BACK TO BASICS

WHY Present status Language Maths Science Proxy learning Use of hands Teacher’s imagination Integration of scholastic and co-scholastic activities Subject compartments

WHAT IS NEEDED Focus on basic abilities e.g. language, reading, spelling, pronunciation, word power, grammar, thinking, speaking, imagination, writing, reference (dictionary etc.), arguing, summarizing, expanding

MATHEMATICS Numbers Concepts Operations Formulas Problem solving Mental mathematics Spontaneity

SCIENCE Conceptual clarity Practical ability (recording, narrating and describing) Thinking differently Safety measures Scientific temper Understanding of Scientific terms Experimenting individually Experimenting in a team Clear instructions Follow instructions

SOCIAL STUDIES Conceptual clarity Reading comprehension Group work Role play To demonstrate the content Referencing skills (globe, map, atlas, etc.) Communication (both written and oral)

CO-SCHOLASTIC ACTIVITIES Games Music Dance Drama Debate Seminar Documentation Survey

INTER SUBEJCT TEACHING Core capabilities Speed reading Reading continuously for longer duration Speaking with/without preparation with/without clues or hints Enjoying practice Ability to concentrate and meditate Presentation skills Intra personal management Inter personal skills Participation Team member and team leadership

STRATEGIES Inter- subject preparation Ensuring interest Giving proper task Gradual (withdrawal of holding) Checking over help by parent/parents Emphasis on original work Monitoring the writing, speaking and legibility of each student from the very beginning enabling them to speak with increase in difficulty level Introducing various types of reading skills Proper monitoring Ensuring the student’s practice without any compromise Activities Real life problems Inter- subject preparation Obtaining scholastic objective during co-scholastic activities and vice versa.

SYSTMIC IMPROVEMENT Planning Sharing Subject Committees Supervision - HM/VP/PR/AC/DC Suitable formats Forum Identifying key result areas Morning assembly Beginning/end of the classroom teaching (especially the last period) School park/garden Local visits Educational excursions Cluster/regional/national events

CONCLUSION Text books Learning outcome Use of ICT Close monitoring of the students Constraint mechanism Whether you teach for income or outcome, teacher’s job is for outcome

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