Reflections of Block Teaching

(block teaching: 5days + peer teaching: 7days)

Name: Mansi Yadav

Roll no.: 19/2129
B.el.ed IIIrd year
Submitted to: Mrs. Gagandeep Kaur

Subject- Language (Hindi and English)

Day- 1 ( 7 feb 2022)

Class 5th
Name of the school: Bal Bharati Public School–Pitampura
No. Of students: 35-40 Students
Subject: HINDI
Topic: KRIYA AUR USKE BHED
Description of your day: We have made a presentation on canva which includes
schema activation questions, which was our 1st activity. Then with the help of a
presentation I taught them about kriya and its bhed using various examples and
pictures which include definition and sakarmak and akarmak kriya. Then we have
asked students to share sentences and highlight kriya in that. In the final activity,
we have prepared a google form so that we can assess their understanding of this
particular topic.
It was our day, so It was difficult for me to instruct students properly. There was
chaos in the class when we shared the link of google form as students were asking
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repeatedly whether it was graded (test) or just for practice. I think they were a little
frightened for this surprise test. So here we can relate with discussions we have
done in our class about how a child is in fear of scoring high. And takes pressure of
the same which influences their performance in the classroom.

Day- 2 ( 9 feb 2022)

Class 5th
Name of the school: Bal Bharati Public School–Pitampura
No. Of students: 35-40 STUDENTS
Subject: ENGLISH
Topic: STORY – JOSEPH AND THE TRUTH STICK
Description of the day: there is this chapter in their book, and as they had
completed their syllabus (informed by school teachers). We decided to revise the
chapter. And we started by a discussion about what the chapter was about? And we
use mentimeter to make a word cloud of this chapter. Then we have decided to
read and enact the chapter. And asked students to use the hand raise option to
volunteer to choose one role. According to our lesson plan, after one scene we
would pause students after one scene and then ask students what would they do if
they were at their (character) place.
But unfortunately, we don't have the book. Some of the children were very active
while others was not paying attention on their turn (speaking their dialogues on
time). And because of this there was chaos in the classroom. Also links sent by the
teacher came late and then their subject teacher admitted us late. So we couldn’t
execute this lesson plan properly. Then in the end we ask one student to read
aloud, and then execute our final activity, which was basically a question- “what
would they do if they found the moonstone”. { In the story, moonstone is a magical
stone which has a lot of power and was stolen by someone.} and we got some
amazing replies- many of the students want this pandemic to be over and get back
to offline class. While others use their imagination and want to go on another
planet or make a whole another universe for themselves. We did some on the spot
changes in this activity to control the chaos. This made me realize that sometimes
situations demand on the spot improvisation. And we don’t know how learners
would react/indulge in an activity so we should keep a plan B. and make our lesson
plans child centered not chapter/ concept centered.
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Day - 3 ( 15 feb 2022)

Class- 5th
Peer teaching
No. of students: 15-20 students
Subject: Hindi
Topic: Kriya and kriya ke bhed
Description of the day: As we have taken one class in school on this topic and there
was some confusion among the students about kriya ke bhed. So we have decided
to cover this topic again, with different methods and using another presentation.
We have started with a short story and asked students to tell us the kriya shabad
from the paragraph (schema activation). They were able to identify the kriya. then
for the main activity using presentation we have explained kriya ke bhed. And then
there were some follow up questions.
Our peers gave us feedback that they liked our presentation as there were so many
examples and pictures. Their concepts were clear, and they mentioned that they
were themselves confused a bit in between sakarmak and akarmak kriya. We have
used the same google form, which includes MCQ questions and mostly students
attempted that well.

Day- 4 ( 18 feb 2022)

Class: 5th
Peer teaching
Subject: ENGLISH
Topic: STORY FROM STORY WEAVER
Name of the story: Amara and animals
Resources: youtube and worksheet
What I did in the classroom: Today I chose this story because it sensitizes
learners towards animals. I share a link to a small video about this story,
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and then ask them to read it. And ask a few questions from the story and
then give them a worksheet (source:Liveworksheet.com) to complete the
story. In this worksheet there were visuals from the story and aid box at the
top.
Feedback I got: I was happy as I got only positive feedback. And I am
amazed how small details my peers are noticing. They take into
consideration very small things.
Good: I shared the video first and asked them to read, so children would be
able to remember the story for a longer period of time. Also, peers told me
that a worksheet would help students acknowledge what they have learnt
today and give them a feeling of achievement.

Subject- EVS
Day - 1 (8 feb 2022)
Class: 5th
Name of the school: Bal Bharati Public School–Pitampura
No. Of students: 35-40 STUDENTS
Topic: air and water
Description of the day: We started our class with asking students what comes to
their mind when they hear the word air? And then provide them a link to a word
cloud (site- mentimeter). Then we had a discussion: what is air? So we can check
their understanding. And then using the presentation we had made for them, we
had covered various aspects about air and water. Why air/water is essential,
composition of air, etc. And then for the assessment we have asked questions from
the presentation only to check we students were able to understand the topics or
not?
Those questions were:
1. Why do we need air?
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2. Name three uses of water from your day-to-day life?

3. Could you name any two gasses present in our atmosphere?
4. Which layer protects us from the ultraviolet rays of the sun?
5. Mention any two properties of water?

Day - 2 (11 feb 2022)

Class: 5th
Name of the school: Bal Bharti Public School–Pitampura
No. Of students: 35-40 STUDENTS
Topic: air and water
Description of the day: we started our class from a questionnaire, as we have
already taken one class on air and water. And they were also doing revision, so
questions are as follows:
1. Which gas in the air is found in the largest quantity? Nitrogen
2. In which of the processes oxygen is used up?- Respiration, burning,
photosynthesis.
3. The layer of the atmosphere where the jet planes fly is? - stratosphere
4. Which layer protects us from the harmful rays of the sun?- ozone
5. layers of air surrounding the earth form ?- the atmosphere
6. The nearest layer of air to the earth’s surface is the?- troposphere
7. Which gas was essential for plants?- carbon dioxide
8. Which process is responsible for the formation of water vapor?
Most of the students were able to give correct answers in the chat box. Further
with the help of a presentation on canva and youtube video we have revised this
topic in the classroom. Then in the wrap up activity we asked them to mention two
things they have learnt about air and water in the chat box. Also we asked that If
you get a superpower to control water and air what you will do, share it with
your classmates. I ask such questions in the classroom because children
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who don’t give answers also try to respond to these questions. And this will
give them an opportunity to talk among their classmates.
Also, one thing I noticed in their pvt EVS textbook is that in one chapter
they state so many facts and information. When we submitted our lesson
plan to Rajrani ma’am, she gave us feedback that our presentation
contains too much factual information. But it was challenging for us to
complete the chapter in time as we had less time and there was so much
content and concepts according to 5th standard. We also compared their
book with ncert and they just know some information and don’t understand
the science behind it. For instance they know the formula of water is h20.
But they don’t know that there are two molecules of hydrogen and one
molecule of oxygen. Only 3-4 students could tell this correctly. So we can
observe that pvt textbooks focus on content and not on children, and
because of it learners memorize the information without understanding it.

Day - 3 (17 feb 2022)

Class 5th
Peer teaching
No. Of students: 15-20 STUDENTS
Topic: WATER
What I did in the classroom: Today I taught EVS in class. Our topic was water. I
Started by asking what things students know about distillation. We showed them a
picture of it as if they could recognize it . After this, using a presentation we told
them about simple distillation and fractional distillation. We also showed them a
video of fractional distillation as we thought it would be easy for learners to watch
and understand the process with the help of a video. We have also discussed where
the water comes in their houses? Then showed them the video of the water supply
system in the city. After that we gave them an online quiz on the topic we have
covered in the classroom for assessment purposes.
Feedback I got: I got positive feedback from my peers and they liked my class. They
found it interesting and engaging.
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Good: The flow of the content was good. Resources (videos and presentation) I
used were clear and children would easily understand the process they said. I
executed the plan well, though a few of my peers suggested to us that we should
cover distillation and city water supply on different days. Because when we cover
city water supply, we can also revise sedimentation, filtration, etc processes. And
then give time to learners to write what they have understood. As in science we
should proceed according to a child's understanding.

Day - 4 (22 feb 2022)

Class 5th
Peer teaching
No. Of students: 15-20 STUDENTS
Topic: BEE FARMING
Description of the day: this story we took from NCERT EVS textbook, so we
showed some glimpse of the chapter and asked a few questions for discussions. For
eg: What idea do you get about the chapter by watching the pictures? According
to you, what did we do in that chapter? Then we talked about Anita-a girl from a
village. the story of a girl who did the bee farming and she was a female – we talked
about how a woman challenged society by doing a work which was supposed to be
done by a man and about bee farming- what we get from bees, how they make
honey from flowers and many more concepts.
And asked students to read her story. After that in ncert, they have mentioned
about RTE act, 2009. So we had asked students to research it. Motive of this task is
that this would sensitize students about education and also the role of girl child
education. And in the next class we would discuss it in the class.
Feedback I got: peers like that we used pictures of bees and related images from
the story as students found stories with pictures interesting. One of our peers
really liked this story and RTE idea. We learn about such things in middle or senior
classes but we should try to spread awareness from elementary classes as well.

Subject- Math
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Day - 1 (10 feb 2022)

class : 5th
Name of the school: Bal Bharati Public School–Pitampura
No. Of students: 35-40 STUDENTS
Topic- FRACTIONS
Description of the day: we started our class with ice breaking activity- which one is
your favorite: pizza or moms? The reason behind this question is that we want to
introduce the fractions. We did a small discussion to divide pizza equally between
two people then among three people. In the main activity, using a presentation we
had covered what are fractions and different types of fractions. And at last I gave
them google form, so that we can assess their understanding of the fractions. On
the next day, they had their math exams so we also tried to clear their doubts about
the fractions.
On that day, students were participating on their own and class was very
interactive. Also I like teaching math so I had fun that day. And that participation
from students boosted my confidence as a teacher.

Day - 2 (14 feb 2022)

class : 5th
Peer teaching
No. Of students: 15-20 STUDENTS
Topic- Area and its boundary
What I did: we started our class with schema activation of 2D shapes and their
properties with the help of an online quiz from quiziz.com. Then using presentation
we make them understand how to compare areas of two different shapes without
actually measuring the shapes. After that my partner muskan explained to them
about area and perimeter. And then we gave them some follow up questions,
helped them to do that in class only.
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Feedback I got: Peers liked our class, especially the quiz we had used was very
engaging for students. Also we had taken various daily life examples in our
presentation to make children understand perimeter and area, one fellow also
pointed this out. And my peers also praise me on this that after doing the questions
they would feel confident and this would motivate students a lot. And telling
students what they have learnt today will give them a feeling of achievement.

Day - 3 (16 feb 2022)

class : 5th
Peer teaching
No. Of students: 15-20 STUDENTS
Topic- Area and its boundary
What I did: We designed a brainstorming activity and different ways of introducing
graph paper in the class in which we had given the English alphabets written on the
graph paper we told students about the graph paper and then there were English
alphabets on it so we asked them to calculate the area and perimeter of their
name’s first alphabet ( using 1cm sq. units : this activity was given in NCERT book)
so we have introduced area and perimeter to them along with telling them about
the information of graph paper. Later we did some more questions on area and
perimeter for their practice.
Feedback I bet: peers really liked our alphabet activity and said it would be
interesting and engaging for children in the classroom. Also, we got the feedback
we should use the figure in which dimensions are mentioned. In ppt, there were
some questions in which figure was there but dimensions were only mentioned in
the question and not on the figure. Rest, they liked our class for the day.

Day - 4 (21 eb 2022)

class : 2nd
Peer teaching
No. Of students: 15-20 STUDENTS
Topic- Odd and even numbers
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What I did: we started our activity with a poem related to odd and even numbers.
After that there was a story of twoRulers Mr. odd and Mrs. even , one like odd
numbers and another like even numbers. There were few questions revolving
around the story which helped them understand the difference between odd and
even numbers. Lastly, we gave them a to identify odd and even. In that worksheet
there were also few questions of addition and subtraction for their schema
activation and revision.
Feedback I get: peers liked that we used poem in the first activity as children would
like the rhythm and repetition of words would help them learn and understand
about odd and even numbers. They also suggested that we should have used some
hand movements or gestures, that would be great for second grade students. This
lesson plan was also focusing on acquiring vocabulary, creativity, and imagination.
And also use of language in the math class was promoted (integrated approach).