COMPREHENSIVE

REPORTON

THREEPHASESOFINTERNSHIP

(Pre Internship, School Internship and Post

Internship)&

SCHOOLEXPERIENCES

Submittedby:

Name: C.

ZomuansangaRoll

No:2134BED010

3rdSemester

B.EdDIET,Aizawl

DistrictInstituteofEducationandTraining,Aizawl.
 TableofContents

Preface ……………………………………………………….. 1

Certificate ………………………………………………………. 2

Acknowledgement ………………………………………………………. 3

Introduction ………………………………………………………. 4

Detailsofthe3 PhaseInternship Programme

 PhaseI-Pre-Internship……………………………………………………. 6-8
 PhaseII:SchoolInternship……………………………………………… 8
 PhaseIII-PostInternship………………………………………………... 9

BriefaccountofpersonalexperienceundertheInternshipProgramme

 PhaseI ……………………………………………………… 10-20

 PhaseII …………………………………………………….. 21-25
 PhaseIII …………………………………………………….. 26-28

SchoolExperience ……………………………………………………. 28-38

Conclusion ……………………………………………………. 38
 PREFACE

Internshipsareknownforgivingstudentstheopportunitytoapplytheirknowledgein real
world environment. At the same time, they will also develop skills which will helpthem
perform better at their jobs. Internships greatly increase the chances that a studentwill gain
full time employment after graduation. By using internships, students are providedwith
experience that will make them stronger. In addition to this, their work ethics willincrease,
and they will be confident in their abilities. Internships will also allow students
tolearnabouttimemanagement,disciplineandeffectivecommunicationskills.Whenstudents
use internships, they will bring benefits to themselves as well as their employersand the
stakeholders. We are one of such lucky students to have the chance of doingInternship
during our B.Ed. programme. The students and the teachers of DIETs are gratefulto
Presbyterian English School, Mamit and to all the other allotted schools for developingsuch
practical courses and thus help in benefiting the students. The students are blessed tohave
our dear our respected Principal K. Lalhmachhuana as well as teachers who are alwaysthere
toguideusthroughoutour internship.

1
 District Institute of Education and

TrainingChaltlang

Aizawl-796007,Mizoram

Certificate

This is to certify that this report entitled'Comprehensive Report on Internship'

submittedbyC.ZomuansangainpartialfulfillmentoftheawardofthedegreeofBachelorofEducati
on to the District Institute of Education and Training is a record of bonafied workcarried out
by her under my guidance and is completed successfully to my full satisfaction.The matter
embodied in this report has not been submitted earlier for award of any degreeor
diplomatothebestofmy knowledgeandbelief.

Teachers'In-Charge,

(Lalromawii

Lailung)Lecturer,DIE

TAizawl

2
 ACKNOWLEDGEMENT

I thank my institution, District Institute of Education and Training for giving me

theopportunity to do my internship where I had the chance to experience the life of a
realteacherwhilegainingalot ofinsightfulexperiencesandteachingskillsatthesametime.

I would like to thank our teachers from DIET for always being there when we
needhelpandsupport anytime,anywhere.

I owe a big thanks to my fellow group mates during Micro Teaching and
SimulatedTeaching.Becauseoftheirsupportandvaluablefeedback,Ihavemadealotofimprovem
entinmyteachingskills.Moreover,thanksgotomyclassmatesformakingeverythingenjoyable
and for compensatingmyshortfallduringthissemester.

Aboveall,Iwouldliketothankthestaff,students,Principalfortheirconstantguidance,supp
ort,understandandgenuinecare allthroughourinternshipprogramme.

3
 INTRODUCTION

An internship is a period of work experience offered by organization for a

limitedperiod of time. They are typically undertaken by students and graduates looking to
gainrelevant skills andexperiencein a particularfield.

Internsmaybehighschoolstudents,collegeanduniversitystudents,orpost-graduate
adults.Thesepositionsmaybepaidorunpaidand aretemporary.

Typically, an internship consists of an exchange of services for experience

betweenthe intern and the organization. Internships are used to determine if the intern still
has aninterest in that field after the real-life experience. In addition, an internship can be
used tocreate a professional network that can assist with letters of recommendation or lead
tofutureemploymentopportunities.

The benefit of bringing an intern into full-time employment is that they are
alreadyfamiliarwiththecompany,theirposition,andtheytypicallyneedlittletonotraining.Interns
hips providecurrentcollegestudents theability toparticipateina fieldoftheirchoice to receive
hands on learning about a particular future career, preparing them for full-time
workfollowinggraduation.

4
ObjectivesofaninternshipforB.EdStudents:

 Tocheckthelevelofinterestthestudent-teacherhasintheprofession.
 Togainaninsightintothestudent(interest,needs,individualdifferenceetc.).
 Toknowhowtheschooland classroomworks.
 Tounderstandtheschoolasacollectiveenterprisethatarisesasaresultofpositiverelations
hip betweenitsmembers.
 Tocompleteroutinessuchasorganizing,clarifyingmaterial,applyingclassroommanagem
enttechniquesetc.
 Tolearnfromexperiencedteachers.
 Tocontrastacademicknowledgewiththeschoolreality.
 Toputtechniqueslearned(motivationtechniques,howtointroduceatheme,carryoutadia
logue,etc.)intopractice.
 Tojudiciouslyputtheprofessionofteachingintopractice.[BenjaminBloom(1986)]

5
 DETAILSOFTHETHREE(3)PHASEINTERNSHIPPROGRAM

Thewholethirdsemestercomprisingof16weeksisdevotedtoInternshiprelatedactivities.Thein
ternshipconsistedofthreePhases:

1) Pre-internship

2) Internship

3) Post-internship.

PhaseI-Pre-Internship

The pre-Internship phase comprises of 7 weeks, and activities relating to this

phaseareconductedwithintheinstitute/department.Thisphasecomprisesofthefollowingactivi
ties-

MicroTeachingPractice

The Microteaching cycle starts with planning. In order to reduce the

complexitiesinvolved in teaching, the student teacher is asked to plan a "micro lesson" i.e. a
short lessonfor 5-7 minutes which she will teach in front of a "micro class" i.e. a group
consisting
8students,asupervisorandpeersifnecessary.Thereisscopeforprojectionofmodelteaching skills
if required to help the teacher prepare for his session. The student teacher isasked to teach
concentrating one or few of the teaching skills enumeratedearlier. Herteaching is evaluated
by the students, peers and the supervisor using checklists to helpthem.Videorecording
canbe doneiffacilitiespermit.

At the end of the 5 or 7 minutes session as planned, the teacher is given a

feedbackon the deficiencies noticed in her teaching methodology. Feedback can be aided by
playingback the video recording. Using the feedback to help herself, the teacher is asked to
re-planher lesson keeping the comments in view and reteach immediately the same lesson
toanother group. Such repeated cycles of teaching, feedback and re-teaching help the
teacherto improve her teaching skills one at a time. Several such sequences can be planned
at thedepartmentallevel.Colleaguesandpostgraduatestudentscanactaspeerevaluatorsfor
6
thispurpose.Itisimportant,however,thatthecycleisusedpurelyforhelpingtheteacherandnot
asatoolformakingavalue judgementofherteachingcapacitybyherevaluators.

Eachstudent-
teacherundergoesmicroteachingsessionsfor4teachingskillsineachmethodsubjectunderthe
supervisionofconcernedteacher-educator.

Simulatedteaching

Simulated teaching is usually used in teacher-education. It is employed before

sendingthepupil-teacherstoactualteaching.Ithelpsindevelopingsocial-skillsamongpupil-
teachers.AccordingtoCruickShank,pupil-teacherhastoplaythreeroles:

1. Theteacher.
2. Thepupil.
3. Theobserver.

During pre-internship each student delivers at least 4 lessons under simulated

settings,wherein he/she is expected to integrate all the teaching skills that have been
learned byhim/herundermicro-teaching. Besides,every student-teacheris
requiredtoobserveatleast 10 lessons of other student-teacher, and submits his/her written
observations to theconcernedteachereducatorforevaluation.

TeachingLearningMaterials

Teaching aids are an integral component in any classroom. The many benefits
ofteaching aids include helping learners improve reading comprehension skills, illustrating
orreinforcing a skill or concept, differentiating instruction and relieving anxiety or boredom
bypresenting information in a new and exciting way. Teaching aids also engage students
othersensessincetherearenolimitsinwhataidscanbeutilizedwhensupplementingalesson.

The pre-internship period is used for providing basic understanding about the
audiovisualsaids,andtrainingonthedevelopmentofTeachingLearningMaterialsintheirrespectiv
e method subjects. The student teachers maintain his/her relevant record which istobe
evaluatedjointlybyexternaland internalexaminerthroughviva-voce examiners.

7
TeachinginActualClassroomSetting

The classroom is the real, tangible, touchable place to teach and to learn. It is
theplace where teachers engage students, encourage participation from the entire class
andexpandonthethoughtsand ideasraised by students.

DuringPre-Internship,everystudent-teacherpaysavisittohis/herallottedpracticing
school and interact with school students, teachers and principal to acquire first-hand
knowledge about school environment andclassroom settings, and deliver one lessonin each
of his/her method subject in actual classroom setting before his/her final placementin
schoolforinternship.

PhaseII:SchoolInternship

In Phase- II of internship the student-teacher is attached to a particular school

forteachingpracticefor6weeksandundertakesthefollowingtwo groupsofactivities.

DeliveryofLessonsinActualClassroomSituations

During this period, the student teacher is expected to deliver 40 lessons in

actualclassroom situation (i.e. 20 lessons in each pedagogy paper), under the supervision of
theconcerned teacher evaluator and mentor teacher from within the practicing school.
Thesame shall be internally and externally evaluated on the basis of the following
parametersandmarksgiveninthesyllabus.

SchoolexperiencesduringInternship

Besides, delivering lessons in actual classroom in practicing schools, the student-

teacheralsoparticipatesindaytodayschoolactivitiesandwritereportoncertainaspectsofschoolf
unctioning.

8
PhaseIII:PostInternship

The Comprehensive Report is an informative, in-depth evaluation of a

company'sfinancial stability. Our most thorough, detailed credit report, it provides data
helpful inpredicting a company's potential financial stress. Each report is meticulously
researched andcontinuallyupdatedtoprovidein-depthanalysis.

Under this phase the student-teacher is expected to submit a comprehensive

reporton the basis of all the three phases of internship duly signed by the in-charge teacher-
educator.

9
BriefaccountofpersonalexperienceundertheInternship

PHASE-I

PRE-INTERNSHIP

10
Phase1:Pre-Internship:

The Pre-internship phase comprised of seven (7) weeks. Various activities relating
tothis phase was conducted within the institution, but the teaching in actual classroom
settingwas in outside of the institution. This phase comprise of the following activities which
wereconductedandarrangedonafteranother.

1. WorkshoponMicro-Teaching:

It was done at the start of the 3rd semester on 10 thAugust – 12thAugust 2022.
Theteacher educator was taught and presented demonstration lesson and each student-
teacherobserved the demonstration lesson. Classes were taken from 10:00 a.m. – 3:30 p.m.
duringtheallotteddate.

Theskillstaughtwere:

Date Skills Time Teacherincharge

10.08.22 SkillsofExplaining 10:00a.m.–

12:30a.m. TBC
SkillsofIntroducingaLesson 1:00a.m.– LalnilianaLals
3:30p.m. angpuii
11.08.22 SkillsofIllustratingwithExamples 10:00a.m.– Lalhrilliani
12:30a.m. Lalmuankimi
SkillsofProbingQuestions 1:00a.m.– LalrinsangiFanai
3:30p.m. H.Malsawmsawnga
12.08.22 Skills of Stimulus 10:00a.m.– Vanlaltluangi
3:30p.m. RenthleiJaneC.Vanlalm
Variation,Reinforcement,usingBlac uanpuii
kboard.
Teaching-aids

11
2. Micro-TeachingPractice:

It was done from 16 thAugust 2022 – 19thAugust 2022. During the Micro-
teachingpractice, the whole class was divided into six groups with eight students in each
group. Eachstudent-teacher delivered his/her practice teaching skills using a certain topics
within thestipulated time. There are 8 student-teachers in our group. The teacher in charge
of ourgroupwas Miss.LalremruatiFanai.

Sl.No. NAME RollNo.

1 BabyLalchhanchhuahi. 3
2 C.Zomuansanga. 10
3 JamesMalsawmzuala. 14
4 Lalmuanawmi. 24
5 Lalzarzovi. 31
6 RemsangpuiiColney. 38
7 StanislausZothanpuia. 41
8 Zonunmawia. 48

Eachstudent-teacherunderwentfourteachingskillsinthemicro-teachingpracticesession in
their respective group under the supervision of concerned teacher educator. Theytaught
and gave feedback and again re-planned, re-taught and re-feedback. The
teachingskillswereas under:

a) SkillofIntroducingaLesson.
b) SkillofExplaining.
c) Skillof IllustratingwithExamples.
d) SkillofProbingQuestion.

Each student-teacher was allotted a time frame of 5 - 7 minutes each and timer was
set.Aftereachstudent-teacherdeliveredthelesson,theconcernedteacher-educatoraswellas

12
thestudentswasaskedtogivefeedbacks.Thenaccordingtothefeedbackgiven,thestudentteacher
had tore-plan andre-teachandthecyclewenton.

Thestudent-teacherwasverynervouswhentheydidthelecturesinculcatingthedifferent
skills. But gradually,he started togainconfidencedayby day.

From the experience particularly in Micro teaching, the student- teacher gained
somany skills as they went through each and every skill carefully and the feedbacks from
theteacher educator. Observing the other student- teachers also gave the student-teacher
theopportunitytolearnfromthem,tolearnwiththemandlearnedfromtheirmistakesaswell.

Thelessons/topicsthatthestudent-teacherdeliveredduringthemicroteachingwere
showninthetablebelow:

DATE SKILLS SUBJECT TOPIC

16.8.22 SkillsofIntroducingaLesson PhysicalScience Motion

16.8.22 SkillsofExplaining BiologicalScience Bloodvessels

18.8.22 SkillsofIllustratingwithExamples PhysicalScience Sound

18.8.22 SkillsofProbingQuestions BiologicalScience Naturalresources

Pictureofourgroup (Group6)

13
3. DemonstrationofLessonPlan:

`It was done from 22 ndAugust 2022 – 23rdAugust 2022. The teacher educator of
theconcerned method/pedagogy subject presented demonstration lesson and each student-
teacher observed the demonstration lesson in each of his/her method subjects. The
teacherin chargewas Dr.JSangzuala.

4. PreparationofLessonPlanandTLM:

During24thAugust2022–
26thAugust2022,thestudentsweregiventimeforplanninglessons andpreparation ofTLMfor
stimulatedteaching.

5. SimulatedTeaching:

Simulated teaching was done from 29ndAugust 2022 – 2ndSeptember 2022. In

thissimulated/macro teaching, the whole class of student teachers were divided into 3
groupseach was allottedseparateroom.

Thedurationofteachingwas20minutes.Duringthesimulatedteachingeachstudent
delivered three lessons each from their pedagogy I and II subjects. The student-
teacheralsoobservedallthelessonsdeliveredbyotherstudent-teacherscarefullyandhada
written observation for 10student-teachers along with feedbacks which were
submittedtotheconcerned teacher-educatorforevaluation.

The student-teacher felt that Macro Teaching was a lot more difficult than
Microteaching practice, as he needed to deliver the lesson for 20 minutes as mentioned
earlier,and since he needed to keep in mind all the skills that they had practiced in Micro
Teaching.Of the skills that had to be applied, the student teacher had a great learning
experience inSimulatedTeachingandgavehisconfidencetoteach inactualclassroom settings.

Personally, the student-teacher gained so much from simulated teaching as it

notonlyboostedhisconfidence,italsohelpedhimtolearnmanythings.Hewasinspiredbyhis

14
groupmatesintheirwayofteachingastheywereallverygoodatit,andtheirteachinglearningmaterials
were really fine andthey gavehismanyideasas well.

Thereare16student-teachersinthegroup.

Sl.No. Names Roll.No.

1 BabyLalchhanchhuahi. 3

2 BeihniariliSyuhlo. 5

3 C.Lalrindika. 8

4 C.Zomuansanga. 10

5 JacobLalremruata. 13

6 JamesMalsawmzuala. 14

7 Lalhmangaihmawii. 22

8 Lalmuanawmi. 24

9 Lalruatzeli. 30

10 Lalzarzovi. 31

11 RebekLalruatfeli. 37

12 RemsangpuiiColney. 38

13 RobertLaldawngliana. 39

14 StanislausZothanpuia. 41

15 Zirsangkimi. 47

16 Zonunmawia. 48

15
 Pictureofourgroup (group3)

During Simulated Teacher, the student teacher delivered the following

topics:Pedagogy1(Biological Science)

1. HealthandDisease.
2. Natural

Resources.PedagogyII(Physic

alScience)

1. Mixtures
2. StatesofMatter

6. TeachingLearningMaterial–

TherearedifferenttypesofTeachingLearningMaterialthatweusedandmadeduringourpractic
eteaching.

DuringMicroteaching,theteacherstudentusedthefollowing

1. PictureChart
2. Model
3. Realobjects

16
DuringSimulatedteaching,thestudentteacherusedthefollowingTeachingLearningMaterial-

Pic:FewpicturesoftheTLM theteacher-studentuseforteaching

17
 DuringteachinginactualclassroomsettingsandInternshipperiodthestudentteacheruse
thefollowing TeachingLearningMaterial-

a) PictureCard
b) FlashCard
c) Realobjects
d) Model

At first, the student- teacher was a bit anxious, as he was going to teach before his
groupmates. However his group mates were very cooperative, warm and welcoming. Even
thoughthe topic that the student-teachers chose to teach his group mates might be the
same withhis other group mates, they still paid attention to the class and the student-
teacher wasgrateful for that. Also the invigilators were very supportive, so it madeit a lot
easier toteach.

This was the final stage in Pre-internship in which the student- teacher got to test
hisknowledgethathehadgainedfromMicroTeachingaswell asMacroTeaching.

7. PreparationforSchoolPracticeTeaching:

During6thSeptember–9thSeptember2022,thestudentsweregiventimeforpreparation of
lesson plan in each of their own concerned pedagogy for school practiceteaching. The
submission for the lesson plan from the students was done on
8thSeptember2022totheirconcernpedagogyteacher.

6. SupervisedPracticeTeaching:

The supervised practice teaching was done from 14 thSeptember –

21stSeptember2022 on Government Mizo High School Chanmari. On the 14th of September
2022, the DIETPrincipal and the teachers in charge along with students visited Govt. Mizo
High School tohave an interaction with the school teachers of the said school. The student-
teachers
withtheschoolteachershadaninteractionanddiscussiononhowthisinternshipwillbecarried

18
outduringtheallocatedtimeanddiscussedhowtheywillbegivenclass,rulesandregulations of the
schools. The student-teachers were given atour around the campus
bytheschoolteachers.TheclassestobegiventheteachingwereclassIXstudents,therewere8
sections (A-H)inclass IX.

On the next day i.e. 15 thSeptember 2022, the students-trainee were allotted place
atthe auditorium of the school. The students gave classes according to the routine made
withappropriate TLM. The teaching was given till the 21 stof September 2022. The duration
ofeach period was 40 minutes. During the simulated teaching students delivered lessons
eachfrom their pedagogy I and II subjects. The student-teacher also observed all the
lessonsdelivered by other student-teachers carefully and had a written observation for 10
student-teachers along with feedbacks which were submitted to the concerned teacher-
educator forevaluation.

Pic:Govt.MizoHighSchoolBuilding

19
 Pic:Morningassembly

Pic:ClassIXstudentswithstudent-teachers

7. SchoolExposure:

Thestudent-teacherswereaskedtovisit/
contacttheirrespectiveschoolforinternshipbeforetheinternshipbegins.Onthe23thofSeptembe
r2022,thestudent-teacher report and gave the school name and phone number to the DIET
teacher in charge,theteachergavevariousdocumentsneedforinternshipto thestudents.

20
BriefaccountofpersonalexperienceundertheInternship

PHASE-

IIINTERNSHI

21
Phase2:Internship:

INTRODUCTION:

Schoolinternshipis an integratedcomponent of practice teaching an advancelevelof

teacher education programme. There are certain objectives of internship programme
forbehaviormodificationofstudent-
teacherwithspecialreferencetodevelopteachingcompetencyandpositiveattitudetowards
teachingprofession.

The school internship on which this report is based upon 1s an integral part of
theB.Ed. curriculum for 3rd Semester student-teachers. It is the stage that comes after
thecompletionofall stagesof practiceteaching.

The school internship commencedon the 26thof September 2022and lasted till
7thofNovember2022.Itisastagewherestudentteachersthemselves getpermissionofpractice
from schools, practice lessons in the absence of teacher educators, conduct co-curricular
activities following the instructions of mentor or subject teacher, collect
datarelatingtotheschooladministration.Inshort,thestudentteacherstaysforashortperiodoftim
ewiththe school as real employee oftheschool.

The school internship on which this report is based is Presbyterian English

School,Mamit where student-teachers from DIET were given the Opportunity to stay as
interns intheschool.

Duringthecourseoftheinternship,theinterndelivered20lessonsfromeachpedagogy,and
played acrucialroleinassistingtheteachersandtheauthoritiesinallaspectsoftheschool
programmes.

ABOUTTHE SCHOOL:

PresbyterianEnglishSchoolwasestablishedintheyear2005andislocatedinCharkawn
Venghlun Veng, Mamit. The school comprises from Elementary to High School.The
mottooftheschool is–LightoftheWorld

22
ThecurrentPrincipalisPc.Lalhruaitluanga.

23
Theaimsandobjectivesoftheschoolare-

1. LalIsuachhandamnathuzirlaitehriattir.
2. Taksa,rilrulehthlarauvahmasawnnalehpuitlinnakawngazirlaitekaihhruai.
3. Kristaainnghatnun tha,midangtehmangaihna kawngarawngbawlnarilruzirlaitepuittir.
4. KhualehtuithanituraKristiandiknalehrinawmnazirlainunatuh.
5. Pathianminsiamdanangaeizawnalehkhawsaknakawngataimaknalehintodelhnarilruzirl
aiteputtir.
6. Mizoramazirnathalehnungchangthaaentawntlakniturazirlaitechhertheiturainkaihhru
ainatha vawnnun.
7. Kohhranleharawngbawlhnaamirinawm lehhmantlakniturazirlaitechher chhuah.

Pic:PresbyterianEnglishSchoolbuildingwithplayground

EXPERIENCES:

Forthecurrentacademicyear,thereareatotalof685studentsand20staffsincludingthePrincipaland3n
on-teaching staffs.

24
 The student-teacher C. Zomuansanga started his school internship from the
26thSeptember 2022. He was allotted separate furniture like chairs and tables. He was
expectedtodeliver40 lessonsi.e.20lessonsfromeachpedagogypaper.

As soon as the student-teacher joined the school, a new time table was
formedwhere they were given two compulsory classes in every day. Whenever there was an
absentteacher, the student teacher was asked to take the class as well. So, everyday each
studentteachergot totake2–3classes.

Thestudentteacherpreparedhislessonplan wellbeforeeachclass alongwithteaching

aids. English was themedium of instruction in all of his classes. The student-
teachermademaximumroomforstudentparticipationintheclassbyaskingthosequestions
regarding their lessons, time for discussion by dividing them intogroups andasked them to
share their experiences as well as their opinions regarding the issues
thatconcernedtheireveryday livesand bydoingsome workrelatedtothetopic.

In Class IX and Class X, the student- teacher delivered the following topics in both
theclasses.

FromBiologicalScience:

1. Cellstructureandtype
2. Animal tissue
3. Animal tissue
4. Vegetativepropagation
5. Airpollution
6. Soilpollution
7. Waterpollution
8. Water cycle
9. Carboncycle
10. Oxygencycle
11. Ozonelayer
12. Greenhouseeffect
13. Manure

25
 14. Fertilizers
15. Reproduction
16. Familyplanning
17. Causesofdisease
18. Healthanddiseases
19. Naturalresources
20. Foodresources

FromPhysicalScience:

1. Work
2. Force
3. Distanceanddisplacement
4. Motion
5. Sound
6. Characteristicofsound
7. Mixture
8. Solution
9. Statesofmatter
10. Changeinstatesofmatter
11. Evaporation
12. Compounds
13. Physicalandchemical change
14. Propertiesofmom-metalsandmetalloids
15. Propertiesofmetals
16. Purificationofwater
17. Techniqueforseparation
18. Humanear
19. Humaneye
20. Reflectionofsound

26
BriefaccountofpersonalexperienceundertheInternship

PHASE-

IIIPOST-

INTERNSHIP

27
Phase3:POST-INTERNSHIP:

Afterthecompletionofinternshipprogramme,thestudent-
teacherwentthroughaseriesofactivitiessuchas

- SubmissionofLessonPlan(MicroandMacro)
- Approvalof FinalLessonPlan
- SubmissionofComprehensiveReport
- ComprehensiveReport
- ActivitiesunderSchoolExperiences

1. SubmissionofLessonPlans:

The student-teachers were informed in advance to submit 20 lesson plans from

eachpedagogyIandIIassoonastheinternshipperiodisover.Duringthecourseoftheinternship,the
student-
teacherplanned20lessonseachfromPedagogy1and2.Thesubmittedlessonplanswerethenevalu
atedandcheckedbytheconcernedpedagogyteachereducatorsandlater
givenbacktothestudent-teachers.

2. ApprovalofFinalPracticeTeaching:

On the 14thNovember, 2022, the teacher- educator will check the lesson plans
andteachingaidswhichwill to beusedforfinalpractice teachingbythe student-teacher.

3. SubmissionofComprehensiveReport:

The final practice teaching is a crucial part of the whole internship programme. It
isstage in which every student-teacher has to deliver lessons incorporating all the skills
andexperiences that have been acquired throughout the pre-internship and internship
process.Itisbasicallythefinalstageforthewholepracticeteachingprogrammeofthethirdsemeste
r.
28
4. ComprehensiveReport

This Comprehensive report contains all the work thatwere done fromthe
verybeginning of 3rd semester till the Post internship which were Micro teaching,
SimulatedteachingorMacroteaching.Actualclassroomsettingsi.e.Practiceteaching,Schoolinter
nship andfinal practiceteaching.

Thecomprehensivereportisdividedintothreephases;

1. Phaseonemainlyincludes reportofMicroandMacro teaching.

2. PhasetwodealswiththeSchoolinternshipprogramme.
3. PhasethreedealswithPostinternshipprogramme.

All these reports are termed as comprehensive report. The student-teacher has
tosubmit the Comprehensive Report on or before the 14 thNovember 2022 to the
concernedteacher-educator in-charge.

From 14thNovember 2022, the teacher will select the schooland datefor
finalpracticeteaching whichwill befollowed by viva-voce.

ACTIVITIESUNDERSCHOOLEXPERIENCES

1. PREPARATIONANDCRITICALEXAMINATIONOFEXISTINGSCHOOLTIMETABLE

In Presbyterian English School, the Principal is assigned to take the charge of

makingtheSchoolTimeTable,ExaminationTimeTableandmakesnecessarychangeswhenrequire
d.

There are eight periods in a day for Class IX and Class X, there are 7 periods for
ClassV – Class VIII, there are 6 periods for Class I – Class III. The duration of each period is
40minutes.Thereisalunchbreakof30minutesbetween4ndandthe5rdperiod.Theschool

29
starts at 9:00 a.m. and the school ends at 3:30 p.m. On Monday, the school
conductedcombined morning devotion for Class V – Class X between 9:30 a.m. – 10:50 a.m.
and theremaining class i.e. Kg I – Class IV have their morning devotion at their own
classroomconducted by their own class teacher. The confined devotion involves various
items such asprayer, bible reading, short sermon with important announcements made by
the Principaland the faculty members. There is evening assembly for each class at the end of
their classbefore goinghome.On Fridayfrom7th– 8thperiod the schoolconducted activities.

The time table followed as a whole is a satisfactory means of carrying out

effectiveteaching learning process. The time table offered a space for co-curricular activities
on everyFriday afternoon which makes it relevant and relatable to the varying and changing
needs ofthe students of all ages. In the existing time table, subjects like Mathematics and
Science areseen as fatigue subject so they are usually placed in the forenoon while the
student's mindsare still fresh. Usually the teacher taking Mathematics and Science gets
maximum periodslike eight periods in each class in a week whereas other teachers gets
seven or sixperiods inaweekineachclass.

The duration of each period is 40 minutes which is the average class duration in
allaround in Mizoram. During break students were able to do their businesses easily as
eachstudentcaneasilyaccesstheschool'sfacilities within ashortperiodoftime.

Compared to the usual time table followed in other schools, the availability of
theseperiodsgoesalongwayindevelopingtheaffectiveandpsychomotorabilitiesofthestudents.
Italsoprovidesacomprehensive scopetoentertainandrecognizeindividualdifferences. After
intensive scrutiny and analysis encourage diverse activities beside theacademics routine and
the lack of short breaks therefore, can satisfactorily and
efficientlyassistsintheprocessofbringingall-rounddevelopmenttothe students.

The existing time table was modified for the convenience of the student-
teacherswho were supposed to complete a total of 40 lesson plans, 20 each from both
Pedagogypaper I and II. A total of 5 - 6 classes for each class in a week were allotted for each
student-teacheri.e. 2classes aday,1inclass Xandoneinclass IX weregiventothem.

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2. PARTICIPATIONINANDMANAGEMENTOFMORNINGPRAYERANDCO-
CURRICULARACTIVITIES

MORNINGPRAYER

Presbyterian English School, Mamit makes a great deal when it comes to

MorningDevotion. Every day Monday at 9:30 a.m. Student gathered at the room for the
assemblyand then, the students assembles at the school hall and has morning devotion.
Throughoutthe internship, the student teacher attended devotion without fail but since
there wasalreadyawell-plannedroutine,he wasnotgivenachancetoconductthedevotion.

The Principal takes the charge of selecting the teacher who as to lead the
devotionand who is doing the Bible reading and prayer. There is Bible reading and prayer by
studentand shortsermonseveryMondaymorning.

All the devotions are conducted in English. The devotion lasted till 10:50 a.m.
Pindrop silence is maintained in every devotion hour. The teachers as well as the
studentssincerelyputtheirminds andheartstowardsworshippingtheLord.

During the devotion topics like the importance of cleanliness, God's Love, rules
andregulations, manners, hard work, importance of studying and the are being delivered by
theteachersappointedbythePrincipal.

CO-CURRICULARACTIVITIES

Co-curricular activities (CCA's) are the components of non-academic curriculum

todevelopvarious facets ofthepersonality ofthechild. Forall-
rounddevelopmentofthechild,thereisaneedforemotional,physical,spiritualandmoraldevelop
mentthatiscomplementedandsupplementedbyco-
curricularactivities.Theimportanceandawareness of the need for co-curricular activities have
grown tremendously in the
educationsystemtoday.PresbyterianEnglishSchool,MamitisalsoamongthemanyschoolsinMizo
ramthattookupco-curricularactivitiesasapartandparceloftheeducationalprocess.

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 The most notable co-curricular activities taken up during the course of the
internshipprogramme are various sports such as football, volleyball and also involve
cleaning theschoolscompound andthesurroundingarea.

Pic:Studentscleaningaroundthecompoundand eveningassembly

3. MANAGEMENTOFPHYSICALASSETSANDBEAUTIFICATIONOFSCHOOLCAMPUS

The school has one main entrance gate to the school from where you can get a
cleanviewof theschoolcampusgivingthecampusapleasantsight.

SCHOOLBUILDING:

Insidetheschoolcampusthereisa three storeybuilding wherethe:

Thefirststorey:Thefirststoreyhas5rooms

a) Kg2 room

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 b) ClassIIroom
c) ClassIIIroom
d) ClassIVroom
e) ClassIX room

Thesecond storey:Thesecondstoreyhas6rooms

a) Kg1 room
b) ClassI room
c) ClassV room
d) ClassVI room
e) ClassVIIroom
f) ClassVIIIroom

Thethirdstorey:Thesecondstoreyhas2rooms

a) ThePrincipalandStaffroom
b) ClassX room

The school does have an actual main hall but the devotion is conducted in on
largeclassroom for the combined morning assembly. The evening assemblies are conducted
ontheschoolplayground.

PLAYGROUND

The school has a very large where the student-teacher often saw students
playingfootball/ basketball/volleyball during lunch break. Also, students can roam around
freelyduring break or free period. The student-teacher observed that all the students roam
freelyinand aroundthe schoolpremises. Theschoolplaygroundissurroundedbyfencing.

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 Pic:Schoolplayground

DRINKINGWATERFACILITY,TOILETSANDWASHROOMS

The student-teacher noticed that the school has a clean healthy supply of water
inlargeamountwhichuseelectricfilters.Also,theschoolhascleantoiletsandtidywashrooms.

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 The school provides one bathroom separate for boys and girls in each storey.
Thereare a total of 6 bathrooms for the students. The staffs also have separate washroom
andtoiletsformenandwomen.

The school campus is fenced all round with concrete fencing that is one
importantcriteriaforgoodsecurityandprivacyoftheschool.

Students take turn in sweeping their own classroom. The sweeping duty routine
wasmade by each class teacher. The teachers and students used to clean the school campus
asand when necessary. During the period of internship, the student-teacher also take part
incleaningthe schoolcampusandmasscleaningwasalsodoneonceduringthe internship.

Pic:Schoolbathroomforstudents

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4. PREPARATION OF PROFILE OF THE SCHOOL AND SWOT

ANALYSISPreparationofSchoolProfile:

Abouttheschool:

Presbyterian English School, Mamit was established in 2005. It is a private

schoolunder Presbyterian Church of India located in Charkawn Venghlun Veng, Mamit
Mizoram.The Schoolcomprisesclassfrom Elementary toHighSchool (Kg1–Class X).

The School Motto – Light of the

World.Theaimsandobjectivesoftheschoola

re-

1. LalIsuachhandamnathuzirlaitehriattir.
2. Taksa,rilrulehthlarauvahmasawnnalehpuitlinnakawngazirlaitekaihhruai.
3. Kristaainnghatnun tha,midangtehmangaihna kawngarawngbawlnarilruzirlaitepuittir.
4. KhualehtuithanituraKristiandiknalehrinawmnazirlainunatuh.
5. Pathianminsiamdanangaeizawnalehkhawsaknakawngataimaknalehintodelhnarilruzirl
aiteputtir.
6. Mizoramazirnathalehnungchangthaaentawntlakniturazirlaitechhertheiturainkaihhru
ainatha vawnnun.
7. Kohhranleharawngbawlhnaamirinawm lehhmantlakniturazirlaitechher chhuah.

School'srecentAchievement:

1. Third PrizeWinnerforMizoramCleanliness2021(CategoryPrimary–
MiddleSchool)byUrbanDevelopment&PovertyAlleviation Department.
2. SecondPrizeWinnerforMizoramCleanliness2021(CategoryHighSchool,HigherSecondar
yand College)UrbanDevelopment&PovertyAlleviationDepartment.
3. AchievedSecondRankunderSynodEducationBoardPES2021HSLCExamination.

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StaffMember:

- Theschoolhas19regularteachersand3non-teaching

MediumofInstruction:

- English

Students:

Atpresent,theschoolhasatotalof685students.

- 33studentsinclassX and70studentsinclassIX.

SchoolFacilitiesincludes:

- Playground

Pic:Schoolclassrooms

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Pic:Student-teacherandPrincipal Pic:Student-Teachertakingclass

SWOTAnalysis:

i) Strength:

The strengths of the school are that the teachers are evenly distributed for
everysubject and thus, classes could be maintained according to the scheduled routines of
theschoolandguidelinesprovidedbytheSchoolEducationDepartment.Disciplineiswellmaintain
ed by the teachers and students. The staffs are well educated and
experiencedteacherssothereisahighpercentageofacademicsuccessamongthestudents.Thetea
chersarehard-workingwellexperienced,thiseffectivelyhelpthestudentsintheirremedialclasses.

ii) Weakness:

Theweaknessoftheschoolisthatthestudentsdonothaveanyshortbreakbetween classes
to go for their needs or refresh their mind, the routine only have one lunchbreak, and this
creates students to frequently ask the teachers to use the bathroom duringthe middle of the
classes. The classes are continuous so it might be a bit heavy on thestudents. There is no
laboratory for the students to do any activity related to their studies.There isnocomputer
forthestudents to use forany means necessary whichcould
helptheirstudies.Theclassroomsarequitesmallforthestudentsasthestudentsarelargein

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numbers, so it can be a bit compact while the students are taking notes. The school
roomwalls are quiet thin, so noises from other classes can be heard from other classroom, it
canleadtodisturbanceswhiletakingclasses.

ii)Opportunity:

The school has a moderate playground for playing volley ball where students
coulduse of their leisure time. The school has well experience teachers so the school has a
highpassing percentage rate in the board examination. The school has devotions and
assembliesregularly. Activities are regularly conducted on Friday this helps them develop
their skills indifferentareas.

iv)Threat:

The school is located between within the town and the school compound is not
alarge area, there can be some minor interference such as people walking in and out
ofcampus and some noise from vehicles passing through the compound. The entrance of
theschoolis linked withthegraveyard.

CONCLUSION

Thepre-internshipprogrammeattheinstitution,internshipprogrammeatPresbyterian
English School Mamit and the writing of comprehensive report were all aninvested process
for the student-teacher academically, professionally. The student-teacherhad an
uncountable experience at the institution during pre-internship and internship was
avaluableandenlighteningexperienceandabigmilestoneforthestudent-teacherinpursuing
future professional goals. The internship was a rewarding experience and it
waswellworth.Thestudent-teacherwasabletogainpracticalskills,workinfantasticenvironment
andcouldmake connectionsthatwouldlasta lifetime.

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