INTERNSHIP REPORT

ON
SCHOOL TEACHING– an experiential research study

Submitted to
DEPARTMENT OF ENGLISH
BHOPAL SCHOOL OF SOCIAL SCIENCES

Guided by: Submitted By:

Dr. Supriya Mandloi Allien Tirkey
Associate Professor MA English Literature
Department of English IV Semester
BSSS BSSS

BHOPAL SCHOOL OF SOCIAL SCIENCES

(Autonomous Institute, Affiliated to Barkatullah University, Bhopal)

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 DECLARATION BY THE STUDENT

I, Allien Tirkey, student of MA Final English literature (IV Semester) hereby

declare that the project work entitled ‘SCHOOL TEACHING– an experiential
research study’, submitted to Bhopal School of Social Sciences, is a record of
original work done by me under the guidance of Associate Professor Dr. Supriya
Mandloi of Department of English, BSSS. This project work is submitted in the
partial fulfillment of the requirements for the award of the degree of Masters in
English Literature. The results embodied in this thesis have not been submitted to
any other University or Institute for the award of any degree or diploma.

Signature

Date Name and Signature

of Student

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 CERTIFICATE

On the basis of declaration submitted by Allien Tirkey, student of MA

Final English Literature (IV Semester), I hereby certify that the project
titled as ‘SCHOOL TEACHING– an experiential research study’, which is
submitted to Bhopal School Of Social Sciences, Bhopal, in partial
fulfillment of the requirement for the award of the degree of Masters in
English Literature is an original contribution with existing knowledge
and faithful record of work carried out by her under my guidance and
supervision.

To the best of my knowledge this work has not been submitted in part or
full for any degree or diploma to other University or elsewhere.

Date (Name and signature of Guide)

Department Of English
Bhopal School of Social Sciences, Bhopal
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 CONTENT

S NO. TOPICS PAGE NO.

1.
Acknowledgement 5

2.
Introduction 6

3. About the Institute 7

4. Review of Literature 10

Traditional v/s
5. Modern Teaching 14
Methods
6. Objectives 16
Teaching
7. 17
Methodology
8. Class-Allotment 17

Management
9. 20
Strategies
Behavioral
10. 22
Observations
11. Key observations 24

12. Conclusion 25

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 ACKNOWLEDGEMENT

This project holds a very high position in my career. My determination

and perseverance have helped me to put my best in this project. My goal
was to give in appreciating and outstanding performance. This project
had made me work and adjust with people around and surroundings.

Completing a task is never a one-man effort. It is the result invaluable

contributions of a number of individuals in a direct or indirect manner
that helps in making a success. I take this opportunity to express my
deep sense of gratitude and hearted thanks to my guide, Associate
Professor- Dr. Supriya Mandloi, for their valuable guidance and
interest throughout the work.

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 Introduction:
Internship and Teaching

Experience is the mother of all learning and an internship program suggests of experience
learning, which indeed is the best kind of learning. An internship is a period of work
which is offered by an institute or office, for the purpose of industrial learning, to
students. On the other hand, students too can put the institute or industry on benefit while
taking exposure to working environment, relating to their specific field of study.

Internship can be done for a short period of time. i.e. one or two months or for a longer
period of time like a year or more. Internships can be stipend or voluntary. An internship
tends to develop one’s soft skills like personal effectiveness, presentation skills,
communication skills, influencing skills and creative problem solving. Internship is a
great opportunity to talk directly to people and experience the role, one aspires to be and
understand what it’s all about and how the progress in that particular field can be
achieved. It also shows the true realities of the job. Internship provide itself as a ‘try
before you buy’ option and embark why you want to pursue a particular profession.

One needs to have an interactive approach in an internship. In its simplest form, it’s the
‘movement Learning based on first-hand experience’

My internship program was based on School Teaching. It was a sixty-hour internship

from a Bhopal based government school namely ‘MODEL HIGHER SECONDARY
SCHOOL’ run by M.P. board of secondary education, Bhopal.

The working period of my internship was divided in Fifteen days, for Four hours each
day.

Before we proceed further, some key findings:

 Internship in a school need punctuality and disciplined behavioral approach.

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  Leads to result that is that is as valuable as one’s studies.
 Employees in an Educational institute values time and knowledge.
 Teachers give ‘real-time’ efforts to the overall goals of Education.
 The process of teaching has to be Interactive, though some teachers are still
finding it difficult.
 Teaching is a responsible job.
 Technology has helped the whole process of knowledge building and we are all
dependent on it, less or more, but we are.

ABOUT THE INSTITUTE

Quality education for future generation

NURTURING BRAINS & INCULCATING VALUES FOR A BETTER FUTURE OF OUR YOUTH AND
SOCIETY.

Catholic schools in the Archdiocese of Bhopal link academic excellence with character
formation and inculcation human values. It's a procedure that leads to success in the
classroom and in life. Education is not only for the development of mind but It also aims
at developing and training various life skills that include biological, psychological,
spiritual and social developments. Network of most of the Catholic schools are
accredited to Central Board of Secondary Education (CBSE) & ICSE.

Great Emphasis is put on ethical and moral values. Our ultimate goal is to make
students responsible citizen for tomorrow and give them a bright future in order " to be
the light", positively influencing the community and nation.
The importance of team spirit is inculcated without forgetting to develop leadership
qualities through academics, sports and games as well as other co-curricular activities.
A School's success is the result of the cumulative efforts of students, teachers and
parents.

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St. Francis Co. ed School, Barrie, Katara Hills, Bhopal.

The main entrance gate of St. Francis Co. ed School.

St. Francis co-ed school is one of the educational institutions owned and managed by the Archdiocese of
Bhopal, which is a registered charitable society. It has over 20 educational institutions, which include
colleges and schools, in the districts of Bhopal, Harda, Hoshangabad and Sehore. As a pioneer in the
spread of education, both universal and higher, all over the world, education is one of the ministries for
the catholic church, for its basic principles is truth, which is attained through true education, makes one
free.

Aims And Objectives

The focuses of Academic activities are towards enrichment of the total personality of the
learners: -

 To help them to become mature, spiritually oriented persons of character and thereafter
help to build in them integrated national character.
 To instil in them the spirit of nationalism, patriotism and understanding.
 To train them to obey their elders, parents, teachers and further to discipline themselves
for hard work, creativity co-operation, team-work and leadership
 To identify their talents, fields of interest and develop them with able guidance.
 Along with academic excellence, the school strongly up holds moral and spiritual values.

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The Motto
“Knowledge illumine

The motto of the school is “knowledge illumines”. Symbolically knowledge is light and it dispels
every form of ignorance. The endeavour of the school is not just to provide knowledge of
subjects, but to develop the whole person in his/her spiritual, psychological, and physical
dimensions, for, only when the whole person is focused upon, education becomes meaningful,
and one becomes “illumined”. This vision is all the more relevant in today’s context where
humanity tends to be divided among religion, race nation, caste and class.

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The school has divided all students among four houses namely-

Green House- falcon

Blue house- kingfisher

Yellow house-hornbill

Pink house- flamingo

The current Principal of the school is Sr. Immaculate Rani.

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 REVIEW OF LITERATURE
A look Into the History

Teaching over past these years

The major question in every aspiring teacher’s mind is, ´Can teaching be taught?’ Are
individuals born teachers? Or they learn by coping? Or by listening to the lectures? Or
just by reading or learning?

Well in my opinion, I think, learning and gaining knowledge is totally different from
passing your knowledge to other people, noting that, they all possess different learning
and understanding capabilities. Let’s see what experts has to say about it.

Joseph Axelrod has defined teaching under two types: Didactic Mode & Evocative Mode.
Where Didactic mode is employed by teacher-craftsmen, Evocative mode is employed by
teacher-artists.

From early in the human history, most of the teaching has been Didactic, which actually
means passing-on of the traditional knowledge. In the same context, learning means
being able to reproduce what has been taught.

Individuals have acquired the skills by observing their elders. The oldest form of teaching
has been observation and emulation of one’s master. The process involves both learning
to read and moral attendance to a proper life through moralistic texts. Plato learned
teaching by sitting at the feet of Socrates, similarly, Aristotle in turn learned from Plato.

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Though not all used the Didactic mode of teaching in the past. Some, like Socrates,
believed and relied on teacher-student relationship to arrive to the utter truths of human
existence. Socrates enjoined his students and corrected them occasionally but rarely
taught them didactically. He was, according to Axelrod, was an evocative teacher.

CONTEMPORARY TEACHING

In periods of social transition, education has become central to our future wellbeing, and
one of the greatest education crises of the post-modern age has arisen. We need to realize
that neither Didactic nor Evocative technique alone can suffice the process of learning,
because learners vary widely in terms how they learn. Some learn material effectively
while some thematically. Some individuals have affinity for concreteness while some for
abstractness. Although some students master a variety of ways to learn, teachers attach
neither special praise nor stigma to different ways of learning. They fail to recognize that
not all individuals learn in similar ways.

Where Didactic teaching and evocative teaching are merely two modes of instruction
among other related, nearly all teachers use a verity of ways of giving instructions as they
go about their daily teaching tasks. Little exists to suggest that one mode is superior to
other. A teacher should master a range of teaching modes and provide the students with
opportunities of prospective.

We should understand that contemporary teaching is more complex than one realizes
because a teacher deals with many complex minds who are different from each-other in
terms of complexity. The one who is counted at last in the whole process of educating,
‘the teacher’, also has a unique set of complex minds, which has remained the most
ignored fact since ever. The teacher will use his or her own style to get through the
students.

Contemporary teaching gives a teacher with more options, though the disadvantage is
that the contemporary methods are so lauded that teachers are not allowed to use
traditional or any other method. Another major problem is that almost every study that
prevails about the effectiveness of contemporary teaching methods doesn’t accounts for
differences in lessons, teachers or students.

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The core business of teaching should be the development and application of knowledge,
rather than the handing on of former knowing and other people’s knowledge.
Contemporary approach also supports the fact that all knowledge is personal, but
acquired within a social context. Learning has to be put at the center of our experience,
only then can individuals continue to develop their capacities and be enabled to respond
openly.

TRADITIONAL TEACHING METHODS

VS
MODERN TEACHING METHODS

Traditional Teaching method-

In most of the parts of our country traditional teaching methods are used.
Traditional methods usually involve chalks, black-board and dusters; teachers illustrate
concepts to students using these. While important topics are written on black-board by
teachers using chalks, students there make notes out of it. The major objective of
traditional teaching method remains for students to pass the examination, however
there are its own merits and demerits.

 Traditional teaching method is majorly used in rural areas

 It is cheaper
 Some subjects like mathematics and chemistry are best taught through this
method as these subjects are to be taught step-by-step, while explaining.
 We can observe more discipline in the class
 No special technical knowledge is required and the focus can be remained on the
subject
 There is more interaction between teacher and student in a traditional class
 Doesn’t put strain on the eyes of the students.

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Modern Teaching Method-

From the last decade, most of the education instituted have switched to modern
teaching methods, which basically includes ‘Smart-Class-rooms’. The use of high-tech
equipment has shown a rapid increase. These High-tech equipment’s help improving
class room-teaching. The use of computer or laptop with Wi-Fi connection, use of LCD
projector or interactive white-board in the class-room helps make classroom teaching
better.

 Modern teaching method helps maintaining the interest of the students through
animation, videos and graphics.
 Use of digital games in the classroom is fun learning.
 Special website or blogs can be done for teaching
 Visual media teaching helps students understand better and memorize concepts for
a longer time.
 If one masters modern teaching methods, teaching will be very efficient as one
doesn’t need to write everything on the black board.
 The use of microphones can be done for delivering the lecture in the class room.

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 Objectives

PRIMARY OBJECTIVES

The major objective of my whole internship was to act responsible and not to waste time
of my students even a bit.

The second major objective was to make sure the students thoroughly understand what
has been taught to them. For the same, I made sure I clear and sort all the concepts.

Another major objective of my internship was to be helpful to them as much as I can, for
their upcoming examinations.

To pledged to hold a good command on the subject, for the benefit of the students and for
the sake of my learning.

To improve English- abilities of the students as well as develop their communication

skills.

Establishing a flexible and coherent framework which can most readily and quickly meet
the needs of students.

Making sure of self’s cognitive growth and developing self-confidence.

Making sure of following the organizational instructions.

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SECONDARY OBJECTIVES

To make and maintain a flexible teacher-student relationship.

To make sure to make an impact.

To learn while teaching.

To make it a preparatory class; and not an end to itself.

To acquire understanding of child psychology.

To comfort students enough for them to ask questions and clear doubts.

To make the whole process of learning ‘two-way’ and maintain the learning loop.

To make learning in class equated to learning of life.

To acquire cognitive output from individuals; can be unmeasurable.

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 Teaching methodology

The term ‘teaching methodology’ refers to the pedagogy, management strategies and
general principle used for classroom instruction. Teaching methodology is a matter of
choice and depends on what fits you. It depends on one’s educational philosophy, class
demographics and subject areas.

I will try to explain my teaching methodologies in terms of

 Teaching Theories (Diagram 1.1)

 Mix of traditional and Modern teaching method
 Flexible approach
 Contemporary style
 Programmed Instruction method

From the following diagram (diagram1.1) based categories given below,

Diagram 1.1

From Instructor-centered, learner-centered, content

focused and participatory method, I choose ‘low-tech,
Student-Centred Intractive approach’ as my major
teaching method, because I wanted to be a facilitor to my
students, more than an authority. I wanted my students to
take part in the class-learning as to ensure if they are even

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learning. This method also helped me to measure their learning. The student centric
approach works in a ‘give-&-take’, unlike the teacher-centric approach, where students
are filled like empty vessels. This was, indeed, an outcome of my firm believe in Co-
ordinative learning.

I kept my approach Low-tech because the internship period was limited, and high-tech

approach would consume more time. Also because the students were more comfortable in
low tech-approach for my subject. I didn’t think that the class needed the use of multi-
media at this point of time when their exams are just about to begin. I kept it for the
lastwhich eventually didn’t happen because of limited time. English, unlike Geography,
do not need visuals and graphics for conceptual clearity. All these facts made me choose
Low-tech approach as my teaching methodology.

My teaching methodology was a balanced blend of both traditional and modern teaching
methods. While the process of learning in my class still took place with the help of a
white-board and a marker, unlike traditional teaching method, it wasn’t based on just
getting the passed in their examinations, which remains the major objective of traditional
teaching method. English has become a leading global language, and as a lingual subject,
has to be practiced with interest, more than to be studied. I also took up for a mix of both
so as to keep space for classroom interaction, which would include verbal question
answers, practicing sentences, doubt clearing sessions, random mid-class oral tests,
learning with the help of immediate example, etc. This way my teaching methodology
was not wholly traditional, neither was it technologically modern, but perspective wise
modern in a traditional environment.

My teaching methodology is very much flexible and personalized. Flexible approach is

the ‘new-age-method’. My personalized way encourages lifelong learning with ‘real-life
practices’. I think there should be flexibility in teaching because students can be
unpredictable by nature and everything is always in a perpetual state of change. Rigidity
in turn can restrict students from interacting with the teacher. My flexible approach
helped me a lot to maintain control over the class of inquisitive young minds, who cannot
be tamed. Flexibility in teaching is majorly important for the need to respond to different
learner abilities, needs and interests. And after all a learning environment is in constant
motion, filled with disruption and discussion and new ideas.

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My contemporary approach was based on meaning and example-based strategies. The use
of contextual clues and examples has been my major contemporary approach. It was to
give the best understating to the students of what is being taught to them, so as to develop
and maintain interest. Example based strategies helps students relate, understand and
remember, what has been learned, for a longer time. Clear understanding of the subject
would also encourage the students to use English in their daily life.

For the fact, that my internship was itself an organized program; prior to all and above all
techniques, I used Programmed Instruction method. I decided to use this technique
specifically above ‘lecture method’, as I would have encouraged passiveness in students
and also, I did not want to keep the class-learning one-ways. In lecture method, students
usually clear their doubts at the end of the lecture, while I decided to keep the whole
process of learning two-ways. This made me choose Programmed Instruction method,
also the fact that I was to re-teach the students on a better level, what has been already
taught to them. For many of them, it was like remedial instructions or make up
instruction for late arrivals or absentees. I opted for this method because I had to maintain
students’ previously learned lectures and made them practice, as they were not performed
frequently enough. Teachers need to provide the review and make students practice
knowledge and stills, in order to keep moving towards betterment. The popular opinion,
that one also need to provide enough common background among students, also made me
opt this method. Providing cherry on the top, this method would also accelerate capable
students and for others, improves end-of-course proficiency. Though it takes a
considerable local preparation, which for me was a fun learning experience indeed.

Class-Allotment

For my due period of internship, I was assigned with class IX, X and XII. The reason I
was assigned these grades was because, the time I had started my internship, the
condition was good in the state due covid pandemic so X and XII class were only coming
to school. Others had online classes. I was given the task to teach ‘English literature and
poems as a revision for both classes. There were two sections for both classes. In the
beginning I was given an opportunity to observe Mrs. Christina Thomas mam while she

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was taking writing skills for 10th and 12th class. Very soon I was assigned with class IX,
X and XII. For class IX I had online classed and for class X and XII I took offline
classes. Very soon class X started preboard exam and I was assigned to calculate marks
and to enter in teacher dairy. I also had an opportunity to sit in parents’ teacher meeting
for pre board examines and to talk with their parents.

English was compulsory for all classes in respective of their streams.

Management strategies

In order to take these classes I had to be thorough with the lesson along with that I should
have to follow some strategies to create a friendly and at the same time studious
environment.

 Pressure-cooker strategy- The first and foremost strategy was to ‘make

them friends’ because one cannot win over students, only a psychological
approach can help. I knew I was young for class 10th students to maintain
discipline in the class, so I used the pressure-cooker strategy where I would
let students talk out in mid and between of the class lectures, (like cooker
steam), so they don’t burst out with indiscipline in the class.

 Give a background- a background of the subject or topic would let students

understand better as to why something is done, the way it’s done. This
would maintain their interest. For example, while teaching ‘Postcard’ from
Writing-skills to the students, explaining when and how postcards were
actually used would give a brief understanding to the students as to why

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 postcards are written in a prescribed specific way and why it follows the
format, it does.

 Relatable Examples- Giving relatable and interesting examples to the

students is fun, as well as helps them to remember what has been taught
them for a longer period of time, because they were able to relate. Real life
examples used to explain grammar is one of the best techniques.

 Action Oriented- I would never forget to explain with the help of action and
objects. For example, show prepositional positioning with the help of
books, pen, duster, etc. (objects), - “the book is kept on the table”.

 Student Participation- There is always a need to keep a check on how the

students are learning, what is being taught. Students’ participation is the
best way to ensure that. Students’ participation in the class would also help
maintain their interest. Student-centered approach, as mentioned above
(Diagram 1.1), is used under this management strategy. For example,
asking for their personal life examples, for something being taught from
grammar. This will maintain their interest, and ensure learning as well.

“tell me, I forget. Show me, I remember. Involve me, I understand”

 Fun and airy atmosphere – An airy and unexhausted atmosphere in the class
would keep the students free to put up opinions and raise question. This
would also give space to community-learning and free flow of knowledge.

 Friendly Encouragement- while we know work is formal and one should

maintain decorum in the class, little friendly advises and life lessons never
harm. This keeps the whole atmosphere light, healthy and fresh. This way
we can better motivate and encourage students as they are able to feel
connects to us. While one has to keep in mind to quickly get back to work
so the whole idea doesn’t turn into some ‘motivational-sessions’.

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 Behavioral Observation

The observation was conducted within the class-room. The two major purposes for
classroom observation is:-

1. To investigate instructional inequalities for different group of students.

2. Improvement of classroom instruction based on individual response.

Observation report

There were 25 to 30 students in the class on a regular basis. More often it use to be a
mixed of Special and General English students who needed different approaches of
teaching. We are teachers, not psychologists or face readers, and so it was not possible to
read individual faces and guess. But observation on daily bases was indeed needed. So
my observation was done on the bases of-

 Frequency of answer giving

 Frequency of asking doubts
 Curiosity of learning the depths and roots
 Class participation
 Note making
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  Use of language in the class
 Will to get teacher’s attention
 Way of talking (includes tone and modulation)

All these ways helped me to observe the state of mind and interests of students, which
further helped me in teaching the students on a daily basis. This also helped me in
connecting with the students and creating a bond that would go further beyond an
instructor-student relationship. By observing students’ behavior, it was easier to
contemplate the amount of attention different individuals needed and hence helped me to
enhance my teaching methods and approaches, acknowledge focus areas and divide
attention accordingly.

Some behavioral and psychological observations

 Students enjoy humor in the class which keeps them relaxed and helps in learning
better.
 Remembering the names of the students and calling them by their names is
another psychological trick to keep them attentive in the class.
 Insulting students would not get their attention in the class but only make them
rebels. Asking them easy questions, which the can answer easily would boost their
confidence and motivate them to learn further.

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 KEY OBSERVATIONS OF THE REPORT

 The Internship-report has been made on both experiential and research

bases as to sync the experience and observations with the prevailing
norms, methods and ethics, for the purpose of explanation.
 The report includes a brief about the institution I have worked with, with
how it works and who (persons) runs it.
 ‘Review of Literature’ mainly deals with the historical context of the
experience work done, and changes that occurred over the time.
 Research data has been created and added in the report that supplements
the work done, for better understanding of the readers.
 The report has both experiential work (instructor’s) and behavioral
observation (students’) mentioned in the report, which absolutely
compliments each-other.

Other observations: -

 The love from students and their personal and academic growth keeps a
teacher going and motivated.
 Dealing with human mind and psychology is fun, especially when they
are kids or teenagers.

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  As an instructor it is a challenge to make students follow you. Also an
achievement, when they do.

Conclusion

Ethics makes us all and I have learned that only when students feel comfortable in the
class, they can obtain learning English efficiently, as they are more integrated in the class
and comfortable in speaking English. The attitude of the English teacher, in addition, is
absolutely significant in this case, as the teacher is the key of creating classroom
atmosphere. Positive classroom atmosphere will any-day contribute to more productive
learning which is essential for English-teaching. For instance, enthusiasm and classroom
humor of the teacher may motivate student to learn and talk in English in the class, which
eventually can benefit them to overcome obstacles and boost their confidence.

I also think that students take their own time and one should be patient with students,
because learning is a process in itself which should not be confused with competition. For
example, I would ask questions in my class, first, to students who are willing to answer
and then to those left. This way students could take their own time, listen to other
students, get prepared and then answer. To my observation, this technique helped student
gain confidence.

My overall experience was based on ‘give-and-take’ strategy. It helped me understand

what I’ll be signing-up for, while being helpful to others (student and institute). It also
helped me contemplate my career choices, while learning more about humans of different
age-group. This experience made learn of responsibilities and how students depend on
their teachers.

It, indeed, was also a heart-warming experience. Of course, because we have to deal with
students and their innocence. The biggest achievement that stays with a teacher, after
being appreciated for their work is, how students remember them and stay in contact even
after the job is done.

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THANK YOU

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