a document of the study- effectiveness 0f teacher...
TRANSCRIPT
2010-11
A DOCUMENT of the Study-
Effectiveness 0f Teacher Empowerment Programme in the
Class room process
Researchers:
K.V.PREMAKUMAR,Senior lecturer.
Dr, P. Sasidharan, Lecturer.
C O N D U C T E D B Y CMD E F A C U L T Y O F D I E T P A L A K KAD F O R S C E R T
2
Preface
We have immense pleasure to present the documentation of
the study on the “Effectiveness of T.E.P. in classroom process”
conducted by CMDE faculty of DIET, Palakkad, on behalf of
SCERT, Kerala. The support from the SCERT is highly
acknowledged. The investigators, Sri. K.V. Premakumar, Sr.
Lecturer and Dr. P. Sasidharan, Lecturer observed 63 classes
each has got a really feel of actual classroom practices. The
findings, suggestions and experiences will provide insight to the
designers of TEP and teacher trainers.
Hope the study may materialize its objectives.
C. Babu
Principal
DIET, Palakkad
3
Study Lead by
Prof:M.A Khader, Director , SCERT
Prof.Nagaraju (Retd.prof. NCERT)
Dr.Gokuldasan Pillai (SCERT)
Dr.P. Basheer (SCERT)
Dr.V.Suresh Kumar (SCERT)
Monitored by
C.Babu
(Principal DIET Palakkad)
Conducted by
K.V.Premakumar
(Senior Lecturer,CMDE, DIET Palakkad.)
Dr.P.Sasidharan
(Lecturer, CMDE,DIET Palakkad.)
4
Content
1 District scenario of Palakkad
1.1 Historical Back ground
1.2 Importance of Ottapalam in the district
2 Introduction
2.1.1 State level workshop
2.1.2 Objectives of the study
2.1.3 Tool finalization work shop
2.1.4 Try out of workshop
2.1.5 Execution
2.1.6 Monitoring
2.1.7 Experience
3 Assessment and Suggestions
3.1 Assessment
3.1.1 Limitations
3.2 Suggestions
Appendix
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Chapter 1 District scenario of Palakkad.
Palakkad district has a rich historical heritage. It has its own special
characteristics. The fort of Hyder Ali tells us the story of Mysore invasion
and the advent of the British to this fact of the country. The Victoria College
started in 1866, marks the beginning of higher education in Malabar. The
Jain Temple near Chunnambuthara speaks of the magnanimity of the king
of Palakkad who provided shelter of the people who escaped the religious
persecutions of the king of Mysore five hundred years ago.
1.1 HISTORICAL BACKGROUND
The ancient history of Palakkad is shrouded. According William
Logan, the author of the ‘Malabar Manual’ the Pallava dynasty of Kanchi
might have invaded Malabar in the second or third century. One of their
head quarters was a place called ‘Palakada’ which would be the present
day Palakkad. Malabar had been invaded by many of the South Indian
Rulers. For many centuries it was ruled by Perumals. They had under
some powerful Utayavars who held the authority in their own respective
territories. After the rule of the Perumals, the country was divided among
these chieftains. The Valluvakonathiri (Ruler of Valluvandad), the ruler of
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Vengunad (Kollengode Rajas) and Sekhari Varma (Raja of Palakkad) were
the prominent rules of this, region, after the Perumals.
There are two educational districts in Palakkad Revenue District
namely Palakkad and Ottapalam. They are also divided into 12 Sub
districts namely Thrithala, Pattambi, Shornur, Ottapalam, Cherpulassery,
Mannarkkad, Parli, Palakkad, Alathur, Chittur,and Koyalmannam. The first
five is under the jurisdiction of Ottapalam DEO and other 8th under
Palakkad DEO.
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1.2 Importance of Ottapalam in the district
Ottapalam taluk is situated in the south west area of
Palakkad. It is a large Taluk consisting 835sq.km. Various
prominent leaders of India are came out from the taluk. Sir C
Sankaran Nair, Ammu Swaminathan, KPS Menon, Captain
Lakshmi, Mrinalini Sarabai etc were some among them. In the
past the Ottapalam block was known as Valluvanadu which has a
prominent cultural background in the state. Srekrishnapuram,
Pattambi, Tritala, Ottapalam are the four blocks in the Ottapalam
Taluk. There were a huge call and cry for formation of Pattambi
taluk by bifurcating ottapalam for the last 20 years. In which
Ottapalam were selected for the present study. As it is situated in
the middle part of the district it may represent the whole district.
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Grama Panchayaths come under Ottapalam Taluk.
There are 29 Grama Panchayaths and 2 muncipalities come under
Ottapalam Taluk.
They are Chalavara, Ananaganadi, Ambalapara, Lakkidi Perur,
Vaniyamkulam, Ongallur, Pattambi, Muthuthala,
Paruthur,Thiruvegapura, Koppam, Vilayur, Kulukkallur, Nellaya,
Vallappuzha, Kadampazhipuram, Pookotukavu, Thrikkadeeri,
Sreekrishnapuram, Vellinezhy, Karimpuzha, Cherpulassery,
Thritala, Thirumittakode, Naglassery, Chalissery, Kappur,
Pattithara, Anakara, Ottapalam Muncipality and Shornur
Muncipality.
There are 35 Government and 35 aided schools in the
Ottapalm CD block.
The NSS training college Ottappalam, NSS arts and science
college Ottappalam, Govt.sanscrit College Pattambi, Govt.
Engineering College Sreekrishnapuram, VTB College
Mannampatta etc are the prestigious institution in the Taluk.
9
For the study seven high school including primary section and 4
other primary schools were selected. The High schools selected
for the study are listed below in table.
Table 1.1: High schools selected for the study.
SL:NO Name of school GOVT/AIDED Panchayath/
Muncipality
Mixed
or not
1 GHSS
Ottappalam east
Govt Ottappalam
Muncipality
mixed
2 LSNHSS
Ottappalam
Aided Ottappalam
Muncipality
Girls
only
3 NSSKPTHS
Ottappalam
Aided Ottappalam
Muncipality
mixed
4 HS Chunangad Aided Ambalappara
Panchayat
mixed
5 HS Varode Aided Ottappalam
Muncipality
mixed
6 SOHS Lakkidi Govt Lakkidi-Perur
panchayath
mixed
7 NSS HS
vengassery
Aided Ambalappara
Panchayat
mixed
10
Table 1.2: The primary schools selected for the study.
SL:NO Name of
school
GOVT/AIDED Panchayath/
Muncipality
Mixed
or not
1 GHSS
Ottappalam east
Govt Ottappalam
Muncipality
mixed
2 LSNHSS
Ottappalam
Aided Ottappalam
Muncipality
Girls
only
3 NSSKPTHS
Ottappalam
Aided Ottappalam
Muncipality
mixed
4 GSBS
pazayalakkidi
Govt Lakkidi perur
Panchayath
mixed
5 BEMUPS
Ottappalam
Aided Ottappalam
Muncipality
mixed
6 Gups Akalur Govt Lakkidi-Perur
panchayath
mixed
7 AUPS
Panamanna
Aided Ambalappara
Panchayat
mixed
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Chapter 2 Introduction
2.1 Procedure of the study
2.1.1 State level workshop on visioning.
In this chapter the procedure of state level workshops ,
District level planning, of school visits SCERT Kerala
conducted a 2 day workshop on 27&28 september at
Kovalam Animation center, Thiruvanatha puram. All DIET
principal and one senior Faculty from each DIET were the
participants . SCERT Director prof: M.A Khader, prof:
Nagaraju (retd Proffesser NCERT), Dr Gokuladasan
Pillai(SCERT), Dr P.Basheer (SCERT), Dr V.Suresh
(SCERT) were lead the sessions. The study objectives
were finalized after a critical review. The objectives of the
study are presented as follows.
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2.1.2 : Objectives of Study .
1. Develop a rating scale based on characteristics of
desirable teaching Learinig Process based on Training
Module.
2. Observe and rate the classroom transactions using
the rating scale.
3. Analyze the lesson plans of observed classess using
the rating scale.
4. Obtain the teacher explanations to account for the
gaps between plan and performance, if any.
Based on these objectives each DIETs developed
rating scale and sent it to SCERT. The SCERT core
team analyised it and prepared draft tools for the
study.
13
2.1.3: Tool finalization workshop.
SCERT Kerala conducted a 3day workshop on 18,19,20,
Oct 2010 at Kovalam Animation center, Thiruvanatha
puram. All DIET principal and 2 senior Faculty from each
DIET were the participants . SCERT Director prof:M.A.
Khader, prof: Nagaraju( retd Proffesser NCERT, Dr
Gokuladasan Pillai(SCERT), Dr P.Basheer (SCERT), Dr
V.Suresh Kumar(SCERT) were lead the sessions.
As an output of this work shop 3 tools were prepared for
the study. Three tools were developed for data collection.
a: School observation schedule.
b: Class observation schedule.
c: Lesson Plan observation schedule.
It is decided to conduct a two day try out work shop.
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2.1.4: Try out of workshop.
A two day workshop on tryout of tools were conducted at
Thriuvanathapuram on 9 & 10 Nov 2010. GHSS
Vazamuttom was selected for tryout. A detailed discussion
conducted on grading a class room process.
2.1.5: Execution
Planning of School visit.
A one day planning meeting was organized at DIET
Plalakad for the smooth conduct of the study. All the
details were intimated to Ottappalam DEO for further
arrangement. DEO intimated to the selected school.
K.V.Premakumar, Senior Lecturer, CMDE,and
Dr.P.sasidharan, Lecturer,CMDE, conducted field visit
from 12.11.2010 to 15.12.2010.High school classes were
observed by K.V.Premakumar and Primary classes by
P.Sasidharan. They spent 3 days in one school and
observed 9 classes from each school.
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2.1.6 Monitoring: State Level and district level
monitoring team members visited the schools to help the
DIET faculty. Prof: NagaRaju,Retd Prof: NCERT, Dr
P.Bhasheer,SCERT, visited SOHS Lakkidi and GSBS
Pazayalakkidi on 1.12.10.They observed classes and
conducted interview with concerned teachers.
C. Babau, principal, DIET visited 4 schools in
connection with monitoring. G.S.B.S. Pazayalakkidi,
NSSHS Vengasseri,AUPS Panamanna, SOHS Lakkidi were
the schools he visited. He convened SRG meeting and
inspired the teachers for ensuring quality education.
16
The schools visited for collecting data are detailed as follows with
date.
Table 2.1: High schools visited with date.
Sl:
No
Name of school Day 1 Day 2 Day 3
1 GHSS Ottappalam 12.11.10 15.11.10 23.11.10
2 LSNHSS Ottappalam 18.11.10 19.11.10 24.11.10
3 NSSKPTHS
Ottappalam
25.11.10 26.11.10 27.11.10
4 HS Chunangad 2.12.10 3.12.10 7.12.10
5 HS Varode 8.12.10 9.12.10 10.12.10
6 SOHS Lakkidi 29.11.10 30.11.10 1.12.10
7 NSS HS vengassery 13.12.10 14.12.10 15.12.10
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Table 2.2: Primary schools visited with date.
SL:NO Name of school Day 1 Day 2 Day 3
1 GHSS
Ottappalam
12.11.10 15.11.10 23.11.10
2 LSNHSS
Ottappalam
18.11.10 19.11.10 24.11.10
3 NSSKPTHS
Ottappalam
25.11.10 26.11.10 27.11.10
4 GSBS
pazayalakkidi
2.12.10 3.12.10 7.12.10
5 BEMUPS
Ottappalam
8.12.10 9.12.10 10.12.10
6 Gups Akalur 29.11.10 30.11.10 1.12.10
7 AUPS
Panamanna
13.12.10 14.12.10 15.12.10
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2.1.7:Experiences:
In the first day the study team members reached at school
at 9.30 am and discussed with the head of the institution about
the study. At 9.45am a meeting of teachers was conducted in
which the team members discussed with the teachers about the
objective of the study. Then after with the help of HM 3 classless
were selected for observation. Due weight age had been given to
all subjects except Hindi and other minor languages. After
observation of class an interview was conducted with the
concerned teacher during leisure period.
This strategy is continued during the 2nd and 3rd day. The classes
observed subject wise and standard wise (primary & secondary)
are presented in Table2.3 and 2.4.
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Table 2.3: The classes observed subject wise.
Subject primary Secondary
Malayalam 11 11
English 10 11
Physics
16
5
Chemistry 8
Biology 8
Mathematics 14 13
Social Science 11 7
Total 63 63
Table 2.4: The classes observed standard wise.
standard No: of classes visited
V 22
VI 18
VII 23
Total 63
VIII 31
IX 32
Total 63
G: Total : 126
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Chapter 3
Assessment and Suggestions
3.1 : Assessment
Most of the teachers are of the opinion those 45 minutes
periods system is not suitable for the new approach of learning at
least 1 hour is required to complete a learning process especially
for English and science.
No special consideration was seen in any of the observed
classes for the academically backward students.
A considerable development could be seen in the science and
English classes. (Science class experiments by the students.
English class language atmosphere.)
Teacher’s intervention in the process of knowledge
constructions is not in a proper manner in the phase of inferring
conclusions students are compelled to accept teacher’s
conclusion.
21
All most all of the teachers are encouraging free responds of
the students.
Most of the teachers are of the opinion that the thrust area of
the TEP should be the academic planning for the next month or
months.
All of the subject teachers are of the opinion that the content
area of the text book should be minimize so that it will help the
teachers to adopt the new strategies in the class room effectively.
Teachers (except a few) are trying to use the techniques of
grouping in different manner (permanent groups, bench group,
temporary grouping extra).
Evidences for the continuous assessment in the class room are
so weak that a few teachers only are deliberately intervene with
the process with respect to the concept of continuous
assessment.
Some English teachers are not much confident to manipulate
the process and to make a language atmosphere in the class
room .They are afraid of an external observer in the class room.
22
In some high schools there are no eligible qualified teachers to
take English classes.
Girls were seen more live and enthusiastic in the class room
process than the boys. (Except in one school NSSKPTHS
Ottappalam).
All most all teachers (expect one teacher in BEMUPS
Ottappalam) prepared teaching manual before the class room but
the time factor of planning is so weak. They (most of the
teachers) prepare some activities for some days not bothering
about the 45 minutes periods. Whenever the bell rang they
suddenly stopped the class (to continue the next class) No
specific plan for each period.
No T M could be seen, with the proper phases of knowledge
construction for economically/socially backward and SEN
students.
The lesson plans for different subjects were seen written on a in
a single book .(except in LSN HSS Ottapalam).
23
As a part of class room process, especially in science and social
science classes, teacher is supplying the inferences. Children are
not getting freedom to supply their ideas.
The primary and secondary teachers, Heads of schools welcome
such visits of DIET faculties. Majority of high school teachers
shows positive attitude towards Teacher empowerment
Programme.
24
Figure 1: The whole world is at our finger tips. Globs are given to all groups. Social science learning becomes participatory.
25
Figure 2: this flag is a reward for our discipline. Each school has its own innovative programmes. Here, members of school parliament visit each class and award flag.
26
Figure 3
Class library in all classes .children can publish their works. In some schools all classes
have its own class library. Students are free to take any material at any time from the class
library.
27
Figure 4: Various collections in biology classes.
28
Figure 5: Biology lab as a classroom.
It is observed that the science classes were conducted in science laboratory .
(LSNGHSS Ottappalam,GHSS Ottappalam east and AVMHSS Chunangad.)
29
Figure 6: effective use of rolling board.
The effective use at rolling board could be able to observe in 3 high schools. Their
practice has to be encouraged through T.E.P.
30
Figure 7: Is it 'GOLASTHY'?
As the Biology class was conducted in laboratory it was easy to the teacher to
introduce different types of bones and skeletons but in majority of schools this
practice didn’t observe.
31
Figure 8: No fear. From biology class.
32
Figure 9 : Samples from portfolio.
The use of portfolio system in connection with CCE had been introduced in majority
of UP schools. Teachers demanded some more clarity in this area.
33
Figure 10: An English write up of a 6th standard student.
Many good written products of children were observed both in primary and
secondary classes. The participation of all children is to be ensured through
effective teacher sensitisation.
34
Figure 11: Posters made by students of primary classes.
35
Figure 12: OUR GARDEN , how is it sir?
36
Figure 13: Glob for all groups.
In general there is shift from teacher centered learning to learner
centered learning can be observed in all UP and HS classes. In all
the observed science classes the change from lecture method to
experimental method can be seen. Various learning strategies like
seminars, debates, group discussions, etc could be seen in
classrooms. The commitment of teachers in all schools were seen
37
highly positive . In High schools various programmes have been
adopted to improve the SSLC results during 2011.Effective
utilization of TLM/ Lab/library/etc were improved. In many
schools the laboratory is used as class room.(eg:LSNHSS
Ottappalam,AVMHS Chunangad etc).
3.1.1: Limitations.
Due to various reasons effective learning hours is not getting
properly. Sub district level melas, leave of teachers, etc are
especially affecting the second term. When 50 % of schools were
keeping the surroundings neatly the status of other 50% is very
poor.
In the case of slow learners they were neglected by the teachers.
We couldn’t observe any innovative technique to make them
active in the class room process.
Even though the IT facilities were there in all schools the effective
link of IT with other subjects couldn’t be able to observe in all
schools.
38
All the science teachers unanimously complaint about the lack of
time in HS classes in which two periods in a week were not
enough to complete the syllabus.
In HS Many teachers are compelled to take English even though
English is not their subjects. These teachers are not getting any
training in English.
The preparation of Teaching Manual is seen negative. Many
teachers defined about the practical difficulties of writing TM
daily.
Grouping activities were conducting for the sake of groups.
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3.2: Suggestions.
The importance of group activities and its strategies are
to be addressed in the TEP. Importance of collaborative and co-
operative learning is to be mentioned.
Effective training in CCE with special emphasis to address the
issue of slow learner is to be given.
Proper monitoring from the side of educational officers is to be
improved.
Strategies are to be finding out to ensure effective learning hours
especially in second term.
Special training package is to be given for the teachers handling
English other than English subjects.
In the case of teaching Manual open ended printed TM may be
distributed to all teachers.
40
Special programmes on cleanliness are to be introduced in all
schools.
Pre prepared printed charts /maps /other TLM etc may develop in
TEP.
All class room should have ICT facilities. A drive should be
conducted to ensure IT enabled learning during 2011-12.
A rethinking is urgently needed in class room time table. 45
minutes period is highly insufficient especially in language and
science classes.
Due weight age is to be given in TEP for discussing content areas
especially in high schools classes.
Ongoing programme evaluation system should start from the
beginning of next academic year. DRG members panel is to be
finalized during March 2011.DIET should take this responsibilities.