Friday, April 28, 2006

 

Second Session - Sixth meeting of the first CASW group

The presenter in the meeting held on 18th April,2006 was Ms Christina. The topic was :
The key questions were -what stategies could be given to him to help him come up with different geometric designs? and, How to motivate him to do his best? The participants had suggested the following strategies in the first session:

As per the suggested strategies, the counsellor and teachers had a meeting with the parents and they were given suggestions on how to handle the child's temper tantrums. Also, the child has now been seeing a counsellor on a regular basis and Ms Christina has also been meeting with the counsellor on getting tips on handling the temper outbursts and also on creating a non-threatening environment for the child and his peers.

Ms Christina seems to be satisfied with the said strategies and promised to continue the same in the following academic year also to get the desired results.


Thursday, April 27, 2006

 

Second Session - Fifth meeting of the first CASW group

The next presentation in this session was by Ms Gudrun on April18,2006.
Students' work to be tuned in SessionI were - multiple written samples from different areas of work - special books, LAR notebooks and EVS notebooks.
The key questions were-1) How can the class teachers help the child who is lagging behind to come up to the expected grade-level, and boost the self-confidence and self-esteem of the child? and 2) How can we run an extended reading/writing, perhaps even Math programme for the gifted chidren, given that there are only 2 teachers in class at most times ?
The area of concern for Ms Gudrun is that the students who come into prep are having different age and ability levels. During SessionI, the participants had suggested various strategies to Ms Gudrun to provide help to the child who was lagging behind to come up to the expected grade level. Some of them were:-the child seems to be slow learner and needs continuous support.-reinforcement exercises-little reward will help the child build her confidence.-use of flash-cards, games etc.
Ms Gudrun told the participants that strategies suggested for her to deal with the specific students were quite helpful in terms of the general attitude that she must equip herself in order to deal with the higher and lower ends of her class. She made some extension worksheets for Math(Review work) and literacy(Comprehension exercises) and as expected, the kids who were able to work independently and read with a certain amount of fluency were able to work on those worksheets with minimal teacher instruction. As regards the weaker child, she paid more attention to her attitude towards that student and made a conscious effort to be more encouraging and praising even small achievements which encouraged that child to finish with the basic module which was needed.
However, she confessed that it was a bit difficult at the end of the year to be applying strategies for improving things in prep and promised to continue her efforts in line with the suggested strategies in the forthcoming sessions.

Thursday, April 06, 2006

 

Second Session - Fourth meeting of the first CASW group

The next presenter of our group in second session held on 29th March,2006 was Ms Kalpana U. Ms Gudrun conducted the proceedings as the facilitator. It was Std.3Math student whose work was to be tuned in the last meeting and Ms Kalpana had submitted the extract of work from the student through a period of time to support the key questions - 1) How to make the student remain focused in class?, 2) What strategies could be applied to make the child complete his work?
Some of the strategies which emerged from the first CASW meeting were-
a. calling the mother/father/both and insisting that a routine is followed at home with respect to the behaviour program and share the results.
b. providing the child with maximum support with the existing constraints. This could be done through dialogues, encouraging questions and doubts from the child, accepting suggestions, repeating instructions till he is clear, explaining things clearly, making him decide which way certain things could be managed and provoking him to think.
After having started the suggested strategies, Ms Kalpana observed that the child in question enjoyed the activity based learning and also he liked to learn things when they were integrated with day to day happenings or hooked to topics which drew his attention. Further, he liked to represent his understanding more visually( in the form of mind maps, bulletin board etc.) and he did complete these tasks on time. A safe and non threatening platform has also been created and Ms Kalpana chats with him daily not just relating to maths but in other areas also which has brought the child closer to the teacher.
Ms Kalpana seems to be satisfied that the above-mentioned strategies have worked well and there is a subtle change in the child's way of learning and both - the teacher and the child - have certainly moved a few steps ahead in understanding how he learns and how the teacher could be a catalyst to his learning.
All the participants appreciated her efforts and the meeting ended with a positive note.

Wednesday, April 05, 2006

 

Second Session - Third meeting of the first CASW group

Third meeting of the Second Session started with the presentation of Ms Geetha Kamath on 29th March,2006. Ms Gudrun was the facilitator. The topic was - Examination of student's writen work and a follow up on the key question asked during the first CASW session i.e.how to motivate the student to overcome the slump in his work? The key question in this meeting was - what were the reflections of the participants upon the strategies tried by the presenter and how they related them to the strategies of brain based learning?
Ms. Geetha informed that the following strategies among others as suggested by the participants in the last meetig, were implemented:
a. The seating arrangement of the student was changed and he was placed in the front of the class and his work was checked at the end of the stated time.This strategy ensured firm scaffolding as well as individual monitoring by the teachers and helped him to hand in completed work.
b.He was asked to think about his actions when he distracted himself and his friends during clas and also when he handed in any unaceptable work. This strategy made him feel responsible for his actions.
c.He was given an opportunity to express and share some interesting information that he had read which he agreed to do so very enthusiastically during their circle time and all the children let him enjoy his moment of glory and gave him their full appreciation.This strategy was an atempt to help him get into the student group by identifying and acknowledging his strength.
Ms.Geetha seemed to be satisfied with the progress of the child and promised to continue these strategies as and when needed in near future.
All of us felt about the strategies to be effective and a part of the brain based learning strategies.It was indeed a satisfying session.

Thursday, March 09, 2006

 

Second Session - Second meeting of the first CASW group

Collaborative Analysis of Student Work (CASW) – Meeting Two


Std.5-SLH

Topic: 1. ‘Jokes - Competition’ called ‘Hansee kaa Pitaara’
2. Singing one of the poems from their Text-Book in chorus

Learning Objectives: Students should be able to develop
· creative writing skill
· vocabulary
· oral skill
· singing skill

Student Work to be tuned: Multiple pieces of performances [Jokes and singing]
from different groups of students on an audiotape.

Methodology: 1. Students were divided into pairs and asked to write/collect Hindi
Jokes from books /magazines / internet etc. They were advised to
view some famous comedy programs like ‘The Great Comedy Show’,
‘The Great Indian Laughter Show’ on television just to have an idea
about writing the script or enactment of a joke. Each group
submitted the draft of the script. They were given the requisite help
in the form of vocabulary, dialogues writing and enactment etc. Then,
they showed the final script and rehearsed the same. Finally, their
jokes were recorded on an audiotape and assessed in view of the
learning objectives as mentioned above. The requisite feedback was
provided to them in the end.

2. Students were chosen based on their voice and singing quality and
ability. One of the poems from their Text-Book was composed.
They were taught the tune of the poem. They learnt the poem by
heart. After a few rehearsals, they were confident in singing the
same properly. Their song was recorded on an audiotape and
assessed in view of the learning objectives as mentioned above. The
requisite feedback was provided to them in the end.

Key Question: How can these activities be documented properly and effectively so
that these might be used by our teaching community in future?



Note: Singing a Hindi song/poem was also done with the students of Std. 1 and
Std. 2[Recording on audio-tape] with the same objectives in mind and the
interest level was found absolutely great.

It was my presentation yesterday. Ms Geetha Kamath was the facilitator. The audiotapes containing Jokes by Std.-5-Slh, Story-telling by Std.3-Slh, song and prayer by Std.2-Slh and Std.5-Slh were played on in front of the participants who appreciated the same very much. Ms Sandra and Ms Kamath had visited Std.5 during one of the rehearsals to observe the interest level and efforts of the students. Both of them were quite impressed and commended their efforts and inclination for this activity.
I have already been using some of the learning strategies as suggested by the participants in the last meeting. I intend to use the remaining ones in near future. It’s my endeavor to generate love and passion for learning Hindi among students and I am satisfied that I am able to do so to a great extent. These kinds of activities will go a long way in developing the oral skills of students.
As regards my key question – How can these activities be documented properly and effectively so that these might be used by our teaching community in future?- the participants were of the view that those learning strategies which worked well could be audio/video recorded for the Activity Bank to be used as a reference for the language teachers in future. Ms Sandra suggested that these learning strategies be time-tabled for different classes so that it becomes an ongoing process.
I have made a note of all the suggestions and will try to incorporate the same into my teaching strategies so that I am always ready to face any new challenge in the field of education. Rightly says a shaayar –

leke manzil ki taraf jayenge toofaan mujhe !
Raah dikhlaayenge jalate hue armaan mujhe!!

Wednesday, March 01, 2006

 

Second Session - First meeting of the first CASW group

The Second Session started with the presentation of Mr. Uday on Ist March,2006. I was the facilitator. The topic was - Application of theory learnt in class. The key question in this meeting was the extension of the one raised by him in the last meeting, i.e. what other learning srategies might be adopted to enhance the level of concentration in individual classes?
Mr. Uday informed that the following three strategies among others as suggested by the participants in the last meetig, were applied to chart the student's progress:
a. A dicussion with the parents of the concerned child to find out the root cause of the problem.
b. Talking to co-teachers to know the level of concentration of the student in their classes.
c. Recording of tabla lessons for the student to practice at home.
His strategy of giving recorded tabla lessons has worked very well as he is able to recall the lessons and practice them well with improved concentration. Ms Sandra visited the class when this student was practicing and she was impressed to see his performance. It was also beneficial for Uday to talk to his co-teachers to know the level of concentration of the student in their classes.
Mr. Uday was satisfied with the progress of the child and promised to continue these strategies as well as apply the remaining ones in near future.
All of us had a great time and a new VISION!!

Monday, February 27, 2006

 

Seventh meeting of the first CASW group

The last presentation in this session was by Ms Gudrun. Mr. Uday was the facilitator. Students' work to be tuned were - multiple written samples from different areas of work - special books, LAR notebooks and EVS notebooks. The key questions were-1) How can the class teachers help the child who is lagging behind to come up to the expected grade-level, and boost the self-confidence and self-esteem of the child? and 2) How can we run an extended reading/writing, perhaps even Math programme for the gifted chidren, given that there are only 2 teachers in class at most times ? The area of concern for Ms Gudrun is that the students who come into prep are having different age and ability levels.
The participants discussed various strategies to provide help to the child who is lagging behind to come up to the expected grade level. Some of them were:
-the child seems to be slow learner and needs continuous support.
-reinforcement exercises
-little reward will help the child build her confidence.
-use of flash-cards, games etc.
I suggested Ms Gudrun to use audio-visual things to teach the above-mentioned subjects which she has yet not tried. She welcomed the idea and promised to incorporate the same in her forthcoming sessions and share her experiences in the 2nd meeting.

 

Sixth meeting of the first CASW group

Ms Geeta was the next presenter on 22nd February,2006 and I was the facilitator. The topic was -Examination of student's written work. Student work to be tuned was the samples of student work over a period of time to suuport th key question i.e. how to motivate the student to overcome the slump in his work?
The student in question has no difficulty with comprehending what is being taught, has a good command of Math as well as vocabulary. But he remains distracted most of the time which results in not following instructions and not completing the given task. He has been showing a constant slump in his work. He has been assessed by the counsellor and is on a behavioural program to help him identify the problematic areas and reflect on his behavior.
The participants discussed various strategies in this regard and agreed upon the following strategies:
-As it is observed from his last assignment, he works well on one to one basis without showing much slump in his work. He should, therefore, be given one to one support and his work be monitored regularly.
-He needs tight scaffolding and constant firmness.
-His behaviour to be recorded continuously and brought to the notice of the counsellor immediately.
Ms Geeta was satisfied with the strategies given and promised to adopt the same in her forthcoming sessions and share the results in the next meeting.

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