B Ed Assignment

CHRISTIAN EMINENT COLLEGE, INDORE
DEPARTMENT OF EDUCATION
Q. 1. How we connect to the computer write its steps.

Ans. To start a Desktop computer
i. First plug in the plug of computer
ii. switch it on
iii. turn on the ups if you have added it to your computer
iv. turn on the CPU
v. let the computer start
vi. type the password if you have set one
To start a laptop
i. turn on the button of laptop
ii. let the laptop start
iii. type the password if you have set one
Q. 2. Type and format the text as shown below :
i. 2C + 2O2 = 2CO2
ii. (a-b)2 = a2 – 2ab + b2
Ans. Firstly press 2 and then press shift + c. After pressing space bar, press +. Again after
pressing spacebar, press 2 and then press shift + o. For subscript press ctrl + = and then press
2. Now, again press ctrl + = to remove subscript and then press spacebar. Press = and
spacebar. After that press 2, shift + c, shift + o. For subscript press ctrl + = and then press 2.
Now, again press ctrl + = to remove subscript. This is our first required equation.
Press shift + (, then press a, press – and then press b. After that press shift
+ ).For superscript, click on the superscript command given in font group of home tab and
then press 2. To remove superscript again click on the superscript command given in font
group of home tab. Press spacebar and = and again spacebar. Now press a and superscript 2.
Press spacebar, press -, press spacebar. Press 2, press a, press b, press spacebar, press +,
press spacebar, press b and superscript 2. This is our second required equation.
Q. 3. What is Mail Merge ? Write down the procedure.

Ans. The Mail Merge feature of Microsoft Word is a great way to produce a large number
of personalized letters or labels in a short amount of time.
Mail Merge is most often used to print or email form letters to multiple recipients. Using
Mail Merge, you can easily customize form letters for individual recipients. Mail merge is
also used to create envelopes or labels in bulk.
The Mail Merge process basically involves taking two files and merging them together. The
first file is a letter, which is a basic word document. The second is a list of recipients. This
list could be a table in Microsoft Word, but most often it is a worksheet in Excel.
This feature works the same in all modern versions of Microsoft Word: 2010, 2013, and
2016.
RASHMI SENGAR
B. Ed. IV SEM
1. In a blank Microsoft Word document, click on the Mailings tab, and in the Start Mail
Merge group, click Start Mail Merge.
2. Click Step-by-Step Mail Merge Wizard.
3. Select your document type. In this demo we will select Letters. Click Next: Starting
document.
4. Select the starting document. In this demo we will use the current (blank) document.
Select Use the current document and then click Next: Select recipients.
RASHMI SENGAR
B. Ed. IV SEM
Note that selecting Start from existing document (which we are not doing in this demo)
changes the view and gives you the option to choose your document. After you choose it, the
Mail Merge Wizard reverts to Use the current document.
5. Select recipients. In this demo we will create a new list, so select Type a new list and
then click Create.
RASHMI SENGAR
B. Ed. IV SEM
Create a list by adding data in the New Address List dialog box and clicking OK.
Save the list.
RASHMI SENGAR
B. Ed. IV SEM
Note that now that a list has been created, the Mail Merge Wizard reverts to Use an existing
list and you have the option to edit the recipient list.
Selecting Edit recipient list opens up the Mail Merge Recipients dialog box, where you

can edit the list and select or unselect records. Click OK to accept the list as is.
RASHMI SENGAR
B. Ed. IV SEM
Click Next: Write your letter.
6. Write the letter and add custom fields.
Click Address block to add the recipients' addresses at the top of the document.
RASHMI SENGAR
B. Ed. IV SEM
In the Insert Address Block dialog box, check or uncheck boxes and select options on the
left until the address appears the way you want it to.
Note that you can use Match Fields to correct any problems. Clicking Match Fields opens
up the Match Fields dialog box, in which you can associate the fields from your list with the
fields required by the wizard.
RASHMI SENGAR
B. Ed. IV SEM
7. Press enter on your keyboard and click Greeting line... to enter a greeting.
8. In the Insert Greeting Line dialog box, choose the greeting line format by clicking the
drop-down arrows and selecting the options of your choice, and then click OK.
RASHMI SENGAR
B. Ed. IV SEM
9. Note that the address block and greeting line are surrounded by chevrons (« »). Write a
short letter and click Next: Preview your letters.
Preview your letter and click Next: Complete the merge.
RASHMI SENGAR
B. Ed. IV SEM
Click Print to print your letters or Edit individual letters to further personalize some or all
of the letters.
Q. 4. How to create a Macro ?
RASHMI SENGAR
B. Ed. IV SEM
Ans. In Word, you can automate frequently used tasks by creating and running macros. A
macro is a series of commands and instructions that you group together as a single command
to accomplish a task automatically.
To save time on tasks you do often, bundle the steps into a macro. First, you record the
macro. Then you can run the macro by clicking a button on the Quick Access Toolbar or
pressing a combination of keys. It depends on how you set it up.
Record a macro with a button

1. Click View > Macros > Record Macro.
2. Type a name for the macro.
3. To use this macro in any new documents you make, be sure the Store macro in box
says All Documents (Normal.dotm).
4. To run your macro when you click a button, click Button.
RASHMI SENGAR
B. Ed. IV SEM
5. Click the new macro (it’s named something like Normal.NewMacros.<your macro
name>), and click Add.
6. Click Modify.
7. Choose a button image, type the name you want, and click OK twice.
RASHMI SENGAR
B. Ed. IV SEM
8. Now it’s time to record the steps. Click the commands or press the keys for each step in
the task. Word records your clicks and keystrokes.
Note: Use the keyboard to select text while you’re recording your macro. Macros don’t
record selections made with a mouse.
9. To stop recording, click View > Macros > Stop Recording.
The button for your macro appears on the Quick Access Toolbar.
To run the macro, click the button.
Record a macro with a keyboard shortcut

RASHMI SENGAR
B. Ed. IV SEM
1. Click View > Macros > Record Macro.
2. Type a name for the macro.
3. To use this macro in any new documents you make, be sure the Store macro in box
says All Documents (Normal.dotm).
4. To run your macro when you press a keyboard shortcut, click Keyboard.
5. Type a combination of keys in the Press new shortcut key box.

6. Check to see whether that combination’s already assigned to something else. If it's already
assigned, try a different combination.
RASHMI SENGAR
B. Ed. IV SEM
7. To use this keyboard shortcut in any new documents you make, be sure the Save changes
in box says Normal.dotm.
8. Click Assign.
9. Now it’s time to record the steps. Click the commands or press the keys for each step in
the task. Word records your clicks and keystrokes.
Note: Use the keyboard to select text while you’re recording your macro. Macros don’t
record selections made with a mouse.
10. To stop recording, click View > Macros > Stop Recording.
To run the macro, press the keyboard shortcut keys.
Q.5. How to sort the data in MS – Word.
Ans. You can sort a one-level bulleted or numbered list so the text appears in
ascending (A to Z) or descending (Z to A) alphabetical order.
1. Select the list you want to sort.
2. Go to Home > Sort.
3. Set Sort by to Paragraphs and Text.
4. Choose Ascending (A to Z) or Descending (Z to A).
5. Select OK.
For info on sort options, see sort dialog box.
Q. 6. How to find and replace word in MS – Word ?

Ans. You can access Find and Replace by opening a Word file and heading to
the Home tab on the ribbon. Then, click the arrow next to the Find button and select
Find.
Alternately, just click Replace. You can also use the Ctrl + H keyboard shortcut to open
the Replace window directly.
RASHMI SENGAR
B. Ed. IV SEM
You’ll see both the Find and Replace tabs in the window that appears (as well as the Go
To tab, where you can specify a precise spot in your document to jump to).
If you’re just looking, and don’t need the program to replace any text for you, it’s fine
to stay on the Find tab. Type the text you’re searching for in the Find what field, and
Word will pull up any instances that match. At this point, since you haven’t specified
any options, your search will turn up any text that matches, whether it’s in uppercase
or lowercase, or perhaps a portion of a word.
Clicking the Reading Highlight button will highlight all instances in yellow, which lets
you see, at a glance, all the places your searched term appears within your document.
Click Find Next to scroll through all your matches.
RASHMI SENGAR
B. Ed. IV SEM
The Replace tab adds the ability to replace the text you’ve searched for with new text
that you type into the Replace with field. Check the text you’re replacing one by one
with the Replace button, or do the whole document at once with Replace All.
In the below example, Word will change the “lazy” dog to a “sleepy” one.
Clicking More will yield a ton of options to customize your search, but let’s run
through the basics for Excel first.
Advanced Find and Replace Options in Microsoft Word
Word gives us a slew of options to manipulate Find and Replace. Click More at the
bottom of the Find and Replace window to see them.
RASHMI SENGAR
B. Ed. IV SEM
The options range from simple, like Match Case, to more complex, like using wildcards
and replacing formatting.
Find whole words only

With this selected, Word treats your search term as a whole word and won’t look for
your search term within other words. For example, searching for “he” won’t yield the
word “the.”
Match prefix and Match suffix
RASHMI SENGAR
B. Ed. IV SEM
These constrain your search to words that have the same beginning or the same ending.
If you match prefixes and search for “love,” Word will find “love” and “lovely,” but
not “beloved.”
Use wildcards
Allows you to use question marks, asterisks, brackets, and more to modify your search.
Sounds like
This finds words that sound like the one you searched for. Use it to find homonyms or
words for which spellings can vary.
Find all word forms

Find the word you searched for, as well as any instances that are plural or in a different
tense. Searching “be” with this option enabled will also yield “are” and “is.”
Ignore punctuation characters and Ignore white-space characters
This tells Word not to take spaces, periods, hyphens and the like into consideration.
Q. 7. How to create a folder? Paste a file in it.
Ans. Creating a Folder
1. Navigate to the location where you want to place the new folder.
RASHMI SENGAR
B. Ed. IV SEM
2. Right-click and select New.
3. Select Folder.
4. The folder will be displayed, with the default name "New folder."
5. To change the name, type the new name for the folder and then press enter.Enter.
RASHMI SENGAR
B. Ed. IV SEM
Copy and paste files
1. Select the file you want to copy by clicking on it once.

2. Right-click and pick Copy, or press Ctrl+C.
3. Navigate to another folder, where you want to put the copy of the file.
3. Click the menu button and pick Paste to finish copying the file, or press Ctrl+V.
There will now be a copy of the file in the original folder.
Q. 8. Make charts of the following in MS – Excel –
Column Chart, Pie Chart, Bar Chart and Area Chart

Ans. COLUMN CHART
RASHMI SENGAR
B. Ed. IV SEM
PIE CHART
BAR CHART
AREA CHART
RASHMI SENGAR
B. Ed. IV SEM
Q.9. How to create hyperlink.
Ans. A hyperlink in a Microsoft Word document enables readers to jump from the link to a
different place in the document, to a different file or website, or to a new email message. In
Word documents, hyperlink text is a different color than other text and is underlined. When
you hover over a hyperlink, a preview shows where the link goes. When you select the link,
you're directed to the other content.
Hyperlink Types
There are different kinds of hyperlinks.
EXISTING FILE OR WEB PAGE
When you choose this option, the hyperlink opens a website or file. For example, if you're
writing an article about your camping trip to Rocky Mountain National Park, provide a
hyperlink to the appropriate section of the National Park Service so readers can quickly find
the information they need to plan a similar trip.
Another use might be if you wrote an article about the National Park Service and the
document is available to your readers, link to the Word file you created. When the reader
selects the hyperlink, that file opens.
PLACE IN THIS DOCUMENT
Another type of hyperlink jumps to a different place in the same document upon selection.
Often called an anchor link, this type of link doesn't take the reader away from the document.
RASHMI SENGAR
B. Ed. IV SEM
When a document is long and includes sections or chapters that are formatted as headings,
create a table of contents at the beginning of the document. Include hyperlinks in the table of
contents so that readers can jump to a particular heading.
You could also use this type of hyperlink at the end of each section to return to the top of the
document.
CREATE A NEW DOCUMENT
A hyperlink can create a new document when selected. When adding this type of hyperlink,
choose whether to make the document at the time you create the link or later. If you choose
to make the new document when you create the hyperlink, a new document opens, which
you can edit and save. After that, the hyperlink points to that document, exactly like the
Existing File or Web Page option.
If you choose to make the document later, you're prompted to create the new document when
you select the hyperlink after the hyperlink has been created. This type of hyperlink is useful
if you want to link new content to the current document but don't want to create the new
content yet. Instead, provide the hyperlink to it so you'll remember to work on the document
later. When you do create the document, it will be linked in the main document.
EMAIL ADDRESS
The last type of hyperlink you can make in Microsoft Word is one that points to an email
address so that, when selected, the default email client opens and begins composing the
message using the information from the hyperlink.
Choose a subject for the email and more than one email address that the message should be
sent to. This information is pre-filled for readers when they select the hyperlink but they can
change this information before they send the message.
This type of hyperlink is useful for situations when you want readers to contact you to set up
a meeting or request additional information.
How to Insert and Remove a Hyperlink in Word
To add and delete hyperlinks in a Word document:
1. Highlight the text or image that you want to link.
2. Right-click the text and choose Link or Hyperlink (depending on the version of

Microsoft Word).
3. Select the type of destination you want to link to, then fill in the appropriate information.
RASHMI SENGAR
B. Ed. IV SEM
 Choose Existing File or Web Page, go to the Address text box, then enter a
URL.
 Choose Place in This Document, then select a location within the document.
 Choose Create New Document, go to the Name of new document text box,
then enter the name of a new document. If needed, in the Full path section,
select Change to change the document folder. In the When to edit section, choose
whether you want to edit the document now or later.
 Choose E-mail Address, go to the E-mail Address text box, then enter the
email address you want readers to send email to. In the Subject text box, type the
subject.
4. Select OK.
5. The text now shows up as a hyperlink in the document.
6. To remove a hyperlink, right-click the link text, then choose Remove Hyperlink.
Q. 10. Create a mark – sheet ( including percentage and division ) & chart in MS
Excel.
Ans.
RASHMI SENGAR
B. Ed. IV SEM
Bakhtawar 38%
Sana 44%
Areej 49%
Soniya 56%
Sobia 64%
Hania 70%
Sania 76%
Wajeeha 79%
Laraib 84%
Maira 91%
Rabia 91%
Saman 93%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%
Percentage
Q. 11. Prepare a powerpoint presentation at least five slides and also takes its handouts.
Ans. A powerpoint presentation on environmental degradation -
RASHMI SENGAR
B. Ed. IV SEM
Q. 12. Insert a MS Excel Chart in a power point.
Ans. PowerPoint uses an Excel worksheet as a placeholder for entering chart data.
Therefore, when you insert or edit a chart in PowerPoint, an Excel window will
automatically open.
To insert a chart:
1. Select the Insert tab.
2. Click the Insert Chart command in the Illustrations Group. The Insert
Chart dialog box will appear.
3. Select a category from the left pane of the dialog box, and review the charts that
appear in the center. If you are unsure about which chart best fits your needs,
review the interactive on the previous page.
RASHMI SENGAR
B. Ed. IV SEM
4. Select the desired chart.

5. Click OK. An Excel window will open with a placeholder for your data.
RASHMI SENGAR
B. Ed. IV SEM
If a slide layout has a content placeholder, you can also click the Insert Chart command to
insert a new chart.
To enter chart data:
The data that appears in the Excel spreadsheet is placeholder source data that you will
replace with your own information. The Excel source data is used to create the PowerPoint
chart.
RASHMI SENGAR
B. Ed. IV SEM
1. Enter your data into the Excel spreadsheet.
2. If necessary, click and drag the lower-right corner of the blue line to increase or

decrease the data range for rows and columns. Only the data enclosed by the blue
lines will appear in the chart.
RASHMI SENGAR
B. Ed. IV SEM
3. Close Excel. You do not need to save the spreadsheet. The PowerPoint chart will
update to reflect the new source data.
RASHMI SENGAR
B. Ed. IV SEM
You can edit the chart data at any time by selecting your chart and clicking the Edit
Data command in the Data group on the Chart Tools Design tab.
Copying and pasting existing Excel data
If you already have an Excel worksheet with data you want to use for a PowerPoint chart,
you can transfer the data by copying and pasting it. When the Excel window opens, open
your existing worksheet, select and copy the data, and paste it into the worksheet in place of
the placeholder data. Be sure to drag the blue line to surround all the data you want to
include in the chart.
Q. 13. Add animation into a slide.
Ans. The Different Types of Animations In PowerPoint

Animations are visual effects which make your texts, images, shapes, or charts come ‘alive.’
They catch your audience’s attention and helps them engage with you and your presentation.
Moreover, there are generally two types of animations you can use to make your presentation
come alive. These are:
 Transitions
The first type of animation is called transition animation; these are animations added in
between slides. When you transition from slide 1 to slide 2, you can add an animation in
between the slides. You can view the different transition options by going to the Transitions
pane on the PowerPoint ribbon.
RASHMI SENGAR
B. Ed. IV SEM
(Caption: The Transitions pane in PowerPoint)
The default view shows 10 transitions, but if you click on the little arrow like you see in the
screenshot above, then you’ll see many more options like you see here:
(Caption: More Transition options in PowerPoint – choose from Subtle, Exciting and
Dynamic Content transition animations)
Transition animations have additional effect options. You will notice this when you click on
the transition you want to use. The Effect Options button won’t be grayed out, and you can
select additional settings.
For example, I selected ‘Reveal’ as my transition animation. Available effect options would
be:
 Smoothly from right
 Smoothly from left
RASHMI SENGAR
B. Ed. IV SEM
 Through black from right
 Through black from left
Here’s a screenshot of what it looks like:
(Caption: Effect Options are available for some transition animations in PowerPoint)
You can also adjust the timing and duration of each transition as well as set how you want
the slides to advance so that the transition can take place.
(Caption: More settings can be adjusted in the Timing section as well as the Animation
Pane)
Feel free to play around with the transition animations and effect options that work best with
your presentation.
 Animations
RASHMI SENGAR
B. Ed. IV SEM
The second type of animations bring the objects or elements within your slide to life. If you
want to animate text, an image, shape, graph or chart, this is the type of animation you select.
You first to have to click on the object you want to animate, then click on the Animations
tab.
(Caption: The Animations pane in PowerPoint)
The default view shows 8 animations, but if you click on the little arrow like you see on the
screenshot above, then you’ll see many more options like you see here:
RASHMI SENGAR
B. Ed. IV SEM
(Caption: More Animation options in PowerPoint – choose from Entrance, Exit, Emphasis
and Motion Paths animations)
You can choose from the following types of animations:

 Entrance animations. The icons for this type of animation are colored green. If you
use this type of animation for an object, that object will enter the slide according to your
timing preferences.
 Exit animations. The icons for this type of animation are colored red. The object
you’ve added this animation to will exit the slide.
 Emphasis animations. The icons for this kind of animation are colored yellow. The
object won’t enter or exit the slide (unless you’ve added that particular animation to the
same object) but will emphasize and draw attention to that object.
 Motion path animations. This type of animation will allow you to move an object
from one spot to another. You can specify or draw the path you want the object to take.
In the next sections, we’ll go over how to add the 4 different types of animations to your
slides.

How To Add Animations to PowerPoint In 2 Simple Steps
To add entrance animations to any object in PowerPoint, here’s what you need to do:
1. Click on the object you want to animate. In this example, we will use a blue smiley
face.
(Caption: The blue smiley face we will be animating for this tutorial)

2. Select the animation you want to use. For this example, we used the entrance
animation – fade animation. We set the duration to 2.75 seconds. You will notice in the
screenshot below that the fade animation has no effect options (the button is greyed out).
RASHMI SENGAR
B. Ed. IV SEM
(Caption: The different options available for Fade animation in PowerPoint)
Here’s what those numbers in the screenshot mean:
1 – We chose the Fade animation.
2 – There are no Effect Options for Fade Animation (the button is grayed out and not
clickable)
3 – You can adjust settings via the Advanced Animation, Timing, and Animation Pane
sections
4 – The number (1) refers to the fact that we’ve added 1 animation to our object (this is the
Fade animation).
5 – You can click on the Preview button to preview the animation.
As you can see, adding animations to an object is no rocket science. You can even add
entrance, exit, emphasis and motion path animations to a single object!
Q.1. What do you mean by understanding the self. Describe.
RASHMI SENGAR
B. Ed. IV SEM
Ans. Self-understanding is the key to the successful resolution of any emotional problem.
Self understanding has important aspects as; self concept, self esteem and ideal self. This
study focuses on these importance aspects in detail. It also gives strategies of understanding
self and improving our self. It tells us about the importance of teacher’s role in improving
self esteem of students and helps them in understanding themselves.
Introduction:
The self is not something that one finds; it is something that one creates. One should
understand himself truly for realistic, satisfactory and truly optimistic life. Our self should be
developed in a right direction from early years of age so as to develop our personality. In this
respect understanding self is crucial in education.
Self Understanding:
“Self understanding is awareness of and ability to understand one's own actions.”
"Self-understanding is the key to the successful resolution of any emotional problem"
The various aspects of self that we consider are;
Why Self Understanding
Benefits of self understanding:
1. Knowing exactly what is bothering you instead of feeling bad without knowing why.
This in turn will allow you to take the first step towards happiness
2. Not feeling lost because you will know exactly where you fit in life. Whether it‟s a career
or a relationship.
3. A solid understanding of others, the more you understand yourself the more will you
understand others.
Understanding self can be focused mainly as;
1. The physical self
Who you are physically is important to many people, and being physically fit and strong is a
big part of how they define themselves.
2. The social self
“A” doesn't have a lot of friends, but those she does have are very close to her. She likes to
spend time with her friends and get to know them deeply. This is part of her social self; that
is, how a person relates to others.
“B” is different from A here, too. She has lots and lots of friends and is always surrounded
by a bunch of people. She likes to spend time in the midst of a party crowd. Her social self is
still part of her self-concept, but it is different from “A”'s.
RASHMI SENGAR
B. Ed. IV SEM
3. The competent self
Competence is the ability of a person to provide for their basic needs.
4. The inner self
Also sometimes called the psychological self, is made up of the feelings and thoughts that a
person has deep inside them.(Simply Psychology)
While understanding about self one can get three important aspects of self, they are;
Self concept- picture or concept of ourselves
Self esteem- feeling we have about ourselves
Self ideal- the way we would like to be
Self Concept
Baumeister (1999) defines Self Concept as;
"Self Concept is individual's belief about himself or herself, including the person's attributes
and who and what the self is".
Self Concept is an important term for both social psychology and humanism. Lewis (1990)
suggests that development of a concept of self has two aspects:
(1) The Existential Self
This is 'the most basic part of the self-scheme or self-concept; the sense of being separate
and distinct from others and the awareness of the constancy of the self' (Bee, 1992).
The child realizes that they exist as a separate entity from others and that they continue to
exist over time and space.
2) The Categorical Self
Having realized that he or she exists as a separate experiencing being, the child next
becomes aware that he or she is also an object in the world.
Purkey suggests that self concept is
 Learned
 Organized
 Dynamic
Carl Rogers (1959) believes that the self concept has three different components:
RASHMI SENGAR
B. Ed. IV SEM
 The view you have of yourself (self image)
 How much value you place on yourself (self esteem or self-worth)
 What you wish you were really like (ideal self)
Self Esteem
Self esteem refers to the extent to which we like accept or approve of ourselves or how much
we value ourselves. Self esteem always involves a degree of evaluation and we may have
either a positive or a negative view of ourselves.
High Self Esteem i.e. we have a positive view of ourselves. This tends to lead to
 Confidence in our own abilities
 Self acceptance
 Not worrying about what others think
 Optimism
Low Self Esteem i.e. we have a negative view of ourselves. This tends to lead to
 Lack of confidence
 Want to be/look like someone else
 Always worrying what others might think
 Pessimism
There are several ways of measuring self-esteem.
Even though self-esteem might fluctuate, there are times when we continue to believe good
things about ourselves even when evidence to the contrary exists. This is known as the
perseverance effect.
Miller and Ross (1975) showed that people who believed they had socially desirable
characteristics continued in this belief even when the experimenters tried to get them to
believe the opposite. Does the same thing happen with bad things if we have low selfesteem?
Maybe not, perhaps with very low self-esteem all we believe about ourselves might be bad.
Argyle (2008) believes there are 4 major factors that influence self esteem.
1) The Reaction of Others.
2) Comparison with Others.
3) Social Roles.
4) Identification.
Ideal Self
(What you'd like to be)
RASHMI SENGAR
B. Ed. IV SEM
If there is a mismatch between how you see yourself (e.g. your self image) and what you‟d
like to be (e.g. your ideal self ) then this is likely to affect how much you value yourself.
Therefore, there is an intimate relationship between self-image, ego-ideal and self-esteem.
Humanistic psychologists study this using the Q-Sort Method.
A person‟s ideal self may not be consistent with what actually happens in life and
experiences of the person. Hence, a difference may exist between a person‟s ideal self and
actual experience. This is called incongruence.
Where a person‟s ideal self and actual experience are consistent or very similar, a state of
congruence exists. Rarely, if ever does a total state of congruence exist; all people
experience a certain amount of incongruence. The development of congruence is dependent
on unconditional positive regard. Michael Argyle (2008) says there are four major factors
which influence its development:
 The ways in which others (particularly significant others) react to us.
 How we think we compare to others
 Our social roles
 The extent to which we identify with other people
Self esteem = success/pretensions
Increasing self esteem results when success is improved relative to expectations.
Individual level analysis of the self
There are two levels of analysis that one can look at self and identity. One level of analysis is
the self on the individual level for example: self-states, self-motives self-esteem, self
motives, self efficacy, etc. Self-states are self-process that include unbiased self awareness.
However, self-motives are more serious impulses to action, something that is innate and
universal to all. Societal or cultural analysis of the self
The other level of analysis is on the societal or cultural level for example: the cultural
conception of a person, cultural arrangements that make the person who they are and the
cultural concept of self. Self and identity is highly contingent upon culture.
Q.2. How to develop a holistic and integrated understanding of the human self and
personality ?
Ans.
Q.3. How student to develop a vision of life for themselves ?

Ans. Ways to Set a Vision for Your Life
1. Work to resolve old wounds
RASHMI SENGAR
B. Ed. IV SEM
It’s difficult to embrace a new vision for your life while being hampered by old wounds that
haven’t been tended to. Spend some time in introspection. Are you harboring resentment?
Do you need to forgive someone? Are you hanging on to hurt that needs healing? Be honest
about those feelings, seek out wise counsel, and start the restoration process so you can move
on.
2. Understand it’s not about you
If you are like me you think highly of yourself and your importance. However, we are not
the center of the universe. Seek out a vision for your life that makes the world better for
others.
3. Explore your passion and talents

Scottish Olympic runner Eric Liddell famously said, “God made me fast and when I run I
feel His pleasure.” We were all made with God-given talents. What passions and talent do
you have that will make you feel like Liddell when you use it? The time has come for you to
give that gift to the world.
4. Spend time with people you admire

Seek out people whose lives you admire. Ask them how they got where they are and why
they do what they do. Perhaps even see if they would be willing to meet regularly.
5. Envision what you want your life to look like

Think about an end goal. What do you want your life to look like? What type of man do you
want to be? What do you want your family to look like? What would you like your career to
be? Picture it and see it in vivid detail.
6. Don’t limit yourself

Dream big. Don’t allow fear or a lack of confidence shortchange your vision. If your vision
doesn’t make you at least a little uncomfortable, then you probably aren’t dreaming big
enough. It should be scary but also exciting.
7. Get feedback and buy-in from trusted sources

Ask the people closest to you if your vision is on point, particularly your family. Make
changes based on their feedback and make sure you get buy-in.
8. Write a mission statement and list action steps

Think of a one sentence statement that encapsulates your vision. Write it down and put it
somewhere you can see it. Then write down three-to-five action steps that you will focus on
RASHMI SENGAR
B. Ed. IV SEM
the next couple of months that will bring you closer to reaching your vision. When you have
accomplished those action steps, come up with new ones.
9. Find accountability
Seek out people that will encourage you and hold you accountable to stay on course. Ask
them to press you on it.
10. Be flexible
Be open to the fact that your vision may need to be changed or tweaked as time goes on and
circumstances become different. Think of your vision as a living thing.
Q.4. How values helpful to understanding the self to students ?

Ans.
Q.5. Explain your strength and weaknesses.
Ans.
Q.6. Define emotional integration, self esteem, & positive attitude.
Ans. Emotional Integration :- Emotional integration basically means unity of thoughts
and feelings of all the citizens of a country. Pt. Jawhar Lal Nehru has said “By emotional
integration, I mean the integration of minds and hearts, the suppression of feelings of
separatism.” Emotional integration is an essential condition and basis for national integration
because sense of oneness is developed among the people of a country through training of
mind and heart. In brief, we can say that prefect national integration cannot takes place
without emotional integration.
According to the Emotional Integration Committee Report (1962), the attributes of national
emotional integration are as follows :-
i) A strong feeling of brotherhood and nationhood that sinks and ignores individuals,
parochial linguistic and religious differences
ii) The common mental bond that binds all people irrespective of their differences towards
the aesthetic, spiritual and material progress
iii) Creation of a feeling of oneness and mental outlook towards the welfare of the country
above narrow sectarian interests
iv) A harmonious blending of personal emotion in an individual with his social obligation
resulting in a well balanced personality
v) A feeling of harmony and the welding of diverse elements of society into a very compact
and homogenous unit
RASHMI SENGAR
B. Ed. IV SEM
vi) A firm conviction on the part of each individual that he is an integral component of the
whole social unit for the healthy development of self and community
Self Esteem :- In psychology, the term self-esteem is used to describe a person's overall
sense of self-worth or personal value. In other words, how much you appreciate and like
yourself.
 Self-esteem is often seen as a personality trait, which means that it tends to be stable
and enduring.
 Self-esteem can involve a variety of beliefs about yourself, such as the appraisal of
your own appearance, beliefs, emotions, and behaviors.
Why Self-Esteem Is Important
Self-esteem can play a significant role in your motivation and success throughout your life.
Low self-esteem may hold you back from succeeding at school or work because you don't
believe yourself to be capable of success.
By contrast, having a healthy self-esteem can help you achieve because you navigate life
with a positive, assertive attitude and believe you can accomplish your goals.
Positive Attitude :-
1. Positive attitude is a state of mind that envisions and expects favorable results.
2. The willingness to try doing new things
3. The belief that everything would turn all right
4. It is an attitude that helps you see the good in people.
5. It is a mental attitude that sees the good and the accomplishments in your life, rather
than the negative and the failures.
6. A positive attitude is a mindset that helps you see and recognize opportunities.
7. Positive attitude means positive thinking
8. It is optimism and maintaining a positive mindset
9. It is a mental attitude that focuses on the bright side of life
10.It is a mindset that uses the words, “I can”, and “it is possible”.
Q.7. Differentiate between fear and trust, competition & co-operation.
Ans. What is a Trust?
A trust is a fiduciary relationship in which one party, known as a trustor, gives another party,
the trustee, the right to hold title to property or assets for the benefit of a third party, the
RASHMI SENGAR
B. Ed. IV SEM
beneficiary. Trusts are established to provide legal protection for the trustor’s assets, to make
sure those assets are distributed according to the wishes of the trustor, and to save time,
reduce paperwork and, in some cases, avoid or reduce inheritance or estate taxes. In finance,
a trust can also be a type of closed-end fund built as a public limited company.
What is a Fear?
Fear is an emotion induced by perceived danger or threat, which causes physiological
changes and ultimately behavioral changes, such as fleeing, hiding, or freezing from
perceived traumatic events. Fear in human beings may occur in response to a
certain stimulus occurring in the present, or in anticipation or expectation of a future threat
perceived as a risk to oneself. The fear response arises from the perception of danger leading
to confrontation with or escape from/avoiding the threat (also known as the fight-or-flight
response), which in extreme cases of fear (horror and terror) can be a freeze response
or paralysis.
In humans and animals, fear is modulated by the process of cognition and learning. Thus fear
is judged as rational or appropriate and irrational or inappropriate. An irrational fear is called
a phobia.
Most important differences between co-operation and competition are as follows:
Co-operation is an associative or integrative social process and (Competition is a
disintegrative or dissociative social process. Although these processes are universal, they
differ from each other in the following points.
Co-operation:
1. Co-operation is a process of working together for common rewards.
2. The qualities like natural awareness, understanding, helpfulness and selfless attitude are
necessary for cooperation.
3. Co-operation is limitless. Because one can go to any extent to help other.
4. Co-operation is always beneficial as it brings normally positive results.
5. Co-operation provides satisfaction and contentment to people.
6. The degree of solution for many international problems and disputes provided by co-
operation is higher.
Competition:
1. Competition is a process in which individuals or groups struggle for some goal or end.
RASHMI SENGAR
B. Ed. IV SEM
2. For competition self-confidence, strong aspirations, the spirit of adventure and readiness
to suffer and to struggle are needed.
3. Competition has limitations as it bound by norms.
4 Constructive competitions are always beneficial but uncontrolled competition is always

harmful or dangerous.
5. Competition may cause satisfaction as well as dissatisfaction.
6. Competition may contribute to socio-economic progress as well as to general welfare but

there is no chance for solution of international problems and disputes.
Q.8. What do you mean by self reflective journal & write down its steps.
Ans. What is a Reflective Journal?
A reflective journal is a place to write down your daily reflection entries. It can be something
good or bad that happened to you that you can self-reflect and learn from the past
experience.
A reflective journal can help you to identify important learning events that had happened in
your life. The events include your relationship, career and personal life. By writing a
reflective diary, you can find the source of your inspiration that defines you today. A
reflective journal also provides a better understanding of your thought process.
Reasons to Write a Reflective Journal
1. To understand the things that have happened.

2. To reflect why it happened this way.
3. To align future actions with your values and lessons learned from your past
experiences.
4. To share and get your thoughts and ideas out of your head.
Q.9. Explain developing skills of inner self organization & self reflection with suitable
example.
Ans. What is self reflection?

Self reflection is like looking into a mirror and describing what you see. It is a way of
assessing yourself, your ways of working and how you study. To put it simply ‘reflection’
means to think about something. Reflecting and composing a piece of self reflective writing
is becoming an increasingly important element to any form of study or learning.
Why is self reflection important?
Reflecting helps you to develop your skills and review their effectiveness, rather than just
carry on doing things as you have always done them. It is about questioning, in a positive
RASHMI SENGAR
B. Ed. IV SEM
way, what you do and why you do it and then deciding whether there is a better, or more
efficient, way of doing it in the future.
In any role, whether at home or at work, reflection is an important part of learning. You
wouldn’t use a recipe a second time around if the dish didn’t work the first time would
you? You would either adjust the recipe or find a new and, hopefully, better one. When we
learn we can become stuck in a routine that may not be working effectively. Thinking about
your own skills can help you identify changes you might need to make.
Reflective questions to ask yourself:
 Strengths – What are my strengths? For example, am I well organised? Do I
remember things?
 Weaknesses – What are my weaknesses? For example, am I easily distracted? Do I
need more practise with a particular skill?
 Skills – What skills do I have and what am I good at?
 Problems – What problems are there at work/home that may affect me? For example,
responsibilities or distractions that may impact on study or work.
 Achievements – What have I achieved?
 Happiness – Are there things that I am unhappy with or disappointed about? What
makes me happy?
 Solutions – What could I do to improve in these areas?
Q.10. How to effect stereotypical attitude & prejudice formation of identity of any
individual ?
Ans.
Q.11. How to encourage to the students by the teachers to develop the capacity for
perspective taking & appreciating different points of view ?
Ans.
Q.12. Define communication skill. How to develop the capacity for emphatic listening
& communication skill ?
Ans.
Q.13. Write short note to develop the capacity to establish harmony within a group &
methods of conflict resolution.
Ans.
RASHMI SENGAR
B. Ed. IV SEM
Q.14. What is leadership and how to develop leadership skill ?
Ans.
Q.15. What do you mean by establishing peace with oneself ? Write the role of
concentration and meditation.
Ans.
Q.16. What is group dynamics & communication ?
Ans. What is Group Dynamics?

Group dynamics deals with the attitudes and behavioral patterns of a group. Group dynamics
concern how groups are formed, what is their structure and which processes are followed in
their functioning. Thus, it is concerned with the interactions and forces operating between
groups.
Group dynamics is relevant to groups of all kinds – both formal and informal. If the UPA
government has set up Group of Ministers for every governance issue, the Supreme Court of
India has 27 Group of Judges committees overseeing all manner of non-judicial work in the
apex court. In an organizational setting, the term groups are a very common and the study of
groups and group dynamics is an important area of study.
What is A Group?
Every organization is a group unto itself. A group refers to two or more people who share a
common meaning and evaluation of themselves and come together to achieve common
goals. In other words, a group is a collection of people who interact with one another; accept
rights and obligations as members and who share a common identity.
Characteristics of a Group:
Regardless of the size or the purpose, every group has similar characteristics:
(a) 2 or more persons (if it is one person, it is not a group)
(b) Formal social structure (the rules of the game are defined)
(c) Common fate (they will swim together)
(d) Common goals (the destiny is the same and emotionally connected)
(e) Face-to-face interaction (they will talk with each other)
(f) Interdependence (each one is complimentary to the other)
RASHMI SENGAR
B. Ed. IV SEM
(g) Self-definition as group members (what one is who belongs to the group)
(h) Recognition by others (yes, you belong to the group).
Process/Stages of Group Development/Evolution:

Group Development is a dynamic process. How do groups evolve? There is a process of five
stages through which groups pass through. The process includes the five stages: forming,
storming, forming, performing, and adjourning.
Forming:
The first stage in the life of a group is concerned with forming a group. This stage is
characterized by members seeking either a work assignment (in a formal group) or other
benefit, like status, affiliation, power, etc. (in an informal group). Members at this stage
either engage in busy type of activity or show apathy.
Storming:
The next stage in this group is marked by the formation of dyads and triads. Members seek
out familiar or similar individuals and begin a deeper sharing of self. Continued attention to
the subgroup creates a differentiation in the group and tensions across the dyads / triads may
appear. Pairing is a common phenomenon. There will be conflict about controlling the
group.
Norming:
The third stage of group development is marked by a more serious concern about task
performance. The dyads/triads begin to open up and seek out other members in the group.
Efforts are made to establish various norms for task performance.
Members begin to take greater responsibility for their own group and relationship while the
authority figure becomes relaxed. Once this stage is complete, a clear picture will emerge
about hierarchy of leadership. The norming stage is over with the solidification of the group
structure and a sense of group identity and camaraderie.
Performing:
This is a stage of a fully functional group where members see themselves as a group and get
involved in the task. Each person makes a contribution and the authority figure is also seen
as a part of the group. Group norms are followed and collective pressure is exerted to ensure
the Process of Group effectiveness of the group.
RASHMI SENGAR
B. Ed. IV SEM
The group may redefine its goals Development in the light of information from the outside
environment and show an autonomous will to pursue those goals. The long-term viability of
the group is established and nurtured.
Adjourning:
In the case of temporary groups, like project team, task force, or any other such group, which
have a limited task at hand, also have a fifth stage, This is known as adjourning.
The group decides to disband. Some members may feel happy over the performance, and
some may be unhappy over the stoppage of meeting with group members. Adjourning may
also be referred to as mourning, i.e. mourning the adjournment of the group.
The readers must note that the four stages of group development mentioned above for
permanent groups are merely suggestive. In reality, several stages may go on simultaneously.
Types of Groups:
One way to classify the groups is by way of formality – formal and informal. While formal
groups are established by an organization to achieve its goals, informal groups merge
spontaneously. Formal groups may take the form of command groups, task groups, and
functional groups.
1. Command Groups:
Command groups are specified by the organizational chart and often consist of a supervisor
and the subordinates that report to that supervisor. An example of a command group is a
market research firm CEO and the research associates under him.
2. Task Groups:
Task groups consist of people who work together to achieve a common task. Members are
brought together to accomplish a narrow range of goals within a specified time period. Task
groups are also commonly referred to as task forces. The organization appoints members and
assigns the goals and tasks to be accomplished.
Examples of assigned tasks are the development of a new product, the improvement of a
production process, or designing the syllabus under semester system.
Other common task groups are ad hoc committees, project groups, and standing committees.
Ad hoc committees are temporary groups created to resolve a specific complaint or develop
a process are normally disbanded after the group completes the assigned task.
RASHMI SENGAR
B. Ed. IV SEM
3. Functional Groups:
A functional group is created by the organization to accomplish specific goals within an
unspecified time frame. Functional groups remain in existence after achievement of current
goals and objectives. Examples of functional groups would be a marketing department, a
customer service department, or an accounting department.
In contrast to formal groups, informal groups are formed naturally and in response to the
common interests and shared values of individuals. They are created for purposes other than
the accomplishment of organizational goals and do not have a specified time frame. Informal
groups are not appointed by the organization and members can invite others to join from
time to time.
Informal groups can have a strong influence in organizations that can either be positive or
negative. For example, employees who form an informal group can either discuss how to
improve a production process or how to create shortcuts that jeopardize quality. Informal
groups can take the form of interest groups, friendship groups, or reference groups.
i. Interest Group:
Interest groups usually continue over time and may last longer than general informal groups.
Members of interest groups may not be part of the same organizational department but they
are bound together by some other common interest.
The goals and objectives of group interests are specific to each group and may not be related
to organizational goals and objectives. An example of an interest group would be students
who come together to form a study group for a specific class.
ii. Friendship Groups:

Friendship groups are formed by members who enjoy similar social activities, political
beliefs, religious values, or other common bonds. Members enjoy each other’s company and
often meet after work to participate in these activities. For example, a group of employees
who form a friendship group may have a yoga group, a Rajasthani association in Delhi, or a
kitty party lunch once a month.
iii. Reference Groups:

A reference group is a type of group that people use to evaluate themselves. The main
objectives of reference groups are to seek social validation and social comparison. Social
validation allows individuals to justify their attitudes and values while social comparison
helps individuals evaluate their own actions by comparing themselves to others. Reference
groups have a strong influence on members’ behavior. Such groups are formed voluntarily.
Family, friends, and religious affiliations are strong reference groups for most individuals.
RASHMI SENGAR
B. Ed. IV SEM
What is Communication?
Communication is simply the act of transferring information from one place, person or
group to another.
Every communication involves (at least) one sender, a message and a recipient. This may
sound simple, but communication is actually a very complex subject.
The transmission of the message from sender to recipient can be affected by a huge range of
things. These include our emotions, the cultural situation, the medium used to communicate,
and even our location. The complexity is why good communication skills are considered so
desirable by employers around the world: accurate, effective and unambiguous
communication is actually extremely hard.
A communication therefore has three parts: the sender, the message, and the recipient.
The sender ‘encodes’ the message, usually in a mixture of words and non-verbal
communication. It is transmitted in some way (for example, in speech or writing), and the
recipient ‘decodes’ it.
Of course, there may be more than one recipient, and the complexity of communication
means that each one may receive a slightly different message. Two people may read very
different things into the choice of words and/or body language. It is also possible that neither
of them will have quite the same understanding as the sender.
In face-to-face communication, the roles of the sender and recipient are not distinct. The two
roles will pass back and forwards between two people talking. Both parties communicate
with each other, even if in very subtle ways such as through eye-contact (or lack of) and
general body language. In written communication, however, the sender and recipient are
more distinct.
Categories of Communication
There are a wide range of ways in which we communicate and more than one may be
occurring at any given time.
The different categories of communication include:
 Spoken or Verbal Communication, which includes face-to-face, telephone, radio or
television and other media.
 Non-Verbal Communication, covering body language, gestures, how we dress or act,
where we stand, and even our scent. There are many subtle ways that we communicate
(perhaps even unintentionally) with others. For example, the tone of voice can give clues to
mood or emotional state, whilst hand signals or gestures can add to a spoken message.
 Written Communication: which includes letters, e-mails, social media, books,
magazines, the Internet and other media. Until recent times, a relatively small number of
writers and publishers were very powerful when it came to communicating the written word.
RASHMI SENGAR
B. Ed. IV SEM
Today, we can all write and publish our ideas online, which has led to an explosion of
information and communication possibilities.
 Visualizations: graphs and charts, maps, logos and other visualizations can all
communicate messages.
The process of interpersonal communication cannot be regarded as a phenomena which

simply 'happens'. Instead, it must be seen as a process that involves participants who
negotiate their roles with each other, whether consciously or unconsciously.
A message or communication is sent by the sender through a communication channel to

one or more recipients.
The sender must encode the message (the information being conveyed) into a form that is
appropriate to the communication channel, and the recipient then decodes the message to
understand its meaning and significance.
Misunderstanding can occur at any stage of the communication process.
Effective communication involves minimising potential misunderstanding and overcoming
any barriers to communication at each stage in the communication process.
An effective communicator understands their audience, chooses an appropriate
communication channel, hones their message for this particular channel and encodes the
message effectively to reduce misunderstanding by the recipient(s).
They will also seek out feedback from the recipient(s) to ensure that the message is
understood and attempt to correct any misunderstanding or confusion as soon as possible.
Receivers can use techniques such as Clarification and Reflection as effective ways to
ensure that the message sent has been understood correctly.
The Communication Process
A message or communication is sent by the sender through a communication channel to

a receiver, or to multiple receivers.
The sender must encode the message (the information being conveyed) into a form that is
appropriate to the communication channel, and the receiver(s) then decodes the message to
understand its meaning and significance.
Misunderstanding can occur at any stage of the communication process.
Effective communication involves minimising potential misunderstanding and overcoming
any barriers to communication at each stage in the communication process.
See our page: Barriers to Effective Communication for more information.
RASHMI SENGAR
B. Ed. IV SEM
An effective communicator understands their audience, chooses an appropriate
communication channel, hones their message to this channel and encodes the message to
reduce misunderstanding by the receiver(s).
They will also seek out feedback from the receiver(s) as to how the message is understood
and attempt to correct any misunderstanding or confusion as soon as possible.
Receivers can use techniques such as Clarification and Reflection as effective ways to
ensure that the message sent has been understood correctly.
Communication Channels
Communication channels is the term given to the way in which we communicate. It is

therefore the method used to transmit our message to a recipient, or to receive a message
from someone else.
There are multiple communication channels available to us today. These include face-to-face
conversations, telephone calls, text messages, email, the Internet (including social media
such as Facebook and Twitter), radio and TV, written letters, brochures and reports.
Choosing an appropriate communication channel is vital for effective communication.
Each communication channel has different strengths and weaknesses.
For example, broadcasting news of an upcoming event via a written letter might convey the
message clearly to one or two individuals. It will not, however, be a time- or cost-effective
way to broadcast the message to a large number of people. On the other hand, conveying
complex, technical information is easier via a printed document than a spoken message. The
recipients are able to assimilate the information at their own pace and revisit anything that
they do not fully understand.
Written communication is also useful as a way of recording what has been said, for example
by taking minutes in a meeting.
Encoding Messages
All messages must be encoded into a form that can be conveyed by the communication
channel chosen for the message.
We all do this every day when transferring abstract thoughts into spoken words or a written
form. However, other communication channels require different forms of encoding, e.g. text
written for a report will not work well if broadcast via a radio programme, and the short,
abbreviated text used in text messages would be inappropriate in a letter or in speech.
Complex data may be best communicated using a graph, chart or other visualisation.
Effective communicators encode their messages so that they fit both the channel and the
intended audience. They use appropriate language, conveying the information simply and
clearly. They also anticipate and eliminate likely causes of confusion and misunderstanding.
They are generally aware of the recipients’ experience in decoding similar communications.
RASHMI SENGAR
B. Ed. IV SEM
Successful encoding of messages for the audience and channel is a vital skill in effective
communication.
Decoding Messages
Once received, the recipient needs to decode the message. Successful decoding is also a
vital communication skill.
People will decode and understand messages in different ways.
This will depend on their experience and understanding of the context of the message, how
well they know the sender, their psychological state and how they feel, and the time and
place of receipt. They may also be affected by any Barriers to Communication which
might be present.
There are therefore a wide range of factors that will affect decoding and
understanding.
Successful communicators understand how the message will be decoded, and anticipate and
remove as many as possible of the potential sources of misunderstanding.
Feedback
The final part of a communication is feedback: the recipient lets the sender know that
they have received and understood the message.
Q.17. Differentiate between group harmony and social disharmony.
Ans.
Q.18. What are the attitude and methods for facilitating personal growth in students?
Ans.
Q.19. Describe to explore ways of integrating the facilitating of personal growth and
social skill within the formal curriculum.
Ans. Ways of integrating the facilitating of personal growth

1. Take A Critical Look At How You Spend Your Time
One surprisingly powerful exercise involves contrasting your core values with how you
actually live. On one side of a piece of paper, write down the ten things that you think are
most important in life. For example, you might include certain hobbies, relationships,
intellectual goals or emotional experiences.
RASHMI SENGAR
B. Ed. IV SEM
Take your time when writing, making sure that your list accurately reflects your passions and
convictions. Next, turn to the opposite side of the paper and write down the ten things you
think you spend the most time doing or pursuing. What do you notice when you compare the
two lists?
If there is a noticeable gap between what you value and how you spend your time, why do
you think this gap has appeared? Even more importantly, what can you do to make sure that
you allocate more resources to the things you have identified as truly important?
2. Keep A Journal
Writing in a journal (or a dream journal) can be an excellent way to develop a greater sense
of self, but only if you commit to using this journal regularly. You can get the most out of
the process if you write an entry on a daily basis. If you find it difficult to begin your entries,
you might try using prompts that inspire you.
Some people find it helpful to list three challenges they experienced that day and five
experiences that brought them happiness or pleasure. Others decide to dedicate at least one
full page to describing a meaningful encounter from their day, encouraging mindfulness and
an appreciation of the present moment.
However you choose to use your journal, the book should provide a private space in which
you can explore questions about yourself, work through puzzles about your emotional
reactions, and chronicle all the exciting dreams that you might be too shy to discuss with
others.
3. Do Things That Scare You
Deliberately undertaking challenges and trying new things can lead to dramatic personal
development.
For example, starting a new class on a whim can teach you that you have a real talent for
something you had always avoided, and facing a great fear can show you the true strength of
your willpower.
Even if you try something that does not go particularly well or you realize that you do not
enjoy that activity, after all, you have still uncovered valuable information about yourself.
Many of your ideas about your limits will be based on the negative voice of your inner critic,
and you can start to develop a much more positive mindset if work to you regularly prove to
yourself that you have the ability to overcome anxieties and obstacles.
4. Question Your Assumptions

Everyone carries certain key messages from childhood into adulthood, but many of these
messages stay in the subconscious part of your mind and are never made explicit. Even if
you never consider these messages, they can be harmful or destructive to your relationships
and your goals.
RASHMI SENGAR
B. Ed. IV SEM
Consequently, examining these types of assumptions can help you learn a lot about yourself
and help you see things that might be holding you back from achieving your goals. You can
begin thinking about family messages by writing down ten lessons you learned about how to
be happy when you were a child, ten ‘facts’ you were told about relationships and ten
emotions or actions that you were told you were unacceptable.
Looking at these lists, consider how family messages might have influenced your life
choices and interfered with your personal development. Which of these messages do you
truly agree with, and which do you want to reject once and for all? When you contemplate
the messages you want to reject, how do you think you might approach excising them from
your everyday thinking?
5. Expose Your Mind To Other Cultures
While traveling to other countries may be the best way of exposing your mind to other
cultures, your career obligations or financial situation may well make extensive travel
impractical. If you cannot hop on a plane any time soon, consider broadening your horizons
by reading some of the best literature by writers from outside your country or watching
documentaries on other cultures.
It is well worth giving some serious thought to what you might learn from these different
approaches. Reflecting on cultural diversity increases your sensitivity to the worth of
contrasting perspectives and can also change the way you look at your own choices. Each
time you learn about a new culture, consider what aspect of that culture you would like to
incorporate into your life.
6. Be More Creative
Many people quickly dismiss the idea that they should try to create art, claiming that they
lack artistic skills or can’t draw. However, you do not need to be a great artist to benefit from
trying new creative activities.
In fact, art therapists prompt clients of all ages to express their problems in a visual way and
report that this method is very good at accessing memories that predate the ability to
verbalize. You can play with the idea of being creative in all sorts of different ways, each of
which comes with its own possibilities for personal development.
One exercise involves painting an abstract representation of a feeling that you find hard to
express, such as the purity of your love for a child or the resentment you feel towards a
significant figure from the past. While the latter choice may sound negative in theory, it can
actually help you to externalize your emotions in a way that facilitates letting go and moving
on.
Ways of integrating the facilitating of social skill within the formal curriculum.
1. Model Manners
If you expect your students to learn and display good social skills, then you need to lead by
example. A teacher's welcoming and positive attitude sets the tone of behaivor between the
students. They learn how to intereact with one another and value individuals. For example,
RASHMI SENGAR
B. Ed. IV SEM
teachers who expect students to use "inside voices" shouldn't be yelling at the class to get
their attention. In other words, practice what you preach.
2. Assign Classroom Jobs

Assigning classroom jobs to students provides opportunties to demonstrate responsibility,
teamwork and leadership. Jobs such as handing out papers, taking attendance, and being a
line-leader can highlight a student's strengths and in turn, build confidence. It also helps
alleviate your workload! Teachers often rotate class jobs on a weekly or monthly basis,
ensuring that every student has an opportunity to participate.
3. Role-Play Social Situations

As any teacher knows, it's important to not only teach the students a concept or lesson but
then give them a chance to practice what they have learned. For example, if we teach
students how to multiply, then we often provide a worksheet or activity for the students to
show us their understanding of mulitiplication. The same holds true for teaching social skills.
We need to provide students with opportunities to learn and practice their social skills. An
effective method of practice is through role-playing. Teachers can provide structured
scenarios in which the students can act out and offer immediate feedback.
4. Pen-Pals
For years, I arranged for my students to become pen-pals with kids from another school. This
activity was a favorite of mine on many different academic levels; most importantly it taught
students how to demonstrate social skills through written communication. Particularly
valuable for introverted personalities, writing letters gave students time to collect their
thoughts. It levelled the playing field for students who had special needs or were non-verbal.
I was also able to provide structured sentence frames in which the kids held polite
conversation with their pen-pal. Setting up a pen-pal program in your classroom takes some
preparation before the letter writing begins. You want to ensure that students have guidelines
for content and personal safety.
6. Large and Small Group Activities

In addition to the academic benefits, large and small group activities can give students an
opportunity to develop social skills such as teamwork, goal-setting and responsibility.
Students are often assigned roles to uphold within the group such as Reporter, Scribe, or
Time-Keeper. Sometimes these groups are self-determined and sometimes they are pre-
arranged. Used selectively, group work can also help quieter students connect with others,
appeals to extroverts, and reinforces respectful behavior. Examples of large group activities
are group discussions, group projects and games. Smaller group activities can be used for
RASHMI SENGAR
B. Ed. IV SEM
more detailed assignments or activities.
Q.20. Write short note on :- one’s own attitude & communication pattern while
teaching.
Ans. One’s own attitude :- An attitude is a positive; negative or mixed evaluation of an

object that is expressed at some level of intensity.
It is an expression of a favorable or unfavorable evaluation of a person, place, thing or event.
These are fundamental determinants of our perceptions of, and actions toward all aspects of
our social environment.
Attitudes involve a complex organization of evaluative beliefs, feelings, and tendencies
toward certain actions.
How much we like or dislike something determines our behavior towards that thing.
We tend to approach, seek out or be associated with things we like; we avoid, shun or reject
things we do not like.
Some examples of attitudes are- he has a positive attitude about the changes, she is friendly
and has a good attitude, he was showing some attitude during practice today, so the coach
benched him, I like my friends that means I am expressing my attitudes towards my friends,
etc.
Definition of Attitude
Attitude is manner, disposition, feeling and position with regard to a person or thing,
tendency or orientation especially in the mind.
According to Gordon Allport, “An attitude is a mental and neural state of readiness,
organized through experience, exerting a directive or dynamic influence upon the
individual’s response to all objects and situations with which it is related.”
Frank Freeman said, “An attitude is a dispositional readiness to respond to certain
institutions, persons or objects in a consistent manner which has been learned and has
become one’s typical mode of response.”
Thurstone said, “An attitude denotes the sum total of man’s inclinations and feelings,
prejudice or bias, preconceived notions, ideas, fears, threats, and other any specific topic.”
Anastasi defined attitude as, “A tendency to react favorably or unfavorably towards a
designated class of stimuli, such as a national or racial group, a custom or an institution.”
RASHMI SENGAR
B. Ed. IV SEM
According to N.L. Munn, “Attitudes are learned predispositions towards aspects of our
environment. They may be positively or negatively directed towards certain people, service
or institution.”
Communication pattern while teaching :- There are various patterns of communication
an ESL/EFL teacher can use to change the dynamics of his or her class. Varying these
different patterns help change and improve the atmosphere of the class. Some of these
patterns are teacher-centred and some are student-centred. When patterns are teacher-
centred, they are easily controlled by the teacher. The teacher plays the dominant role, e.g.
they decide on a topic of discussion, what is relevant to that topic, who participates, and
when. When the patterns are student-centred, it gives the students freer practice with the
language, e.g. when students work in small groups, they have more opportunity to control
what they talk about and who they talk to. Student-centred patterns are generally better for
students as they can practice using language in a more personalized way.
Teachers need to be able to recognize what effects these patterns of communication have on
their students and how they participate in class. These patterns shape the way students use
language and their second language acquisition. Below are some patterns of communication
you will normally find in an ESL/EFL classroom.
Individual work: The teacher gives a reading or writing task that learners work on by
themselves.
Group work / Pair work: Students work in pairs or small groups on a set task that require
interaction. This is student-centred as the students get to play with the language. Pair work
and group work gives the teacher a chance to observe and check the understanding of the
students.
Open-ended teacher questioning: The teacher asks a series of questions, which have a
variety of answers, depending on the students' thoughts.
Closed-ended teacher questioning: The teacher asks different yes/no questions to the
students. This is teacher-centred as the teacher controls the language that the students can
use. Furthermore, the answer given is only of one type.
Full-class interaction: The students debate, discuss, or complete a task where they interact
as a whole class.
Choral response: This is another teacher-centred activity where the teacher conducts a drill.
The students simply repeat what the teacher says.
Lecture: The teacher gives a monologue presentation to the students. The students don't
need to interact, just listen.
Homework / E-learning: Students work alone outside of the ESL/EFL classroom or over
the Internet to complete a task set by the teacher.
RASHMI SENGAR
B. Ed. IV SEM
Q.21. Whai is individual differences in children? How will you classify it? Illustrate
with example.
Ans. Individual differences in children
 Beyond the gender and physical differences of an individual are students from
different socioeconomic strata; students who come from various family configurations;
students with special needs, differing interests, and abilities; students with different
cultural backgrounds, different languages, different learning styles, and different attitudes
toward the school.
 The psychology of individual differences is concerned with the systematic study of
intelligence and abilities associated with personality of learner, learning styles and needs
and interests of learner.
Definitions
1. According to Borich & Tombari (1997), “Individual differences are the variations we
observe among members of any group in a particular characteristic, such as temperament,
energy level, friendship patterns and parent-child attachment.”
2. “Individual differences stand for the variations or deviations among individuals in
regard to a single characteristic or a number of characteristics.” – Carter B. Good
3. “The child must know that he is a miracle, that since the beginning of the world there
hasn’t been, and until the end of the world there will not be, another child like him.” –
Pablo Casals
Individual differences stand for “those differences which in their totality distinguish one
individual from another.
Types or varieties of individual differences

1. Physical differences: Individuals differ in height, weight, colour of skin, colour of
eyes and hair, size of hands and heads, arms, feet, mouth and nose, length of waistline,
structure and functioning of internal organs, facial expression, mannerisms of speech and
walk, and other such native or acquired physical characteristics.
2. Mental Difference: Individuals differ in intellectual abilities and capacities like
reasoning and thinking, power of imagination, creative expression, concentration etc. On
the basis of these differences they are usually classified as idiot, imbecile, moron, border
line, normal, very superior and genius
3. Differences in Motor Ability: There exist wide differences in motor abilities such as
reacting time, speed of action, steadiness, rate of muscular moment, manual dexterity and
resistance to fatigue etc.
4. Differences in Achievement: Differences exist in achievement and in knowledge
even among individuals who have almost the same amount of intelligence and have been
subjected to equal amount of schooling and experience.
5. Emotional Differences: In some individuals, positive emotions like love, affection
and amusement and the like are prominent; whereas, in some negative emotions are more
powerful. Some are emotionally stable and mature, while others are emotionally unstable
and immature.
RASHMI SENGAR
B. Ed. IV SEM
6. Differences in Interests and Aptitudes: Variations occur among the individuals in
relation to the specific tastes and interests. Individuals are also found to have different
aptitudes. Some have mechanical aptitude, while the others have scholastic, musical or
artistic aptitudes.
7. Differences in self-concept: Self concept reflects the images, considerations or
judgement about one’s abilities and limitations usually held by an individual not only
projecting himself before others but also for estimating his self in his own eyes. Low self-
image can give rise to low self esteem.
8. Learning differences: Some learn more easily and are able to make use of their
learning more comfortably than others. For some, one method of learning or
memorization is more suitable, while for others, a different method suits.
9. Differences in social and moral development: Some are found to be adjusted
properly in the social situations and lead a happy social life while others are socially
handicapped, unsocial or antisocial. Similarly, people are found to differ in respect of
ethical and moral sense.
Two Factors Effecting Individual Differences

1. Heredity: (What occurs naturally as a function of the genes) includes all inherited
traits.
2. Environment: (What is learned and communicated in different cultures or other social
groups) includes family, socio-economic status, Culture, previous knowledge, experience
and gender differences.
Educational implications of individual differences

1. In any group there are individuals who deviate from the norms of the group. Along
with the average, the presence of very superior and extremely dull is equally possible in a
class.
2. Every teacher should try to have the desired knowledge of the abilities, capacities,
interests, attitudes, aptitudes and other personality traits of his pupils and in the light of
this knowledge should render individual guidance to children for the maximum utilization
of their potentialities.
3. It is wrong to expect uniformity in gaining proficiency or success in a particular field
from a group of students. On account of their subnormal intelligence, previous
background, lack of proper interest, aptitude and attitude etc. some students lag behind in
one or the other area of achievement.
4. All students cannot be benefited by a particular method of instruction and a uniform
and rigid curriculum.
Q.22. As a teacher how will you help to understand one’s own childhood & adult child
gaps in society ?
Ans.
RASHMI SENGAR
B. Ed. IV SEM
RASHMI SENGAR
B. Ed. IV SEM
RASHMI SENGAR
B. Ed. IV SEM
RASHMI SENGAR
B. Ed. IV SEM
RASHMI SENGAR
B. Ed. IV SEM

B Ed Assignment

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

B Ed Assignment

Uploaded by

Copyright:

Available Formats

CHRISTIAN EMINENT COLLEGE, INDORE

Q. 1. How we connect to the computer write its steps.

Q. 3. What is Mail Merge ? Write down the procedure.

2. Click Step-by-Step Mail Merge Wizard.

Save the list.

Selecting Edit recipient list opens up the Mail Merge Recipients dialog box, where you

6. Write the letter and add custom fields.

Preview your letter and click Next: Complete the merge.

Q. 4. How to create a Macro ?

Record a macro with a button

4. To run your macro when you click a button, click Button.

To run the macro, click the button.

Record a macro with a keyboard shortcut

2. Type a name for the macro.

4. To run your macro when you press a keyboard shortcut, click Keyboard.

5. Type a combination of keys in the Press new shortcut key box.

To run the macro, press the keyboard shortcut keys.

Q.5. How to sort the data in MS – Word.

1. Select the list you want to sort.

4. Choose Ascending (A to Z) or Descending (Z to A).

For info on sort options, see sort dialog box.

Q. 6. How to find and replace word in MS – Word ?

Find whole words only

Find all word forms

Q. 7. How to create a folder? Paste a file in it.

Ans. Creating a Folder

1. Select the file you want to copy by clicking on it once.

Q. 8. Make charts of the following in MS – Excel –

Column Chart, Pie Chart, Bar Chart and Area Chart

Q.9. How to create hyperlink.

There are different kinds of hyperlinks.

EXISTING FILE OR WEB PAGE

PLACE IN THIS DOCUMENT

CREATE A NEW DOCUMENT

How to Insert and Remove a Hyperlink in Word

To add and delete hyperlinks in a Word document:

1. Highlight the text or image that you want to link.

2. Right-click the text and choose Link or Hyperlink (depending on the version of

5. The text now shows up as a hyperlink in the document.

6. To remove a hyperlink, right-click the link text, then choose Remove Hyperlink.

4. Select the desired chart.

To enter chart data:

1. Enter your data into the Excel spreadsheet.

2. If necessary, click and drag the lower-right corner of the blue line to increase or

Copying and pasting existing Excel data

Q. 13. Add animation into a slide.

Ans. The Different Types of Animations In PowerPoint

(Caption: The Transitions pane in PowerPoint)

 Smoothly from left

 Through black from left

Here’s a screenshot of what it looks like:

(Caption: The Animations pane in PowerPoint)

You can choose from the following types of animations:

(Caption: The different options available for Fade animation in PowerPoint)

Here’s what those numbers in the screenshot mean:

1 – We chose the Fade animation.

5 – You can click on the Preview button to preview the animation.

Q.1. What do you mean by understanding the self. Describe.

Q.3. How student to develop a vision of life for themselves ?

3. Explore your passion and talents

4. Spend time with people you admire

5. Envision what you want your life to look like