Pilot Project at Devikhet, Pauri Garhwal, in association with UANA and Timli Vidyapeeth

 

 

Details of Interns:

1. Snehal [Project Head]

2. Gyatri Misra- Miranda House

3. Priyanshi Sachan- Ramjas College

4. Ekansh Gupta – S.G.B.T Khalsa College

5. Komal Bora – Ramjas College

 

Joined by;

Shubha Budrakoti

Nirmala

 

 

Duration: Winter 2016

Location: Devikhet, Dabralsyu, Pauri Garwal, Uttarakhand

Students Covered: Classes 1st  to 8th

Number of Students Covered: 70≤

 

TIMLI VIDYAPEETH GOVERNMENT INTER COLLEGE
 DAY 01 Hindi story book reading and its comprehension

 

Spelling formation by splitting the word

 

Introduction to tenses

Basic introduction in Hindi and English

Hindi reading from their course book

Story prediction on a given theme

Interpretation of read text

 DAY 02 English picture book along with interpretation and word meanings

 

Concept of Punctuation and it’s importance in reading

 

Shading book activity story write up on character that showed up

Screening of Polar Bear clips followed by reading of text

 

Basic information on Polar Bears

 

General question and answer session based on clips and basic science concepts related to Polar Caps and Polar BEARS

 DAY 03 Screening of half part of the movie ‘The Lion King’

 

Question and answer session on the shown part of movie

 

Movie prediction

Reading of Hindi fables

Discussion on fables

Concept of Punctuation in reading and writing

Worked on common errors like use Garhwali in Hindi

 

 DAY 04 Write up on expectations from second half of the movie

 

Screening of second half of ‘The Lion King’

 

6 morals learned from the movie with their instances from the movie

Creative writing sessions

 

Confidence building exercieses

 

 

DAY 05 Confidence building exercises

 

Story building exercises

 

Experience sharing by students

Cultural performances by students in school.

 

Talk with teachers and students.

 DAY 06 Parent’s meet with interns, one to one discussion with students. Parent’s meet with students

One to one meet with students and their parents’.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TIMLI VIDYAPEETH, DABRALSYUN  DEVIKHET

DAY 01 :-

The turnout was much better than expected the students were very much enthusiastic for the day and so were the interns.

Students were divided in groups on the basis of their classes.

 3 groups were formed on the basis of student’s classes.

 Work began with all the volunteers playing games with their respective group of students in the classrooms in order to make them comfortable

 A brief introduction of the kids were taken in which the kids were asked to speak their name, class, their village name, parent’s name , hobbies, etc. students were confidently introducing themselves.

 

 

 

DAY 02 :-

The kids did a bland reading without understanding the meaning of the text in the process hence, fumbled when they were cross-questioned.

Students did not follow the punctuations and therefore, they were made to read and comprehend the text in their own words and not the language in the book.

Weaving of story from the cover of the book beginning with identification of characters, naming them, gauging their expressions, judging their reactions and predicting their actions.

 Reading the story one by one along with interpretation of the story from the graphics.

 Creation of an original story in a team with the help of guidelines followed by its narration through actions.

 Homework- To write a story with the help of a storyline.(Characters and background given as guidelines)

 

DAY 03 :-

Writing of story in their own words after being narrated it once.

Prediction of the storyline through pictures on the cover of the book.

Elimination of common errors while reading and writing.

Emphasis on punctuations.

Movie Screening(Half): The Lion King; followed by a questionnaire and discussion on food chain and its significance, wild animals, carnivores, herbivores and omnivores.

The room was full of laughter, whispering and discussion of movie. The kids were asked to predict the story and jot down their ideas on the paper for the next day’s session.

 

 

 

 

DAY 04 :-

 Derivation of moral of the story in the half-watched -The Lion King as a collective exercise.

Self introduction in English and confidence building exercises.

Detection of errors (in grammar, spelling, punctuations, vocabulary) in the text written by their classmates.

Completion of The Lion King followed by questionnaire and listing down the morals from the movie after discussing the same.

Kids got a sheet from magic book and were asked to shade and that they have to make a story from the images they have got with proper title and moral of the story.

 Homework-Write and learn a poem of their choice in Hindi.

 

 

 

DAY 05 :-

Self introspection of students by stdents themselves.

Individual recitation of poem with proper expressions and puntuations.

Group recitation of two poems through actions begun with short introduction.

Concept of geographical directions(N,S,E,W) by using the game.

 

DAY 06 :-

  • Parents meet with interns was quite successful interns met the parents of the students, provide them with feedback as well as get an insight into their problems and their understanding of the kid. A small event was organized where the kids performed as well.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  RAJKIYA INTERMEDIATE COLLEGE, DEVIKHET

 

DAY O1

 

Introduction and ice breaking activities with students in order to familiarize them with the interns.

Students read the stories one by one and while cross questioning it was made apparent that they cold read without understanding the meaning of the content in the story.

Difficult words, synonyms, antonyms were also taken care of in the process while reading aloud sessions.

 

Students were made to participate by asking questions from each of them initially. In the second round, they were asked to raise hands and take initiative to answer the questions.

                                 

 

 

 

 

DAY 02

Elimination of minor errors such as spellings, grammar, right vocabulary, punctuations) based on text writing.

 

Explanation of the story which students read on the previous day in teams through actions.

 

Introduction of English picture books and video clips were shown in relevance of the text.

English writing exercises on the basis of stories and videos.

DAY 03

Introduction to basic punctuations and their usage while reading and writing

 

Showcased more short films on polar bear “NANUQ” and did group discussion on th basis of short films.

 

Discussion on the film through questions and individual understanding of the content.

 

Construction of a story form of guidelines and note-making.

 

Homework- Form a story based on the given guidelines

DAY 04

Interns made students understand their often committed errors in punctuation, spellings, conjunctions and the significance of correcting them in order to score more in their exams and in further studies and career choices.

Interns also talked to the students about

  • Participation inside classroom.
  • Appreciating the efforts of their fellow mates.
  • Removing  their fear of speaking solo in front of everyone.

 

 

 

DAY 05

A programme was held by the students comprising dance performances on account of the birth anniversary one of their freedom fighters. Here all the teachers in the presence of students from classes 1 to 12 were briefed about our work and objective of visiting Devikhet by Sir Ashish Dabral making the students aware of the importance of education and the link between their future goals and the efforts they were putting in.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SchooI : Janta Uchchtar Madhyamik Vidyalaya, Kathur [10:00am-12

:00pm]

Class : 6th and 7th

Number of students: 16

 

Activity :

  1. Introduction
  2. Weaving of story from the cover of the book beginning with identification of characters, naming them, gauging their expressions, judging their reactions and predicting their actions.
  3. Reading the story one by one along with interpretation of the story from the graphics.
  4. Creation of an original story in a team with the help of guidelines followed by its narration through actions.
  5. Homework- To write a story with the help of a storyline.(Characters and background given as guidelines)

 

Evaluation: The kids here were very under confident, highly obedient and reflected a tinge of fear in them. Level of participation was very poor in the beginning which got improved till the team event of creating their own story through the help of guidelines given. In the second round where I made them to imagine the situation with the help of the illustrations and come up with different possibilities in the same story they already knew( Snake and the mongoose). Next we derived moral of the story apart from the one mentioned in the book. This was done to ignite the bubbles of imagination in them.

Next, in the creation of original story in teams of three (keeping in mind that the shy kid was teamed up with a vocal one) where they were asked to form a story and divide the parts that they would be narrating. In the case of first team, Avinash narrated the entire story with zero participation by Sanjana and Aman with the similar thing happening with team II where Babbu Singh and Akash barely spoke and Pravindra took the stage. Hence, making each one of them contribute to the story(as done in Spin a yarn), I made them add details to the story giving chance to each one of them completing a story together.

 

Pravindra was the brightest of them all who was very vocal, responsive, participative and creative in his approach while weaving a story and creating an original one followed by Avinash. While Babbu Singh, Aman and Akash were average students, Sanjana being in a higher grade than the boys, displayed very low level of confidence and lacked the ability to read and understand the text. She was highly shy and hardly participated in the story formation.

They were also given a homework in writing where prompts were provided to them to make them use their discretion while creating a story although we had just one day to interact with them.

After this we made the kids play Dumb charades.

 

 

 

 

 

 

FINDINGS AND CONCLUSIONS

 

Timli Vidyapeeth  : Students here were very confident and had great potential. Most importantly they had a will and motivation to learn. Retention power of all the students was commendable. Though initially they had problem in punctuation and interpretation however with a lot of practice over the course of internship they showed tremendous improvement. This shows their increased attention span and quick grasping power.

Government Inter College : Some students here showed confidence . Except for a few rest of the class was very impatient and couldn’t pay attention for a longer period of time. They had very less of intrinsic motivation, moreover they had no clear idea about their goals. A common problem was irregularity and rote memorisation that hindered their basic understanding of the essence of the text and made them parrot learners.

The difference between the primary grade students of timli vidyapeeth and govt. inter college aroused due of lack of basic concepts taught to Inter School students at primary level. Second, the non detention policy of Uttarakhand board is a deep pitfall in the future of Inter School students as they are now more relaxed and lenient with their studies. Third and the most important reason that I observed was  lack of intrinsic motivation with no clear future goals.

 

Not every school on hilly terrain is equipped with computers but the ones which are, are not teaching computer to students. Computer do not only mean technical knowledge of hardware and software, but they can also learn grammar, concepts and GK by playing various games on them. This definitely will increase the turn up in school with more students getting a better understanding by audio-visual aid.

 

With camps being held in various states, where we promote reading using story books, we should prepare a 10-12 days ‘Crash Course on basic Concepts of Grammar’. Children don’t read because they do not understand them. Using illustrative books is a good idea but they cannot always rely on the pictures and key words. Children in higher classes with weak fundamentals can easily be dealt with by use of crash courses as obviously their teachers are not going to explain it to them at such a higher level. This is something which, if, will not promote reading, but will give them a better understanding of their academic books. They will start reading at least those books. This course could contain standardised syllabus for each class which includes word meanings, basic grammar used in reading and writing and of course the use of illustrative and interactive books and videos. This is not a question on the prevailing method but an alternative way of performing our job.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MESSAGE TO PARENTS GIVEN WAS;

Common message to all the parents that I gave was:

  • to spend more time with their children inquiring about what all happened in school, what was taught, what they learnt etc.
  • to make their child feel their presence in their life.
  • to interact more with their kids in order to keep the channel of communication open and free even in future preventing the kids from becoming rebellious and secretive in the longer run.
  • to acknowledge their child’s performance and reward them in case of improvement and attempts and for trying as well.
  • to visit their school and draw feedback from the respective teachers about their child’s performance.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

AN OVERVIEW

TIMLI VIDYAPITH

 

RAJKIYA INTERMEDIATE COLLEGE MIDDLE SCHOOL IN KATHUR
1.       QUALITY OF EDUCATION GOOD INITIATIVE NEED OF IMPROVEMENT NEED OF SECIAL FOCUS
2.       FACULTY Better in comparison with the other two. ·         Do not complete the syllabus inspite of the small strength per class.(8-10 kids)

·         Personal attention given.

·         Teacher’s weren’t indifferent towards students’ strengths and weaknesses.

·         Unambitious regarding future goals and ambitions.

No interaction with the teachers however, one the principal of the school was very cooperative and cared for the students.

 

Disinterested attitude of the students towards studies.

3.       METHODS ·         Lacked space for free communication between teacher and student.

·         Monotonous and do not build interest towards reading.

·         Non-encouraging in terms of creativity and imagination.

·         Lacked space for free communication between teacher and student.

·         Monotonous and do not build interest towards reading.

·         Lacked space for free communication between teacher and student.

·         Non-encouraging in terms of creativity and imagination.

·         Monotonous and do not build interest towards reading.

4.       PERFORMANCE OF STUDENTS ·         Average reading skills.

·         Average writing skills.

·         Better level of confidence and participation.

·         Poor comprehension of content while reading.

·         Less hesitant and more active.

·         More vocal and responsive.

 

·         Poor reading skills.

·         Unsatisfactory  writing skills.

·         Poor understanding of grammar, vocabulary, punctuations,

Spellings and sentence formation.

·         Very poor comprehension of content while reading.

·         Lacked creativity and imagination.

·         Indiscipline and reckless.

·         Lacked confidence(especially girls).

·         Poor participation.

·         Lacked understanding of content .

 

 

·         Reading skills needsimprovement.

·         Special attention need to be given towards writing skills.

·         Much work needs to be done  in understanding of grammar, vocabulary, punctuations,

Spellings and sentence formation.

·         Doesn’t focus comprehension of content while reading.

·         Lacked creativity and imagination.

·         Disciplined and obedient.

·         Lacked confidence.

·         Hesitant   participation.

·         Lacked understanding of content .

5.       CHALLENGES FACED ·         Although the parents of these students were very supportive(of their child’s education) and caring, the students lacked imagination as mentioned above.

·         Lack interest in reading and writing.

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·         Lack of faith in the students on part of the teachers.

·         Student’s aversion towards learning to read and write.

·         Indiscipline boys using abusive language and slangs.

·         Wide gap between the confidence level of boys and girls hence, creating a problem of  control and management.

·         Lack of basic sense of using correct grammar, punctuations, vocabulary and erroneous spellings.

 

·         Non-responsive students.

·         Lack of participation on part of the students.

·         Poor performance of students in reading and writing.

·         Lack of basic sense of using correct grammar, punctuations, vocabulary and erroneous spellings.

6.       PLAN OF ACTION 1.       Inculcate the habit of correct reading through individual reading exercises in class.

2.       Increase in poetry recitation.

3.       Composing of original stories by children through: 1.picture prompts 2.guidelines

3.oral details

4.       To broaden the horizon of their imagination.

5.       Improvement in writing skills through writing exercises in class.

6.       Self-introspection of sheets by students to learn to identify their own errors and rectify them.

7.       Students made to derive multiple morals from a single story.

8.       Activities such as enacting plays by students in groups to be encouraged.

9.       Students made to write dialogues of stories and enact them.

10.   Circulation of story books among students followed by its discussion the next day.

11.   Rich content movies to be displayed followed by active discussion on the character sketches, morals, building up of the story, role of protagonist and antagonist and drawing connection of the movie with real life.

12.   Individual attention to be given per student(which is convenient considering the low strength of the students per class).

13.   Improve student teacher relationship through friendly behavior of teachers (playing games, acting in plays with students)providing space for hesitance free communication open enough to allow the students to ask for doubts and queries instead of keeping it to themselves.

14.   Inculcate the habit of respecting and appreciating  fellow students through team activities and stage activities  in school assuring participation of every student based on their capabilities.

15.   Regular parent teacher interaction once a month to be facilitated.

16.   Rewarding and acknowledging the students for their little efforts in creativity, originality and improved performance thereby encouraging them to perform even better in future.

 

Same. Same.

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