Evaluation for Gnana Vidya Mandir CBSE School

Teaching Methodology

KINDER GARDEN

INTRODUCTION:

Kindergarden classes are referred as “Garden of kids”. The learners are highly enthusiastic, Curious, cheerful, experimenting and energetic. Parent-Teacher method of teaching is followed here. The effective learning takes place from different parts in a different, manner naturally. For them classrooms are secured home with full of loving atmosphere. The curriculum framed here is flexible in its approach and is adjusted according to the learners need.

MOTHER-TEACHER CONCEPT:

The teachers of kindergarden are considered as the second parent of the learners. It helps in understanding the child and developing an emotional bond between the learner and the teacher. Both of them spend more time with each other and the teacher has an opportunity to identify the areas of concern. The methodology followed here is to link new ideas to their prior knowledge and share what they have learned to become a successful one. Children have an opportunity to express their thoughts and ideas and thus a healthy situation is created. Kids have realized that they are cared and loved by their teachers. This cardinal relationship develops the learners to be more confident and shows a positive growth in their progress. The proper diet schedule is followed here for the healthy mind and physical fitness of the kids. Thus this concept never fails to produce the achievers.

MONTESORRI METHOD OF TEACHING:

The Montessori style uses an open approach and the children are allowed to be creative and express themselves in all aspects of education. Individual attentions are given to the learners based on their nature. Learning through experiments and guidance is the key ideal in Montessori set up. The teaching is based on student-centered which enhance their cognitive, Psychomotor, emotional, social and physical development. Activity oriented learning and play way methods are followed here. The various tools adopted for effective learning are dancing, coloring, rhymes with action, sorting out techniques, matching the pattern, building the blocks, arranging the letters, shapes, conversation and keen observation. The learners are given group activity which give them spirit and joyful in the attractive classroom. The child learns to discover, explore and experiment in a stimulating and conductive environment.

OBJECTIVES:

The main objective is to develop skill, knowledge and understanding level of the learners.

  • To lay emphasis on thought process and de-emphasis memorization.
  • To learn various concepts from the simple theme.
  • To enhance creativity and critical thinking.
  • To promote effective learning socially.
  • To develop confidence and constructive thoughts.
MOTIVATION:

They are motivated to be self-ordered and self-controlled. Various celebrations in our school campus and round the year activity allows self expression, experimentation and questioning thereby developing the scientific temper of the learner. Intrinsic motivation is often given to develop their skills.

TEACHING RESOURCES:

SMART BOARD

The highly advanced tool of smart board is utilized here. The auditory and the visual parts of the learner are filled with nourishment. The figures on the screen are unforgettable for the learners. The verbal comprehension used in this technique develops a sound knowledge and stimulate the learners to respond them. The selected model of different pictures its benefits, its importance, its role lay emphasis on thought process and develop their creativity through imagination. It forms the basis of learning to occur gradually.

TEXT BOOKS

The highly advanced tool of smart board is utilized here. The auditory and the visual parts of the learner are filled with nourishment. The figures on the screen are unforgettable for the learners. The verbal comprehension used in this technique develops a sound knowledge and stimulate the learners to respond them. The selected model of different pictures its benefits, its importance, its role lay emphasis on thought process and develop their creativity through imagination. It forms the basis of learning to occur gradually.

CHARTS AND MODELS

Charts and models of different shapes and styles with various decorative materials attract the learners. The lively models and the hanging charts with catchy words induce the learning process.

BLACK BOARD AND CHALK

Usage of blackboard and chalk which is the conventional method enables the learner to develop their writing skills.

WORKSHEETS

Usage of blackboard and chalk which is the conventional method enables the learner to develop their writing skills.

ASSESSMENT:

The assessment followed here is to improve the teaching-learning process. Portfolio of every student is maintained. Questions on verbal tests, performance tests, arithmetic reasoning, vocabulary, similarities and differences, reading skills, writing skill, block designing, communicating skills are conducted here. Four Cycle tests and two Term Assessment exams are conducted once in a session.

ACTIVITIES::

It is the area in which the learners express their individuality. Dancing, Music, Mental ability, General Knowledge, Picture Conversation, Coloring, Art and Craft, Yoga, Computer Lab work, Storytelling, Mind Buzz, Eye-Twister, Tricky Problem are very well trained here. Day-day kids news concepts hidden in daily usage materials, child safety and the importance of special occasions are discussed here. The understanding capacity is analyzed and the rectification area is identified and works accordingly here.

CONCLUSION:

The KG classes are really the most enjoyable part in the academic life of the learners. The ultimate goal is to blossom the kids in their own fragrance. The learners will be definitely self-efficient and constructive achievers at the end of the session. The potential of the learners is also stimulated and they are in temper to accomplish and fulfill their attitudes and values in the modern society. Thus the classrooms are not merely an institute of learning, but a happening place of wonders with high efficiency.

GRADE: I & II

INTRODUCTION:

“Education is the most powerful weapon which you can use to change the world”

-Nelson Mandela

Each child and very teacher is our responsibility working in this position involves planning, organizing and implementing along with the teachers with an appropriate program for the age group of six to seven years. Our mission is to assist students in realizing their potential so they may become independent, self-motivated and contributing members of the world. Observing a child engaged in work is truly exhilarating! By following CCE I could see tremendous dedication to learning and raising our leaders of the future generation.

Child’s mind is like a plain slate. Keeping this in mind, we at GVM, Kanyakumari provide an encouraging and loving atmosphere, which help the student’s inhibition and learn with a free mind. We use activity based methodology to teach for the classes I & II which involves a lot of co-curricular activities which assist the children in comprehending and retaining the concept in a letter way.

The continuous aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of evaluation. The ‘comprehensive’ component of CCE helps us to take care of assessment of all round development of the child’s personality. It includes assessment in scholastic as well as co-scholastic aspects of the pupil’s growth.

Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include life-skills, co-curricular activities, attitudes and values. Continuous evaluation serves to diagnose weakness and permits the teacher to ascertain an individual learner’s strengths and weakness and child’s needs. It provides immediate feedback to us (teacher), so that we can decide whether a particular unit or concept needs a discussion again in a whole class or whether a few individuals are in need of remedial instruction.

CCE identifies areas of aptitude and interest. It helps in identifying changes in attitudes and value systems by following scholastic and co-scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing and comprehensive profile for each learner that is honest, encouraging and discreet. While we the teachers frequently reflect, plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned over a period of time also requires periodic assessments.

The teacher uses the following tools and techniques for CCE

  • 1. Questions-1 Examination
  • 2. Observations 2 Assignments
  • 3. Tests and inventories 3 Quizzes and Competitions
  • 4. Checklist 4 Projects
  • 5. Rating Scale 5 Debates
  • 6. Anecdotal Records 6 Elocution
  • 7. Document Analysis 7 Group discussions
  • 8. Port Folio 8 Club activities
  • 9. Experiments
  • 10. Research

Assignments provides students an opportunity to search for information, construct their own ideas, and articulate the same ideas through spoken, written and visual expressions. The students are given not too much homework, assignments or class work should be managed by the students on their own. This encourages the students to go beyond the text books.

A strong, healthy and understanding relationship is developed between teacher and students that motivate them positively.

Use of visuals smart boards in the classrooms well structured activities. Personality development projects, Eco Club, Math Club, IT Club, Reading Club, Peer tutoring are also given emphasis to encourage exploration of values, faster inauguration and develop physical and athletic skills.

We ensure such Formative Assessment tasks are given which involve collaboration, discussion and reflection. Speaking and learning skills and practical skills and all the co-scholastic areas are assessed formatively.

GRADE: III & V

INTRODUCTION:

Students at this level are now initiated into formal instructions through interactive techniques. The emphasis is on usage and application. Our focus is on developing the student’s aptitude and making them aware of their surroundings.

The important aim at the level is the learning of basics and forming a sound foundation which will enable the child to study more complex topics and problems at the succeeding levels.

The instruction/ curricular is planned as per the CCE guidelines of CBSE.

OBJECTIVES:

A strong, healthy and understanding relationship is developed between teacher and students that motivate them positively.

Use of visuals smart boards in the classrooms well structured activities. Personality development projects, Eco Club, Math Club, IT Club, Reading Club, Peer tutoring are also given emphasis to encourage exploration of values, faster inauguration and develop physical and athletic skills.

We ensure such Formative Assessment tasks are given which involve collaboration, discussion and reflection. Speaking and learning skills and practical skills and all the co-scholastic areas are assessed formatively.

Our main objectives are:

  • 1. To help the students develop their cognitive, psychomotor and affective skills.
  • 2. To lay emphasis on thought process and de-emphasize memorization.
  • 3. To make the process of teaching learning a learner-centered activity.
  • 4. To make evaluation an integral part of teaching-learning process.
  • 5. To provide strategies on the basis of regular diagnosis followed by remedial instructions.
MOTIVATION:

Our students are motivated both intrinsically and extrinsically by the teachers in order to satisfy their basic needs-(Need for safety, self-esteem, self-actualization, curiosity and also aesthetic and physiological needs)

The teacher helps the students satisfy their deficiency needs because inner motivation for knowledge simply will not develop until these basic needs have been met.

Students are motivated to take action and invest energy in pursuit of three motives- achievement, affiliation and influence.

STUDENT-CENTRED INSTRUCTION:

Students are given freedom to choose the problem and the strategies to solve the problem. The teacher acts as a guide to help them arrive at the solution.

We follow several types of activity-based instructions such as incident method, case study method, simulation, gaming method, role play method and also prioritization.

  • 1. These activities enable the students develop their inter-personal skills.
  • 2. It satisfies the natural urge of the students to learn by doing.
  • 3. It creates self-esteem and self confidence among the students.
  • 4. It increases the capability of each student to solve problems in their real life.
  • 5. It enhances student’s understanding of difficult concepts, principles, theories etc.
STRATEGIES OF FOSTERING CREATIVITY:

We provide appropriate, and supportive behavior and classroom practices to enhance creative abilities of our students. The teacher displays originality in the classroom behavior.

Inorder to foster creativity among students we follow various activities such as

  • 1. Asking unusual or odd questions.
  • 2. Organizing brainstorming sessions.
  • 3. Using synectics.
  • 4. Providing situations to evaluate their own ideas or thinking.
  • 5. Providing situations to evaluate their own ideas or thinking.
  • 6. Giving credit for their creative thinking.
USAGE OF STUDY MATERIALS:

Inorder to satisfy the three types of learners-Visual learners, Auditory and kinesthetic we use variety of teaching aids like charts, models, smart boards etc.

  • 1. Interactive broadcasting (Language Lab) is used to develop listening and speaking skill.
  • 2. Computer generated virtual environment is related for a large number of scientific application like realistic simulation of natural phenomenon, conducting hazardous experiments.
  • 3. Video disc is also used as a flexible medium for giving control to study paths.
  • 4. ICT concept is implemented through which students can have easy access to vast amount of information resources.
ASSESSMENT:
  • 1. Assessment in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically.
  • 2. The causes of poor performance are diagnosed using diagnostic tests. These are followed with appropriate interventions followed by retesting.
  • 3. Assessment in co-scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in life skills is done on the basis of Indicators of assessment and checklists.
  • 4. Our evaluation is rigid and avoided from too much subjectively and unreliability.  Flexible timing is followed.

We use following tools and techniques to assess our students.

QuestionsExamination
ObservationAssignment
Check listQuiz, Debate, Group Discussion
Rating ScaleClub Activities
Anecdotal analysisExperiments
Document AnalysisProjects
Tests and inventoriesObjective type
Portfolio AnalysisShort and long answers

Games and hobbies are also given emphasis to encourage exploration of values, foster imagination and develop physical and athletic skills.

CONCLUSION:

We ensure such formative assessment tasks are given which involve collaboration, discussion and reflection. Speaking and learning skills, Presentation skills and practical skills and all the co-scholastic areas are assessed formatively.

GRADE: VI & VII

INTRODUCTION:

DPS is known for its well designed system that fosters both academic and personal growth of its DIPSITES. So that they can analyze and evaluate their experience, learn to doubt, to question to investigate and to think independently. Our middle school curriculum provides and promotes a learning environment based upon developmental readiness, needs and interests.

Middle school is the stage of transition for the students from an activity based learning environment in the primary section to the stage where teaching methodology is completely focused on the acquisition of knowledge through observation and study development of understanding the process of simple, scientific and technological activities and acquisition of the skills and habits of self-learning.

SELF LEARNING:

It helps to motivate and direct the students and to make use of reference books, television programmes, films etc. in the process of learning.

LEARNER CENTERED CLASS:

It facilitate students engagement during class by designing hands on activities that help students construct on their own meaning of the new concept taught in class. Students enrich creative abilities, imaginative power, writing skill, ability to socialize and work with others in a group.

PERSONAL ATTENTION TO STUDENTS:

It helps to know every student individually and it helps to strengthen the relationship between the teacher and the students.

EXTRINSIC AND INTRINSIC MOTIVATION:

It leads to better and real learning and to meet five basic needs - survival, belongings, freedom, power and fulfillment for the young adolescent.

POSITIVE, PERMISSIVE, DEMOCRATIVE CLASS ROOM CLIMATE:

It helps the learning process interaction and communications. It is more conductive to learning. There is an indirect influence on the pupils activities and facilitate learning.

BUILDING UP CONFIDENCE:

Facilitates students convince with greater confidence more successfully and experience a greater sense of satisfaction to communicate effectively.

STUDENT LED PARENT TEACHER CONFERENCE:

Students take ownership of their learning and they are able to reflect on what they have learned, accomplished or have yet to accomplish. Self regulation is inculated in their personalities.

TEACHER STUDENT RELATIONSHIP:

A strong, healthy and understanding relationship is developed between a teacher or a student to positively motivate students.

INTER DISCIPLINARY AND INDUCTIVE APPROACH:

Understanding fundamentals and forming cognitive structures makes the subject more comprehensible and facilitate transfer of learning. It also stimulates reflective thinking, reasoning and self reliance.

THEMATIC APPROACH:

It laids on interactive activity based learning and continuous assessment. It focused on critical thinking and effectively communicating the thoughts through English.

KW-L + STRATEGY:

It helps students engage constructively with texts and focus their learning efforts. (It has proven to be an effective reading strategy for both developmental and fluent readers, guiding them to think about what they already know (background)What they already know (background),what they want to learn(purpose),what they have learned (discovery) and what they still want to know (planning) about a given topic.

VISUAL TOOLS FOR CONSTRUCTING KNOWLEDGE OR BRAINSTORMING WEBS OR NOTE TAKING SKILLS:

Brain storming webs get students to think about the various aspects of the topic on hand. It also trigger off an open ended network of ideas and associative thinking. It contributes their ideas on creative writing and summarize.

ASSESSING LERNING OUTCOMES:

The learning outcomes are expected to directly transfer to the work or academic on a scale(1-5 or 1-9) to describe their levels of performance.

AUDIO VISUAL AIDS AND LABS

Use of visual such as smart boards in the class rooms ,well structured activities and research based programmers’ makes the child interest and experience concrete things more realistic and more dynamic.

OTHER STRATEGIES:

Case studies reflecting real life experiences as a part of personality development project, field trips, group work, individual presentations speech practice, role play, group discussions, parents as guest speakers, peer tutoring are some other effective teaching methodologies used in our school.

Games, music, club activities and hobbies are also given emphasis to encourage exploration of values, foster imagination and develop physical and athletic skills and creative thinking.

REMEDIAL:

Students are trained in reading, writing listening, speaking in every class help students use languages with one another in as natural conditions as actual communication situations.

We follow the CBSE (CCE) pattern at middle school level to meet learning objectives such as.

  • 1. To develop cognitive, pshychomotor and effective skills.
  • 2. To emphasis thought process.
  • 3. To make evaluation an integral part of the teaching learning process.
  • 4. To use evaluation for improving strategies on the basis of regular diagnosis followed by remedial instruction.
  • 5. To make the process of teaching and learning as learner centered activity.
CONCLUSION:

We ensure such formative assessment tasks are given which involve collaboration, discussion and reflection, speaking and learning skills, presentation skills and practical skills and all the co-scholastic areas are learning formatively.

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