Requirements for the degree of MASTER OF EDUCATION SIMMI E, M.A, B.Ed.
GOVERNMENT BRENNEN COLLEGE OF TEACHER EDUCATION, THALASSERY
(Research Centre in Education)
2011-2012 DECLARATION I, SIMMI E do here by declare that this report entitled "
I also declare that this report doesn’t form part of any Degree, Diploma or any other similar title before.
Thalassery
10.02.2012 SIMMI E Field Based experiences Related to Practice Teaching of B.Ed student teachers" is prepared by me under the supervision of Dr. Santhosh Areekhuzhiyil (Assistant Professor in Educational Psychology, Govt. Brennen College of Teacher Education, Thalassery) as part of M.Ed programme of Kannur University during the year 2011-2012. Dr. Santhosh Areekuzhiyil
Assistant Professor in Educational Psychology
Govt. Brennen College of Teacher Education, Thalassery
(Research Centre in Education) I hereby certify that the report titled "Field Based Experience Related to Practice Teaching of B.Ed Student Teachers" is a record of bonafide work done by Ms. SIMMI E, M.Ed student, Govt. Brennen College of Teacher Education, Thalassery, under my guidance and supervision as a part of M.Ed programme of Kannur University during the year 2011-2012. Thalassery
10.02.2012 Dr. Santhosh Areekuzhiyil (Supervising Teacher) GOVT. BRENNEN COLLEGE OF TEACHER EDUCATION, THALASSERY
(Research Centre in Education, Kannur University). I here by certified that the report titled "Field Based Experience related to practice teaching of B.Ed student teachers" is a record of bonafide work done by Miss. SIMMI E, M.Ed student, Govt. Brennen College of Teacher Education, Thalassery, (research centre in education) as part of her M.Ed programme of Kannur University during the period 2011-2012. She is permitted to submit the report. Thalassery
10.02.2012 Dr. M.S Geetha Principal ACKNOWLEDGEMENT I would like to express my deep gratitude to my supervising teacher Dr. Santhosh Areekuzhiyil (Assistant Professor in Educational Psychology) for his constant support valuable guidance and suggestions. I wish to express my sincere thanks to principal of my college Dr. M.S Geetha and all the members of faculty of Govt. Brennen College of Teacher Education, Thalassery (Research Centre in Education).
I am so grateful to the principal of Sree Narayana College of Education and the headmasters of Kuthuparamba H S, Kadachira H S, S N Trust H S & BEMP H S for their whole hearted help to observe the classes of B.Ed students. I also extend my gratitude to the 7 B.Ed students whose classes were made available for supervision as part of this project work.
Thalassery SIMMI E
| 10.02.2012 CONTENTS | |||||||||||||
| CH.NO. TOPIC Pg. No. 1 2 3 4 5 Education Make a difference Significance of Teacher Education Aims of Education The Child Goals and Pledges to be taken Pre Service Education Understanding Children- How They Learn Tips for Teacher Trainees Different Approaches in Present Transactions Constructivist Approach Issue Based Approach Changes Taking Place In Cognitive Science Multiple Intelligence Emotional Intelligence Positive Psychology Teaching language Learning Language Basic Principles General Objectives The Changed Perspective Competencies to be Achieved Mental Process Field experience The New Venture Analysis and Discussion Conclusion 5 12 15 20 32 37 69 1 Introduction INTRODUCTION 1 MAKE A DIFFERENCE……. As Mrs. Mehta stood in front of her class students, the first day of school, and said that she liked them all. However that was not true. In the front row, was a little boy named Rahul. She had watched Rahul the year before and noticed that he did not play well with other children and that his game was messy. In addition Rahul could be unpleasant. His performance was poor and Mrs. Mehta would put a big „FAIL‟ at the top of his papers. At the school where Mrs. Mehta taught, it was required to review each child‟s past records. She put Rahul‟s off until the very end. However when she reviewed his record book, she was in for a surprise.Rahul‟s class one teacher wrote "Rahul is a bright child with a ready smile and a laugh. He does his work neatly and has good manners…… and is a joy to have him in class. His class two teacher wrote "Rahul is an excellent student, well-liked by his classmates but he‟s troubled because his mother has a terminal illness and life at home must be a struggle". His class three teacher wrote "his mother‟s death has been hard on him. He tries to do his best, but his father doesn‟t show much interest and his home life will soon affect him if no steps are taken. "Rahul‟s class four teachers wrote: "Rahul is withdrawn and Chapter 1 INTRODUCTION 2 doesn‟t show much interest in school. He doesn‟t have many friends and he sometimes sleeps in the class" By now Mrs. Mehta realized the problem and felt extremely uneasy and ashamed of her. She felt even worse when her students, except Rahul, brought flowers wrapped in beautiful ribbons and bright paper to present her on teachers‟ day. Rahul‟s present was clumsily wrapped in heavy brown paper that he probably found somewhere lying around. Mrs. Mehta took pains to open it. Some of the children started to laugh at when she open the wrapper and found a bracelet with some of the stone missing, and a bottle that was one half full of perfume. But she stifled the children‟s laughter when she exclaimed how pretty the bracelet was while putting it on and dabbing some of the perfume on her wrist. Rahul stayed after school that day just long enough to say: Mrs. Mehta today you smelled just like my mother used to." After the children left she cried. On that very day she decided that beside teaching children reading, writing and arithmetic she would spend some time to try to understand her children as individuals. She talked about their homes, friends and joked with them and in particular applauded Rahul‟s achievements. She spend time talking to him and soon he began to respond to her love and concern. By the end of the year Rahul had become more confident. A year later she found a note under her door from Rahul telling her that she was the best teacher in the whole world. Rahul continued to stay in touch. After a few years, she got a letter from Rahul to come to his wedding and do the duties of the groom‟s mother. The story did not end there. Rahul whispered in Chapter 1 INTRODUCTION 3 Mrs. Mehta‟s ear, "Thank you Mrs. Mehta for believing in me. Thank you for making me feel important and showing me that I could make a difference." Mrs. Mehta with tears in her eyes whispered back, "you have it all wrong. You were the one who taught me that I could make a difference. I did not know how to teach until I met you! Source: News Letter, UNESCO. DO WE HAVE SUCH TEACHERS NOW??? Its every child’s right …. To have a family that is caring and loving. To feel safe and be protected from violence, abuse and exploitation. To receive quality education and develop his/her full potential. To express an opinion and to be valued for his/her contributions. To be given opportunities for play and leisure. To have sufficient food and be healthy. To have adequate shelter and live in a peaceful community. To be born, to have a name and a nationality. A TEACHER ATTACKED BY A STUDENT FOR SHARING HER VIEW ABOUT THE CHILD TO THE PARENTS…… What’s happening to the society???? Chapter 1 INTRODUCTION 4 Isn’t it high time to develop proper attitude among teachers and children??? Where have we gone wrong???? ……………………………………………………………5 SIGNIFICANCE OF TEACHER EDUCATION "Teaching, evaluating, communicating, guiding and counseling, organizing co-curricular activities, participating in community programmes, diagnosing and remedying problems of students, are only some of the main activities. All these need excellence in academic and professional preparation of teachers" Mr. Padmanaban. Aims of education Imparting manners and language leading to harmonious living in community. The development of a satisfactory attitude towards the unknown. Preparing the young to cope with their environment now and later. "All children have dreams, interests and needs. They have unique capacities, opinions and their own styles of learning. They need to explore the world to learn. They also need to socialize with their peers to develop their identity and unfold their potentials. Children with their varied behavior, communication and learning styles create a challenge for us." Special competencies Discover and apply different ways to meet the needs of all children in our classes Thorough knowledge of the subject Familiar with current progress in the field Chapter 2 SIGNIFICANCE OF TEACHER EDUCATION 6 Good communication skills Keeping a positive relation with the students. Deals equitably and responsibly with all learners. Chapter 2 SIGNIFICANCE OF TEACHER EDUCATION 7 The child "Whose child is this?" I asked one day Seeing a little one out at play "Mine" said a parent with a tender smile "Mine to keep a little while To bathe his hands and comb his hair To tell him what he is to wear To prepare him that he may always be good And each day do the things he should" "Whose child is this?" I asked again As the door opened and someone came in "Mine" said the teacher with the same tender smile "Mine to keep just for a little while To teach him how to be gentle and kind To train and direct his dear little mind To help him live by every rule And get the best he can from school" "Whose child is this?" I asked once more Just as the little one entered the door "Ours" said the parent and the teacher as they smiled And took the hand of the little child "Ours to love and train together Ours this blessed task forever." Chapter 2 SIGNIFICANCE OF TEACHER EDUCATION 8 Goals and pledges to be taken…. Encourage children participation in school and community. I have made my classroom a welcoming place for all children, also for those from very poor families, with language difficulties, with disabilities and who learn slower than others. I involve my students in class meetings where we discuss and decide on matters for their well-being. I organize learning activities with my students involving parents and community members. I arrange different seating plans for my class to facilitate different ways of learning and participation. I organize a classroom bulletin board or student opinion box, with my students to express their views about the school. I especially make sure that the students who are shy or who have learning difficulties are also participating and learning adequately. Enhance children’s health and well- being. I maintain and regularly update the health records of my students and refer students to health centers. I use simple assessment tools to find out whether the students have hearing, vision or other problems. I teach (role- model) proper waste disposal in my classroom and in the school. Chapter 2 SIGNIFICANCE OF TEACHER EDUCATION 9 I along with other teachers, in the school and community members can plan to ensure that separate and clean toilets sufficient in number are provided. Guarantee safe and protective environments for children. My classroom is clean, has proper ventilation. Classroom furniture is sufficient and sized to the age of my students allowing them to interact and do group work. My classroom has a bulletin board, learning corners with posters, illustrations, low cost and self-made TLM/aids, newspaper and magazine clippings and children’s work. I have together with my students developed classroom rules on how to respect and help each other and on how to behave. I have identified different learning needs and difficulties of my students and I provide additional support while also asking students to help each other. I use positive discipline methods. I seat my children according to their needs and space available. Encourage optimal enrollment and completion. I try to find out whether there are children not coming to school and the reason why. I will encourage children who are not in school to come to school. I discuss with students and parents/or community members the problem of non- enrollment and how to get all children of school age in to school. I regularly check on attendance of my students and address problems concerning non- attendance. Chapter 2 SIGNIFICANCE OF TEACHER EDUCATION 10 Ensure children’s optimal academic achievement and success. I know and implement my school’s vision and change that I want to see in school and children. I use child-centered and child-friendly teaching –learning approaches. I ask my students what they already know about a topic before I start teaching. I plan and prepare lessons well, based on each child’s learning needs and styles. I have interesting pictures, posters and student work on the walls of my classroom. I encourage and implement cooperative learning and discovery/active learning ("learning by doing") with my students. I make topics more interesting and relevant to children’s lives. I assess children while they learn and I adjust my teaching methods and contents if needed. I observe and listen to my students and document their learning process and progress. I talk with my students to find out how they think and reason. I do not punish my students for giving the wrong answers, but consider mistakes as new opportunities for learning. Raise teacher’s motivation and success. I try to find ways to further develop professionally through reading about education, more training or in-service workshops. Chapter 2 SIGNIFICANCE OF TEACHER EDUCATION 11 I am supported by the head of school, who encourages us to work together as a team. I ask the head of school to identify my strengths (to be shared with other teachers) and weaknesses (for further professional development). Mobilize parent and community support for education. I invite parents or community members to my classroom to show what is happening and involve them. I meet and discuss with parents and community members concerns about safety; violence and abuse risks; sending children with "special needs" to school and supporting them. 12 PRE- SERVICE EDUCATION "The teacher like, the artist, the philosopher, and the man of letters, can only perform his/her work adequately if s/he feels him/herself to be an individual directed by an inner creative impulse-not dominated by an outside authority." B.RUSSELL, UNPOPULAR ESSAYS, II4 Understanding children and how they learn Every child can learn if allowed to do so at her/his own pace and follow her/his own way of learning; Children learn more through play/activities and learn better from each other and if they actually "do" things; Learning is a continuous process. Thus, children’s learning does not take place only in the school. Therefore, classroom learning should be linked to what happens outside the classroom and at home; Children "construct" their own knowledge and do not only learn when and what the teacher teaches. This means that every child makes sense of what information he/she is exposed to based on his/her previous experiences and learning. Only then does the child arrive at his/her own understanding and constructions. Each child has a unique approach to acquire knowledge. This process goes on continuously; Children at the primary stage learn better and more easily through experiences, play,exploration,trying out various things and actually "doing" different activities; Chapter 3 PRE-SERVICE EDUCATION 13 Children learn in a spiral and not a linear way. Thus revisiting concepts again and again helps them to understand better. The act of learning involves a process of establishing connections among facts observed/experienced or realized by children. The new learning, therefore, is to be based not only on the preceding facts and information but could be related even to things acquired long back in school, home or elsewhere. Hence, learning does not proceed in a linear manner; Children learn through the mistakes and errors they make; Learning takes place in a holistic manner, thus, an integrated approach to learning is better. STAGES OF PRE-SERVICE TEACHER TRAINING 1) The survival level is part of the natural process where lesson planning counts for success, but it’s more like the beginning teacher’s echo: "I want to get in and out of the class alive." 2) The material oriented level- here the teacher intends to teach the students through the lesson plan, the common goal of "lets finish the book is apt here. 3) Finally there is the student oriented level where the teacher constantly adapts him/herself to the class. A teacher needs the confidence, experience, empathy and finally, the knowledge bank to reach the kids. TIPS FOR TEACHER TRAINEES Believe in yourself. Take what is good for you yet be open. Believe in your own teaching and management styles. What works for one lesson, does not necessarily work for another lesson. Use this important piece of knowledge and make your decisions accordingly. Chapter 3 PRE-SERVICE EDUCATION 14 IMPLICATIONS FOR IMPROVING LESSON PLAN Levels of reflectivity- this is basic to the teaching process. Technical issues- how and what I am going to teach? How am I going to get through the lesson? Affective issues- what happens to the students and what happens to me before, during and after the lesson? What went well? What didn’t? Did specific parts of the issue plan confirm to my educational values? The more you use opportunities after the lesson to reflect on you and your students’ performance, the easier it will be for you to improve your role as a teacher. 15 PRESENT APPROACHES IN TEACHING CONSTRUCTIVISM "Constructivist education is when learners actively construct knowledge, experience and reflects on those experiences i.e. when learners are given the freedom to think, to question, to reflect and to interact with ideas, objects and others- to construct meaning."
Dalton, J. and Smith, D. (1986). Dixie, G. (2009a).Kyriacou,C.(1986).Effective Teaching in Schools. Oxford: Basil Blackwell. Extending Children’s Special Abilities. Victoria: Ministry of education. The Trainee Secondary Teacher’s Handbook. London: Continuum. Piaget,J.(1952). The Origins of Intelligence in Children, New York: International University Press. Anderson, J., (2010). Cognitive Psychology and its Implications , 7th edn., New York: Worth. Bechtel, W.,( 2008). Mental Mechanisms: Philosophical Perspectives on Cognitive Neurosciences, New York: Routledge. Bechtel, W., & Abrahamsen, A. A.,( 2005). "Explanation: A Mechanistic Alternative," Studies in History and Philosophy of Biology and Biomedical Sciences, 36: 421-441. Bechtel, W., & Graham, G. (eds.), (1998). A Companion to Cognitive Science, Malden, MA: Blackwell. Bechtel, W., Mandik, P., Mundale, J., & Stufflebeam, R. S. (eds.), (2001). Philosophy and the Neurosciences: A Reader, Malden, MA: Blackwell. Boden, M. A., (2006). Mind as Machine: A History of Cognitive Science , Oxford: Clarendon. Churchland, P. M., (2007). Neurophilosophy at Work, Cambridge: Cambridge University Press. Churchland, P. S., (2002). Brain-wise: Studies in Neurophilosophy, Cambridge, MA: MIT Press. Clark, A., (2001). Mindware: An Introduction to the Philosophy of Cognitive science, New York: Oxford University Press. Clark, A., (2008). Supersizing the Mind: Embodiment, Action, and Cognitive Extension, New York: Oxford University Press. Dawson, M. R. W., (1998). Understanding Cognitive Science, Oxford: Blackwell. Dreyfus, H. L., (1992). What Computers Still Can't Do, (3rd ed.). Cambridge, MA: MIT Press. Eliasmith, C., & Anderson, C. H.,( 2003). Neural Engineering: Computation, Representation and Dynamics in Neurobiological Systems, Cambridge, MA: MIT Press. Friedenberg, J. D., & Silverman, G., (2005). Cognitive Science: An Introduction to the Study of Mind, Thousand Oaks, CA: Sage. Goldman, A., (1993). Philosophical Applications of Cognitive Science, Boulder: Westview Press. Johnson-Laird, P., (1988). The Computer and the Mind: An Introduction to Cognitive Science, Cambridge, MA: Harvard University Press. McCauley, R. N.,( 2007). "Reduction: Models of Cross-scientific Relations and their Implications for the Psychology-neuroscience Interface," in P. Thagard (ed.), Philosophy of Psychology and Cognitive Science, Amsterdam: Elsevier, pp. 105-158. Murphy, D.,( 2006). Psychiatry in the Scientific Image, Cambridge, MA: MIT Press. Nadel, L. (ed.), (2003). Encyclopedia of Cognitive Science, London:Nature Publishing Group. Polk, T. A., & Seifert, C. M. (eds.), (2002). Cognitive Modeling, Cambridge, MA: MIT Press. Bandura, A.,(1977). Social learning theory,Engelwood cliffs, N.J.:Prentice-Hall. Binet,A. and Simon,T.,(1916) The Development of Intelligence in Children, Baltimore: Williams and Wilkins. Gardener, H., (1983). Frames of mind.The theory of multiple intelligence, New York: Basic books. Jensen,A.R.,(1963) How much can we boost I.Q. and scholastic achievements? Harvard educational review Searle, J., (1992). The Rediscovery of the Mind, Cambridge, MA: MIT Press. Smith, E. E.., & Kosslyn, S. M., (2007). Cognitive Psychology: Mind and Brain, Upper Saddle River, NJ: Pearson Prentice Hall. Sobel, C. P., (2001). The Cognitive Sciences: An Interdisciplinary Approach, Mountain View, CA: Mayfield. Stillings, N., et al., (1995). Cognitive Science, Second edition, Cambridge, MA: MIT Press. Thagard, P., (2005). Mind: Introduction to Cognitive Science, second edition, Cambridge, MA: MIT Press. Thagard, P. (ed.),( 2007). Philosophy of Psychology and Cognitive Science, Amsterdam: Elsevier. Thagard, P., (2009). "Why cognitive science needs philosophy and vice versa, " Topics in Cognitive Science, 1: 237-254. Thagard, P., (2010). The Brain and the Meaning of Life, Princeton: Princeton University Press. Thompson, P., (2007). Mind in Life: Biology, Phenomenology, and the Science of Mind, Cambridge, MA: Harvard University Press. Von Eckardt, B., (1993). What is Cognitive Science?, Cambridge, MA: MIT Press. Wilson, R. A., & Keil, F. C. (eds.), (1999). The MIT Encyclopedia of the Cognitive Sciences, Cambridge, MA: MIT Press. Website References Every Child Matters http://publications.everychild matters.gov.uk/eOrdering-Download/CM5860.pdf Maslow http://changingminds.org/explanations/needs/maslow.htm www.teachernet.gov.uk/docbank/index.cfm?id=3724 http://www.bizsum.com. www.bantamdell.com. www.EISGlobal.com. http://www.eiconsortium.org. It was mentioned that each area has specific indicators which was shown with the help of a projector. In the planning session it should be seen that the content is analyzed appropriate to the learners, the learning process and the approach, Major/Minor issues and objectives have been specifically stated, lesson transcription prepared accordingly, uses MI& EI based learning activities and a constructivist approach have been used. In the execution session, effective problem pausing, facilitated creation of knowledge, learner centered and Activity Based Experiences provided, divergent/creative thinking of learners facilitated, learning related with life, learning made contextual and effective class management are to be valued. Regarding support system whether appropriate learning/instructional materials have been developed and whether they have been used effectively are noted. Evaluation along with instruction and modification of instructional process on the basis of evaluation comes under continuous evaluation. Both evaluation and co- scholastic areas and ICT occupies a special role in the teaching learning process. BROOKS & BROOKS
Chapter 3 PRE-SERVICE EDUCATION
Chapter 2 SIGNIFICANCE OF TEACHER EDUCATION
As educators do we welcome children’s spontaneous questions???
Chapter 1
Chapter 4 PRESENT APPROACHES IN TEACHING
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