Q:1 Tutorial

Q:2 tutorial

Q:3 Tutorial

Q:4 Elaborate the challenges of multilingual classrooms. As a teacher, suggest measures

to overcome these challenges.

Ans:4 Introduction: Multilingualism is the ability of an individual speaker or a community of

speakers to communicate effectively in three or more languages.  A person who can speak
multiple languages is known as a polyglot or a multilingual.

Challenges of multilingual classroom:

Measures to overcome these challenges:

Q:5 What is Multilingualism? Discuss the role of a teacher in a multilingual classroom
1. Take each learner as he/she is, as a unique, complex and
multifaceted individual who brings their knowledge, skills and
cultural understandings to the learning situation. A one-size-
fits-all approach is likely to prove ineffective in a multilingual
environment (and in other environments too).
2. As a teacher, always be kind and supportive and learn why you
should be.
3. Value (and use) all the languages of each learner in the
classroom equally. No language should be ruled out.
4. Propose clear and realistic learning goals and ensure that
learners understand them. To that effect, use the language
resources available (virtual or physical).
5. Adapt the work to the needs which emerge as the project moves
forward instead of following a predefined sequence. However,
never lose sight of the initial goal: it can be reached in many
different ways.
 6. Propose meaningful tasks that are connected to the world
outside school. By doing so, the learners will get involved in the
activities, which in turn will foster learning.
7. Arrange for the learners to communicate and interact in the
target language with people from other countries, as a
meaningful way to use and practise the language they need for
their schooling.
8. Identify all the tools that can be made available to students to
help them become independent language learners and users. A
teacher does not have all the solutions, but learners can be
resourceful and incredibly helpful when trusted. Resources can
be available in the learners’ original language and connected to
their culture.
9. Encourage peer collaboration and interaction: see number 7.
Interaction helps students make meaning and learners’
explanations are often more understandable to their peers than
the teacher’s. In a multilingual class, learners who have the
same original language could work together.
10. Work to foster learner creativity and engagement by
providing stimulating learning environments.

Q:6 Discuss the Socio-cultural variations in Indian languages with examples.

Socio-cultural Variations in Languages:

Since language is a tool for its speakers, how the culture functions is represented in the

language. Politics, technology, and social morals all factor into how language is used. An

example of this can be seen in the rule for French speakers that demands different forms of

the same word based on gender. For instance, a man would be labelled as 'Américan,' but a

woman is 'Américanne,' with the extra 'ne' adding more sound to the word. This implies that

differentiating between the genders was something the French society found extremely

important when their language was developing.

Socio-cultural Variations in Languages: 

 linguistic variation
linguistic variation (or simply variation) refers to regional, social, or contextual differences in the
ways that a particular language is used. All aspects of language (including phonemes,
morphemes, syntactic structures, and meanings) are subject to variation
interspeaker variation- Variation between languages, dialects, and speakers is known
as interspeaker variation
intraspeaker variation- Variation within the language of a single speaker is called intraspeaker
variation.

 Dialect- Variety of language that has Different pronunciation, grammar, vocabulary 

from other varieties of the same language.
Example -  India More than 19,500 languages or dialects are spoken in India as mother tongues,
There are 121 languages which are spoken by 10,000 or more people in India, which has a
population of 121 crore

 Accents and Linguistic Variations: 

Language varies from culture to culture. Even within the same language, there are differences in
how it is spoken. (Speakers sound different when speaking the same language)
Example - if one person utters the sentence 'John is a farmer' and another says the same thing
except pronounces the word farmer as 'fahmuh,' then the difference is one of accent.

Regional variation/ geographical location-  

Economic Causes:
The Government promotes certain languages and makes provision for the spread of
the languages through monetary inducements. This causes concern for other linguistic groups
who feel that partiality has been done and they strongly resent it.
Example – to protect or to preserve a language which may later on may vanish example Sanskrit.
 Q:7-10 What are the four essential language skills? Illustrate these skills. Describe the

activities that you will conduct to enhance the listening/SPEAKING /READING/WRITING skill of the
students.

Ans: 7

These skills are Listening, Speaking, Reading, and Writing. In the context of first-language
acquisition, the four skills are most often acquired in the order of listening first, then speaking,
then possibly reading and writing. For this reason, these capabilities are often called LSRW
skills.
People generally learn these four skills in the following order:
1. Listening: When people are learning a new language they first hear it spoken.
2. 0Speaking: Eventually, they try to repeat what they hear.
3. Reading: Later, they see the spoken language depicted symbolically in print.
4. Writing: Finally, they reproduce these symbols on paper.
Play Listening Games
Games that require students to listen, wait and then react, or listen and make a decision are
particularly good at targeting not only listening, but processing skills too.
  The Telephone Game

Students sit in a circle and pass around a message by whispering in their neighbours ear.
When the final student is reached, they stand up and repeat the message they heard.
Compare it to the start and see how well the message got relayed from person to person!
Listening With Lyrics
Using music lyrics is a great way to keep students engaged while honing their listening skills.
Have students listen to a song that they have never heard before. First, challenge them to listen
for a specific word, then once they’ve mastered that, have them listen for a specific phrase. Next,
play a popular song where all the students know the majority of the words and repeat the activity.
Have students compare how they did on the first song to how they did on the second, popular
song. This is a great activity for students to practice unfamiliar words.

Classroom meetings are another great opportunity to model and practice

listening skills. The class sits together in the circle and takes turns sharing
their thoughts and feelings on the topic being discussed. Children are
encouraged to look at the speaker and listen to what they say.

. Daily Listening Activities

One way to see a marked improvement in your students’ listening skills is to

give them short, daily skills practice. Any daily practice should be fun, and
practical. In this case, the skills should include encouraging kids to focus on
oral instructions, visualizing the tasks given, and completing them accurately.
Give them short instructions verbally for completing a task, or two or three
tasks in succession (depending on their age/cognitive development), and
have them practice listening and completing the tasks without repeating the
instructions.

See our Listening Mats in Store

One idea for this activity is to have them pull out a blank sheet of paper and
give them instructions. For example, “Draw a large brown oval in the center of
your paper. Add an orange letter V in the center. Use a black crayon to draw
two large circles, side by side, above the V” (and they end up with a basic
sketch of an owl on their paper that they can finish drawing details and color
on their own). 
Blindfold walk.- Where they will walk on instructions of their partner.

ANS:8 To enhance reading skills: Have them read aloud. This encourages them to
go slower, which gives them more time to process what they read and in turn
improves reading comprehension. Plus, they're not only seeing the words —
they're hearing them, too! You can also take turns reading aloud.

2. Provide books at the right level. Make sure your child gets lots of practice
reading books that aren't too hard. They should recognize at least 90 percent of
the words without any help. Stopping any more often than that to figure out a
word makes it tough for kids to focus on the overall meaning of the story.

If your child needs help transitioning from picture books to chapter books, try
Scholastic's Branches books, which are designed to bridge that gap for growing
readers. 

3. Reread to build fluency. To gain meaning from text and encourage reading
comprehension, your child needs to read quickly and smoothly — a skill known
as fluency. By the beginning of 3rd grade, for example, your child should be able
to read 90 words a minute.

Rereading familiar, simple books gives your child practice at decoding words
quickly, so they'll become more fluent in their reading comprehension. Learn
more about the multiple benefits of rereading books!

4. Talk to the teacher. If your child is struggling with reading comprehension,

they may need more help with building their vocabulary or practicing phonics
skills. (This Peppa Pig Phonics Box Set and this PAW Patrol Phonics Box
Set are fun ways to help your child build necessary phonics skills.) A teacher can
weigh in on the best next steps to take.

5. Supplement their class reading. If your child's class is studying a particular

theme, look for easy-to-read books or magazines on the topic. Some prior
knowledge will help them make their way through tougher classroom texts and
promote reading comprehension.

6. Talk about what they're reading. This "verbal processing" helps them

remember and think through the themes of the book. Ask questions before,
during, and after a session to encourage reading comprehension. (Read about all
the questions you should ask during story time here!) For example: 
  Before: "What are you interested in about this book? What doesn't interest you?" 

 During: "What's going on in the book? Is it turning out the way you thought it
would? What do you think will happen next?" 

 After: "Can you summarize the book? What did you like about it? What other
books does it remind you of?"

Shop resources to improve your child's reading comprehension below! You can
find all books and activities at The Scholastic S

Q:9 To enhance writing skills:

1. CREATE WRITING WORKSHEETS

For young children just learning to write, try creating a worksheet where they

can trace letters and words. Write out letters and words, place another piece of

paper on top, and have your child trace onto the blank piece of paper. You can

also create a connect-the-dots game by having your child trace along dotted

lines and then tell you which letter or word she or he finds.

2. TRY DIFFERENT MATERIALS

Switch it up by writing with something other than a pen or pencil. Sidewalk

chalk on the driveway, finger painting, or a salt writing tray are all fun writing

activities that will also help build kids’ writing skills.

3. WRITE LETTERS

Today, writing letters is a bit of a lost art. Encourage your child to write letters

to friends or family members. Distant family members will especially love

 receiving handwritten letters and it’s a great way to work on improving writing

skills for kids.

Pen-pals are also a fun idea, or you can even write letters to each other and

leave them around the house to find!

4. ENCOURAGE JOURNALLING

Keeping a journal is a great way to express thoughts and ideas while also

working on improving children’s writing skills. Plan an outing to pick a fun

journal with your child and encourage them to write in it as much as possible.

Make it a part of his or her daily routine.

5. CREATE A WRITING SPACE

Set aside a little corner in your house that is completely devoted to writing.

Having an area dedicated solely to writing will help free your child from

distractions so he or she can focus on practicing writing skills.

6. INVEST TIME

Make sure your child knows you’re available to help with spelling or

proofreading whenever he or she needs it. When you make writing time a

priority for you, it will make it easier for your child to improve his or her

writing skills.
7. CONNECT THEIR INTERESTS

Think about your son or daughter’s favourite book series. Or maybe he or she

is obsessed with dinosaurs. Whatever his or her interests, connect them to

writing. Have your child write a new short story about his or her favourite

characters, or let him or her create a story all about dinosaurs.

8. CREATE STORY PROMPTS

A fun way to improve kids’ creative writing skills is to have them write short

stories.

Cut out pictures from a magazine with different characters or locations, or

write down different words. Place these in a container or glue them to cards to

use as writing prompts for creating a unique story. This also makes a fun

activity for the whole family to join in.

9. MODEL IT

There’s no better way to learn something than to see someone else doing it. Let

your children see you writing, often. When writing is a normal part of your

daily life, it will come more naturally to them. Anything goes: a simple grocery

list or letter to the teacher, holiday or thank you cards, or even a sweet note to

your child.

10.USE TECHNOLOGY TO YOUR ADVANTAGE

 There’s no getting around the fact that technology plays a huge part in our

.lives. Use it to your advantage by having your child create a blog. This can

help your child work on improving his or her writing skills by encouraging

frequent writing habits.

11.MAKE IT PART OF YOUR DAILY ROUTINE

Make sure there’s time each day to do some writing in one way or another.

Whether it’s writing a grocery list, writing in a journal or composing a letter,

practicing writing every day will go a long way to improving kids’ writing

skills.

12.PRAISE THEIR WORK

Show lots of interest in your child’s writing and stories. Ask questions,

celebrate when he or she brings home a good piece from school, and

encourage his or her writing as much as possible.

Q:10 Speaking skills:

Some Basic Techniques for Improving Student’s Oral Skills:-

Oral language is one of the most important skills your students can master—both for
social and academic success. Learners use this skill throughout the day to process and
deliver instructions, make requests, ask questions, receive new information, and interact
with peers. Here are some suggestions and techniques which are very helpful for
developing children’s oral skills.
1. Encourage Conversation:
Every social interaction gives students a new opportunity to practice language. Some of
your students might need a little guidance from you to engage in conversations, so
spark interactions whenever you can. Ask questions, rephrase the student’s answers,
and give prompts that encourage oral conversations to continue.
2. Model Syntactic Structure:
Your students may not use complete oral syntax in informal speech, but encourage
them to do so when they’re in the classroom. When a student uses fragmented syntax,
model complete syntax back to them. This builds oral language skills and gives
students practice in a skill necessary for mastering written language.
3. Maintain Eye Contact:
Engage in eye contact with students during instruction and encourage them to do the
same. Maintaining eye contact will help learners gauge their audience’s attention and
adjust their language, their volume, or the organization of their speech. This will help
them be better understood, communicate more clearly, and successfully interpret
nonverbal cues about their clarity.
4. Remind Students to Speak Loudly:
Ask students to feel the muscles used for speech while they’re talking and monitor their
volume and articulation. Remind them that clear and loud-enough speech is essential
for holding the attention of the group and communicating their information and
opinions effectively.
5. Explain the Subtleties of Tone:
Your students have probably experienced playground arguments related to tone;
misunderstandings are common when students are using loud outdoor voices. Remind
your students how tone of voice—which includes pitch, volume, speed, and rhythm—can
change the meaning of what a speaker says. Often, it’s not what they say, it’s how they
say it that can lead to misunderstanding of motives and attitudes. Ask your students to
be mindful of tone when they’re trying to get a message across, and adjust their volume
and pitch accordingly.
6. Attend to Listening Skills:
Ensure that your students are listening by using consistent cues to get their attention.
You might use a phrase like “It’s listening time” to give students a reminder. Some
students might also benefit from written reminders posted prominently on your wall.
7. Incorporate a “Question of the Day.”
During each school day’s opening activities, ask a question to encourage talk. (You can
even write one on the board so your students can read it and start thinking about their
answer as soon as they come in.) Start with simple one-part questions like “What is your
favourite animal?” If a student doesn’t answer in a complete sentence, model a
complete sentence and ask the student to repeat your model. Once your students are
successfully answering these simple questions in complete sentences, move to two-
part questions that require more complex answers: “What is your favourite animal?
Why?”
8. Compile a Class Booklet of Students’ Phrases:
Give your students a sentence to finish, such as “When my dog got lost I looked…” Have
each student contribute a prepositional phrase to complete the sentence (e.g., at the
grocery store, in the park, under the bed). Then have your students create a class
booklet by writing and illustrating their phrases. When all the phrase pages are
assembled into a booklet, students can practice reading the very long sentence with all
the places they looked for the dog. Encourage them to come up with a conclusion to the
story.
9. Question to Boost Comprehension:
Asking questions before and after a reading assignment not only helps sharpen oral
language skills, it also helps students think about what they’re reading and absorb
information from the words. You might try the following strategies to facilitate reading
comprehension:
If there’s an introduction to the story or passage, ask students to read it and answer
purpose-setting questions: “Where does the story begin? “What kind of story or article is
this? Why do you think so?”
10. Ask Students to Predict Outcomes: “What Will Happen? How Do You Know?”
After the reading, ask students to reveal whether their predictions were correct and
identify where the ending or conclusion begins.
Have students summarize the passage: “Who were the characters?” “What was the
plot?” “What was the outcome?” “What was the main idea?” “What were the supporting
details?”
Never assume students understood your instructional talk.
You use oral language every day to teach—but some students may not be getting your
message. In this chart from Bringer & Wolf’s book, Beverly Wolf shares some examples
of how students in her classroom misinterpreted sentences delivered orally:--
Be aware of the potential disconnect between what you say and what your students
hear. Go over your message and present it in multiple ways to be sure all students
understand.
11. Teach Concept Words:
Some students may have difficulty with abstract concepts such as before, after, or
following, and with sequences such as days of the week or months of the year. To help
students learn and retain these concepts, you may need to present and review them
many times and in multiple ways. For example:
You might ask students to identify which holiday comes in each month and then review
holidays for other months in sequence: “Groundhog Day is in February. What holiday is
in March? In April?
Have students identify the month before or after a given month. “May is before June
and after April.” “May is between April and June.”
Oral language is one of the foundational building blocks of learning. Try these
suggestions with your students, and give them the boost they need for future academic
and social success.
Q:11 “Reading helps to grow mentally, emotionally and psychologically” - Justify the

statement.

Ans:11 Introduction: The act of reading helps in every aspect of life. Learning to read is about
listening and understanding as well as working out what is printed on the page. Through hearing
stories, children are exposed to a wide range of words. This helps them build their own
vocabulary and improve their understanding when they listen, which is vital as they start to read.
Mentally

Reading Expands the Mind

 
For starters, reading helps to expand the mind and give us more
ideas. Reading has been proven to keep our minds young,
healthy and sharp, with studies showing that reading can even
help prevent alzheimer’s disease.
 
 Reading also develops the imagination and allows us to
dream and think in ways that we would have never been able to
before.
 
. Reading Allows for Creative Thinking
 
Another one of the many reasons why reading is important is
that it allows for creative thinking. Reading can inspire you
when you are feeling bored, down or in a rut.. It can help give
you that very needed pick-me-up without having to search too
far for it. Reading helps get the creative side of your brain
thinking, unlike television that really does not use much creative
brain power.
 
 
3. Reading Helps Improve Concentration
 
If you are still unconvinced or unsure about the importance of
reading, or feel as though it’s not beneficial for you personally,
then it’s important to note that reading actually helps improve
concentration. Reading can train our mind how to focus
properly, which is invaluable in nearly everything we do on a
daily basis — whether it be as we study or even in our careers
and in our personal relationships. We could all benefit from
practicing our concentration skills.
Emotionally:
reading also teaches emotional intelligence because it elicits real emotional
responses in the reader. From crying, to laughter, to joy, to anger—reading can
stimulate a wide array of emotions, giving the reader an opportunity to recognize these
feelings and regulate them in real-world situations. Reading simulates reality and it
triggers the same regions of the brain that would be activated in a live scenario. By
triggering authentic emotions, reading can help the reader evaluate and understand the
myriad emotions they may experience on a daily basis.
The benefits of reading go far beyond making people more academically intelligent.
Reading boosts people’s emotional intelligence as well and helps to improve how they
interpret emotions—those exhibited by others as well as their own. From developing
better relationships, to improved social situations, and empathy reading can foster
emotional intelligence in readers, no matter their age. This is the true magic of reading.

Physcologically: Even though the participants were not actually reading the novel while they were
in the scanner, they retained this heightened connectivity. We call that a ‘shadow activity’,
almost like muscle memory. The neural changes that we found associated with physical
sensation and movement systems suggest that reading a novel can transport you into the body
of the protagonist. We already know that good stories can put you in someone else’s shoes in a
figurative sense. Now we’re seeing that something may also be happening biologically.”

Conclusion: readers have greater emotional intelligence and empathy, meaning they can better

put themselves in someone else's shoes.By supporting kids' literacy development and a love
of reading, you will in turn foster their emotional growth as you read and discuss fiction with
them.
Q:12 How does the art of reading help the learners to learn and understand? Explain the
relationship between reading and writing with the help of examples.
Ans:
Reading a variety of genres helps children learn text structures and language that they
can then transfer to their own writing. In addition, reading provides young people with
prior knowledge that they can use in their stories. One of the primary reasons that we
read is to learn. Especially while we are still in school, a major portion of what we know
comes from the texts we read. Since writing is the act of transmitting knowledge in print,
we must have information to share before we can write it. Therefore reading plays a
major role in writing.

At the same time practice in writing helps children build their reading skills. This is
especially true for younger children who are working to develop phonemic awareness
and phonics skills. Phonemic awareness (the understanding that words are developed
from sound “chunks”) develops as children read and write new words. Similarly, phonics
skills or the ability to link sounds together to construct words are reinforced when
children read and write the same words. For older children practice in the process of
writing their own texts helps them analyze the pieces that they read. They can apply
their knowledge about the ways that they chose to use particular language, text
structure or content to better understand a professional author’s construction of his or
her texts.

Q:13 ‘Language gives Power’ – Justify the statement with rationale.

Ans: Most linguists now agree that the relationship between “language and power” is a
mutual relationship. Powerful institutions and individuals use language as both a means
to construct their power and as a way to maintain it.

Language is a natural human system of conventionalized symbols that have understood

meanings. Through it humans express and communicate their private thoughts and
feelings as well as enact various social functions. The social functions include co-
constructing social reality between and among individuals, performing and coordinating
social actions such as conversing, arguing, cheating, and telling people what they
should or should not do.

Language is also a public marker of ethnolinguistic, national, or religious identity, so

strong that people are willing to go to war for its defence, just as they would defend
other markers of social identity, such as their national flag. These cognitive,
communicative, social, and identity functions make language a fundamental medium of

Human communication. Language is also a versatile communication medium, often and

widely used in tandem with music, pictures, and actions to amplify its power. Silence,
too, adds to the force of speech when it is used strategically to speak louder than
words. The wide range of language functions and its versatility combine to make
language powerful. Even so, this is only one part of what is in fact a dynamic
relationship between language and power. The other part is that there is pre-existing
power behind language which it reveals and reflects, thereby transferring extra linguistic
power to the communication context. It is thus important to delineate the language–
power relationships and their implications for human communication.

Language allows us to share our ideas, thoughts, and feelings

with others. It has the power to build societies, but also tear
them down.
Being able to communicate is not the same as having language.
Having language means that you are able to communicate in such a
way that others understand you. Language becomes more powerful
when understood by a wider community than just those closest to you.
Power grows when you can communicate for more reasons to more
people. The more powerful your language, the more independent you
become, and the more you can contribute to the community.

Language is not only a key component of communication, it is also a

key aspect of identity. The words you choose to use become a part of
who you are. Through language you become part of the community
that speaks that language, hence the power of
bilingualism. Bilingualism allows you to be part of more than one
language community. The more you master a language the more
powerful your connection with the community.

Q:14 ‘Children who have developed emergent literacy perform

better in school’ – Elaborate
the statement with your rationale.
Ans: During early speech and language development, children learn skills that are
important to the development of literacy (reading and writing). This stage, known
as emergent literacy, begins at birth and continues through the preschool years.

The early skills of Emergent Literacy include the knowledge and abilities related to the
alphabet, phonological awareness, symbolic representation, and communication.
However, existing models of emergent literacy focus on discrete skills and miss the
perspective of the surrounding environment. Early literacy skills, including their
relationship to one another, and the substantial impact of the setting and context, are
critical in ensuring that children gain all of the preliminary skills and awareness they will
need to become successful readers and writers. Research findings over the last few
decades have led to a fuller understanding of all that emergent literacy includes,
resulting in a need for a new, more comprehensive model.

Early literacy learning opportunities are more likely to happen when teachers
have a solid knowledge base of emergent literacy and child development.
Research has shown that preschool teachers with limited knowledge about
literacy development are significantly less able to provide such experiences for
children. Teachers will be better able to facilitate all of the components of
emergent literacy if they have access to, and understanding of, a model that
describes the components, their interactions, and the importance of
environmental factors in supporting children.

“Literacy in its most basic form is the ability both to understand and to express one’s feelings,
desires and experiences to others”  (Perkins Panda Resource Guide, 2002).  Using examples
from Perkins Panda, this power point presentation by Tom Miller, Educational Partnerships
Program, Perkins School for the Blind provides and overview of early literacy and how it
develops. (Click here to download presentation in plain text.)  All too often, literacy is defined as
the ability to read and write. While this might be the highest level of literacy one can achieve,
this definition is too narrow and fails to look at both how literacy develops and its many
variations.  
 
To better understand literacy, we should first look at how it develops and some of the
differences and similarities in the development of literacy for children with and without visual
impairments.
 
The development of literacy is founded upon our experiences – beginning with birth – and our
interactions with the world and those around us. Over time, these experiences enable us to
develop the ability to connect meaning to words and letters. First, though, the path to literacy
requires establishing communication and connecting meaning to objects, events and people in
our world.
 
Early experiences are at the heart of literacy development
Through our senses, we experience events in the world. Through their repetition, we begin to
anticipate their occurrence, and they begin to develop meaning for our lives. Through interaction
with others, family and friends, we receive the language around these experiences, and we form
a deeper understanding that words can communicate and express our desires to others. We
begin to connect words with experiences, objects, and symbols (e.g. letters and numbers). And,
we learn to use words through speech or writing to communicate our meaning and desires to
others.

+5+

Q:15 Explain the concept of classroom interaction. Suggest different strategies that a

teacher can use to make the classroom interactions effective.

Ans:15
(a) Asking questions

It is easier for students to answer questions than to initiate a conversation or make up an

independent statement. e teacher indicates with questions some of the words and language

structures which will appear in the answer. He can ask additional questions to bring the

student to the right answer. e strategy can be used in retelling stories or descriptions.*
Example: 1: What colour is the crocodile?

Ss: Green, black and grey.

T: Is it dangerous?

S1: Yes.

T: How long is it?

S2: Six metres.

T: How many legs has it got?

S3: Four.

T: Can it fly?

S4: N

Body language
(b)Body language: Students can obtain a lot of information from teacher’s gestures and mime. e teacher can
help students to express themselves with body language. e example below is taken from a
lesson in which we described an ostrich. Sometimes students did not know how to continue
speaking and I prompted them by exaggeratedly acting out body movements of animals:
T (I point to my legs and show emphatically their length): It’s got …
Ss: … long legs
S1: It a long neck.
Ss: And a long …
S2: He lives in Africa.
S1: It can hard kick.
S3: It can run.
S4: It’s got eggs.
S5: Big eggs.
T: It can’t … (I mime the action of flying with my arms)
Ss: … fly.
(Ibid.)
(c ) a topic
c) A topic
Teachers can stimulate students’ interaction by choosing appropriate topics. Young students
prefer talking about sport, computers, music, dinosaurs, spaceships etc. Students can say a lot
more about a topic of their interest than something they don’t really know well.
Johnstone (1989, 9) described some other strategies taken by teachers that might help students
understand the teacher’s utterance and interact appropriately:
16. What is Classroom Discourse? Explain the features and importance of classroom discourse.
Ans: Discourse has an angle of traditional knowledge whereas interaction is expression and exchange
of individual ideas through talking with other people; also, a set instance or occasion of such talking.
 Discourse is the use of spoken or written language in a social context.
The term classroom discourse refers to the language that teachers and students use to
communicate with each other in the classroom. Talking, or conversation, is the medium through
which most teaching takes place, so the study of classroom discourse is the study of the process of
face-to-face classroom teaching. Communication is an outward extension of thought. It helps in the
process of arranging thought, linking one idea to another. Communication includes both verbal (that
is, language in written and spoken form) and non-verbal (that is, language in conventional symbols
and ways of representation through drawing and diagrams) forms.

c) Features of Classroom Discourse:

1. IRF (Initiation-Response-Feedback)
2. Instruction
3. Probing Questions
4. Argumentation
IRF: IRF may have a traditional pattern of discourse, when the teacher asks a question, the student
answers and the teacher evaluates. The teacher continues to ask another question and so the sequence
continues. «In this typical three-part structure, the teacher initiates a question in order to check a
student’s knowledge, a student’s responses, and the student’s response is evaluated with feedback
from the teacher» (Our focus) (Richards et al., 1992: 52). The students’ answers are usually brief and
students are concerned about giving correct answers that are expected by the teacher. The main role
of the teacher is asking questions, but only a few students are actively involved.
Instruction: Another type of discourse is giving instructions. The teacher gives directive or
informative statements. The students do not answer verbally; however, they understand the
statements as instructions by following them physically.
Probing Questions: The probing question is another discourse structure. The teacher asks
Referential questions or «thinking questions» (Brown, 2001: 171) and the students are encouraged to
give longer answers through their thinking. Their answers may challenge the teacher’s position.
However, evaluation does not come immediately after the students’ responses.
Argumentation: Argumentation can be regarded as probing questions where the teacher involves the
students in a challenging situation in order to make them to justify their reasons. The questions asked
are commonly referential questions, which try to elicit predictions, explanations and clarification
from the students. The argumentation may be in question or statement forms. Mehan (1979, as cited
in Ellis, 1990: 88) offered three structural components of a pedagogic discourse:
1. An opening phase where the participants inform each other that they are in fact going to conduct a
lesson as opposed to some other activity.

2. An instructional phase where information is exchanged between teacher and students.

3. A closing phase where participants are reminded of what went on in the core of a lesson.

The Importance of Classroom Discourse:

In the era of communicative language teaching, in the analyses of teacher talk, it should be focused
on the characteristics that make or fail such talk communicative. Moreover, the topics used in
classroom discourses are important in keeping the learning session interesting and encouraging the
students’ want to study.
One basic aspect of classroom discourse is that the teacher talks most of the time. The amount of
teacher talk affects the classroom teaching. Many researchers (Liu & Zhu, 2012) have already done
research on the amount of teacher talk. The balance of teacher talk and student talk is important in
English as foreign language (EFL) classrooms, so that the students should get more opportunities to
take part in classroom conversations and enhance their language ability in learning English by using
English. (Liu & Le, 2012).In addition to the overall importance of the teachers, everyone should pay
attention to the different features that the teacher can use during the classroom discourses. One of
these features is the style of speech as the teacher’s style of oral communication can vary during the
learning situation. Also it should be noted that the style of communication should be encouraging and
positive, it was improved that negative oral communication style can lead to a lack of self-
confidence. And negative reinforcement does not bring anything useful to the classroom discourse.
The teachers who spoke with encouraging words and warm tones to the students had more correlative
and voluntary classroom discourses than the teachers who speak coldly and roughly. The style of
communication is dependent on the teacher since, he or she can change totally the tone and the
contents of the speech used in the classroom discourse. Therefore, the teachers should pay attention
to the discourses occurring in and even outside the classroom because they enhance the enthusiasm
of learning.

17: Elaborate the sources of classroom interactional competencies with examples.

Ans: Definition: Classroom Interaction:
Classroom Interaction is a practice that enhances the development of the two very important
language skills which are speaking and listening among the learners. This device helps the learner to
be competent enough to think critically and share their views among their peers.
Classroom interactional competence (CIC), defined here as ‘teachers’ and learners’
ability to use interaction as a tool for mediating and assisting learning. 

Objectives of Classroom Interaction

 Helps the learners to identify their own learning methods.

 Guide the learners to communicate with their peers easily and will give them an exposure to the
vase genres of language learning.

 Help the learner to come face to face with the various types of interaction that can take place
inside the classroom.

 Classroom Interaction aims at meaningful communication among the students in their target
language.

 It also aims at probing into the learner’s prior learning ability and his way of conceptualizing facts
and ideas.

 This practice will help the teacher to have a detailed study of the nature and the frequency of

student interaction inside the classroom.

Types of Classroom Interaction

Classroom Interaction can be categorized under these main headings such as:

Collaborative Learning: Collaborative learning is a method of teaching and learning in which

student’s team together to explore a significant question or create a meaningful project. A group of
students discussing a lecture or students from different schools working together over the Internet
on a shared assignment are both examples of collaborative learning. In order to create an
environment in which cooperative learning can take place, three things are necessary. First,
students need to feel safe, but also challenged. Second, groups need to be small enough that
everyone can contribute. Third, the task student’s work together on must be clearly defined.

18: What values are included the Indian Constitution? Discuss how these values are reflected the in
curriculum.
Ans: A most important reason for reorienting education for values is the fact that the current model
of education contributes to the lopsided development of students. This model of education puts
exclusive focus on cognitive to the total neglect of the affective domain and presents alienation
between head and heart. Students are nurtured in a spirit of excessive competition and are trained
right from the beginning to relate to aggressive competition and facts detached from contexts. The
individualistic idea of excellence is promoted at the cost of emotional and relational skills. Young
learners hardly understand why they are in school, why they are studying different subjects and how
their schooling will be helpful to them. Their understanding is limited to learning about the subjects.
They hardly know how they should live their lives, commit themselves to the welfare of the country,
care about the environment and other social and moral issues. They are not clear as to what sort of
persons they hope to become when they complete their school education. Education of this kind turns
children into machines. Such a perspective defeats the very purpose of education - the wholesome
development of personality including ethical development which is fundamental for making
responsible decision making in case of moral conflicts. The mark of an educated person, wrote Plato
in The Republic, is the willingness to use one’s knowledge and skills to solve the problems of
society. Education must imbue children with a proactive social conscience. Society is the
empowering context for individuals. No one can become fully human or attain dignity and fulfilment
outside the web of relationships and responsibilities presupposed in society. True education equips
individuals to live creatively, responsibly, and peaceably in a society and become agents of change
for a better society. Improvement of the quality of education has always been the key concern for
education. In recent times, quality education has been defined n more pragmatic terms. It has become
synonymous with employability It has become synonymous with employability, preparation for the
word of work, less and less consideration is given to the subject of education i.e. individual student
and his/her full development as a human being.

Values and the Contemporary Realities

Whenever there is a discussion about values and value education there is generally scepticism
about the relevance of values in the present day context. One reason is because our general
conception about value education has been mainly expressed in terms of development of values and
virtues like honesty, self-control, respect, responsibility, loyalty for personality/character
development of the individual per se without situating them in the prevailing social, cultural realities
and conditions. Values should not be treated as ideal concepts but as ‘empowering tools’ which are
helpful in meeting the challenges of the contemporary social world-be it religious fundamentalism,
environmental degradation, multi-cultural conflicts, misuse of science and technology, inequalities,
ill effects of mass media, globalization, commercialization and so on. The very nature of value
education implies empowering the students with certain attitudes and skills as well as giving them the
critical ability to use them in the contemporary everyday world, full of myriad challenges. In the
context of schools and school education, there are some key challenges particularly in contemporary
social contexts that acquire the sense of urgency which need to be addressed to. An attempt has been
made to present a brief discussion of why we need to come up with new ways of educating students
to allow them to better situate themselves when confronted by the socio-cultural complexities and the
role of values in meeting the challenges.

19. What is multiculturalism? Discuss the role of teacher in a multicultural classroom.

16. What is Classroom Discourse? Explain the features and importance of classroom discourse.
Ans: Discourse has an angle of traditional knowledge whereas interaction is expression and exchange
of individual ideas through talking with other people; also, a set instance or occasion of such talking.
 Discourse is the use of spoken or written language in a social context.
The term classroom discourse refers to the language that teachers and students use to
communicate with each other in the classroom. Talking, or conversation, is the medium through
which most teaching takes place, so the study of classroom discourse is the study of the process of
face-to-face classroom teaching. Communication is an outward extension of thought. It helps in the
process of arranging thought, linking one idea to another. Communication includes both verbal (that
is, language in written and spoken form) and non-verbal (that is, language in conventional symbols
and ways of representation through drawing and diagrams) forms.

c) Features of Classroom Discourse:

1. IRF (Initiation-Response-Feedback)
2. Instruction
3. Probing Questions
4. Argumentation
IRF: IRF may have a traditional pattern of discourse, when the teacher asks a question, the student
answers and the teacher evaluates. The teacher continues to ask another question and so the sequence
continues. «In this typical three-part structure, the teacher initiates a question in order to check a
student’s knowledge, a student’s responses, and the student’s response is evaluated with feedback
from the teacher» (Our focus) (Richards et al., 1992: 52). The students’ answers are usually brief and
students are concerned about giving correct answers that are expected by the teacher. The main role
of the teacher is asking questions, but only a few students are actively involved.
Instruction: Another type of discourse is giving instructions. The teacher gives directive or
informative statements. The students do not answer verbally; however, they understand the
statements as instructions by following them physically.
Probing Questions: The probing question is another discourse structure. The teacher asks
Referential questions or «thinking questions» (Brown, 2001: 171) and the students are encouraged to
give longer answers through their thinking. Their answers may challenge the teacher’s position.
However, evaluation does not come immediately after the students’ responses.
Argumentation: Argumentation can be regarded as probing questions where the teacher involves the
students in a challenging situation in order to make them to justify their reasons. The questions asked
are commonly referential questions, which try to elicit predictions, explanations and clarification
from the students. The argumentation may be in question or statement forms. Mehan (1979, as cited
in Ellis, 1990: 88) offered three structural components of a pedagogic discourse:
1. An opening phase where the participants inform each other that they are in fact going to conduct a
lesson as opposed to some other activity.

2. An instructional phase where information is exchanged between teacher and students.

3. A closing phase where participants are reminded of what went on in the core of a lesson.

The Importance of Classroom Discourse:

In the era of communicative language teaching, in the analyses of teacher talk, it should be focused
on the characteristics that make or fail such talk communicative. Moreover, the topics used in
classroom discourses are important in keeping the learning session interesting and encouraging the
students’ want to study.
One basic aspect of classroom discourse is that the teacher talks most of the time. The amount of
teacher talk affects the classroom teaching. Many researchers (Liu & Zhu, 2012) have already done
research on the amount of teacher talk. The balance of teacher talk and student talk is important in
English as foreign language (EFL) classrooms, so that the students should get more opportunities to
take part in classroom conversations and enhance their language ability in learning English by using
English. (Liu & Le, 2012).In addition to the overall importance of the teachers, everyone should pay
attention to the different features that the teacher can use during the classroom discourses. One of
these features is the style of speech as the teacher’s style of oral communication can vary during the
learning situation. Also it should be noted that the style of communication should be encouraging and
positive, it was improved that negative oral communication style can lead to a lack of self-
confidence. And negative reinforcement does not bring anything useful to the classroom discourse.
The teachers who spoke with encouraging words and warm tones to the students had more correlative
and voluntary classroom discourses than the teachers who speak coldly and roughly. The style of
communication is dependent on the teacher since, he or she can change totally the tone and the
contents of the speech used in the classroom discourse. Therefore, the teachers should pay attention
to the discourses occurring in and even outside the classroom because they enhance the enthusiasm
of learning.

17: Elaborate the sources of classroom interactional competencies with examples.

Ans: Definition: Classroom Interaction:
Classroom Interaction is a practice that enhances the development of the two very important
language skills which are speaking and listening among the learners. This device helps the learner to
be competent enough to think critically and share their views among their peers.
Classroom interactional competence (CIC), defined here as ‘teachers’ and learners’
ability to use interaction as a tool for mediating and assisting learning. 

Objectives of Classroom Interaction

 Helps the learners to identify their own learning methods.

 Guide the learners to communicate with their peers easily and will give them an exposure to the
vase genres of language learning.

 Help the learner to come face to face with the various types of interaction that can take place
inside the classroom.

 Classroom Interaction aims at meaningful communication among the students in their target
language.

 It also aims at probing into the learner’s prior learning ability and his way of conceptualizing facts
and ideas.

 This practice will help the teacher to have a detailed study of the nature and the frequency of

student interaction inside the classroom.

Types of Classroom Interaction

Classroom Interaction can be categorized under these main headings such as:

Collaborative Learning: Collaborative learning is a method of teaching and learning in which

student’s team together to explore a significant question or create a meaningful project. A group of
students discussing a lecture or students from different schools working together over the Internet
on a shared assignment are both examples of collaborative learning. In order to create an
environment in which cooperative learning can take place, three things are necessary. First,
students need to feel safe, but also challenged. Second, groups need to be small enough that
everyone can contribute. Third, the task student’s work together on must be clearly defined.

18: What values are included the Indian Constitution? Discuss how these values are reflected the in
curriculum.
Ans: A most important reason for reorienting education for values is the fact that the current model
of education contributes to the lopsided development of students. This model of education puts
exclusive focus on cognitive to the total neglect of the affective domain and presents alienation
between head and heart. Students are nurtured in a spirit of excessive competition and are trained
right from the beginning to relate to aggressive competition and facts detached from contexts. The
individualistic idea of excellence is promoted at the cost of emotional and relational skills. Young
learners hardly understand why they are in school, why they are studying different subjects and how
their schooling will be helpful to them. Their understanding is limited to learning about the subjects.
They hardly know how they should live their lives, commit themselves to the welfare of the country,
care about the environment and other social and moral issues. They are not clear as to what sort of
persons they hope to become when they complete their school education. Education of this kind turns
children into machines. Such a perspective defeats the very purpose of education - the wholesome
development of personality including ethical development which is fundamental for making
responsible decision making in case of moral conflicts. The mark of an educated person, wrote Plato
in The Republic, is the willingness to use one’s knowledge and skills to solve the problems of
society. Education must imbue children with a proactive social conscience. Society is the
empowering context for individuals. No one can become fully human or attain dignity and fulfilment
outside the web of relationships and responsibilities presupposed in society. True education equips
individuals to live creatively, responsibly, and peaceably in a society and become agents of change
for a better society. Improvement of the quality of education has always been the key concern for
education. In recent times, quality education has been defined n more pragmatic terms. It has become
synonymous with employability It has become synonymous with employability, preparation for the
word of work, less and less consideration is given to the subject of education i.e. individual student
and his/her full development as a human being.

Values and the Contemporary Realities

Whenever there is a discussion about values and value education there is generally scepticism
about the relevance of values in the present day context. One reason is because our general
conception about value education has been mainly expressed in terms of development of values and
virtues like honesty, self-control, respect, responsibility, loyalty for personality/character
development of the individual per se without situating them in the prevailing social, cultural realities
and conditions. Values should not be treated as ideal concepts but as ‘empowering tools’ which are
helpful in meeting the challenges of the contemporary social world-be it religious fundamentalism,
environmental degradation, multi-cultural conflicts, misuse of science and technology, inequalities,
ill effects of mass media, globalization, commercialization and so on. The very nature of value
education implies empowering the students with certain attitudes and skills as well as giving them the
critical ability to use them in the contemporary everyday world, full of myriad challenges. In the
context of schools and school education, there are some key challenges particularly in contemporary
social contexts that acquire the sense of urgency which need to be addressed to. An attempt has been
made to present a brief discussion of why we need to come up with new ways of educating students
to allow them to better situate themselves when confronted by the socio-cultural complexities and the
role of values in meeting the challenges.

19. What is multiculturalism? Discuss the role of teacher in a multicultural classroom.

Ans: Multicultural Context of Education:

Multicultural education is a set of educational strategies developed to assist teachers when
responding to the many issues created by the rapidly changing demographics of their students.
It provides students with knowledge about the histories, cultures, and contributions of diverse
groups; it assumes that the future society is pluralistic. It draws on insights from a number of
different fields, including ethnic studies and women studies, and reinterprets content from
related academic disciplines. It is also viewed as a way of teaching that promotes the principles
of inclusion, diversity, democracy, skill acquisition, inquiry, critical thought, value of
perspectives, and self-reflection. This method of teaching is found to be effective in promoting
educational achievements among immigrants’ students and is thus attributed to the reform
movement behind the transformation of schools. Multicultural education refers to any form of
education or teaching that incorporates the
histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds.
At the classroom level, for example, teachers may modify or incorporate lessons to reflect the
cultural diversity of the students in a particular class. In many cases, “culture” is defined in the
broadest possible sense, encompassing race, ethnicity, nationality, language, religion, class,
gender, sexual orientation, and “exceptionality”—a term applied to students with specialized
needs or disability.
The following are a few representative ways in which multicultural education may play out in
schools:
Learning content: Texts and learning materials may include multiple cultural perspectives
and references. For example, a lesson on colonialism in North America might address different
cultural perspectives, such as those of the European settlers, indigenous Americans, and
African slaves.

Student cultures: Teachers and other educators may learn about the cultural backgrounds of
students in a school, and then intentionally incorporate learning experiences and content
relevant to their personal cultural perspectives and heritage. Students may also be encouraged
to learn about the cultural backgrounds of other students in a class, and students from different
cultures may be given opportunities to discuss and share their cultural experiences.

Critical analysis: Educators may intentionally scrutinize learning materials to identify

potentially prejudicial or biased material. Both educators and students might analyze their own
cultural assumptions, and then discuss how learning materials, teaching practices, or schools
policies reflect cultural bias, and how they could be changed to eliminate bias.

Resource allocation: Multicultural education is generally predicated on the principle of

equity—i.e., that the allocation and distribution of educational resources, programs, and
learning experiences should be based on need and fairness, rather than strict equality. For
example, students who are not proficient in the English language may learn in bilingual settings
and read bilingual texts, and they may receive comparatively more instructional support than
their English-speaking peers so that they do not fall behind academically or drop out of school
due to language limitations.

20. What is multiculturalism? Elaborate the skills that are required by a teacher to engage
students in a multicultural classroom.
Ans: same as Q19
21:What is multiculturalism? Discuss the strategies that can be used to engage students in a
multicultural classroom.
Ans : same as above

§ “Regular checking of understanding,

§ Using familiar words,
§ Applying lower cognitive level,
§ Immediate repetition,
§ Recycling of information,
§ Paraphrase,
§ Other aspects of redundancy,
§ Slower, clearer talk,
§ Exaggerated intonation, emphasis,
§ Structurally simplified language,
§ Clarity of discourse markers,
§ Key vocabulary and structures, notified in advance,
§ Simple tasks, notified in advance,
¡£¥lunspzoêshun|hnlêhukêsp{lyh{|ylê{lhjopun
§ Routinisation,
§ Translation into L1.”

Q:22 What did Mahatma Gandhi ji mean by, “drawing out of the best in child and man’s
body, mind and soul”? Elaborate the efforts that you will make, as a teacher to “draw out of
the best”.
Ans: Education certainly is a means to all-round progress of man. In other words, the
pathway to human-development goes through the lanes of education. Moreover, true
education is the sole basis of achieving one's purpose in life. It is education, which can
ascertain ultimate peace for a human being.
According to Mahatma Gandhi, education is an unending exercise [filled with
devotion-Sadhana]2 till death. For him, only education can act as a means to a
successful life. Likewise, "education can help mould and shape the human body,
mind and character in such a manner that they may act as the means to achieve
joy and efficiency."3
Mahatma Gandhi wrote many articles on education from time-to-time. On several
occasions, besides addressing students and teachers, he issued worthy statements
regarding its meaning, purpose and importance in life. According to him:
1. The prime aim of education is to make a man self-dependent;
2. The purpose of education is to make the one efficient and skilful; and
3. The objective of education is to guide and lead him to the pathway to progress in the
prevailing situation of space and as per the demand of time so that he could ascertain
his physical and mental development to achieve a goal in life for himself on the one
hand and he could equally contribute to the society, nation and the globe on the other.
After analysing the above three points, it can be said with certainty that the Gandhian
concept of education is one of the most important views on the subject for us today.
This concept urges for man to be self-dependent, skilful and efficient. Thereby, his goal
and objective, to achieve true education will be open. Not only this, the Gandhian view
of education can play the vital role in the establishment of peace not only at the national
level but also at the international level.
Efforts I will take as a teacher to “Draw out of the best” are as follows:

  Behaviour management

Implementing an effective behaviour management strategy is

crucial to gain your students respect and ensure students have an equal
chance of reaching their full potential.
Noisy, disruptive classrooms do no encourage a productive learning
environment, therefore developing an atmosphere of mutual respect
through a combination of discipline and reward can be beneficial

  Differentiation

Differentiate your teaching by allocating tasks based on students’

abilities, to ensure no one gets left behind.
Assigning classroom activities according to students’ unique learning
needs means individuals with higher academic capabilities are stretched
and those who are struggling get the appropriate support.

This can involve handing out worksheets that vary in complexity to

different groups of students, or setting up a range of work stations around
the classroom which contain an assortment of tasks for students to
choose from.
Cooperative learning
Encourage students of mixed abilities to work together by promoting
small group or whole class activities.

Through verbally expressing their ideas and responding to others your

students will develop their self-confidence, as well as enhance their
communication and critical thinking skills which are vital throughout
life.

Solving mathematical puzzles, conducting scientific experiments and acting

out short drama sketches are just a few examples of how cooperative
learning can be incorporated into classroom lessons.

conclusion

Being an effective teacher is a challenge because every student is unique,

however, by using a combination of teaching strategies you can address
students’ varying learning styles and academic capabilities as well as
make your classroom a dynamic and motivational environment for
students.

23. Compare and contrast between the thoughts of Dr. Ambedkar and Rabindranath Tagore’s
on secondary education with reference to the following points:
a) Curriculum
b) Methods of teaching and evaluation

Ans: Curriculum
Tagore’s Views on Curriculum of Secondary Education:
1. Life and Works of R.N Tagore:
In the horizon of education in India, Rabindranath Tagore shone like a morning star radiating
his versatile genius along with his multi-dimensional personality in all area of his life.
The entire humanity in the globe knows him as a vendantist, a prophet of Indian Renaissance, a
spiritualist, an artist of world repute, dramatist, a stage-player, a sage, a musical composer, a
guru, a prolific writer, a prophet of Indian culture, a distinguished teacher and a lover of nature
and mankind.
His brain child, ‘Shantiniketan’ bears the telling testimony of his high ideals and philosophy of
life which brought a metamorphosis in the domain of education.
The ‘Geetanjali,’ which claimed the world highest prize in the field of literature, is a replica of
his versatile genius.
R.N. Tagore was born on 6th May, 1861 in Calcutta. His life is a life enriched in experience of
many which compounded his distaste towards the prevailing system of education. He himself
says, “Some people get hammered into shape in the book-learning factories, and these are
considered in the market to be goods of a superior stamp It was my fortune to escape almost
entirely the impress of these mills of learning. The masters and Pandits who were changed with
my education soon abandoned the thankless task………. (his teacher) realised that this boy
could never be driven along the beaten track of learning.”
His short span of school life made him realise that school was a place which tempted to stymie
and stifle the native growth of the child and brought untold harm to the development of
personality. This heart-felt realisation helped him to formulate his own philosophy of life and
of education.
At the age of 40, in 1901, he himself established his Shantiniketan Ashram (School) with ten
boys only to materialize his own ideas and ideals. This institution turned into a world famous
VishwaBharati-a seat of international university and a melting point of Eastern and Western
culture-a confluence of humanity.
An apostle of peace and universal brotherhood he passed away on August 7, 1941 leaving his
indelible imprint in the hearts of mankind.
2. R.N Tagore’s Philosophy:
His philosophy is an amalgamation of humanism, individualism, naturalism, idealism, realism,
spiritualism, internationalism and nationalism. Tagore remarked, “I have great faith in
humanity like the sun it can be clouded, but never extinguished.”
He had immense faith in human beings, because god is manifested in man. It is through an
understanding of humanity that we can attain the ultimate goal of life and since the creator
manifests in a unique manner, every person tries to realize the creator in his own way.
Like Rousseau, he was an individualist professing individualism as the creed of life. He
believed that every person is unique and ample freedom should be given to individual to shape
his life in his own way and in accordance with his own natural endowments and potentialities.
He believed that the creator pervades through all His creations and as such there is a spiritual
bond between man and man, and man and nature. As a great lover of nature like Rousseau, he
reiterated that ‘nature’ is the manifestation of the creator (Brahman) who reveals through many
ways more transparently though nature than through man. He wished that human beings should
have a close communion with nature.

R.N Tagore’s Methods of Teaching:

He believed in activity and dynamic methods of teaching based upon the interest, need,
experience, attitude, ability and mental development of the child. He labeled the then system of
teaching as bookish, mechanical, stereotyped, dull and uninteresting.
Therefore, he strongly suggested independent study and efforts (heuristic method). Learning
should proceed from familiar to unfamiliar, near to far and known to unknown.
Learning should be linked with joy and ecstasy. He wanted to give education in a natural
surroundings characterised by freedom and creativity. He said that teaching while walking is
the best method of teaching. He suggested that social science subject could be better taught
through excursions and study tours. He favoured discussion and activity or learning by doing
method.
Dr. BabasahebAmbedkar’s Views on Curriculum of Secondary Education:
Dr. BabasahebAmbedkar's Educational philosophy is reflected in his Educational thoughts. An
apt way of introducing the educational thoughts of Dr. BabasahebAmbedkar would be
reiterating/recalling his welcome speech at Milind Mahavidyalaya thus pointing out the value
of education in the following words: "Coming as I do from the lowest order of the Hindu
Society, I know that what is the value of education. The problem of raising the lower 52 order
deemed to be economic. This is a great mistake. The problem of raising the lower order in
India is not to feed them, to clothe them and to make them serve the higher classes as the
ancient ideal of this country. The problem of the lower order is to remove from them that
inferiority complex which has stunted their growth and made them slaves to others, to create in
them the consciousness of the significance of their lives for themselves and for the country, of
which they have been cruelly robbed of the existing social order. Nothing can achieve this
purpose except the spread of higher education.
Ambedkar opposed the hard and fast syllabus as it brings restrictions on the teaching. He said.
It is, therefore, necessary that the university should give broad guidelines of the subjects
concerned and teachers must be given a freedom to teach what he thinks proper in the light of
those guidelines. For this purpose Dr. Ambedkar pointed out "the teachers of the university
ought, under proper safeguards, to have entire control of the education and examination of
their students".
Method of teaching:
According to him, “Good manners, for instance, are the result of continual and rigid self-control,
and of consideration for the comfort and convenience of others; children learn manners chiefly
by imitation from well-bred parents and teachers and, secondarily, by suitable precept and
reproof. If, at the school, they are to be made to associate with children not thus trained, they will
quickly fall into the ways which they see around them. For, until good habits are rendered fixed
by long practice, it is far easier to be slipshod than accurate, to be careless than careful. Gentle
speech, well-modulated voice, pleasant ways, these are the valuable results of long culture.”
Dr Ambedkar was not a professional educationist and he has not made any theoretical analysis of
teaching methodologies. But despite that, he has put forward excellent ideas on education. He
was convinced that there shouldn’t be much difference between the teaching methodologies for
graduate and postgraduate classes. He believed that teaching shouldn’t be separated from
research. He advocated autonomy of universities in admissions, teaching, examinations and
appointments.

Mahatma Gandhi’s Methods of Teaching:

(i) Correlation:
He advocated the principle of correlation in leaching different subjects. Craft is the pivot round
which all other subjects should revolve. He wanted all subjects need to be correlated with craft.
Craft should be the starting point of other subjects and a meeting point of both physical and
social environment. Therefore, craft is the medium of instruction.
(ii) Learning by Doing:
He said that learning would be permanent if it is permeated by doing. It can be possible if
children are given opportunities to undertake a host of productive activities. So, in his scheme,
learning by doing was the important method of teaching.
(iii) Learning by Living:
Learning takes place by actually participation in community life and rendering self-less service
to the cause of goodness of all. This makes learning social.
(iv) Lecture, Questioning and Discussion methods:
These methods were also followed in his scheme of education