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 NIOS D.El.Ed

SCHOOL BASED ACTIVITIES

(SBA)

WRITTEN BY -
AJAY ANURAGI (NIOS GURU)
M.A.,M.Ed.M.PHIL

GEETA DEVI

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 INDEX
1 school based activities 5

2 Case study of children 6-14

3 Maintenance of school / class records and registers 15

4 Preparation of progress report of students 16-20

5 record records (based on objective observation) 21-24

6 Text Diary / Maintenance of Notes 25-26

7 Schedule and organizing arrangement alphabet 27

Preparation and options for the class schedule

Organizing classes

8 Library for students, 28

And preparation of records of sports activities

9 Contribution for school programs 29

10 morning prayer and other prayers .......... 30-34

11 PTA MTA SMC (School Management Committee) 35

12 Organization of social festivals in schools 36

13 Organization of years of sportswear or school day 37

14 Travel Tour / Area Travel 38-39

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help

Mr. Laxminarayan Mishra

Coordinator-NIOS (Study center)

Look-alike

AkashVerma

Reg. office

NIOS Facilitation Center

1182, Babulal factory

Gwalior Road, Civil Lines

Jhansi (U.P.)

 Publisher
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The website-
any
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or other
E-mail- For any type of use, do not print can go.
Dapwerendep / Humpesbaw
 Completed by publisher to publish this
Whatsapp Number- book
Carefulness has been done, however for any
9451659665 error
The publishers will not be responsible.

 For any libel, the judicial field will be

Jhansi.

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Salute to the scholars,
Diploma in Elementary Education is a program organized by the National
Institute of Open Schooling, Ministry of Human Resource Development,
which has been specially developed for untrained teachers working in
primary / upper primary schools of different states of the country.
In order to provide effective support to the experimental work, NIOS,
Chapped will conduct 10-day workshops of each year during the course of
two years course through study centers during the recess. Where academic
teaching and experimental work will be organized. It will be managed by
the study center coordinator and every study center will assess a maximum
of 100 students.
Experimental courses include school-based activities, semantic work and
practice sessions.
School work and practice training will be in private school.
Work-based experimental work will be conducted in 20 days which will be
held in two workshops (every year 10 days during 2 years), the
progesterone is expected to spend around 750 hours in various
experimental works.

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 Experimental-511
School based activities
School based activities- is an integral component of the DLE program. Class
teaching is an important work of the teacher. At the same time, activities
related to school management should be absorbed in you as a well-trained
and competent educator. Regular activity is organized in the school system
with the prayer of the morning. As a teacher, you are encouraged to
develop such skills within you so that the school can be implemented
smoothly and to help develop the hidden skills within the students. This
program will be organized during the first year of the course. In which there
will be four credits ie 120 hours program and it will be 100 points.
You need to conduct school activities related to your school. During the DL
Ed, you have to do the following tasks.

1- Case study of one child

1.0 credit (30 hours) 30 points

2- School V class records and maintenance of registers

1.5 credits (45 study hours) 35 points (7*5)

3- Anshadan for school programs

1.5 credits (45 study hours) 35 points (7*5)

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 1.Case study of children
In the present education system, the responsiveness of the responder has
increased and his freedom has been reduced. The role of the educator is to be an
administrator for the "students' learning". The teacher is in the form of a
consultant and guide. The teacher has to face problematic children in his or her
class. The teacher must be prepared for the improvement of such children. For
this, the teacher compiles the facts by examining his past history from his family,
his friends, to improve the 'problematic child'. Through this study he searches for
those reasons. As a result, his behavior and behavior is uncommon. On the basis
of the reasons given to him, the auxiliary doctor treats the problematic child.
Despite the differences in the child, there is general nature of nature and
temperament. Certain techniques have been developed for the study of
intangible objects to be experienced by the child. Case study is the key of these.

What is the case study?

The first study of the case study method was taken by Fredrik Lee Play;
ThamakkampubSmChansilde in Social Science in 1829. At the same time, sermists
like Barne Glazer (ThantamamalSansamat - Damesuajatneke) and Anselm Strauss
again used this as a new principle in social science in a sophisticated form. At
present, case study is being used in the education world. Today, we know more
about Problem Based Learning (ChattiwisamuThamamakMemantapada).
Case study means that closely examining any item, situation, and closely
examining the situation. The basic premise of this is that the student's curious
approach is considered. In other words, the entire knowledge of man is the result
of his curious instincts, and the case study is a means of acquiring knowledge,
experience. In this method the student has an active role in finding self-
satisfaction, while the role of the teacher is to make the students aware of the
problem well.
Personal study (case study) is a feature of special characteristics (such as
child group or event), and dissemination of abnormalities.

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Thus the Assistant helps in the creation of the child's 'Adjusted personality'. The
most ardent argument for case study is that the study of any case can not be
completed until we study its various aspects of its interactions.
The purpose of the case study
1.By being independent, students will be able to think in a creative way
themselves.
2.They are active in reaching the problem solution (Chattisimu Imam
Samantdhan)
May be
3.They will be able to collect evidence using their prior knowledge.
4.Know the new facts in the event.
5.By learning from their own experience, they will gain knowledge.
6.You will be able to establish personal, social relations best.
7.Promoting the ability of motivating and expression in students will be
possible.
8-The achievements of students will be evaluated.

Features of backward children-

1- Learning, understanding speed is slow and learn quickly after learning.
2- Mental age is less than its equivalent students.
3- Educational achievement is lower than normal or average.
4- There is often lack of originality.
5- The behavior remains unmanageable, he wants to be isolated from the
society.

Problems of backward children -

1- The backward child looks like the normal child with the physical sight,
the atri parents and the teachers expect them as normal children.
2- When they do not live up to expectations, they also suffer from scolding,
rebuke, which has a bad effect on their mind.
3- Classmates make fun of the class, causing sensory and behavioral
problems in the children.

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 4- Such children are more worried and stressed, they do not understand
the right wrong.
5- Their basic necessities such as love, social acceptance, identity etc. are
not met, which greatly reduces the motivation for learning and understanding .

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 CASE STUDY OF A CHILD
1. Name of the Teacher Trainee :.....................................................................................

2. Enrolment No:...................................................................................................

3. Name and Address of the Study Centre :.....................................................................

4. Name and Address of the School:....................................................................

A) IDENTIFICATION DATA :
1. Name of the Student :................................................................................

2. Date of Birth :................................................................................

3. Male/Female :.................................................................................

4. Natural/ Guardian’s Name: Father :............................................

Mother :.....................................................

5. Class in which Studying

6. Postal Address:....................................................................

7. Monthly income of the parents/Guardian:....................................

8. Profession and Educational Qualification of Father /Guardian:............................

9. Profession and Educational Qualification of Mother :......................................

10. No. of :....................................Brothers.............................Sisters...........................

11. Ordinal Position of the Child among the Siblings:........................................

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B) RECORDING OF THE PROBLEM AND SOLUTION

1. Objectives of the case study.

1.By being independent, students will be able to think in a creative way
themselves.
2.They are active in reaching the problem solution
3.They will be able to collect evidence using their prior knowledge.
4.Know the new facts in the event.
5.By learning from their own experience, they will gain knowledge.
6.You will be able to establish personal, social relations best.
7.Promoting the ability of motivating and expression in students will be
possible.
8-The achievements of students will be evaluated.

2. Nature of the Problem- Scholastic/Co- Scholastic/ regularity, punctuality etc. (Viz-

Attendance, emotion, recreation, playing, speaking, writing, listening etc)
speech and language
3. Probable reasons for the problems of the child:.
I don't really know yet. Scientists have been working for years to try and find out
whether there is a cause and whether there is a cure. One thing that is agreed is that
the problem is highly complicated.
Stammering is probably not caused by one single thing for a person - it is more likely
that it is the result of very many factors. More importantly, the ingredients of stammering
are probably different for every person who has a stammer. And the things that help
stammering may be slightly different for everyone too.
This diagram shows the four different areas which may influence your stammer, some
of which may apply to yo

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.
4. What are the strengths with the child:
Love of learning- Mastering new skills, topics and knowledge

5. Details of intervention carried out with the child:

I think it is important to have someone to talk to about your stammering. Although this
can feel embarrassing, it is much worse trying to deal with it on your own.
It does seem a bit strange that no one mentions stammering. The reason for this now
seems very old-fashioned: many parents were told that they should try to "ignore their
child's stammering and it would go away", or that "if you draw attention to it, you might
make it worse". This idea has unfortunately lasted for a long time, but it is very
unhelpful.

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All that happens as a result is that stammering becomes a sort of secret, with everyone
pretending that it is not really there at all. This must be very confusing and upsetting for
a young child, and later leads to many families not knowing how to talk about it.
I talk to his friend; the chances are that this friend knows you stammer and would be
really interested to know what happens.
Talk to his parents and ask them to get some help for me

Get in touch with a Speech and Language Therapist .

6. Effect of the intervention

Here are some ideas from children who have attended the dist. therapy
Centre Jhansi (UP)Try to take your time rather than rushing
 Speak a bit more slowly
 Say what you want to say
 Be patient with yourself and say what you want to say
 Pause for a moment before you start to speak
 Don't always expect the worst - sometimes it goes well
 Remember to congratulate yourself for trying things out
 Try to have a go at things
 Don't force the words - it just makes them harder to say
 Get plenty of sleep
 Give yourself a few treats
 The faster you try to speak the less you will manage to say
 Try not to bottle out!
 Talk about it rather than trying to hide it

Maybe you have tried some ideas and found them helpful.

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Watch out for tricks!!
I have tried out some things to stop stammering which may have helped to
start with, but aren't working any longer. For instance:
 Changing words
 Avoiding certain speaking situations
 Taking a deep breath before talking
 Looking away from the person who is listening

 Tapping with your hand or foot

 Nodding your head or moving your body
 Adding in extra sounds or words

These tricks are often hard work and when they don't work, they don't help.
In fact sometimes they make communicating even harder because people
may not understand what you say and then you have to try again.

Signature of the Teacher Trainee

Counter signature by the Head Master
with office seal

Signature of Mentor Signature of Supervisor

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 Rating Scale for
CASE STUDY (School Based Activities)
Name of the Teacher Trainee
:...............................................................................................
Enrolment No. :......................................................................................................................

Name and address of the school :............................................................................................

Rating need to be done according to the following criteria

Criteria Ratings

(5-Excellent, 4-Very Good, 3-Good, 2-Average, 1-Unsatisfactory)

Identification of the learner with problem 5 4 3 2 1
Collection of family history of the learner 5 4 3 2 1

(Income & qualification of parents, sibling status etc.)

Formulation of objectives of the case study 5 4 3 2 1
Appropriateness of intervention 5 4 3 2 1

(Remedial measure adopted)

Procedure adopted to collect data about the 5 4 3 2 1

student with problem

Clarity of conclusions drawn 5 4 3 2 1

Total Marks out of 30:

Signature of Mentor Signature of Supervisor

(Authentication) (Assessment)

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2.Maintenance of school/class records and
registers
Under the maintenance of class registers, the teacher
teachers have to report the following patches and every 7
points are prescribed.
(i)Preparation of progress report of the pupils

(ii)Anecdotal Record based on specific observation

(iii)Maintenance of Lesson Diary/Notes

(iv)Preparation of schedule and conducting arrangement

/substitute class schedule and conducting substitute classes-

(v)Preparation of records for library, library and sports activities

for students

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1.-Preparation of students' progress report
Assessing the progress of a student's study is one of the primary roles of
the teacher. Regular and continuous evaluation of students in the class,
giving feedback to the children and parents, the respondents responded
and resolved to solve the study problems among the children. In a
classroom with an educational environment based on the study appraisal
system, it can be ensured that both the teacher and the student are
concentrating on learning.
What we need to evaluate can be improved. It is also necessary to know
about how much progress the students are making in their studies and how
to achieve the overall goal of education. The Government has initiated a
process under which children will be assessed through each year's National
Achievement Survey. It will include government schools, government-
assisted schools and private schools. The primary sponsorship of this survey
is to give schools an opportunity to understand the students' performance
as compared to the scheduled study goals. Based on the results, the school
will prepare a school level plan to improve learning level. Such a survey will
be prepared in such a way by improving the results of the survey. The
responses of the teachers and students will be received promptly so that
they can take timely action to solve the educational intervals, to
understand the students' exposition within a period of time, and the
curriculum makers, the academic training institutions, the academic
administrators, Can provide systematic feedback. It is essential to improve
the quality of education.

Assessing progress and performance

There are two objectives to evaluate students' learning-
Summative assessment (assessment of learning) -looks back and decides
what has been learned from before. It is usually organized in the form of
examinations, where students are given their exams for their achievements

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It is graded by stating. This helps in reporting the results.

Constructive assessment (or assessment for learning) is quite

different, which is more informal and diagnostic. The educators use them
as part of the learning process, for example, to find out where it is used to
ask questions whether students have understood something or not. The
results of this assessment are then used to change the next learning
experience. Monitoring and feedback is part of the creative assessment.
Constructive assessment enhances learning, because for the majority of
students, to learn:
-Understand what they are expected to learn
-You should know what level they are at this time in their studies
-Understand how they can progress (i.e. what to read and how to read)
-They should know when they have achieved the target and expected
results.
-As an educator, if you focus on the above four points in each lesson, you
will get the best results from your students. Before teaching this, after
teaching and teaching, assessment can be done:

First: Before teaching, assessment helps you to know what the students
know and what to do before teaching. It determines the baseline and gives
you the starting point for preparing your education plan. By increasing their
understanding of what the student knows, students who have already
mastered it, teach it again or maybe what they have to know or understand
(but do not know), the chances of leaving them will be less.
While teaching: While studying in class, it is worth to see what the
students are learning and what is going on in them. This will help you adjust
your learning method, resources and activities. This will help you

understand how students are progressing in the vision of the desired

objectives and how successful your education is.

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 After teaching: After assessment, the assessments confirm what the
students have learned and you have the dashing that who has learned and
who
Need help This will allow you to assess the effectiveness of your training
goal.
While teaching: Ensuring learning progress of students When you talk to students
about their current progress, make sure that they have both your feedback useful
and creative. Do this by doing the following:

Tell students about their strong sides and help them know how they can improve
Be specific about what further development needs to be done.
 To be positive about how they can increase their learning level, and to
monitor that they understand your advice and feel able to use it.
 You will need to provide opportunities for the students to improve their
learning. This means that in case of studies, to bridge the gap between the
current level of students and where you want them to be seen, you may
have to modify your lesson plan. To do this you must:
 To review some of the tasks that you thought they already know
 To create groups of students according to the need, give them different
tasks
 Encourage students to make themselves decide that they
 Needing to read the resources so that they can 'remove their own
deficiency' after teaching: gathering evidence and explaining it, and
planning ahead
Reports Card / Recording -
 The most common form of recording in all schools across India is through
the report card, but it can not be a scope for a student to record all aspects
of learning or behavior. There are some simple ways to do this work, which
you can consider, such as-



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  Note that what you see while learning to read in the Diary Notebook
Register
Keeping in the portfolio of work samples of students (written, arts, crafts,
projects, poetry etc.)
Preparation of each student's profile
Note the students' abnormal events, changes, problems, teachings and training
evidence.

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 Report card format
(You have to attach a copy of a resold card with your format.)

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 II.-Record of records (based on a subjective
observation)

Important records to be preserved in the school -

(1) Student attendance register (2) Student access register
(3) Teacher attendance register (4) Guest register
(5) letter press register (6) letter received register
(7) Health check register (8) Book bank register
(9) Mid day meal register (10) transfer certificate register
(11) Exam Results Register (12) School Grants Register
(13) Building Repair Register (14) School Management Committee
(15) Library Register (16) Scout Guide Register
(17) scholarship distribution register (18) cash register (state)
(19) Sports goods and stores register (20) Teacher's daily diary
(21) School Installation Register (22) Student Access Letters
(23) time division cycle-
According to methodology, time department cycle; according to the teacher,
time department cycle
Specific details -
(1) Inclusion application form - This form is submitted by the student's
guardian / father at the time of the submission and submitted to the Principal. On
the basis of this, the name of the said student is recorded in the Student Entry
Register. In this, the teacher should note that the name of the father and mother

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of the student is clear, the full name of the student is clear, the name of the
person is marked in the digits and words, there should be no cut. Birth certificate
for birth certificate, which is certified by concerned panchayat or municipality.
Access to Class 5 can be given without checking if it is eligible. Before entering the
class 6 and above class, the certificate of pre-class landing should be inserted.
(2) Student Access Register - This is an official mandatory and permanent
record of the school. In this the full information regarding the student is
preserved. Name, father's name, date of birth, etc. should be clear and uncut. The
date in which the entry is given in the class is mentioned in the next column.
According to the results of the Examination then the entries written in the next
class are written. Date marked on name or T.C. He is given it. Once the entry
number is given, that number remains in the school till the last date of the
student's study.
(3) Transfer certificate - Transfer certificate is given to the student on the
arrival of the final class or on the prescribed application letter of the prescribed
reminder. The name, date of birth, the study period in the school and the
mention of the last class are clear. T.C. Prior to giving it, it is known in writing that
all the teachers, such as Librarian, etc., do not have any kind of money and
material left in the student. TC on recovering outstanding balance first Be given.
(4) Receipt Book - There should be two different receipts for the State National
Zones and the State of the State (Local Fund) in the school. In some schools,
government and local funds are listed in different receipts in the same receipt
book. Government deposits which are deposited in the state government like T.C.
Fees, inventory fees, absenteeism, education fees Local funds funds - Examination
charges, libraries, games, development, work experience etc. etc. This amount is

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deposited in the local fund's cashbook and the institution uses it from time to
time. The sum of the received country should be written in digits and words. Must
specify what the received amount is taken in it.
(5) Attendance register -
(A) Teacher Attendance Register - It should mention the name of all the
employees working in the organization according to the verity. By indicating the
time of arrival and departure every day, the employee signs his short signature.
On the basis of evolution, institutionalization imposes a type of under graduation
with red ink.
(B) Student Attendance Register - The student attendance register is done
by the classroom teacher, whose priority is the first time in that class. In the
student attendance register, the classmates place their presence twice in the day.
In the absence of absence, the entry of red ink is admitted. Total attendance in
the month by applying yoga in the end Writes. Only after having prescribed
attendance can the student be included in the formal examination.
(6) Time Department Chakra - In the chamber of Principal, there are two
types of time division cycles-
; Time Division Chakra according to methodology - This shows which teachers
in the classroom, of which topic, on which day, the training will be done in black
season.
According to the teacher, time department chakra - it shows that on which day
the teacher will get education work in which class and in which time. It means
that the headmaster is able to easily find sitting in his class by these time
department, so that Guruji is studying what class in this class at this time.

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(7) Library Records - To the upper primary level, the post office charge is made
to any teacher. In the secondary schools, the librarian heads independently. There
are three types of registers in the library -
I- General register of method books - As books are purchased in schools,
they are marked in this register and the number is marked on it. In this register,
there are names, books, parts, writers, prices, special numbers, purchase dates,
bill numbers etc.
II-Regarding registering each class- each subject has different registers, in
which the particular number is written - general register number, name book,
author. This Register is registered on the basis of General Book Register.
III-Library Issue Register - Students write the number of the desired book in a
slip in the subject wise register. The librarian gave out the book and placed it in
the card and issue register and gives it to the student to read. Generally a student
can not keep a book for more than 15 days. After the duration of the book,
financial penalty has to be deposited according to daily basis.
(Books should be kept in different shelves according to the special number
according to the particulars.)

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 III-Maintenance of Lesson Diary/Notes
Teacher Diary - Every teacher should fill the daily diary of the education work.
Teacher's Diary mentions teacher's education related programs, classroom
courses, undergraduate details, monthly plans. In the daily diary the teacher will
briefly chronically mention which case will be trained. The point of reference of
that lesson should also be mentioned.
You people are told that teachers will be made duly by the people in the school
and will be trained in accordance with them. This teacher diary will have to be
presented to the supervisor during your experimental work.

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 Conducting Arrangement/ Substitute
Class Teaching in School Situation
1. Name of the Trainee:........................................................................................................
2. Enrolment No:....................................................................................................................
3. Name and Address of the School:...................................................................................
4. Date of Substitute Teaching:...........................................................................................
5.Subject
Taught:........................................................................................................................
6.Topic:..................................................................................................................................
.....
(Each trainee should conduct /deliver substitute teaching activities related in any
scholastic/scholastic area that has some educative values which can influence the
learners)
7. Substitute Activities Conducted in the class: (Give detail report about the substitute
activities/teaching). (Use Separate Sheet if necessary)
(i) Area (Specification of the Activity)
(ii) Process/Method of activity conducted (Details)
(iii) Outcome of the activity (Specific):

Counter signature by the Head Master Signature of the Teacher Trainee

with office seal

Signature of Mentor Signature of Supervisor

NOTE: A trainee is need to prepare report on minimum 4 arrangement/substitute classes

taken during the year. He/she has to attach the copy of the daily schedule developed in
the school system for arrangement of the classes in the absence of teacher(s).

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Format Schedule for Assessment of Library/
Laboratory/Sports Resources by Teachers Trainee
Name of Teacher Trainee : ......................................................................................................

Enrolment No. : ..............................................................................................................................

Name and Address of the School:....................................................................................................

Total no. of books in library : ...........................................................................................................

No. of books in different subject area: .............................................................................................

List of equipment and chemicals in the laboratory (list to be attached): ..........................................

List of Sports material available in school (list to be attached): .......................................................

The teacher trainee conducts a study of the school library/laboratory/sports resources on the basis
of the following criteria:
Components Yes/No
(i) Provision of separate library room in the school
(ii) Adequacy of library books in different subject area
(iii) Provision of enrichment materials in different subject area
(iv) Provision of suitable newspapers, magazines, journals, periodicals etc.
(v) Teacher helps to develops proper study habits with the pupils by
a) Providing study guidance
b) Monitoring the type of books being frequently issued
(vi) Mode of issue of books including provision of issue card
(vii) Adequacy of laboratory equipment’s and chemicals
(viii) Process of arranging of equipment and chemicals
(ix) Adequacy of sports materials
(x) Process of arranging of sports materials

Counter signature by the Head Master Signature of the Teacher Trainee

with office seal

Signature of Mentor Signature of Supervisor

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 Rating Scale for Maintenance of Records and Registers
(School Based Activities)
Name of the Teacher Trainee :
Enrolment No. :
Name & address of the school :
Name of the records maintained (each record will be evaluated as per the rating
scale out of 35 and the average of five records as under will be taken to consolidate
the mark of trainee in this activity)
(i) Progress report of the students
(ii) Anecdotal record (based on specific observation)
(iii) Lesson diary/ Notes
(iv) Conducting arrangement/substitute class teaching in school situation
(v) Record in library, laboratory and sports activities of learners
Rating need to be done according to the following criteria
Criteria Ratings
(5-Excellent, 4-Very Good, 3-Good, 2-Average, 1-Unsatisfactory)
(i) Knowledge of basic principle of 5 4 3 2 1
maintenance of report/ record
(ii) Efforts to motivate the pupils 5 4 3 2 1
(iii) Keenness of keeping record update 5 4 3 2 1
(iv) Cleanliness of the records maintained 5 4 3 2 1
(v) Clarity of the information put forth 5 4 3 2 1
(vi) Description of the problem encountered 5 4 3 2 1
in maintaining the records
(vii) Solution suggested to overcome the problem 5 4 3 2 1
Total marks out of 35:

Counter signature by the Head Master with official seal

Signature of Mentor Signature of Supervisor

(Authentication) (Assessment)

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 3-Contribution to School programs

(i) Organizing morning assembly and other assemblies

and preparing a report of the process and outcome
achieved
(ii) Reporting the process of PTA/MTA/SMC School
Management Committee/ meeting and outcome
achieved
(iii)Organization of social festivals in the schools
(iv)& Organization of Annual sports or Annual day of the
school
(v)&Organization of Excursion/fields visit.

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 I-Organizing the Morning School Assembly
Mentor/Supervisor is to rate the student teacher according to the comments
provided by the mentor/ supervisor.

Name of the Teacher Trainee: ..................................................................................................

Enrolment No. : ..............................................................................................................................

Name of the School: ......................................................................................................................

i. Description of the preparatory activities
- Organization of the morning assembly
ii. Objectives of the activity
iii. Steps taken for conducting the activity
- Arrangement of the class-wise gathering
- Maintenance of discipline
- List of the activities conducted
iv. Procedures of conducting the activity
- Communication skill
- Language clarity
- Readiness of the speaker
- Capacity of holding the attention of listeners

v. Problems encountered during the activity: ...........................................................................

vi. Solution envisaged relating to the problem:..........................................................................

vii. Impact of the activity on school environment
Have the resume’ for the all assembly address been appended? Yes/No

Signature of the Teacher Trainee

Counter signature by the Head Master with office seal

Signature of Mentor Signature of Supervisor

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 What is prayer?
The word prayer has a broad meaning in itself. In all the Vidyalayas, prayer
meetings and textual activities must be both essentially. By praying, the
qualities of human qualities such as compassion, non-violence, compassion,
benevolence, tolerance, high thinking, simplicity etc. are created within the
students.
Thus, the psychological significance of prayer is not even less. This is an
unique tool in controlling the mind, concentrating on intelligence, making
rites and making self-reliance.
Prayer means, with God the intensity. Prayer brings peace to the mind. The
only basic reason for all prayers is to develop human qualities within the
students.
The following is the importance of a prayer meeting in a school
Developing human qualities within the students
Developing the ability to concentrate the mind within the students
Commitment to students from time to time in prayer meeting
Prayer is to create an energy within the students, from which it
Interest in learning-learning process
Enlighten the feeling of self-confidence among students with prayer
Text activity
In the meeting of the students in the prayer meeting some activities should
also be done, such as reading main news in prayer meeting, asking five
questions of common sense, telling stories or in the context of a great
person etc. Through the actions of the students, we have intellectual
property, psychological Can develop qualities.
Practical side-critical report
prayer time

34
 There are two types of prayer time at SPI Intermediate College. Prayer time
in the summer season is 8.45 and the prayer time is 9.15 in the middle of
the season.
The period of prayer is of 15 minutes. This period of prayer is not proper. There is
a very short period for 15 minutes prayer meeting. During this period, students
can not be properly included in the prayer meeting.

Student participation in prayer meeting

Earlier, very few students used to participate in the prayer meeting. The
number of such students was such that they did not want to be present in
the prayer meeting, but due to pre-determined efforts, the number of
students in the prayer meeting started increasing day by day.
Atmosphere of prayer meeting
The prayer meeting should be organized in a hostile environment but it
does not happen. The place of prayer meeting is not always clean.
Undecided
In the prayer meeting, there is communication of energy, knowledge,
intellectual, self-belief, concentration, etc. in the students. The prayer
meeting must be made mandatory in all schools
There are many deficiencies in the prayer meeting at SPI Intermediate
College, whose
It is very important to improve. Special attention should be given to the
management for the prayer meeting in the school. The duration of the
prayer meeting must be at least 30 minutes. Special attention should be
given to the students who organize a prayer meeting. They should be
trained. All students and students should be motivated to organize a prayer
meeting.
The prayer meeting should be organized at a place where there is
cleanliness and the surrounding environment can be organized. Do not
organize a prayer meeting at the place where there is shock.
suggestion

35
 The following improvement is needed in the prayer meeting at SPI
Intermediate College.
The duration of the prayer meeting should be 30 minutes.
All students in the scheduled time of the beginning of the prayer meeting
Motivate to be present.
The lines of students and students should be straightforward and well
organized.
The prayer meeting should be organized in a clean and tidy environment.
All the schools in Shikshaggarh should be present in the prayer meeting.
After the prayer, the newspapers should read and ask the questions of
common knowledge.
To organize a prayer meeting, every student and girl should motivate.
Prayers should be musical and rhythmic.

36
 Reporting about PTA/MTA/SMC
meeting
Name of the Teacher Trainee :............................................................................................

Enrolment No. :...................................................................................................................

Class:............................................................Date:............................................................

(i) Description of the preparatory activities for

conducting PTA/MTA/SMC meeting:

The college has organised a Parent-teacher meeting on Saturday, 19th Feb.. 2018 in
college auditorium hall at 9.30 a.m. The main purpose of meet was to create a common
platform, where teacher and parents come together to enrich the student’s educational
experiences and discuss variety of issues, regarding all round development of students.

The meeting was organised under guidance and president ship of Principal Dr. AJAY
ANURAGI. Teachers and parents of senior college students attended the meet.
Minutes of the meeting
Parent teacher meeting was started with goddess Saraswati poojan. Welcome address
and introductory speech was proposed by MR.LAXMI NARAYAN MISHRA, coordinator
of Parent Teacher Association, she explained how PTA can offer the best possible
learning environment for the students. Then all faculty members were introduced to
parents.

(ii) Objectives of the meeting :

37
 Welcome and introduction of teachers and parents.
 Formation of Parent Teacher Association (PTA).
 Distribution of college uniform among needy students and felicitation of merit students.
 Appeal to build up fund for PTA activities.
 To provide information about various student oriented activities and schemes run by
college.
 Suggestion from parents.
 Any subject with permission of chair.

(III)-Steps taken for conducting the meeting

Parent teacher meeting was started with goddess Saraswati poojan. Welcome address
and introductory speech was proposed by LAXMI NARAYAN MISHRA, coordinator of
Parent Teacher Association, she explained how PTA can offer the best possible
learning environment for the students. Then all faculty members were introduced to
parents.

(IV)-Procedures of conducting the meeting in the school :

Parent-teacher meetings are considered by most to be a waste of time. Parents think

that they have nothing to do at these meetings and for teachers, these meetings
assume nightmarish proportions because it seems like an endless meet and greet of
people who they might never see again. But, despite the logistics and time involved,
parent-teacher meetings can actually prove to be pretty insightful and helpful, not just
for the teacher, but also for the parent.

Here are a few things teachers can do in order to make parent-teacher meetings
successful.

38
 1. Set up a parent-teacher meeting right at the beginning of the school year – You can
use this meeting to introduce the parent to your teaching style and explain what you
aim to achieve this school year. This introductory meeting will help the parent realize
that teachers are accessible and will also make them feel less hesitant about coming
forward with any doubts or issues.
2. Have two to three parent-teacher meetings on an average – There are parent-
teacher meetings after every term exam in schools. So that means, on an average
there are two parent-teacher meetings yearly. However, aim for more than two
parent- meetings. Whether it is you who schedules the meeting, or the parent, it
does not matter. Fairly frequent parent-teacher meetings help you gauge how the
child is doing.

3. Encourage parents to schedule parent-teacher meetings too – The teacher shouldn’t

have to be the only one who schedules meetings. Encourage parents to do so too
and let them know that you are open to discussing any questions or problems they
have regarding their child’s education during school hours. The meeting need not
even be in person, it can even be over the phone or if you are really pressed for
time, through a series of emails.

4. Before a parent-teacher meeting, send out reminders – The dates for parent-teacher
meetings are usually given out in an events circular at the beginning of the school
year. However, before the meetings happen, it cannot hurt to send out reminders
once more. These reminders can be in the form of circulars or they can even be
notes in the child’s school diary or even e-mails.

5. Make the location of your parent-teacher meeting a welcoming one – Ideally, hold
parent-teacher meetings in the classroom itself and have waiting parents seated
outside the classroom. This gives you and the parents the privacy to discuss
potentially sensitive issues if any. You can also hang up art projects by the children
on the walls or have colourful designs created by the children on the chalkboard.
You can also institute a token system where each set of parents who come can take

39
 a token and await their turn. This will also prevent any issues like line jumping and
queue cutting.

6.Before the meeting, make a list about the qualities each child possesses and keep their
transcripts and records with you too – When the child’s parents are sitting before you,
taking a quick look at the child’s quality sheet will give you an idea about what you
want to say. This is especially helpful when you have a large class. Make sure that
you talk about both the good and bad qualities that the child possesses and not only
the bad. Also, keep the child’s transcripts and records with you for ready reference,
because some parents like to go into detail about their child’s performance.

7.Include the child in the meeting too –The whole point of the parent-teacher meeting
is to discuss the child’s education and how well he or she is doing in class. If the
child is not there, then the meeting becomes redundant. Also, if child needs
additional help or homework, having the child present during the meeting will also
take into account the child’s input.

8. In case of remedial help, always schedule follow up meetings with the parents – This
is that you can gauge how well the child is doing with regards to additional help and
homework. If the additional help seems to be benefiting the child, then well and good
but if not, you can either suggest a few other help resources or other teachers who
can offer better help.

9. Discuss how the child at school is vs. the child at home – It is important to ask the
parents how the child behaves at home. It might be surprising (or not surprising at
all) to know that a child’s behavior at home might vary when compared to his or her
behavior at school. If possible, try to discuss with the parents why this is so. The
answer might be illuminating and will help a teacher control or coax a child into good
behavior in class. Similarly, it might also help teachers integrate shy or withdrawn
children better into the classroom.

40
 10. Keep calm and collected in the face of rudeness – Sometimes yes, you will have to
deal with unpleasant parents who are aggressive and impatient and rude. As much
as you would like to, do not lose your cool. Parents like these are inevitable and
simply agree to disagree rather than engaging in shouting matches.
On the other hand, if a child with problem parents need extra help or supervising and
the parents refuse to acknowledge that the child does need help, it might help to
have the school principal back up your suggestions so that the child’s education
comes above all else.

11.Warn the parents beforehand if you have something troubling to share – Don’t
spring surprises on the parent by having them come to the meeting and telling them,
“So-so regularly disrupts the classroom by yelling at the top of his voice”. Instead, if
you do have unpleasant facts to share with the parents call them up and appraise of
them of the situation beforehand. This way, parents can also talk to the child and
come prepared to the meeting. When they finally do come to the meeting, you can
spend time chalking out a plan of action that will help the child.

12.Allow parents to end the meeting – Teachers of course have the most to say
during parent-teacher meetings. However, also let the parents steer the
conversation along with opinions or ideas they have (as long as they don’t constantly
interrupt and derail you) and let them end the meeting too. This way, parents too can
feel like they have an equal say in their child’s education at school!

(v) Problems encountered for conducting the meeting

With limited understanding and awareness on the subject, following are probably some
of the problems faced by teachers in PTM;

The biggest problem at a PTA meeting is the difference in viewpoints between parents
and teachers. I find parents are concerned with what will benefit their children in
particular. Teachers must consider, not only everyone in this class but in future classes

41
as well. Now add into that mix different economic levels, cultural differences,
personalities, etc. it has the potential for being a real mess.

(vi) Solution envisaged relating to the problem:

If you decide you need to have a meeting with your child’s teacher about a serious
problem, the following steps can help you and the teacher work together to get a
positive outcome.

1. Identify the problem

Be clear and specific about what the problem is – for example, what’s happening, how
often and who’s involved. It can help to use a question. For example, the problem of
‘How can we help Brenna make some friends to play with?’ is easier to solve than ‘None
of the children will play with Brenna’.

It’s also helpful to ask your child’s teacher about the problem. This way you’ll hear about
the situation from another person’s point of view. For example, ‘Brenna is saying no one
wants to play with her. Does this sound right from what you’ve seen?’

2. Identify wants, needs and concerns

Allow everyone to identify their needs, wants and concerns. If you want your child’s
teacher to appreciate your concerns, it’ll help if you show that you appreciate the
teacher’s position.

Use sentences such as ‘I understand…’, ‘I’m concerned about …’, ‘I need ….’ and ‘I
want …’. For example, ‘I understand that it’s a big class, but I’m concerned that Alistair
is falling behind because he doesn’t understand this maths’.

3. Come up with solutions

Work with the teacher to come up with as many potential solutions to the problem as
you can. Your child’s teacher probably has a lot of experience dealing with school
problems and will have strategies that have worked in the past. It’s very important not to

42
judge ideas at this point. This increases the chances of finding the right solution to your
problem.

4. Evaluate the solutions

Once you and the teacher have listed as many ideas as possible, think about the
advantages and disadvantages of each solution. If a solution has more disadvantages
than advantages, cross it off your list. Keep doing this until only useful and possible
solutions remain.

When you’re doing this, it’s important to be realistic. For example, it’s not reasonable to
expect a teacher to sit with your child during difficult activities, but it is reasonable to
expect the teacher to check in with your child every so often.

5. Choose one and give it a go

Pick the best idea, or a combination of ideas, to try out. Write down what you and the
teacher have agreed, who will do what and when. Decide when you’ll meet again to look
at how the solution is working. Give the solution 1-2 weeks to work before you talk
about it again.

6. Assess how it went

Consider everyone’s opinions and acknowledge everyone’s efforts when you look at
how well the solution has worked:

 What has worked well?

 What hasn’t worked as well?
 What could we do differently to help the solution work better?
If the problem still hasn’t gone away, you might need to get others involved to help
generate possible solutions. These people might include the school principal or school
welfare coordinator. It’s a good idea to let the teacher know you’d like to talk with other
staff members.

(vii) Impact of the meeting on school environment:.

43
PTA’s are traditionally known for supporting the schools with engaging programs
and activities. At my children’s schools, for example, the PTA runs talent shows,
organizes classroom and school-wide parties, and holds fundraisers for items
such as playground equipment and classroom technology. In the school district
where I teach, our parents run the school store, help chaperone dances, and bring
in special assemblies for students to enjoy. Clearly, our children benefit from the
PTA’s involvement, and these dedicated parents should be commended for their
hard work and commitment by making programs and activities possible that may
otherwise not be feasible.

An increasingly popular discussion topic for these involved parents relates to a

high-stakes subject: how PTA’s can impact student learning. With tight budgets
and cuts to school funding, PTA’s have an even larger role to fill – today more
than ever. Schools may not be able to fully implement programming and
activities that could boost student achievement, and a parent-teacher
organization can be that vital missing link. Consider the following seven ways
that PTA’s today can help:

Sig. of the Teacher Trainee

Counter signature by the Head Master

with office seal

Signature of Mentor Signature of Supervisor

44
Format for organization of social/national festivals

Name of the Teacher Trainee : .............................................................................................

Enrolment No.: ...............................................Class:...........................................................

Date:.......................................Time/Duration:.....................................................................

(i) Description of the preparatory activities for conducting the festivals: .

(ii) Objectives of conducting the festivals : .....................................................................

(iii) Steps taken for conducting the festivals

(iv) Procedures of conducting the festivals in the school: .............................................

(v) Problems encountered for conducting the festivals :

........................................................

(vi) Solution envisaged relating to the problem:

......................................................................

(vii) Impact of the festivals on school environment:

.............................................................

Signature of the Teacher Trainee

Counter signature by the Head Master with office seal

45
Signature of Mentor Signature of Supervisor

Format for Organising Annual Sports/Annual day of the school

Name of the Teacher Trainee : ...........................................................................................

Enrolment No.:
...................................................Class:...........................................................
Date:.............................................................Time/Duration:.................................................
(i) Description of the preparatory activities for
conducting the Annual Sports
primary school sports day is about making children feel included, and
feel a sense of pride and achievement. With that in mind, you should
be able to plan and run a sports day that is enjoyable for children,
parents and staff alike!
 Slow riding bikes - a great game that’s all about balance and not losing your
nerve - great for the less sporty kids!
 Egg and spoon - a classic race that can be done in teams of individually.
 Sack race - the sack race is lots of fun and can be enjoyed by children of all
ages.
 Three legged race - the three legged race will get lots of laughs and is a great
way for children to work as a team.
 Standing long jump.
 Relay race - a straightforward relay race is a good team event.
 Obstacle course - setting up an obstacle course is lots of fun.

46
  Hula hoop race - the hula hoop race requires participants to hula their way
around the course - another one that’s better for children who aren’t as fast
as others.
 Bucket game - line children up one behind the other in two of three (or
however many) teams - a full bucket is placed at the feet of the person at the
front of the line and they are given a cup. An empty bucket is placed at the
back of the line. Children must fill up the cup and pass it back through the
line over their heads and fill up the empty bucket at the back - the first team
to fill their bucket wins!
 Tug of war - another classic game that’s great for teams!

Objectives of conducting the Annual Sports/Annual day :

1. To develop physical fitness by maintaining and increasing such
components as speed, flexibility, muscular strength, muscular endurance,
aerobic capacity and anaerobic capacity.
2. To develop physical literacy through an acquisition of those levels of
skill necessary for efficient body movement and control in a sporting
situation.
3. To develop an understanding of the importance of sport in the
pursuit of a healthy and active lifestyle at the College and beyond.
4. To provide the opportunity to be inventive and creative in sporting
activities.
5. To promote an awareness of and an ability to appreciate the
aesthetic qualities of sporting performance and movement.
6. To develop an ability to observe, analyse and judge the performance
of self and peers in sporting situations.

47
 (ii) Steps taken for conducting the Annual Sports

Staying organised and preparing everything in good time is the best thing you
can do to help stay calm and in control when it comes to preparing for your
school sports day.

Set a time and a date, and make sure both pupils and parents are
aware

Get a date in the diary well in advance and make sure that parents are aware of
it so they can make arrangements to attend.

Start to plan what games you will include and a timetable for the event

Timing is everything when it comes to ensuring the day runs smoothly - think
about how long you want the day to last, which events you’ll have and how
long each will take. Don’t forget to factor in breaks. Decide whether you’ll
present winners with prizes at the end of each race or have a prize giving
ceremony at the end of the day.

Which teachers will be involved?

Sports days require a lot of manpower, whether it’s directing parents to the car
park, handing out refreshments, overseeing races, blowing whistles or awarding
prizes, you’ll need to make sure teachers know who’s doing what and when!

48
 Think about refreshments

It’s a good idea to make sure you have planned for refreshments as hopefully it
will be a hot day and you’ll all be in need of some cooling down. You could ask
parents to bring picnics themselves to help keep costs down, but make sure you
provide bottles of water as a minimum.

Think about what equipment you’ll need

You can’t win a sack race without the sacks, nor can you have a prize giving
ceremony without any prizes! Once you’ve made your plan make sure you have
all the equipment and materials you need to put your ideas into practice.

(iii) Procedures of conducting the Annual

Sports day in the school:

Sports day can be daunting for some pupils, particularly those who are not as
sporty or confident as others. Make sure you include something for everyone,
not just the traditional, often highly competitive races. Coming up with a
programme of games and activities that challenge different skills will help all
children feel included. Team games and races are another great way of
encouraging children to come together and work constructively to try to win.
Try to instil an attitude of sportsmanship, where participating and trying your
best is recognised and rewarded. Discouraging overly competitive behaviour
goes hand in hand with this ethos. You could award prizes for sporting conduct
as well as winning events.

49
 Make sure you are clear on the rules of each activity and that everyone
understand how to take part. Let children ask questions before you begin so no
one gets confused or feels as though the have been treated unfairly. If you’re
really organised, get the rules out to teachers beforehand so they can practise
the events with their class during P.E. lessons.

Remember, primary school sports day is about making children feel included,
and feel a sense of pride and achievement. With that in mind, you should be
able to plan and run a sports day that is enjoyable for children, parents and staff
alike!

(iv) Problems encountered for conducting the

Annual Sports
Slot Distribution- After you raise fund and has budget, the real nightmare
starts for the organiser. Everyone wants to be in the early slots and no one want
to take the ending slots. Specially in school and college level, everyone think
their theme/play/show is the best and it has to be presented within early hour.
Management- Even after slots are decided,the next problem is to manage
them,give them cue card and handle it smoothly. Organisers have to be in
breathless rush for that.
Some of the Faculties- There are some teachers/faculties/dignitaries /guests
in every school/college who would want all the priority everytime. Specially
when such events or fests happen they want front row, judge seat, dias seat,
microphone etc. and if by chance they are not given those, they intentionally
create chows. I just hate such people. Organisers are the one who have to tackle
them. It is like toppins to those Organisers’ misery cake.
Mischievous Students- Again they are common in every school and college.
They take no responsibility, no part nothing. For them such events means be

50
 drunk /have fight/comment and break chairs in the last rows/ misbehaving
outsiders etc. The organisers have to be aware of them too.
Water and Food(if ) Distribution- Nobody talks about these. But these are
the real problems in events. Sports/ dance/performance/dj night/fest etc
requires proper water supply and toilet system to be comfertable for everyone
present.
Most of the problems I have mentioned may sound very raw and having no importance.
But such small isssues make a event fail.

Being an Organiser the real work begins before fund raising and ends after the event is
over and sorted.

(v) Solution envisaged relating to the problem

Challenge 1: Overspending / Not having enough money
It’s mind-boggling how many event planners get sucked into the black hole of not
appropriately planning for funds. They take the “plan and spend as you go” method
and wind up either seriously overspending or finding out very late in the process that
they don’t have enough money to follow through on the project.
Solution: This is simple – create an event budget. And create it very early in your
lanning process. Do some research as to what you need to purchase for your event,
create a spreadsheet of estimated costs and totals, and sit down with the
appropriate people to settle on and approve a budget.
Challenge 2: Running out of time
As an event planner you’re always going to battle the clock because it’s a certainty
that anything that can go wrong, will go wrong. Quotes will be late. Someone will
rent the wrong tech. The printed invites will have the wrong time, and so on…You
simply have to be able to account for things going wrong because chances are, they
will.
Solution: This one is two-pronged: #1 start your planning process far enough in
advance. #2 create and maintain a planning calendar. And live by it. Start at the date
of the event and plan backwards. When you compile all of your required tasks and

51
 account for the time it should take to complete them, give yourself a bit more buffer
time just to be safe.
Challenge 3: Not accounting for the little things.
And by little things, I mean the tasks and details so last minute they tend to fall
between the cracks. But when they fall, they fall hard. Like not making sure you have
the right technical equipment available or forgetting to think about seating
arrangements.
Solution: Assemble a team. Having a great event team will ease the burden of
having to think about every little detail and do every little task yourself. Delegate
tasks to your team and check in every week or so to see how things are coming
along. This way, everything doesn’t fall on you and small details have less chance of
falling between the cracks.
Challenge 4: Choosing the right venue
Choosing a venue is arguably the most important task after creating your budget.
The venue sets the tone for your event and determines a lot of the subsequent
details you’ll have to decide on like whether you’ll need décor, transportation,
activities, or equipment.
Solution: Choose a venue that fits well with your purpose and also has a lot of value
added. Value added can be anything of importance you’ll receive in addition to the
venue like projection systems and other tech, activities, and free wifi, for example.
Choosing a venue with a lot of value added can significantly decrease your planning
time and spending.
Challenge 5: Being memorable
The whole point of planning any type of event is to provide an unforgettable
experience for your guests. Whether it’s an amazing and productive training session
for employees, a wonderful birthday or anniversary party, or even a more casual
gathering for a group of friends, a memorable event should be at the forefront of
your planning efforts.
Solution: Have an activity. A fun and exciting activity is a sure-fire way to engage
your guests before, during, and after your event. If you choose the right activity, your
event is sure to surpass your guests’ expectations.

52
 Being in charge of planning an event is definitely a tough job. But facing the common
hallenges above with the solutions we presented is a great way to successfully pull
off an event that you and your guests will enjoy.
If you’re currently planning an event and are looking for venues with value added,
Blackstone has customizable meeting space packages that include great bonuses
like built-in sound, customizable seating configuration, and free wifi that will definitely
decrease the amount of details you’ll have to plan for. We have a dedicated events
staff that will assist you throughout your planning process and make your job as an
event planner much easier.

(vi) Impact of the Annual Sports day on school environment:

The statement brings together evidence following a gathering of 24 researchers from
eight countries from a variety of academic disciplines looking at the effects of
physical activity on children’s and youth’s fitness, health, cognitive functioning,
engagement, motivation, psychological well-being and social inclusion.

It highlights that sport and physical activity not only helps improve children’s overall
health, but lists a number of benefits to young people’s cognitive health and
academic achievement including that physical activity before, during and after school
promotes academic performance in children and that even a single session of
moderate physical activity has an acute benefit to brain function.

Signature of the Teacher Trainee

Counter signature by the Head Master
with office seal

Signature of Mentor Signature of Supervisor

53
Format for Organizing Field Trip/Excursion
Name of the Teacher Trainee :
.................................................................................................
Enrolment No.: ...................................................Class:......................................................
Date:......................................................Time/Duration:......................................................

Tick mark the venue of the field trip

a) Historical monument
b) Fair
c) State assembly
d) Akashwani/Doordarshan
e) Zoological Park
f) Museum/Planetarium
g) Dam
h) Factory
i) Any other, please specify

i. Description of the preparatory activities for organizing the

Field Trip/Excursion
keeping in mind learners interest :

A field trip or excursion is a journey by a group of people to a place away from their normal
environment. When done for students, it is also known as school trip.

Field trips expand children's learning through active hands-on experience with the rich
resources of the local community. Field trips increase student knowledge and
understanding of a subject and add realism to the topic of study.

Good planning must precede field trips. Careful attention should be given to trip
selection, previsit preparation, the trip itself, appropriate follow up, and evaluation.
When considering a field trip, teachers are advised to first consult with their
administrator regarding existing school board policies and follow those recommended
procedures.

54
All the students of my class decided to visit Jhansi fort

Jhansi Fort
O n e of t he b ea uti f ul t ou ri st pla ce s in Ut t ar Pr ad e sh i s Jh a nsi . On e of t he
b e au ti ful t o wn s, Jh an si i s fa mo u s all o ver t he wo rl d fo r i ts valia n t
st ru g gle a gai ns t t he Bri tish tr o op s. Th e n a me of Jha n si i s syn on ymo u s
wi t h Ra ni L a ksh mi Bai wh o f ou g ht singl e h a nd edl y wit h t h e Bri tish t ro o ps
d u rin g t he fr e ed o m st r ug gle . I n dia nh olid a y. co m o f f er s o nlin e in f or ma t io n
o n Jh an si F or t , Jha n si an d o th er to urist at t ra ctio ns of In dia .

T h e Jha n si Fo rt i s o n e o f t he f or tifi ed a r ea s lo cat e d a to p a hill i n t he ci ty

o f Jh an si i n Utt ar Pr a de sh in I n dia . I t wa s Ra ja Bi r Si ng h Deo o f O rch ha
wh o h ad co mmi ssio ne d t his fo rt d u ring ea rly 17 th ce n tu ry. T his f o rt h a s
t r ea sur ed a fe w o f t he re mn a n t s of t h e Sep o y Muti n y. I n Jun e 18 57
so me o f t h e sol dier s o f 1 2t h na ti ve i nf a n tr y sei ze d th e fo rt . T h e f or t ha d
st or e d a mp l e sup plie s of t re a su re a nd ma g a zi ne . Th ey u sed t he su ppli es
f r o m t h e Jh a nsi Fo rt , Jh an si an d kille d an n u mb e r o f Eur op ea n o f fi ce r s
o f th e g ar rison . I n e arl y 1 8 58 , Ra ni Laksh mi Bai wa s d ef ea t ed .

L a te r on t h e Briti sh h an d ed o ver t he fo r t to t h e Mah a ra ja of Sci n dia . But

a g ain in 1 85 8 t he Bri ti sh e xch a ng e d i t f or G wa lio r i n 18 66 . T he Ka ra k
Bi jli ta n k is l o ca t ed wi thi n th e fo r t a n d thi s i s al so on e o f t he t ou rist
a t tr a cti o ns o f Jh an si . T h e Jh a nsi Muse u m i s l oca te d i n sid e th e f or t a s
we ll . I t ha s g oo d colle ctio n s of sculp t ur e a nd p ro vi de s u s a de t aile d
in f or ma t io n o n t he hist or y o f Bu nd el kha n d.

ii. Objectives for organizing the Field Trip/Excursion :

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a- Deepen Social and Historical Knowledge
b- Develop Critical Thinking Skills

c- Highlight Career Opportunities

d- Promote Interest In Art and Culture
e- Other Considerations

iii. Steps taken for organizing the Field Trip/Excursion

A. Apply for administrative approval from departmental chairperson, curriculum
administrator, or building principal
B. File requisition for bus transportation reservation
C. Make arrangements for meal or sack lunch if needed
D. Develop schedule for the day
E. Arrange for special equipment -supplies, film, video camera, digital camera
F. Prepare name tags for students and chaperones
G. Collect money for admission fees
H. Compose parent permission letter including
o Date and location of field trip and transportation arrangements
o Educational purpose of field trip
o Provision for special needs students
o Cost
o Clothing for the trip
o Lunch arrangements
o Money needed
o Trip schedule
o Whether a child will need prescribed medication administered
o Parent signature

I. Send a letter to parents or include in the class newsletter a request for help as
chaperones, communicate assigned duties/responsibilities, review field trip
objectives, and list activities and schedule.
J. Provide alternative arrangements for pupils who will not be going on the trip.
K. Inform the cafeteria staff if students will be away during the lunch hour.
L. Submit a list of students who will be attending the field trip to other teachers if
their schedules will be affected.
M. Collect the money for the trip and deposit it in your school's account. If
required, send the advanced fee to the field trip site.

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 N. Create a list of all student names and home phone numbers for use in an
emergency.

iv. Procedures for organizing the Field

Excursion in the school:
 Pass out name tags
 Divide class into small groups and assign chaperones to groups
 Assign each student a partner
 Place a class list and student emergency forms in a folder
 Secure a cell phone if possible
 Take along an emergency kit
 Take inventory of food, specific equipment, and other supplies pertinent to the
particular field trip

v. Problems encountered for conducting the

Field Trip/Excursion:
Lack of chaperones: students of younger ages are not able to to correctly interact with
the environment and other members of the society without supervision. This means
without chaperones, the trip may end up being unsuccessful.

Budgetary constraints: a field trip may require travel from one region to another. This
means the school or parents will have to take care of transportation costs and meal
costs. These may all amount to too much expenses.

Safety concerns: when students are out of school, they may come into contact with
harmful substances like toxic chemicals or hazardous equipment. Keeping them safe
from these things may present quite a challenge.

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Student behavior: on field trips, students normally get a sense of freedom which may
lead them to misbehave. This can create an unpleasant experience for those in charge
and those they interact with.

vi. Impact of the Field Trip/Excursion on school

environment-
a-Field trips give students educational experiences away from their regular school environment.
Popular field trip sites include zoos, nature centers, community agencies such as fire stations
and hospitals, government agencies, local businesses and science museums. Not only do field
trips provide alternative educational opportunities for children, they can also benefit the
community if they include some type of community service.
b- Students visiting different educational facilities learn in a more hands-on and interactive
manner than they do in school. Science museums, for example, often have displays that
children can touch to help them understand the material that is being covered. Zoos, nature
centers and botanical gardens show kids animal and plant life up close, and often have areas
where kids can touch displays, such as petting zoos and interactive computer programs.
c- Field trips give children a welcome break in routine. Kids can look forward to and prepare for
the field trip for several days or weeks. Then, they get to spend the day in a different learning
environment and can complete a lesson on the topic covered after the trip is over. Learning in
assorted ways can appeal to varied learning styles, helping children to succeed whether they
are visual, auditory or kinetic learners.

Photo graphs of Jhansi fort

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 Signature of the Teacher Trainee

Counter signature by Head Master

with office seal

Signature of Mentor Signature of Supervisor

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Rating Scale for Contribution to School Programmes
(School Based Activities)
Name of the Teacher Trainee : ............................................................................................
Enrolment No. : ...................................................................................................................
Name & address of the school :
..............................................................................................
Name of the overall school related activities (each record will be evaluated as per the
rating scale out of 35 and the average of five records as under will be taken to consolidate
the mark of trainee in this activity)
(i) Organizing morning school assembly
(ii) Reporting about PTA/MTA/SMC meeting
(iii)Organization of social/national festivals
(iv)Organizing annual sports/Annual day of the school
(v)Organizing field trip/excursion
Rating need to be done according to the following criteria:
Criteria Ratings
(5-Excellent, 4-Very Good, 3-Good, 2-Average, 1-Unsatisfactory)
(i) Description of the preparatory activities 5 4 3 2 1
(ii) Objectives of the activity 5 4 3 2 1
(iii) Steps taken for conducting the activity 5 4 3 2 1 (iv)
Procedures of conducting the activity 5 4 3 2 1
(v) Problems encountered during the activity 5 4 3 2 1
(vi) Solution envisaged relating to the problem 5 4 3 2 1
(vii) Impact of the activity on school environment 5 4 3 2 1
Total Marks out of 35:

Counter signature by Head Signature of Supervisor

Master with office seal (Assessment)

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