1

Field Based

Experience

Report (Related to supervision and evaluation of practice-teaching and other

aspects of School experiences of B.Ed programmes)

Submitted to: Submitted by:

Nivedita

M. Ed.

Roll No.

2

Index

Serial

No

Content Page No. Teacher

Signature

1. School Appraisal Report

i. Physical Structure

ii. Human Resource

iii. Environment of the

School

iv. Attendance (B. Ed.)

v. Time Table

i) School

ii) B. Ed.

2. Co-curricular Activities

3. i. Macro Lesson Plans

(Delivered)

ii. Macro Lesson Plan

(Observed)

4. Micro Lesson Plans

i. Skill of Stimulus

Variation (Delivered)

ii. Skill of Explaining

(Delivered)

iii. Skill of (Observed)

iv. Skill of (observed)

5. Teaching Practice

(Observation of the B.Ed.

students)

3

Physical Structure

School is being divided into two parts one is primary and another is secondary in respect of

the building. Administration has put his best foot forward to keep the pace with the new

amendments done in the education system. This can be seen in the construction work which

is going on in the school premises. Apart from this they have tried to facilitate the students

with all the amenities like grassy lawn merged well in the play ground.

Practical Areas: Well equipped science laboratory can be seen. In addition to this other

laboratory like mathematics is under construction-but for the time being a semi-laboratory

kind of room is being created to facilitate the students-. Special emphasis is given on the

music and sports room to enhance other skills in the students. To match with fast pace a

well-designed computer laboratory is being developed with internet facility to keep the

students update with the fast moving world. All the laboratories are also enjoying the inbuilt

store room to avoid the wastage of time and for the ease of the personnel.

Library: a nicely managed library is provided for both teachers and students. Library is

painted in pearl white to depict the word ‘peace’ and interior including the furniture and

bookshelf are also in while colour to promote the peace. Library is well equipped with the

books not only covering the books in relation to the course they are studying but also books

on general knowledge, interior designing, cooking, painting, sports and so on.

Non-Teaching Zone: the non-teaching zone in which clerical and reception area comes is

kept in the starting of the school. It is done with a purpose to avoid disturbances in the

class-room area.

Principal’s Office: Principal’s office is constructed in the starting of the school and adjoining

the senior most classes. Principal’s office is well equipped with the reference books and

nicely spaced to have a staff meeting.

Classrooms: coming to the classrooms, they are well-spaced, enough light available and air

can also pass easily from the classrooms. Rooms can easily accommodate the student

strength. Senior (+1 and +2) class room division is based on the gender, understanding the

adolescence age requirements. Rest, talking of classes (6 to 10th) are divided into two

sections naming A and B. These two sections are adjoining to each other for the purpose of

communication.

Rest Rooms: two types of rest rooms can be seen in the premises one for the staff –toilets

inbuilt- and another for the students divided on the basis of gender –girl and boy-. In

between of both the rest rooms toilets are arranged which is also divided in between boys

and girls.

4

Street No. 14

Entrance

+1 (Boys)

+2 (Boys)

Principal Office

Fee Counter

Reception Counter

Staff Room

Girls Rest Room

Toile

ts

Boys Rest Room

Lawn & Play Zone

Science laboratory

Library

+2 (Girls)

Sports Room

+1 (Girls)

10th Standard

9th Standard

8th Standard

7th Standard

6th Standard Computer

Laboratory Music Room

Water Area

Maths Laboratory

A B A B A B A B A B

Human Resource

New Light School located in the street number 14 is well versed with the human resource.

Their human resources are not only having the efficiency but also hard working and believe

in achieving the heights on the ladder.

The total teaching staffs working with their best foot are 20 in number. These

teachers are well-qualified. Their responsibility is not only to teach the students but

to guide them and become their friends. These staffs are mixture of old staff-

working for more than 5 to 6 years- and new staff which got qualified recently. All

the teachers come to school with a great zeal to do something new every day and

every minute.

To make a success everything counts same way the non teaching staffs also counts.

In the school for proper maintenance of the building, students and teacher’s

personnel accounts the school has appointed two clerks with great calibre.

Not forgetting the persons maintain the laboratories and the library. There is a

separate laboratory attendant for the science laboratory and rest of the laboratories

are maintained by the teachers of the respective subjects.

A decent looking librarian has also been performing her duty well. She not only

motivates the students but also make sure students maintain the discipline in the

school premises.

To look for the school neatness, hygiene and to students’ personal care school has

appointed 4 attendants who are always ready to work for school.

5

Environment of the School

New Light School is well managed school in regard to the staff –teaching and non-teaching-.

The building is under construction which represents it is trying to cope up the basic needs of

the students. Principal is another important part of the school who is very progressive in

nature. He is very dedicated towards the all-round development of the school. Teaching

staff is very co-operative and definitely motivated or open towards the improvement.

School lacks upon the neat and clean environment which makes the building less conducive

for studying. After being a well planned building still the school students do not enjoy clean

air to breathe. Students are very clear about their philosophy on which the school is

running. Discipline is the foundational norm of the school. Moral education is given specific

importance. After so much of dedicated efforts still some students try to break school rules

and perform anti-norms behaviour. School also pay special attention to those teachers.

Especially a dedicated supervisor is appointed by the school administration to make sure the

school enjoy pure discipline. Special efforts are paid on the academic parts of the students.

Good quality book are prescribed and teachers pay their best. In short, New Light School,

though need some improvement in the basis but still they try to pay a good amount of

attention on the studies of the students.

Attendance

A total of 25 students of B. Ed. got an exposure to teaching in real situation or in other

words teaching in a real classroom. Their teaching practice got started on 15th of November

2012 and lasted till 29th of November 2012. Out of 15 days of teaching practice 10 days

teaching could be performed, rest 5 days were holidays because of one or the other reason.

All students were quite excited. B. Ed. students were not only punctual with regard to

school time but also take care of the class duration.

Sr. No.

Roll No.

Name 15th Nov

16th Nov

17th Nov

18th Nov

19th Nov

2Ost Nov

21rd Nov

22th Nov

M E M E M E M E M E M E M E M E

1 17 Manju P P P P P P S P P P P P P R

2 21 Kiranpreet P P P P P P U P P P P P P A

3 23 Harpreet Kaur P P P P P P N P P P P P P L

4 24 Renu Bala P P P P P P D P P P P P P L

5 119 Jagjeet P P P P P P A P P P P P P Y

6 122 Mamta P P P P P P Y P P P P P P O

7 123 Nagma P P P P P P S P P P P P P N

8 137 Gunjan P P P P P P U P P P P P P D

9 140 Bindu P P P P P P N P P P P P P R

10 141 Prinka L L P P P P D P P P P P P U

6

11 145 Minakshi P P P P P P A P P P P P P G

12 159 Manisha P P P P P P Y P P P P P P A

13 160 Astha P P P P P P S P P P P P P D

14 166 Mehak P P P P P P U P P P P P P D

15 173 Sipra P P P P P P N P P P P P P I

16 174 Pawan Deep P P P P P P D P P P P P P C

17 190 Rishu Bala P P P P P P A P P P P P P T

18 192 Kanchan P P P P P P Y P P P P P P I

19 195 Gagan Deep P P P P P P S P P P P P P O

20 196 Damini P P P P P P U P P P P P P N

21 213 Manju P P P P P P N P P P P P P R

22 230 Bhavya P P P P P P D P P P P P P A

23 241 Moonam P P P P P P A P P P P P P L

24 242 Manju P P P P P P Y P P P P P P L

25 254 Avi P P P P P P P P P P P P Y

Sr. No.

Roll No.

Name 23th Nov

24th Nov

25th Nov

26th Nov

27th Nov

28st Nov

29rd Nov

M E M E M E M E M E M E M E

1 17 Manju P P S P P P P P P E

2 21 Kiranpreet P P H U P P P P H P P N

3 23 Harpreet Kaur P P O N P P P P O P P D

4 24 Renu Bala P P L D P P P P L P P

5 119 Jagjeet P P I A P P P P I P P O

6 122 Mamta P P D Y P P P P D P P F

7 123 Nagma P P A S P P P P A P P

8 137 Gunjan P P Y U P P P P Y P P T

9 140 Bindu P P N P P P P P P E

10 141 Prinka L L H D P P P P H P P A

11 145 Minakshi P P O A P P P P O P P C

12 159 Manisha P P L Y P P P P L P P H

13 160 Astha P P I S P P P P I P P I

14 166 Mehak P P D U P P P P D P P N

15 173 Sipra P P A N P P P P A P P G

16 174 Pawan Deep P P Y D P P P P Y P P

17 190 Rishu Bala P P A P P P P P P P

18 192 Kanchan P P H Y P P P P H P P R

19 195 Gagan Deep P P O S P P P P O P P A

20 196 Damini P P L U P P P P L P P C

21 213 Manju P P I N P P P P I P P T

22 230 Bhavya P P D D P P P P D L L I

23 241 Moonam P P A A P P P P A P P C

24 242 Manju P P Y Y P P P P Y P P E

25 254 Avi P P P P P P P P

7

Time Table

According to Century Dictionary time table is a tabular statement or scheme, showing the

time when certain things are to take place or be attended: as, a school time-table, showing

the hour for study in each class.

School:

B. Ed Students:

Day 1

Time/ Class

6th A 6th B 7th A 7th B 8th A 8th B 9th A 9th B 9th C

1:10-1:35

137 English

174 Social Science

173 Maths

213 Hindi

195 History

21 Hindi

159 Science

160 Science

166 Science

1:35-2:00

192 History

123 Punjabi

145 Punjabi

160 Maths

17 Hindi

230 Punjabi

241 Social Sciences

23 Hindi

254 Social Science

2:00-2:25

119 Punjabi

141 Hindi

196 History

166 Maths

174 Punjabi

190 History

24 Hindi

242 Social Science

122 Hindi

2:25-2:50

140 Hindi

230 Punjabi

159 Maths

173 Maths

190 Hindi

192 English

195 English

196 Hindi

213 Social Science

Period/

Class

6th 7th 8th 9th 10th (A) 10th (B)

Morning Assembly 1 Maths Punjabi Science Maths Maths English

2 Hindi Maths Hindi Science Hindi Maths

3 English English English Hindi Punjabi Punjabi

Short Recess 4 Science Science English Maths Maths English

5 Computer Computer Maths English Science Maths

6 English English Social Science Social Science English Science

Long Recess 7 Punjabi Maths Punjabi English English Social Science

8 Maths Hindi English Punjabi Social Science Social Science

9 Social Science

Social Science

Punjabi Physical Education/ Computer/ Home Science

Home Science/ Computer/ Physical Education

Hindi

8

Day 2

Time/Class

6th A 6th B 7th A 7th B 8th A 8th B 9th A 9th B 9th C

1:10-1:35

173 Science

160 Maths

254 English

166 Maths

123 Maths

122 Social Science

140 Maths

141 Maths

230 Social Science

1:35-2:00

159 Maths

24 Social Science

190 Hindi

192 English

23 Social Science

137 Maths

145 Social Science

213 Social science

196 Hindi

2:00-2:25

17 Social Science

242 Social Science

21 Social Science

195 Punjabi

241 Hindi

242 Hindi

196 History

174 Social Science

173 Science

2:25-2:50

241 Social Science

254 Social Science

174 Punjabi

119 Social Science

230 Social Science

213 Social Science

195 History

192 History

190 History

Co-Curricular Activities

B. Ed students very energetically organized the different co-curricular activities. They

emphasized on bringing everyone in front.

1. Students of B. Ed very energetically organized morning assembly. During assembly all

the students volunteer for different duties based on their capabilities. Like Shipra did

a good job of commanding the students, Priyanka read news for the students’

knowledge updating, to inculcate the moral values Manisha delivered a thought, to

celebrate the greatness of the Guru Nanak Dev ji Damini put forwarded her thoughts

and the list goes on. We can also look into other duties in which B.Ed girls perform

par excellence they are like discipline, management of students, playing on musical

instruments etc. At last students gave away the prises for the competition they

conducted during their teaching practice.

2. Girls unanimously decided to check the students on their handwriting skills. Teams

were formed to evaluate the handwriting in every class. This only team decided upon

the winners who were later rewarded in the morning assembly. Tips were given to

those students who could not perform well.

3. Last activity organised by the B. Ed student was organising the singing competition.

Well performing students from the classes 6 to 10 were selected. Apart from

rewarding the best performing students, B. Ed students also rewarded the

participants to keep their spirits high.

That is how teaching practice was not only nailing the art of teaching (all the Micro Skills)

students but a promising attempt to learn the essential role of a teacher.

9

Macro lesson Plan (Delivered)

PT Roll No.: M-30 Date: 08-11-2012

Subject: Economics Class: 9th

Topic: Poverty As Challenge Duration: 35 to 40 minutes

General Aids:

Classroom, Pointer, marker, blackboard etc.

Special Aids:

Power Point Presentation and video

General Aim:

1. To give knowledge of economics for practical purposes.

2. To give mental training to students.

3. To make students understand economics problems of country.

4. To make practical use of money.

Specific Aim:

1. To create understanding of poverty as a challenge and sensitizing of the learner.

2. For appreciation of the government initiative to alleviate poverty.

Behavioural Aim:

After completing this chapter students will be better aware of not only poverty but also

poverty vs. India.

P K Testing:

1. What impression do you take from these pictures? (shown in the power point

presentation)

2. Can you give some example of poor living in and around your area?

3. How do you define a poor?

Announcement of the Topic:

Students! As you all have fair enough knowledge regarding the poverty let’s look into some

technical part of poverty being an economics student.

Presentation:

Subject Matter PT Activity Pupil Activity BB Work/Teaching

Aids

Giving the brief

content of today’s

lesson to be

delivered

Teacher show the

slide of the content

Pupil take a brief

notes of the content

Definition

Characteristics

Analyzing a poor:

Exclusion and

10

vulnerability

Definition and the

characteristics

Teacher defines the

pupil regarding the

poverty and it’s also

discussing the

characteristics.

Pupil discusses over

the characteristics

and they try to give

their point and

explanations.

1. minimum

requirement of

life,

2. health and

efficiency due to

very low income

3. insufficient assets

Analysing a poor Teacher gave good

amount of detail

with examples.

They made notes of

it.

Social Exclusion

&

vulnerability

Poverty Line Teacher explained

the concept with the

help of Indian

content and world

context. Teacher

explained the World

Bank, NSSO

Ministry of

Statistics and

showed them data

of both the India

and World.

Student’s takes

notes of that and

enjoyed learning

about new

organisations.

(Income +

Consumption) <

minimum

level(basic needs)

In India(Calorie

system): Rural-

2400; Urban-

2100.

Recapitulation(Mid-Lesson):

1. Students please explain the co-relation between the skill and poverty.

2. NSSO Comes under Ministry of:

3. Define the parameters of poverty in terms of :

Calorie:

Income per month:

Income per family:

By World Bank:

4. Explain the term ‘Vulnerable’ in context of poverty and give examples of vulnerable

groups in our society.

Vulnerable Group Teacher explains

the vulnerable

group and defines

the problems faced

by them.

Pupil does put their

doubts and clarified

them.

Schedule Tribe

Schedule Caste

Rural

Urban

Total of both

Global Poverty

Scenario

Teacher will give

details with the help

of power point

presentation

Pupil made notes of

the content.

world Bank developing

countries living in

extreme economic

poverty has fallen from

28% in 1990 to 21% in

2001

Causes of Poverty Teacher discusses

the causes of

poverty with

Students put

forward their view

and had a healthy

1. Historical Reason

2. Green revolution

3. No Job generation

11

students and then

teacher gave those

technical terms and

economic scenario

of the causes.

discussion.

Anti-Poverty

Measures

Teacher again do a

healthy discussion

with the students

and discuss

different

government scheme

Students enjoy the

discussion while

putting their view

point they also

made notes.

MGNERAGA

NFWP

PMRY

Open Discussion Teacher does have

an open discussion

regarding the topic

to ensure the

understanding,

creativity,

innovative ideas for

solving the poverty

issue and do brain

storming.

Students enjoyed

the discussion,

maximum

participation and

presented idea of

their brain.

o Imparting the skill

among poor

o Proper

implementation of

policies

o Fulfilling their

basic needs

Video Watching Teacher showed a

video to the

students showing

the poverty made

by World Bank.

Students enjoyed

the video and tried

to make some notes

out of it and can

visualize the idea of

poverty.

Reference from the

World Bank’s Video

Final Recapitulation:

A. Identify the states where poverty ratio is highest.

B. Identify the areas of the world, where poverty ratio has declined.

C. Define Poverty line and parameters define by World Bank.

D. Discuss the following issues related to poverty:

I. Child Labour

II. Size of Family

III. Illiteracy

IV. Landlessness

Home Work:

Learn and write the following questions:

1. Major Reasons of Poverty in India.

2. Estimation of Poverty Line in India.

3. Identify the social and economic groups which are most vulnerable to poverty in

India.

4. Describe current government strategy of poverty alleviation

Macro Lesson Plan (Observed)

12

PT Roll No.: M-4 Date: 08-11-2012

Subject: Social Science Class: 8th

Topic: National Symbols Duration: 35 to 40 minutes

Skills Used:

1. Skill of introducing a lesson: Introduction of the lesson was intelligently done by

using the previous knowledge of the pupil.

2. A skill of probing questions was used very well. Questions were relevant and

formation of the questions was simple. Teacher tried to keep the class content

towards the topic by directing students through question-answer sessions.

3. Pupil-Teacher has tried to maintain the decorum of the class by using the skill of

stimulus variation which on other hand made her lesson more interesting for the

students.

4. Skill of explanation was used; pupil-teacher explained the topic in student friendly

language.

Teaching Aid: Yes, pupil-teacher made very neat & clear and big-size flash cards, which was

clearly visible from the back. Students liked them and enjoyed the lesson.

Overall remarks: Pupil-Teacher started the lesson by testing the students’ previous

knowledge and introduces the lesson using the advance organizer model. She tried to

inculcate different skills in her teaching to make her lesson more interesting and better

retained. Pupil-Teacher was confident and very well versed with the topic. To check the

students understanding about the topic she asked number of questions from the students in

between the lesson. And tried to made whole class interactive. To summarize the whole

topic she gave some questions as home work.

Micro lesson Plans: the concept of micro-teaching, which aims at

improving teachers training, involves making complex things simple. It is originally

evolved by Dwight W. Allen and his colleagues at Standford University in USA in

1961. In India, it was first used by Centre for Advanced Study in Education in

Baroda in 1970.

Micro Lesson Plan-1

PT Roll No.: M-30 Date: 08-11-2012

Subject: Economics Class: 9th

Topic: Poverty As Challenge Duration: 7 to 10 minutes

Skill: Skill of Stimulus Variation

Components:

13

1. Teacher Movement

2. Teacher Gestures

i. Emphasizing importance

ii. Expressing

iii. Direct Attention

iv. Indicating shapes, size and movements etc

v. Combining verbal exposition with gestures.

3. Change in Speech Pattern

4. Focusing

i. Verbal Focusing

ii. Gesture Focusing

iii. Verbal and Gesture Focusing

5. Change in Interaction Styles

i. Teacher-pupil Interaction

ii. Teacher-pupils Interaction

iii. Pupil-pupil Interaction

6. Change in Sensory Focus

i. Oral to visual

ii. Oral to oral-visual

iii. Visual to oral-visual

7. Student Movement

8. Pause

PT Activity Pupil Activity Components

Teacher discuss the

definition with the pupil

“Inability to achieve the

minimum requirement of life,

health and efficiency due to

very low income and

insufficient assets.”

Students made notes and

discuss it further with the

teacher

What are minimum

requirements for poor?

Change in Interaction

Style(Teacher-pupils

Interaction)

While explaining the

characteristics of poverty

teacher tried to inculcate the

life skills among students

Landlessness/lack of

shelter

Unemployment or not

regular job

Size of Family

Students do realise the

poverty’s harmful effect

Hunger, helplessness, need

of skill

Teacher

gestures(Emphasizing

importance, combining

verbal exposition with

gestures and expression)

Teacher asked one of the

student to read the slide

‘Analysing the Poor’

Two students one by one

stand up and read the whole

slide loudly and slowly.

Social Exclusion

&

Vulnerability

Students Movement

14

Teacher attract the attention

of the student by saying look

at the graphs of poverty in

India

Students look at the graphs

and try to analyse it.

Analysed the difference

between schedule caste and

schedule tribe.

Focusing(Verbal Focusing)

Teacher made groups of

students to discuss on the

causes of poverty

Students performed in team

and enjoyed the healthy

discussion:

Lack of education

Inequality

Lack of proper

implementation of

government policies.

Change in Interaction

Styles(Pupil-Pupil

Interaction)

To recapitulate the lesson

teacher showed the students a

video on Poverty by World

Bank.

Students feel the sensitivity

of the poverty

Change in Sensory Focus

(Visual to oral-visual)

Micro lesson Plan-2

PT Roll No.: M-30 Date: 08-11-2012

Subject: Economics Class: 9th

Topic: Poverty As Challenge Duration: 7 to 10 minutes

Skill: Skill of Explaining

Components:

1. Use of Introductory Statement

2. Use of Concluding Statement

3. Use of Explaining Links

4. Interesting to Pupil

5. Covering Essential Points

6. Use of Visual Techniques

7. Technical words Definition

8. Testing Pupil’s Understanding

PT Activity Pupil Activity Components

Teacher explain the different

parameters of Poverty in

India

According to year

2000[poverty line for

a person]: Rural- Rs

328 per month;

Urban- Rs. 454per

Students made notes Defining Technical points

and Covering essential points

15

month.

According to year

2000[Earning of a

family of less than 5

members]: Rural-

Rs1,640 per month;

Urban-Rs.2,270 per

month.

Explained the causes of

Poverty

Rural Phenomena

also becoming the

part of Urban sector

Income Inequality

Students do realise the

poverty and its reasons

Use of Explaining links

Teacher discussed Poverty

Line

Students understand it

carefully

Technical words definition

Teacher explains everything

with help of power point

presentation and video clip

Students look at the power

point presentation carefully

and enjoyed it.

Interesting to pupil and use

of visual techniques.

Teacher conducted a healthy

discussion on the measures to

correct poverty

Students performed it in

discipline

Skill development

Government policies

Giving them equal

access in society

Testing pupil understands.

Teacher also concluded the

discussion by introducing

students to different

government schemes.

PMRY

MDNERAGA

NFWP

Students made notes. Use of Concluding Statement

Micro Lesson Plan-1 (Observed)

Observation Schedule for the: Skill of Probing Questions Name of the Pupil Teacher: Vishu Subject: Social Science Topic: National Symbols Class: 8th Date: 08-11-2012

Serial No.

Components Not at all Very Much

1. Prompting 1 2 3 4 5 6 2. Seeking further Information 1 2 3 4 5 6 3. Refocusing 1 2 3 4 5 6 4. Redirecting 1 2 3 4 5 6

16

5. Increasing Critical Awareness 1 2 3 4 5 6

Micro Lesson Plan- 2 (Observed)

Observation Schedule for the: Skill of Stimulus Variation Name of the Student Teacher: Vishu Subject: Social Science Topic: National Symbols Class: 8th Date: 08-11-2012

Serial No.

Components Not at all Very Much

1. Movement 1 2 3 4 5 6 2. Gestures 1 2 3 4 5 6 3. Change in voice 1 2 3 4 5 6 4. Focusing 1 2 3 4 5 6 5. Change in interaction styles 1 2 3 4 5 6 6. Pausing 1 2 3 4 5 6 7. Aural-visual switching 1 2 3 4 5 6 8. Physical involvement of the pupil 1 2 3 4 5 6

Observation of Lesson Plans (During

Teaching Practice)

Serial No.

Date of observation (2012)

Roll no./ Name

Subject Topic Skills Used Teaching Aid

Remarks

1. 15th of Nov 145 Minakshi

Social Science

National Symbols

Introducing a lesson (through Advance Organizer Model)

Reinforcement nicely done

Tried to increasing Pupil Participation

Explanation was done in the child familiar language

Y

Pupil-Teacher was nervous initially. Still she was able to deliver the lesson very interestingly. Very well used previous knowledge of the pupil.

2. 16th of Nov 160 Astha

Maths

Pythagoras Equation:

Skill of introducing a lesson was not so effective.

Y

The device used by the Pupil-

17

Using of Blackboard was proper.

Increasing pupil participation by giving them some problems to solve.

Teacher was appropriate. Almost every question of the teacher was followed by correct pupil’s response.

3. 17th of Nov 119 Jagjeet

Punjabi Story (Loin & Rat)

Pupil-Teacher tried to use the stimulus variation

Introducing a lesson was not so effective

Silence and non-verbal clue were effectively used.

Pupil-Teacher made the increase pupil’s participation.

N

Pupil-Teacher tried to create maximum of drama through change in voice, gestures, pausing and physical involvement of the pupils. Teacher also repeats and rephrases the responses.

4. 19th of Nov 159 Manisha

Science Properties of Acids

Increasing pupil participation was effective.

Explanation was in generous amount.

Illustrating with examples was used very frequently.

N

Pervious knowledge of the pupil was used. In all Pupil-teacher done great efforts to make the whole topic interesting.

5. 20th of Nov 192 Kanchan

English Homophones

Using Blackboard frequently and effectively used.

Increasing pupil participation by practicing the pronunciation of the words

Illustration with examples for the

Y

Pupil-Teacher was well prepared. She used enough examples and made the students practice with

18

better understanding of the topic

her. Pupil-Teacher used flash cards and rotates in the class.

6. 21st of Nov 137 Gunjan

Maths Perimeter of rectangle

Fluency in questioning was there and relevant.

Explanation was done nicely.

Illustrating with examples is used appropriately

N

Pupil-Teacher used the student’s previous knowledge. Pupil-Teacher used real objects in the class for explanation.

7. 23rd of Nov 173 Shipra

Maths Prime & Composite numbers

Illustrations with the help of examples were done effectively.

Use of blackboard was done effectively.

Fluency in questioning was found.

N

She was confident and had a clear idea about the topic she was supposed to teach. She correlated it with the student’s previous knowledge.

8. 26th of Nov 212 Manju Rani

Social Science

Economics (Barter Economy)

Illustration with examples was prepared well.

Pupil-teacher tried to increase the participation of the students.

Reinforcement was used in a balanced way.

Y

Pupil-Teacher with the help of pupils performed a small drama to explain the concept which made the whole class effective and interesting.

9. 27th of Nov 241 Poonam

Social Science

Economics (Types of Goods)

Introduction to the lesson was effective.

Skill of explanation was used with the help of concept

Y

Lesson was effectively delivered. Teacher tried to maintain the

19

attainment model. Skill stimulus

variation was used effectively.

continuity in the lesson.

10. 29th of Nov 20 Harpreet Kaur

Social Science

Economics (Economic Activities)

Skill of illustration with examples was effectively used.

Skill of explanation was used considering in mind the student understanding power.

Skill of silence and non-verbal cues was moderately used.

N

Pupil-Teacher felt very confident about the topic and conducted the lesson very effectively. Students enjoyed the examples and try to correlate the things with daily life.

Date:

Teacher Signature: