
17
58.6
11
37.9
1
3.4
29
0
Math
a
Number line and its use
19
65.5
9
31.0
1
3.4
29
b
Geometrical shapes and
Tangram
Lattice multiplication
20
60.6
11
33.3
2
6.1
33
14
46.7
16
53.3
0.0
30
20
62.5
12
37.5
0.0
32
e
Dice game for different
topic
Fraction and Decimals
14
51.9
11
40.7
2
7.4
27
f
Hundred Board
12
40.0
17
56.7
1
3.3
30
g
Place value and face value
9
31.0
17
58.6
3
10.3
29
h2 =p2+b2
10
32.3
9
29.0
12
38.7
31
Bloom taxonomy with
fraction
Math Games
4
13.8
17
58.6
8
27.6
29
c
d
11
37.9
10
34.5
8
27.6
29
3
11
35.5
9
29.0
11
35.5
31
a
The techniques and practice
of adjectives
16
59.3
11
40.7
0.0
27
b
The practice of adverb
8
33.3
14
58.3
8.3
24
c
23
88.5
3
11.5
0.0
26
14
56.0
10
40.0
1
4.0
25
11
39.3
16
57.1
1
3.6
28
18
72.0
7
28.0
0.0
25
g
Questioning game and run
to the board
The teaching technique of
poem and creative work
Teaching techniques and
practice of story
Singing techniques of child
songs
Creation of child songs
13
52.0
10
40.0
2
8.0
25
h
Identification of rhyme
11
37.9
17
58.6
1
3.4
29
11
44.0
14
56.0
h
2
2
3
(a+b) , (a-b) , (a+b) , (a-b)
Nepali
d
e
f
2
Science
a
Scientific skill and process
0.0
0
25
12
b
POE activity
12
40.0
16
53.3
2
6.7
0
30
c
Jig saw activity in EC
7
25.0
20
71.4
1
3.6
0
28
d
Study in plant leaf
13
50.0
8
30.8
5
19.2
0
26
e
Making electric magnet
21
87.5
3
12.5
0.0
0
24
f
To explore the teaching
activity through burning
candle
17
54.8
14
45.2
0.0
0
31
g
h
living and non-living
Concept of State of
matter
Making onion slide
Observation of sea
animals
Molecular music game
22
20
78.6
6 21.4
12 37.5
0.0
0
28
0.0
0
32
19
16
63.3
3.3
0
30
0.0
0
30
10
6.9
0
29
i
j
k
62.5
1
53.3
10 33.3
14 46.7
34.5
17 58.6
2
6 days Primary Teacher's Refresher Training, Waku
Course Evaluation
SN
Content
Excellent
Good
Ok
Could be
improved
No
%
Total
participants
No
%
No
%
No
%
56
74.7
15
20.0
4
5.3
2
Overall
Impression
Class song
46
66.7
20
29.0
3
4.3
0
69
3
Brain gym
57
75.0
15
19.7
4
5.3
0
76
4
Morning Song
62
77.5
18
22.5
0.0
0
80
5
Team Building
Game
Need
identification
Training
objectives
Revise skills
51
64.6
28
35.4
0.0
0
79
35
44.3
37
46.8
7
8.9
0
79
53
67.9
24
30.8
1
1.3
0
78
41
51.9
34
43.0
4
5.1
0
79
Multiple
intelligences
CAS
48
59.3
25
30.9
8
9.9
0
81
49
62.8
28
35.9
1
1.3
1.3
78
1
6
7
8
9
10
75
1
13
11
Important of
Teacher Guide
60
76.9
16
20.5
Teaching English
through riddles
Teaching verbs
12
63.2
7
20
100.0
Method of
teaching grammar
Speaking Games
16
2
2.6
0
78
36.8
0
19
0
0
0
20
80
4
20
0
20
13
65
7
35
0
20
Snake ludo for
teaching noun,
verb and adjective
Number games
15
75
5
25
0
20
15
75
6
28.6
0
21
Song/chant
teaching
15
71.4
5
25
0
20
English
a
b
c
d
e
f
g
0
Maths
a
b
c
d
e
f
g
h
i
Place value and
face value
Use of number
line
Base ten Block
14
73.7
5
73.7
0
0.0
0
19
11
61.1
6
61.1
1
5.6
0
18
11
39.3
17
39.3
0.0
0
28
Station
(measurement)
Fraction, Decimal
and percentage
Bar graph
preparation
Tangram
activities
Multiplication
12
63.2
5
63.2
10.5
0
19
8
42.1
11
42.1
0.0
0
19
11
57.9
8
57.9
0.0
0
19
12
63.2
6
63.2
1
5.3
0
19
12
60.0
7
60.0
1
5.0
0
20
Mathematical
Games
14
73.7
3
73.7
2
10.5
0
19
12
60.0
8
40.0
14
70.0
5
25.0
12
60.0
8
14
70.0
6
2
Nepali
a
b
c
d
possible
activities
through the
game of hot
potato
Introduction of
teaching essay
Technique of
teaching essay
Essay writing
0
0
20
5
0
20
40.0
0
0
20
30.0
0
0
20
1
14
e
Practice teaching
essay
Technique of
teaching story
Creation story
8
44.4
10
55.6
14
70.0
5
25.0
19
95.0
1
Technique of
teaching
adjectives
Identification of
adjective
Use and practice
of adjective
19
95.0
16
k
0
0
18
5
0
20
5.0
0
0
20
1
5.0
0
0
20
80.0
4
20.0
0
0
20
10
50.0
10
50.0
0
0
20
Identification of
adverb
14
70.0
6
30.0
0
0
20
l
Practice of
writing story
16
80.0
4
20.0
0
0
20
m
Game(questioning
and run to the
board)
14
70.0
6
30.0
0
0
20
Strategies of
teaching social
studies
Mapping
11
55.0
7
35.0
2
10.0
0
20
11
52.4
9
42.9
1
4.8
0
21
Concept of season
change
Traffic rules
12
57.1
7
33.3
2
9.5
0
21
7
35.0
8
40.0
5
25.0
0
20
f
g
h
i
j
1
Social studies
a
b
c
d
6 days Primary Teacher's Refresher Training, Basa
Course Evaluation
SN
Content
Excellent
Good
Ok
No
%
No
%
No
%
Could be
improved
No %
Total
participants
1
Overall Impression
31
47.7
32
49.2
2
3.1
0
65
2
Class song
24
42.9
22
39.3
10
17.9
0
56
3
Brain gym
29
52.7
24
43.6
2
3.6
0
55
15
4
Morning Song
36
53.7
22
32.8
9
13.4
0
67
6
Team Building games
28
43.1
32
49.2
5
7.7
0
65
7
Need identification
15
23.4
36
56.3
13
20.3
0
64
8
Training objectives
22
31.0
37
52.1
12
16.9
0
71
9
Revise skills
18
26.5
43
63.2
7
10.3
0
68
10
Multiple intelligences
25
37.9
34
51.5
7
10.6
1.5
66
11
CAS
24
36.4
31
47.0
11
16.7
0
66
11
Important of Teacher
Guide
38
55.9
22
32.4
8
11.8
0
68
15
75.0
3
15.0
2
10.0
0
20
12
60.0
8
40.0
0
0.0
0
20
10
50.0
10
50.0
0
0.0
0
20
d
Techniques of
teaching color
Methods and
Technique of teaching
grammar
Techniques of
teaching English
through riddles
Teaching vocabulary
14
70.0
6
30.0
0
0.0
0
20
e
songs and Chants
12
60.0
6
30.0
2
10.0
0
20
f
9
42.9
12
57.1
0
0.0
0
21
g
Teaching Adverb
Through activities and
games
Teaching verbs
9
45.0
9
45.0
2
10.0
0
20
h
Speaking Games
11
55.0
7
35.0
2
10.0
0
20
0
0.0
0
17
0.0
0
17
1
English
a
b
c
Math
a
4
23.5
13
76.5
10
58.8
7
41.2
c
Number line and its
use
Place value and face
value
sets
7
38.9
10
55.6
1
5.6
0
18
d
Base ten Block
11
64.7
5
29.4
1
5.9
0
17
e
Station - Volume
3
17.6
9
52.9
5
29.4
0
17
f
Station - Area
4
23.5
10
58.8
3
17.6
0
17
b
16
g
Perimeter
8
47.1
8
47.1
1
5.9
0
17
h
Fraction, Decimal and
percentage
Bar graph preparation
8
47.1
7
41.2
2
11.8
0
17
10
58.8
4
23.5
3
17.6
0
17
Geometrical shapes
and Tangram
Tangram activities
9
52.9
6
35.3
2
11.8
0
17
6
35.3
7
41.2
4
23.5
0
17
5
29.4
11
64.7
1
5.9
0
17
5
27.8
9
50.0
4
22.2
0
18
n
trail and Compilation
of data
Standard and non
standard measurement
Equation balance
4
23.5
12
70.6
1
5.9
0
17
o
Mathematical Game
9
52.9
7
41.2
1
5.9
0
17
7
46.7
7
46.7
1
6.7
0
15
4
30.8
7
53.8
2
15.4
0
13
7
50.0
6
42.9
1
7.1
0
14
5
35.7
7
50.0
2
14.3
0
14
2
13.3
9
60.0
4
26.7
0
15
4
28.6
8
57.1
2
14.3
0
14
3
21.4
10
71.4
1
7.1
0
14
5
35.7
8
57.1
1
7.1
0
14
20.0
0
15
i
j
k
l
m
Nepali
a
b
c
d
e
f
g
Possible activities of
Nepali teaching
Techniques of
teaching story
Technique of teaching
essay
Technique of teaching
poetry
Teaching of
techniques letter
Technique of teaching
grammar
methods and
Technique of teaching
vocabulary, proverb
and idioms
Methods and
technique of teaching
spelling and letter
arrangement
Language game and
songs
6
40.0
6
40.0
3
Social studies
a
Golden rules of life
9
52.9
7
41.2
1
5.9
0
17
b
strategies of teaching
social studies
13
76.5
4
23.5
0
0.0
0
17
c
Concept of season
change
8
47.1
8
47.1
1
5.9
0
17
17
d
Traffic rules
11
64.7
6
35.3
0
0.0
0
17
e
Map work
11
61.1
7
38.9
0
0.0
0
18
f
Local organisation
and conservation of
our natural resources
8
47.1
9
52.9
0
0.0
0
17
g
Game and songs
29.4
12 70.6
0
0.0
0
17
5
Comments on teacher’s performance and their reactions

English enjoyed the teaching technique using the real objects, classroom materials and
using the students more. Games along with the activities are more powerful tools to make
teaching learning activities lively and effective.

The training was very valuable for us as we learned to use the Continuous Assessment
System (CAS) for upgrading of the children without having them to write the exams.


In maths they enjoyed model lesson of the trainers.
In Nepali the participants appreciated making recourse materials to use in the classroom
and the deep knowledge on Nepali spelling, punctuation and word formation.
The project work of science was acknowledged by the participants. .
Teachers enjoyed having a big group of teachers from their VDCs and sharing of the
experiences and skills.
Teachers realised for this programme to be worthwhile they have to show changed
behaviour in their classroom.



Recommendations
The Workshop agreed to recommend that:

The refresher workshop has been very effective and should continue for some more years.

Schools should continue to be supplied with the required materials for teaching learning
activities.

Participants recommended that the programme looks at reviewing the premium allowance
as the inflation in all areas has gone up in Solukhumbu.

Overseas volunteers to be continued coming to Solukhumbu for conducting the training
with new resources and energy.

REED trainers have to visit schools more and support for effective teaching.

Focal person in the DEO to be established and supported so as to coordinate the training
and the impact of the programme which acts as a bridge between the AHF/ REED and the
District Education Office, Solukhumbu.
18

CAS is an excellent means to evaluate to the students and improve the weakness of
students specifically. Therefore, to make it effective and successful, monitoring and
supervision has to be done by DEO and REED frequently.
Appendix A
Participants’ Name List
S.N
.
1
2
3
4
5
6
7
8
9
6 days Refresher training
6 days Refresher training
Basa, Solukhumbu
Waku, Solukhumbu
Participants' list
Name of
teachers
Participants' list
Rupa Maya Tamang
Mamata Tamang
Laxmi Tamang
Man Bdr Rai
Dambar Kumari
Basnet
Bal Bdr Basnet
Jayanta Karki
Manju BK
Mahesh Rai
10 Hemkumari
khatiwada
11 Geeta Kc
12 Jam Prasad Bhattrai
13 Padam Kumari Raut
14 Sumitra Karki
School
S.
N
Name of teachers
School
Shishukalyan Ps
Shishukaalyan Ps
"
"
Siddhakali Ps
1
2
3
4
5
Narayan Pd. Ghimire
Gopal Pd. Ghimire
Padhmawati Raut
Rup Kala Rai
Be Kumar Rai
Chochmi PS
"
"
"
Himalaya LSS
Buddhibikas PS
"
"
Himalaya
laliguransPs
"
6
7
8
9
Gopal Magar
Ram Katwal
Bimala Ghimire
Lakshawati Raut
"
"
"
"
10 Nawalshing Rai
"
"
Dudhkoshi Ps
"
"
11
12
13
14
"
"
Balkanya PS
"
mani Kumar Rai
Bhakta BK
Kaji Regmi Magar
Kamala Niraula
19
15 Manamaya tamang
16 Musaharu Das
"
Singhadevi Lss
15 Ram Kumari Ghimire
16 Saraswati Karki
17 Tshewang Dorje
Tamang
18 Khadga Bdr. Rai
19 Aasbir Rai
20 Bina Waiba Tamang
21 Kamala Maya
Tamang
22 Sajina Tamang
23 Rajman Rai
24 Janga Bdr. Karki
25 Dipak Rai
26 Surya Bahadur Basnet
27 Shiva Maya Rai
28 Satmaya Rai
29 Cheena Karki
30 Bhola Kumar Karki
31 Maiya Rai
32 Kedarnath Khatiwada
33 Bhakta Bdr. Rai
34 Kamala Rai
35 Dil Bdr. Rai
36 Bed Nidhi Dahal
37 Dik Bdr. Rai
38 Monila Rai
39 Sarmila Rai
40 Eak Raj Pudasaini
41 Prem Prakash Parajuli
"
17 Dal Bdr. Rai
"
Buddhi Bikash
LSS
"
"
"
"
"
18
19
20
21
Hira Mani Rai
Banda Ngima Sherpa
Kamala Shree Gimire
Khil Prasad Ghimire
"
"
Illumpeak PS
Sagarmatha SS
"
"
Kanku SS
"
"
"
"
"
"
"
Rampur LSS
"
"
"
"
"
"
"
"
Sagarmatha SS
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
"
"
"
"
"
"
Janajagaran LSS
"
"
"
"
"
Pashupati PS
"
Jaleshwori LSS
"
"
"
Saraswati PS
"
42 Pasang Rai
43 Suna Maya Rai
44 Rudra Rai
"
"
"
42
43
44
45
46
47
48
45
46
47
48
49 Mun Kumari Katwal
50 Sambar Bdr. Katwal
"
"
"
Padhma Kanya
LSS
"
"
Khil Kumar Ghimire
Shambhu Pd. Ghimire
Ambar Bdr, Magar
Mahal Shing Rai
Mohani Rai
Lal Bari Rai
Purna Bdr. Karki
Kamal Kumari Rai
Bhim Bdr. Rai
Nawaraj Rai
Dhana laxmi Rai
Ram Kumari Rai
Rita Devi Niraula
Nirmal Rai
Hom Bdr. Magar
Hira Kaji Rai
Purna Bdr.Rai
Panchhi Maya Rai
Dambar Magar
Ram Narayan
Chaudhary
Jabarshing Mahato
Suntali Magar
Sire budhathoki
Magar
Mahesh Kumar Rai
Nawaraj Rai
Sauman Rai
Narjeet Rai
51 Uddav Sharma
52 Laxmi Karki
"
"
Indra Kala Bk
Barmaya Rai
Mahendra Kumar Rai
Pram Dhoj Karki
49 Jasdhani Rai
50 Balbahadur Rai
"
"
Sagarmaths PS
"
"
"
Namuna PS
"
Pema Chholing
PS
20
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
Lalit Bdr. Karki
Dak Man Karki
Dhurba Kumar Karki
Gyan Bdr. Karki
Naubir Rai
Hasti Maya Rai
Kumari Rai
Nirmaya Rai
Bhim Bdr. Magar
Jaga Bdr. BK
Dil Maya Rai
Mani Maya Rai
Indra Kumari Rai
Asan Rai
Dina Rai
Nanda Kumari Rai
Kumar Rai
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
Shobha Luitel
Suna Bari Rai
Sita Ram Basnet
Man Bdr Rai
Bhesh Raj Poudel
Thapi Maya Rai
Dhana Kumari Rai
Nar Maya Rai
Janaki Rai
Jeevan Kumari Rai
Gau Maya Rai
Mamata Rai
Suna Maya Rai
Tshering Rai
Tula Man Rai
Sumitra Rai
Bishukala Rai
Ramita Dhungana
Raghubir Keshari
Shanta Parajuli
Lila Devi Gurung
Pushpa karki
92 Narayan Bahadur
Karki
"
"
"
"
Chandro Daya PS
"
"
"
"
Jana Priya PS
"
Babu Chhiri PS
"
"
"
"
Dipendra Aadarsa
PS
"
"
Basa Khali SS
"
"
"
"
"
Nava Pragati PS
"
Devisthan PS
"
Namuna Jyoti PS
"
Jana Kalyan PS
"
Chomolung PS
"
Amar Jyoti PS
"
Jana Kalyan PS
Padhma Kanya
LSS
Padhma Kanya
LSS
21
93
94
95
96
Bimal Raut
Kumar Basnet
Kamala Shrestha
Nara Bahadur Rai
Dudhkoshi Ps
Amar Jyoti PS
Jana Priya PS
Rampur LSS
6 Days Refresher training
6 Days Refresher training
Kharikhola
Participants’ Name list
S.N
Name of the Teacher
.
1 Bhala kaji Magar
Chaurikharka
School
Participants’ Name list
S.
Name of the Teacher
N
1 Dev Narayan
Chaudhary
2 Navin Kumar Dahal
2 Urmila Magar
Kharikhola
Hss.
,,
3
4
5
6
Hira Thapa Magar
Murari Pokharel
Kishor Pokharel
Ang Kajee Sherpa
,,
Dutkosi Ls.
,,
,,
3
4
5
6
7
8
9
10
11
12
Jangbu Sherpa
Dayangjee Sherpa
Bhakta Laxmi Rai
Pesal Kala Rai
Pardav Chaudhary
,,
,,
Juving Ls.
,,
,,
,,
7
8
9
10
11
12
13 Rajan Kumar Basnet
14 Dhan Bdr. Rai
15 Sarmila Rai
Buksa Ps.
,,
,,
13
14
15
16 Sujata Rai
17 Sumitra Rai
18 Tej Bdr. Magar
,,
,,
19
20
21
22
23
Dutkoshi Ls.
,,
,,
Mera Ps.
Babutseri
PS
Janakalyan
Ps.
,,
Chandra Narayan Chaudhary
Hari Parsad Bhattarai
Parbata Niraula
Rinje Sherpa
Chandra Kala Magar
Man Krishna Rai
24 Bal Kumar Rai
25 Parmila Rai
Kharikhola
Hss.
Dilliser Tamang
Jagat Bdr. Sunuwar
Upendra Rai
Mohon Ghimire
School
Karmajansewa Ps.
Janasewa LS.
Gumila
,,
,,
,,
Himalaya PS.
Namche
,,
,,
,,
Thame LS. Thame
,,
,,
16
17
18
Mingma Nuru Sherpa
Da Tsering Sherpa
Namdu Sherpa
Kami Doma Sherpa
Pasang Lhamu Sherpa
Lopsang Kundol
Sherpa
Pasang Lhamu Sherpa
Bed Kumar Karki
Lakpa Tshering
Sherpa
Anita Mishra
Pembajangmu Sherpa
Devendra Bastola
19
20
21
22
23
Jeeta Khatri
Shiv Naraya Mandal
Peshal Magar
Bina Tamang
Devendra Rai
Pangboche Ps.
Naulekh PS
,,
Pangboche Ps.
Lukla LS. Lukla
,,
,,
,,
Phortse PS.
,,
,,
24 Nanimaiya Acharya
,,
25 Bhim Karki
,,
22
26
27
28
29
30
31
32
33
34
Teena Rai
Shanti Ram Ghimire
Laxmi Dhungana
Sarada kattel
Kopila Rai
Asbir Rai
Dorja Man Rai
Bhola Raj Rai
Bhuddha Sagar Chaudhari
,,
Sarswoti LS.
,,
,,
,,
,,
,,
,,
Kharikhola
Hss.
Pankonija
Ps.
,,
Inkhu Ps.
,,
Taksindo
SS.
,,
26
27
28
29
30
31
32
33
34
,,
,,
Janakalyan
Ps.
,,
41 Bal Bdr. Rai
42 Tula Raj B. K.
43 Kumari Basnet
45 Parbin Rai
46 Lila Rai
48 Lok Bdr. Thapa
,,
Dudhkunda
Ps
Janasudhar
Ps
Balbikas PS
49 Champa Bhattarai
50 Manikumar Bhattarai
51 Dinish Phuyanl
,,
,,
Ringmo LS
52
53
54
55
56
57
58
59
,,
,,
49 Maju Rai
50 Mabindra Kathet
51 Tshering Wangmo
Sherpa
52 Bholanath Dahal
53 Prem Rai
54 Lal K. Pradhan
55 Dirgha Nath Basnet
35 Narayan Dhungana
36
37
38
39
Devi Khatiwada
Kumari Niraula
Hasta Bdr. Rai
Hem Kumari Sundas
40 Bimala khadka
41 Subba Tamang
42 Manimaya Nepali
43 Kesab prasad Ghimire
44 Dik Bdr. Karki
45 Gopal Rai
46 Asoda Niraula
47 Anita BK
Nirmala Acharya
Sita Devi Bastola
Nirmala Acharya
Ngima Sherpa
Bishnu Kumari Dhamala
Lagan Bhahadur Rai
Jordhani Rai
Tika Rana
60 Asarman Rai
,,
,,
Dipjoti PS
,,
Kharikhola
Hss.
Dipjoti PS
Kumar Tamang
Shambhu Tamang
Ganesh Tamang
Tilak Dhungana
Tika Tamang
Minga Sherpa
Radha Khatiwada
Ang Mingmar Sherpa
Chhatra ghimire
,,
,,
,,
,,
,,
,,
,,
Mahendrajoti HSS
,,
35 Baladhan Rai
,,
36
37
38
39
,,
,,
,,
Pankonija PS.
Pangom
Pemachholing PS.
Ghat
,,
,,
,,
Bhabi K. Rai
Rabika Rai
Indra K. Rai
Durga Rai
40 Niru Rai
44 Khagendra Raj Bastol
47 Mingma Lhamu
Sherpa
48 Kumar Rai
Yubabarsa LS.
Monjo
,,
,,
,,
Sagrmatha PS.
Surke
,,
Khumjung SS.
,,
,,
,,
,,
Nanche PS. Thamo
23
61 Lakhman Rai
62 Jayalakhan Shigh
63 Suresh Rana
64 Juna Rai
65 Ram Bhakta Rai
66 Kumar Bhujel
67 Abir Man Rai
68 Mohan Bdr. Khatri
69 Buddha Raj Rai
Kharikhola
Hss.
,,
,,
Janakalyan
Ps.
,,
Janasudhar
Ps
Taksindu SS
,,
,,
Appendix B
Key Teachers’ List
SN
Key Teachers
School
1
Satmaya Rai
Kanku SS
2
Barmaya Rai
Himalaya HSS
3
Shanta Ghimire
Amar Jyoti PS
4
Eak Raj Pudasaini
Ramupur LSS
5
Man Bahadur Rai
Basa Khali SS
6
Narayan Ghimire
Chochmi LSS
7
Kamala Devi Ghimire
Balkanya PS
8
Kamal Kumari Rai
Janajagaran Mahakunda PS
9
Bikram Rajbhandari
Lukla LSS
10
Kampasher Rai
Mahendra Jyoti HSS
11
Buddha Raj Rai
Juving LSS
12
Binod Pokhrel
Naulekh PS
13
Abirman Rai
Taksindu SS
14
Lakhman Rai
Thame PS
15
Mohan Bahadur Khatri
Bal Bikash PS
Appendix C
Resource People
Trainers and Visitors
24
Trainers and visitors in Basa
Deepak Dulal
REED Trainer
Meen Shahi
REED Trainer
Jagadish Lekhak
REED Trainer
Shakti Raj Nepal
REED Trainer
Chankha Thokar
DEO RP
Gyan Bahadur Karki
DEO RP
Karna Bahadur Karki
Parents’ Teacher Association Chairman
Nima Doma Rai
HT, Himalaya HSS
Trainers and visitors in Waku
Deepak Dulal
REED Trainer
Meen Shahi
REED Trainer
Jagadish Lekhak
REED Trainer
Shakti Raj Nepal
REED Trainer
Chankha Thokar
DEO RP
Hira Kattel
DEO RP
Narayan Prasad Ghimire
HT, Sagarmatha SS
Trainers and Visitors in Kharikhola
Jim Strang
AHF
Lee Griffith
AHF volunteer
Dambar Angdembe
REED Trainer and Officer of CDC
Deepak Dulal
REED Trainer
Meen Shahi
REED Trainer
Jagadish Lekhak
REED Trainer
Shakti Raj Nepal
REED Trainer
Rajendra Pant
REED Trainer
Surresh Ale
REED Trainer
Trainers and visitors in Chaurikharka
Jim Strang
AHF
Lee Griffith
AHF volunteer
Dambar Angdembe
REED Trainer and Officer of CDC
Deepak Dulal
REED Trainer
Meen Shahi
REED Trainer
25
Jagadish Lekhak
REED Trainer
Shakti Raj Nepal
REED Trainer
Rajendra Pant
REED Trainer
Surresh Ale
REED Trainer
Chankha Thokar
DEO RP
Visitors
Simon Bolderstone
Chairman of AHF
Peter Hillary
Director of AHF
Gary Weare
Director of AHF
Michael Charles Dillon
Director of AHF
Mary Lowe
secretary of Himalayan Trust UK
Margi Thomas
AHF
Lindsay Strang
Doctor
Alex Witten- Hannah
Witten- Hannah Howard
Michael Gill
Member of Himalyan Trust, New Zealand
Dick Esten
Chairman of AES
Amanda Hooton
Feature writer, Fairfax Media
ABC Television Crew
Australia
Biruman Rai
Principal of Mahendra Jyoti Higher Secondary School
26
Appendix D
Subject Contents in Brief
Social Studies
The objectives were:
 Review the effectiveness and impact of previous teaching skills and introduce new ones
through micro teaching
 To develop effective strategies of teaching Social Studies
 To introduce and practice CAS
 To discuss on the effective classroom organization and management
 To give the effective idea on the Concept of season change
 To demonstrate the participatory technique of traffic rules
 To discuss on the effective technique to teach natural resources and local organization
(field trip, role play)
 To develop the effective activities using teacher guide and curriculum on the basis of
learning achievement
Contents
 Effective strategies to teach social studies
 Concept of season change
 Concept of traffic rules
 Natural resources and local organization
 Use of teacher guides, curriculum and activities design according to the learning activities
 Simple way of mapping
The success of the teachers and the impact of the previous trainings were reviewed in the first
hand through place mat method, where the participants enlisted the successful work they carried
during the last whole year in the classroom. Challenges on the other hand, were also discussed
and the facilitator guided to find the possible solution of the problems to the teachers themselves.
A micro teaching on the best activity (skill) that the teachers transferred in their real class
situation was done by a representative of each group.
The subject content was designed according to the needs and expectation of the participants
identified in the previous training and some in this same training. The simple way of mapping
was practised through graphic method, free hand method and tracing method along with the
concept of map. In the next session, the effective strategies for teaching social studies were asked
to explore to the participants, where the facilitator helped them. At the end participants practiced
some strategies (jig saw and mobile tree) effectively on a subject matter. Season change and
traffic rules were modelled as drama activities using the participants which had been the most
interesting part of the training and participants got a totally new technique to give the concept of
them easily in their classrooms. Participants were taken to the field to give the ideas of natural
resources but the preliminary of the project work was done inside the classroom. For teaching
local organization participants were asked to form a club and share the roles and responsibilities
to each other.
27
Participants had got an insight about the importance of teachers guide and curriculum when they
were asked to develop an activities using only text book. Some of them could not match the
learning achievement what is given in the curriculum. Finally, they realized that teaching without
curriculum, teacher guide and learning achievement is incomplete.
To conclude the overall activities of social studies, teachers were very excited to get the easy and
effective ideas of teaching social studies which they used to say a quite difficult subject for group
work and participate the children. They were eager to learn more enthusiastically during the
whole training.
(b)
English
Surveys in each English group revealed that most teachers were concerned with similar issues.
These included
1. A concern that their English skills prevented them from teaching English
effectively
2. Frustration with a lack of teaching materials that kept them focused on the text
book
3. A need for more varied child centered approaches in teaching phonics and
grammar
4. Teachers were keen to learn the effective way teaching vocabulary without
translating into Nepali.
These issues (similar to those expressed in the last training), shaped the course content used in all
refresher courses.
Objectives:


Review the effectiveness and impact of previous teaching skills and introduce new ones
through micro teaching
To introduce and practice Continuous Assessment System (CAS)

To give the participants ideas of effective classroom organization and management

To practice a range of effective and participatory strategies for teaching grammar (noun,
verb, adjectives, adverb and preposition).

To model the activities on teaching vocabulary with the maximum use of real object and
materials available in the classroom.

To model the effective use of English riddles to teach the English language.

To model an active and participatory technique of teaching greeting and introducing
Contents:
Technique of teaching noun
Teaching verb
Teaching adjectives
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Teaching article
Use of riddles to teach the English language
Teaching greeting and introduction
Teaching vocabulary
Teaching songs
Teaching English language through games
The English program this year had the major focus for the needs and expectation of the
participants and almost all activities were done modeling a class which can exactly be
transferred to the classrooms.
Teaching noun began with introducing the classroom objects, games on the same. The name
of their friends and relations; which was followed by the names of places visited by the
participants. Animals and birds seen by them were also listed individually and finally done
everything in group. The categorization of them to give the concept of noun was really
interesting. Games along with activities were the key factor to make the activities amusing.
Teaching verb through action, picture, role play and spelling competition had been exciting
that the participants acknowledged the creative way of teaching verb. The use of verb in
sentence and the contextualization using students to rearrange the words to make sentences
pasting the cards on the stomach; fill in the blanks and speaking practices were the plus point
of teaching verb. Teaching adjectives using real objects like bush tomato, radish, carrot,
apple, beans, choko (squash), coriander, eggs and more which integrated all language skills
viz. listening, speaking, reading and writing gave a totally new idea to the participants that
they promised to leave as they were using the parroting method; definition and example.
Why are the riddles included in the curriculum and textbook and what are the objectives of
teaching riddles to the primary kids was unknown to the participants. Throughout the
activities they were busy and at the end they learnt how to teach the English language and
what the objectives of teaching riddles are like listening, speaking, reading, writing and
creative thinking. Communicative function, Socialization: greeting and introducing were
artistically taught through puppet activities which had been the most interesting moment of
the training. Teachers realized that teaching speaking just drilling the textbook can not
improve the intended language skill.
Vocabulary teaching through real objects, actions, picture, synonyms, antonyms and
definition with the appropriate process made the participants to realize that they are still
teaching vocabulary translating into Nepali and through which they are teaching Nepali not
English.
Games and songs throughout the training preparing the related materials had been the most
interesting part of the training. And finally the participants appreciated the facilitator for the
wonderful techniques and skills shared among them which is demonstrated by the highly
positive feedback given by participants and keys teachers and the end of each day's evaluation
session.
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Participants were very interested and busy to learn the new teaching techniques of teaching
English. The response of the participants “the Excellency of the trainer and the practical
methods of teaching English have encouraged us to do even better” and the course evaluation
with 100% excellent revealed that the training in English has been one of the best trainings.
(c) Mathematics
Objectives:
 Review the effectiveness and impact of previous teaching skills and introduce new
ones through micro teaching
 To introduce and practice CAS
 To discuss on the effective classroom organization and management
 To give an easy and effective ideas of teaching addition, subtraction, multiplication
and division
 To model the class on teaching fraction, decimal and percentage
 To make the geometrical shapes using the local resources
 To give general concept about algebraic terms (like, unlike)
 To share the ideas on making mathematical materials in multilevel class
Content:
 Number line
 Hundred board
 Addition, subtraction, and multiplication of fractions (demonstrations with
transparencies)
 Place value and face value
 set
 Place Value (units, tens, hundreds, thousands) (demonstration with base ten blocks)
 Station (measurement )
 Domino/Loopy game using (+, -, x ) cards
 Dice games
 Like and unlike terms
 Fraction, decimal and percentage
 Geometrical shapes
 Tangram and geometrical
 Multiplication grid/ Lattice multiplication
 Trail and bar graph
 H2= p2+ b2
 (a+b)2= a2+ 2ab+b2
 Multilevel activities for teaching mathematics
The teachers were very satisfied with the simple yet creative maths ideas presented to them. They
felt the ideas would be easy to implement in their own classrooms.
Since maths skills are lacking in many of the teachers, the fraction, decimal, sets, trail, bar graph,
percentage and place value demonstrations were most valuable.
30
A few difficulties were presented as the teachers were still unaware about the easy technique to
teach Mathematics and less content level understanding. However, at the end teachers were found
more enthusiastic, active and satisfied. In summary, the teachers were very enthusiastic and
eager to use the new maths’ ideas and their knowledge in the real class situation. The objectives
set out by the facilitators were met and appreciated. Some interesting mathematical games and
the activities for multilevel classroom situation were the major attraction of the training. Station
activities to give the concept of measurement of area, volume, perimeter, standard and nonstandard measurement including trail had been practically modelled in the classroom. Similarly,
tangram and geometrical shapes with the games (bingo) had been an effective way to give the
concept of triangle, rectangle, square, and circle with different colours. Participants were very
busy to do the activities that they were unknown about the time bound. Some difficult subject
content from the book raised by the teachers was clarified with some activities which made the
teachers pleased.
(d)
Nepali
Objectives:
 Review the effectiveness and impact of previous teaching skills and introduce new
ones through micro teaching
 Ensure all teachers are familiar with the new curriculum and teachers’ guide.
 To find out the possible activities in teaching Nepali
 To discuss on the strategies of teaching grammar
 To introduce and practice CAS
 To discuss on the effective classroom organization and management
 To give the participants a range of strategies about teaching essay and creation of
essay
 To explore the multiple way of teaching Nepali letter combination, word formation
and punctuation
Content:
 Revise the Skills used during the year
a) Listed used skills
b) Listed unused skills and the reason
 Different teaching strategies for language teaching
 possible activities of teaching Nepali
 story teaching and techniques of writing story
 poem teaching and techniques of writing poem
 ways of teaching letter combination, word formation, spelling and punctuation
 New songs and games
 Strategies of teaching grammar (adjectives, noun, verb)
The activities reinforced to teachers who were previously in the training how to use the skills.
The training is focused on child centered activity.
The possible child friendly activities were explored through game (hot potato) by the participants
where the teacher reinforced. Teaching poem with rhyme, stress, pause, tune had been interesting
and finally replacing some words (noun, verb) to create new poem made each and every
participants poet.
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Vocabulary teaching technique, grammar teaching technique, letter combination and spelling,
teaching strategies along games and songs were artistically modeled in the class. Story teaching
technique through active participation and role play and finally the writing story through story
garland and folded story made the participants active, enthusiastic and busy. The content of
spelling, punctuation, letter combination in- depth
Group work was effective and the role play, memory game, and word making activities, no
answer game, run to the board, number game were more effective during the training.
Science
The objective and content of science were developed on the basis of the expectation of
participants which were identified in the very first day of the training and some were already
prepared on the basis of the needs analysed in the previous trainings.
Objectives
 To develop scientific process and concept
 To explore the activities through burning candle
 To demonstrate making electro magnet
 To demonstrate volume measurement of gas
 To give the concept of sate of matter
 To practise how to make onion cell
 To recognize, record and give the concept of living and non-living things
 Contents
 Explore the activities through burning candle
 Making onion cell
 POE activities
 Living and non- living things (recognize and record)
 Concept of state of matter
 Demonstrate the concept of day and night
 Fire needs air
 Concept of environmental pollution
 Study of plant leaf
 Global warming
Content Activities
First session focused on the basic concept of living and non-living things. Participants classified
given cards and kept in the living, non-living and doubt order or column .Doubt was clear after
broad group discussion and trainers' demonstration .Finally participants were benefited and
agree, which teaching strategies and how make effective classroom to deliver the concept of
living and non-living things by using locally available materials.
Scientific concept and process play vital role for encouraging the children towards scientific
attitude. So, trainer practically delivered the concept of scientific process .The session mainly
focused on the importance of process rather than product.
32
Participants were encouraged to develop their own ideas/arguments on given issues
biodegradable and non-biodegradable. Trainers provided real objects in place of cards to
categories biodegradable and non-biodegradable. Each participant actively involved identifying
the right order and trainer encouraged them to give their own reason. At the end of the session
they were well known about biodegradable and non-biodegradable things. They shared their best
ideas, work, practices what they did for rubbish management in their schools as well as
community .Participants planed to reduce environmental pollution and committed to arrange
different dustbins for biodegradable and non-biodegradable things.
Next activity focused on the concept of solid, liquid and gas. Participants were classified, built
their hypothesis, defined and shared the ideas about the state of matter. Trainer delivered the very
clear and effective concept and definition of solid, liquid and gas with a model game called
'Molecule Music Game'. In the same session trainer demonstrated the volume measurement of
gas using air filled balloon, water and measuring cylinder.
How to make the electro magnet was demonstrated using the locally available materials like dry
cell, electric wire, nails and masking tape which aimed to make the teachers as well the students
able to make the magnet in the school. Groups were actively participated to prepare the magnet
where the facilitator guided them moving around the class. Similarly, the participants were asked
to explore the possible activities through the burning candle. The physical change, chemical
change, boiling and freezing points, position of solid and liquid were successfully explored by the
teachers with the guidelines of facilitator. They eagerly, actively and enthusiastically learnt the
new practical work of science.
POE activities, a method of teaching science to encourage the students to predict, observe and
explain the scientific truths were practically done through the balloon activity to blow it with hot
water. It was interesting and amusing activities that every teacher appreciated the ideas brought
by the facilitator. Another scientific truth of fire without air is impossible was demonstrated by
the facilitator and finally the same activity was practiced in each group.
In the conclusion, the whole activities practiced during the training were somehow new but easy,
interesting and fact full. Each and every teacher enjoyed them well and realized to teach science
practically using the locally available materials participating the students.
Reflection on skills learnt in subject areas during the week
The participants brainstormed as a whole class the activities and skills that were incorporated into
each subject during the week. The aim of this short session was to encourage teachers to reflect
on what they had learnt and what their underlying knowledge was.
Creative Presentation Display: effective classroom management and organisation
In each subject, a long session was allocated for effective classroom management and
organization. Management and protection of teaching learning materials in the classroom, subject
corners, mobile trees, behaviour management, noise control, classroom dynamic: individual
work, pair work, group work whole class discussion, seating arrangement and the aspects of
classroom organization and management were practised in the class.
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Evaluation System: Continuous Assessment System
In each subject a new evaluation system CAS was introduced and practised. The background, the
government policy, advantages, roles of teachers, roles of guardians were discussed first. The
technique of evaluating the students as a diagnostic evaluation and filling the forms to evaluate
the different aspects of students through CAS like attendance, sanitation, behaviour change,
participation in learning activities, participation in extra-curricular activities and learning
achievement were practised during the session.
34
CONTACT DETAILS
PROJECT COORDINATOR
Jim Strang
32 Hawford Rd
Christchurch
NEW ZEALAND 8023
006439802121
j.strang@paradise.net.nz
Or when overseas jimstrang45@hotmail.com
Rural Education and Environmental Development Centre
009771 4212647
Post box Number: 8978 CPC 5 Anamnagar Kathmandu Nepal
reed@mail.com.np, info@reed.org.np
AUSTRALIAN HIMALAYAN FOUNDATION
P.0.Box 553
Crows Nest
Sydney NSW
AUSTRALIA 1585
Phone 0061294381822
Fax
0061294381844
Email info@australianhimalayanfoundation.org.au
Website www.australianhimalayanfoundation.org.au
The AHF Chairperson is Mr Simon Balderstone
35