1.

Methodology/ Pedagogy

· Different strategies used in the classroom teaching:

English like any other language fulfils the functional (communicative), literary (aesthetic), and
cultural (sociological) needs of the learner. It is an important link language of national and
international needs. It has become all the more important because of the factors like globalization
and IT revolution. As an English teacher, I have espoused various techniques and strategies to
bring the utmost level of learning outcome for my learners.
The learning outcome intends to develop the ability to understand English when it is
spoken, speak intelligibly when asked, read for comprehension purpose, write correctly to
communicate his/ her ideas, think and enjoy aesthetic beauty in a piece of writing, use library and
internet.
To the methodology is based on a multi- skill activity-based learner cantered approach.
The teacher is a facilitator of learning. He presents language items and creates a situation which
motives my children to use English for purposes of communication and expression.

For class X (Board Students):

Finishing up of the syllabus up to 21st of October by arranging extra classes every year
is the first task to be accomplished by involving students in discussion, peer learning,
seminar, group discussion, role play, class room activity, feel at ease as teacher, and
timely evaluation of oral and written tasks.
a. Revision of all the content areas up to 30th November every year.
b. Evaluation of answer sheets, question wise analysis of the performance of each child are
the usual routine. Valid and valuable feed back, suggestions on how to patch up the
lacunas are done.
c. Finally, a model answer to all the questions is a paramount task to be materialised.
Assignment is made to observe the difference of their performance and the model
answer displayed thereof.
d. The same course of testing and refining, refining and testing, recording of marks for
further analysis, timely feed back, attention on each individual to help him/her groom
until she/ he reaches to the desired level is continued till the end of February. This usually
results in prestigious performance of the students every year.
Uses of computer, multimedia and internet in the classroom for the online practices of
grammatical items, and writing skills have become an every day affair of the classroom
activity. Self is operating and monitoring smartly the E-class where students of the
vidyalaya are exposed to various online English learning resources along with Spoken
English.
URLs of the sites that I often visit:
http://grammar.ccc.commnet.edu/grammar/index2.htm
http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
http://grammar.ccc.commnet.edu/grammar/index.htm
http://www.uaf.edu/rahi/grammar/C%20-%20Grammar%20and%20Syntax/
http://www.uaf.edu/rahi/grammar/
http://schoolofeducators.com/
http://www.wordwebonline.com/search.pl?ww=5&w=cockneyed
http://www.englishmedialab.com/grammar.html
http://www.englishmedialab.com/vocabulary.html
http://www.bbc.co.uk/worldservice/learningenglish/grammar/grammar_challenge/
http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
http://grammar.ccc.commnet.edu/grammar/index2.htm
 http://www.bbc.co.uk/worldservice/learningenglish/grammar/grammar_challenge/

For class VI:

a. Exhaustive exposure to various aspects of language learning (LSRW) is done to
maximum level through the use of computer, multimedia and internet.
b. Besides discussion on the contents of their text books, they are exposed to the diverse
vistas of language learning techniques, i.e., vocabulary enrichment, listening to stories,
reciting poems, narration of an event, dictation, crossword puzzles, virtual spoken
English classes, short writing tasks like making stories, developing stories, with the
given clues, peer talking, discussion on content based tasks etc. It has resulted in
wonderful outcome. The students of class VI (many of them are the first year of English
Language Learners) have started responding to the queries put before them very
enthusiastically. Taking advantage of this, the outside visitors are requested to
observe the class which I take.
c. URLs of the sites that I often visit:
http://www.vocabularya-z.com/vocabweb/home.do
http://www.tcyonline.com/india/testCategory/categoryID/100156
http://www.eslcafe.com/grammar/adjective_clauses01.html
http://eduplace.com/kids/index.jsp
http://in.youtube.com/
http://www.learnabc.co.cc/
http://www.languagelab.com/en/
Virtual Spoken English Class:
http://www.freewebs.com/mishramanojkumar/apps/calendar/showMonth?calID=1418807
&month=2&year=2009&move=prevMonth

· Challenges faced in classroom transactions:

a. Heterogeneous Learning Groups: Out of eighty students in a class some of them are
just the beginners (Class VI students) / learners (Class X--fifth years of English
language learners) of English language learning. It’s a challenge to cope up with both
the groups at the same time.
b. Job Poses Challenging Task: Other than teaching regular periods, I have to perform the
duty of the House Master too. Almost everyday one remedial class in the afternoon
session is a daily schedule. And I have to be engaged in my duty from 7:30 am till 9:30
pm with certain intervals.
c. Dealing with children who are reluctant to study for a certain length of time, (Newly
admitted class VI students) because of homesickness or emotional crisis or
maladjustment (JNVs are residential in nature. Students in class VI leave their parents for
the first time. They are not mature enough to adjust with the situation where they have to
perform every errand with their own hands), is nonetheless a mountainous task to be
accomplished because of performance oriented teaching-learning.
d. Poor Unreadable Handwriting: Some of the beginners have very poor handwriting
which cause a critical situation before the teacher to evaluate their tasks.
e. Lack of Concentration: The children enjoy activity. But very soon they seek change.
They cannot concentrate on the given tasks for a longer period. This results in aversion
from the task oriented learning.
Besides these all, they belong to different socio-economic backgrounds and are of
different ethnic groups which chip in challenges for a teacher in the classroom
transactions.