CONSCIENTIZATION PROGRAMME

CONSCIENTIZATION PROGRAMME

NEED AND SIGNIFICANCE OF PEACE EDUCATION AND NATIONAL INTEGRATION

INTRODUCTION

Peace education is the process of acquiring the knowledge, values, attitudes, skills, and behaviour to live in harmony with oneself and others and with the natural environment. The issue of war and peace has always been a social issue in all periods of history and at all levels. All religions advocate peace and elimination of war. In contemporary time, the most urgent of issues has been to preserve the protect the values and establish peace and strongly condemn terrorism and enemies of peace.

OBJECTIVES

·         The students should be able to understand the meaning and importance of peace.

·         The students should be able to understand the benefits and conditions of peace and the need to create a peaceful environment in the schools.

·         Identify the major barriers to peace find ways to overcome them in life.

ORGANISATION OF ACTIVITIES

As part of the B. Ed curriculum and practice, we trainees conducted a conscientization programme during our training session. We had to select a socially relevant topic considering the mentalities of the students of S.N.Trust H.S.S. Our team decided to select ‘Peace Education and National Integration-Need and Significance’ and approached our HM who gave us consent to conduct on 30^th January for IX standard students.

On 30^th January, we invited HM, teaching staff, and non-teaching staff to attend our programme at 1:30pm. We started our prayer with a tribute to almighty God with a prayer song. Then our  HM made the students aware of the relevance of the programme and asked the students to make maximum use of it. Then we continued with the programme.

 The prospective teachers Shameena and jency gave an introduction about peace education. Then honey and Jeena Joy took class on need and significance. During the they explained about current condition of society and their need for peace education. Diana dealt with importance of peace education incurrent society. Ancy James,Geethu Johnson and Surya Raj explained ‘how to impart peace education in students. The students were very active in the class.

A teacher’s main role is to promote learning and to assist all of their students to experience intellectual, social and emotional development and growth. The points were incorporated and Gandhian views on peace education was explained by Bindu K Nair followed by Ameera Khalid who gave a conclusion to the topic. Then we collected feedback from the class by asking their experience about the class. Then we ended our awareness programme with national anthem.

FEEDBACK FROM STUDENTS

Almost all the students who attended opined that the class was very beneficial and effective. Some opined more programmes like these must be conducted in schools. They recommended that peace education must also be included in the curriculum. On the whole, majority gave a good opinion about our programme.

FINDINGS AND SUGGESTIONS

·         Peace education in areas of conflicts have a severe issue such as conflicting collective narratives.

·         These awareness programmes yields positive attitudes better ability to see the other side perspective.

·         It promotes and encourages to regards all as equal and strengthen unity .

Suggestions include;

·         Students must be made aware of the threats around them.

·         Proper awareness and counseling classes should be provided frequently to the students.

·         Peace education should be imparted in the curriculum.

CONCLUSION

The topic ‘need and significance of peace education and national integration’ was selected and conducted smoothly. The teachers congratulated us for the programme. The awareness programme had a great effect on the students. Thus the conscientization programme was very effective and relevant to the present scenario of the school.

REFERENCE

·         http://www.insightonconflict.org

·         http://www.unicef.org

·         http://www.ei-ie.org

WEEKLY REFLECTION

WEEKLY REFLECTION

(Fourth Semester)

17/11/16-18/11/16

As part of the B Ed curriculum, the second part of our teaching practice for thirty days started on 16 November 2016.I was assigned SN Trust school with around 14 students. The concerned teacher allotted me IX A and gave me portions to teach. I started a new lesson ‘The Jungle Air crash’.

21/11/16-25/11/16

In this week, I continued with the ‘Jungle Air crash’. Pupils were active in the class and were eager to know the story. The entry activity, scaffolding questions all went well.

29/11/16-2/12/16

In this week, I again continued with the lesson and pupils were very anxious and concerned about Juliane’s fate. This week our optional teacher Ambili Miss visited our school for observation. She observed our class and gave us some tips to better our class.

5/12/16-7/12/16

In this week we got only two classes because of educational strike, and I started a poem ‘Another Chance’. The first part of fourth semester was over and we went to college to attend our university exams.

3/1/17-6/1/17

The second part of our fourth semester teaching practice started and I started a new lesson ‘The Last Leaf’ by O Henry. I introduced the author and his famous works. The class was curious to eager to hear the story.

9/1/17-13/1/17

In this week our general teachers Parvathy Miss and Shameema Miss came for observation. I continued the lesson ‘The Last Leaf’.  The teachers watched our class and was satisfied and gave some tips for further improvement.

16/1/17-20/1/17

In this week I started a new poem called ‘Newton’s Law’ by Nandita Das which is a humorous poem filled with imagery. I also began the lesson ‘The Making Of A Scientist’. We also conducted the conscientization programmes and were satisfied because majority of the students gave a positive feedback.

30/1/17-31/1/17

With this week we came to the end of our fourth semester teaching practice session. Today I took two models to teach-role play model and advance organizer model. Pupils were very much active in the class. On the whole, this teaching practice gave me a lot of experience and boosted my confidence level. We expressed our sincere gratitude for all the support and guidance .

INNOVATIVE LESSON PLAN 1

INNOVATIVE LESSON TEMPLATE 1

NAME OF THE TEACHER TRAINEE:AMEERA KHALID

NAME OF THE SCHOOL:SN TRUST HSS

SUBJECT:ENGLISH

LESSON:THE  JUNGLE AIRCRASH

STANDARD:9A

DURATION:30 MIN

CONTENT GENERATION

Juliane Koepcke was flying over the Peruvian rainforest with her mother when her plane was hit by lighting .She survived a two mile fall and found herself alone in the jungle,just seventeen.

LINGUISTIC CONTENT

Paragragh writing

Vocabulary item

ADDITIONAL CONTENT

The chilld’s experience of travelling in a bus.

LEARNING OBJECTIVES

The learners faces the challenges in life with confidence

Involves strategiesin order to come out of difficult situations.

Manages disasters effectively

PRE-REQUISITES

The learners,

1.has heard about plane crashes

2.

Knows the power of hope

INSTRUCTIONAL STRATEGIES

Group,individual work

TEACHING-LEARNING AIDS

Course book, source book, chart ,blackboard

PROCESS

ACTIVITY                                                                          RESPONSE                                                                                                                                                                                                                                                              ENTRY ACTIVITY : The teacher creates  the rapport by engaging In a informal talk Have you ever heard about plane crashes ? Have you ever travelled in a plane ANALYSIS OF THE LESSON Teacher gives a brief summary of the lesson AUTHOR OF THE LESSON Teacher shows the image of the author and Introduces his works. MODEL READING Teacher reads the paragraphs loudly INDIVIDUAL READING Teacher asks students to read individually And find words they did not understand COLLABORATIVE READING Teacher asked pupils to form groups and Understand the meaning of words ENRICHING VOCABULARY Teacher asks the students to ask their queries regarding each  paragraphs , words etc.. THOUGHT FOR THE DAY Techer asks the students to find the taught realted to the topic

                                                                                                ;

SCAFFOLDIN QUESTIONS Teacher asks the students certain questions to know their understanding of the passage How was the weather during the take off? Who accompanied Juliane koepke on the plane ? PREPARATION OF DISCOURSE Teacher asks the students to prepare a profile of the author PRESENTATION Pupils have to present  their work EDITING Teacher helps pupils to edit their discourse FOLLOW UP ACTIVITY Write your own experience when you saw a plane in the first time?

INNOVATIVE LESSON PLAN 2

INNOVATIVE LESSON TEMPLATE 2

NAME OF THE TEACHER :           AMEERA KHALID

NAME OF THE SCHOOL    :           SN TRUST

SUBJECT                               :           ENGLISH

TOPIC                                                :           THE JUNGLE AIR CRASH

THEME                                  :           POWER OF HOPE  

SUB-THEME                         :           OPTIMISM,TRUTH,SACRIFICE,DISASTER    

                                                            MANAGEMENT.

GOALS                                  :

Learners will be able to face challenges in life with confidence

Manage disasters effectively

Evolves techniques to come out of difficult situations successfully

OBJECTIVES

After completing the paragraph, pupils will be able to face any disasters or tragedies with optimism and confidence

 MATERIALS

Coursebook

Sourcebook

Powerpoint presentation

PROCESS BEGINNING SECTION Teacher engages in an informal interaction to create a warm up section with the learners. LESSON ENTRY Teacher asks question to the learners about flight travelling and shows pictures of plane crashes. Have you ever travelled in an air craft? Have you ever heard about air crashes ? How was you experience during the flight? The teacher writes the title on the black board The jungle air crash – Juliane  koepcke DEVEOPMENT Teacher reads the paragraphs and explains to the students and asks them to share their ideas with friends  VOCABULARY HUNTING Teacher asks the learners to hunt new words and explains through examples Ecologist : it is a person who studies the environment and nature. Stewardess : a person who welcomes the please and help the customers Aisle The place between pose of rose seeds PAIR READING Teacher divides the paragraphs to equals half and divided the students into pair and asks them to read the paragraphs part by part . MEGHA PHONING THE DOUBTS Teacher asks the students to come up with their  doubts and meghaphone their doubts to the whole class. DETAILED STUDY Teacher ask various questions to predict ,establish,and build up thoughts 1. How was the weather during the take-off time? 2.Who accompanied Juliane on the flight? What happened some time after the take-off? PRESERNTATION AND EDITING Teacher asks the students to come up with their products. Teacher helps the students to edit it. CLOSURE Teacher gives the summary of the paragraphs taken ASSIGNMENT Write your own experience when you saw an aircraft for the first time? Write in about 100 words.

RESPONSE

WEEKLY REFLECTION

WEEKLY REFLECTION

(Third Semester)

28/6/16-01/07/16

         As per the B. Ed curriculum, our third semester teaching practice for forty days started on 28^th June 2016. I got S.N Trust.H.S.S for my internship programme. Around 16 trainees were there with me. I got class VIII B for teaching. The concerned teacher assigned me to take unit I and II. It was a new and great experience for me. I started the chapter ‘A Shipwrecked Sailor’ this week.

04/07/16-08/07/16

         I continued the same lesson and completed it by assigning the students many activities from the text. This week I started a new poem ‘From A Railway Carriage’ also. I tried to teach them poetic devices. They were eager to learn the poem and engaged well in the given activities.

11/07/16-15/07/16

         I completed the poem and started a new poem ‘Marvellous Travel’. Pupils were active throughout the session and we completed some textual exercises. In this week our General teacher Shameema Miss visited our school this week for observation.

18/07/16-22/07/16

         I continued the poem this week too. Pupils were enthusiastic and responded well in the class. They were active in doing the group activities and other works. In this week, our optional teacher Ambili Miss came for observation.

25/07/16-29/07/16

         I completed the poem and started anew lesson ‘The Little Round Red House’. It was an interesting story and students were energetic in the class. The students answered the entry activity and scaffolding questions and also completed the follow-up activities.

01/08/16-05/08/16

         In this week, a test was conducted to evaluate the pupils’ progress. Some students performed well while some others found it difficult and couldn’t do well. So I had to give them more practice exercises. I then continued the lesson. Pupils actively engaged in the class.

08/08/16-12/08/16

         The lesson was continued and the link talk, entry activity, all went well. The students participated in the discussion and activities. I assigned them homework for more improvement of their language acquisition. Some came up with some doubts and I cleared them.

16/08/16-19/08/16

         I completed the lesson and pupils were satisfied with the story’s ending. Group activities given were done well and pupils presented their products before the class. I called some pupils and asked them to summarize the lesson and they did. Even though there were a few grammatical errors, overall their attempt is appreciable.

23/08/16-26/08/16

         I used teaching models to teach the pupils. The lesson ‘Rosa Parks Sat Still’ was taken for role play model. Pupils got an idea about the theme of the lesson and elements of role play. Adjectives were taught using Advance Organizer model and affixes were taught using Concept Attainment model. We completed our first teaching practice session and we expressed our sincere gratitude to our headmistress for their warm welcome, support and guidance. 

DIGITAL TEXT

TELECONFERENCE

Teleconference is the conference of people from different locations via telecommunication systems. It facilitates discussions among persons in different locations without their physical presence at the venue of the meeting. The word teleconference is a contraction of words telephone and conference. Computers and internet have given new meaning to it. Video conference and web conference etc are new milestones in this sphere of communication.

It facilitates inclusion of distant participants in a meeting, even at a shorter notice. It saves cost and problems of physical travel. It saves time. Conferences can be convened at a shorter notice.

In teleconferencing, a participant may leave at will and find out what he missed when he comes back. Summaries are instantly available. The applicability of teleconferencing in educational field is one of the most important examples of how telecommunication is being adopted in the learning system.

ICT LESSON PLAN

AMEERA KHALID

ICT LESSON

TEMPLATE

Standard – VIII Duration – 30 minutes Strength – 38 Date – 13/7/16

 

NAME OF THE TEACHER TRAINEE            :           Ameera Khalid                                                Standard  - 

NAME OF THE SCHOOL                   :           AKMHSS, Mylapore

SUBJECT                                            :           English

UNIT                                                   :           II, WINGS AND WHEELS

TOPIC                                                             :           A Shipwrecked Sailor

THEME                                               :           Travel and Experience

SUBTHEME                                        :           Mental, Spiritual and Adventurous Aspects of Travelling

CONTENT ANALYSIS

Ramon Herrera, a happy young man from Arjona. Velasco had decided to save Herrera so he began to paddle furiously. But the life raft was almost two metres away and it was very heavy in that lurching sea and he had to row against the wind. So he was unable to help Herrera.

CURRICULUM OBJECTIVES                        :    The learner

Ø  Constructs discourses like diary, dialogue etc

Ø  Develops imagination and creativity

Ø  Guesses the meaning of unfamiliar words from the context

Ø  Prepares breaking news, newspaper reports, interview etc

Ø  Listens with comprehension

PRE – REQUISITES                            :    The learner

Ø  is aware about the importance of cooperation, understanding and peace

Ø  knows about the life of a sailor.

TEACHING – LEARNING RESOURCES         :     Coursebook, Sourcebook, Activity Card

CLASSROOM INTERACTION PROCEDURE	PUPIL’S RESPONSE
INFORMAL INTERACTION                     Teacher engages in an informal talk to create a good rapport with pupils. WELCOME	Pupils interacted with great interest.
ENTRY ACTIVITY                    Teacher creates mental readiness by asking some questions related to the previous class.                    Who were the four shipmates of Velasco?                    Why couldn’t Velasco save Herrera?	Pupils answered the questions
LINK TALK                   Now we will read and see what happened to Caraballo.	Pupils generated curiosity to learn the lesson
INTRODUCING THE TOPIC                 Teacher presents the title and author’s name as a power point presentation A Shipwrecked Sailor -          Gabriel Garcia Marquez
MICROPROCESSING OF INPUT                  Teacher reads the 7th paragraph with proper stress, intonation, pronunciation and pause.	Engaged in focused attention
TRACK READING                  Teacher asks the pupils to read the paragraph and mark tick, ?, ! with pencil while they read to keep track of their reading.	Engaged carefully in reading
SHARING THE UNDERSTANDING OF PARAGRAPHS IN GROUPS                   Pupils are asked to share what they understood and what they found interesting and surprising and refer to the glossary for the meanings of words they did not understand	Shared their ideas and clarified their doubts
SCAFFOLDING QUESTIONS                   Teacher asks a few scaffolding questions. -          What kind of a man was Loius Rengito? -          What happened to Caraballo and Castillo? -          How did Amador Caraballo and Castillo vanish?	Pupils answered the questions
GROUP ACTIVITY                   Teacher asks the students to be in groups. Construct word pyramid using the words ‘sea’, ‘sailor’ and ‘traveller’	Pupils engaged in group activity
PRESENTATION OF THE PRODUCT                  Group leaders are asked to present their products to the whole class	Pupils presented their products to the whole class
TEACHER’S VERSION                  Teacher presents her own version of the answer and asks students to copy it. Sea A sea A deep sea A deep blue sea Sailor A sailor A  young sailor A young shipwrecked sailor Traveler A traveler A tired traveler A tired lovely traveler	Students copied the answers to their notebooks
REVIEW                  Teacher gives the summary of the passage taken as recapitulation
FOLLOW -UP ACTIVITY                                THANKYOU Write a note on ‘how would you feel to be alone at sea’?