Power point presentation - How to write a news report

Sixth week of school internship
phase 2 .    10.12.18
The sixth week of school internship was started on 10.12.18. I had a total one class in 8.B. During this week it was only one day class was held in the school.I took the next chapter merchant of Venice  by Shakespeare.

SPC students in S.N Trust HSS

Fifth week of school internship
Phase 2.       3.12.18 to 7.12.18
The fifthweek of school internship was started on 3.12.18 and ended on 7.12.18.I had a total of five classes in 8.B during the whole week and the topic I took are the paragraph from The school for sympathy.I completed the chapter and conducted two model class for students. I took Advance organizer model and Concept attainment model during this week. The fifth week was ended on 7.12.19.

INNOVATIVE LESSON PLAN

Name of the teacher trainee: Keerthy Raju.S
Name of the school.               : S.N.Trust.H.S.S
Subject .                                   : English
Unit.                                         : Hues and views
Lesson.                                    : The boy who                                                          drew cats
Issue.                                       : Nature
Content overview
           The boy who drew cats is a famous story written by Hasagava Talento. It is a Japanese folk tale.In this story we saw a boy who is a painter who knows to draw only cats.
Linguistic content
          Introduction of new words in the story
Curricular statements
          To read the story
          To develop imagination and aesthetic sense.
          Demonstrate a significant increase in vocabulary and use them suitably in various situations
Pre-requisites
         They have already learned stories like folktales
Teaching learning resources
         Course book , source book ,dictionary.
Introduction
Teacher : Good morning
Pupil .    : Good morning teacher
Teacher : How are you?
Pupil .    : Fine teacher
Teacher : today we are going to study a new lesson,The boy who drew cats,

THE BOY WHO DREW CATS
Reading
        Teacher reads the passage with appropriate pronunciation and stress.
Pupils listen carefully.
Then teacher asks the students to read the passage individually. Teacher gives the students ample time to read the passage twice or thrice.
ACTIVITY
     Teacher decided the students in to two groups. The groups are named as team A and teamB.
Teacher: Now ,let us conduct a quiz I am the organizer.I will ask you questions related to the passage. You can utilize the text and you can discuss in the group. Then a single person from the group has to answer the question.If you give the correct answer , your group get's one mark. If  you don't answer the question will be passed on the next group.Those who had already answered a question, could not answer any other questions. The groups that score the highest mark win the quiz competition. Did you follow the rules?
Pupil: yes teacher
Teacher: Then, let us start the quiz.
Teacher: what is the name of the story?
Pupil A1: The boy who drew cats (team a                        scores one mark)
Teacher: who is the writer?
PupilB1: Hasagava Takejiro (team b scores                     one mark)
Teacher: where does this story take place?
Pupil A2: the story take place in small                             country village in Japan.
Teacher: who is the main character in the                     story.
Pupil B2: The young child is the main                             character in the story.
Teacher: who is his father?
PupilA3: his father is a farmer.
Teacher: He is clever, is n't he?
PupilB3: yes, he is clever.
Teacher: who is cleverer than all his                               brothers
Pupil A4: the young child is cleverer than                        all his brothers.
Teacher:who became an aculite?
Pupil B4:the little boy became an acolyte.
Teacher :Is the boy answered all the hard                      questions from the priest?
PipilA5: yes , answered all the hard                                questions
Teacher: what was the fault of the young                      child?
PupilB5: he liked to drew cats during study                   hours
Teacher: now let us conclude that the quiz                      competetion.so team a has got                         also got 5 marks.Obviously both                       the teams are the winners
                 Give a clap for the                                               two teams.congratulatio
Teacher,: we can continue the story and                          quiz competition in the next class.
                 The final winner will get prizes                        also.
Follow up activity
        How does the author describe the young boy?
           




   

Creative writing
The real essence of friendship
          Our life has its own complexities.But it is not so miserable as we often think of it to be.We need love and we need it desperately.It our love for one another that supports us in the bustle of our life.We are probably aware of our need for being loved by others. There are lot of people still left around us who have an eagerness to be loved,to get attention and recognition.But to do what we need to have love within ourselves. It's here where friendship works.
         All are friends and all have friends. But only a few are aware of the real essence of friendship. George Eliot defined friendship as follows. It is an expressible comfort if feeling safe with a person having neither to weigh thoughts nor measure words.
         Now a days, friendship is only a passion for people,especially for teenagers. But the true happiness lies in the worth and choice. Then why do these children think so? The answer is quite simple that they are just unaware of the real essence of friendship.
         A bestfriend is somebody you can talk to about anything and everything without any worries. They are going through the same experiences and they will find it easier to understand how they feel each other. Your best friend is likely to be somebody with shine you spend much of your free time. The friend will share good time as well as bad. This is the person you can laugh with cry with and share with your secrets with. A best friend is some one you trust.
          A true friend us a medicine for all our mind diseases. He or she can understand us even without speaking to us by simply reading our mind as we do with a book. He can find solutions to our problems without making us as ourselves and can contribute much to our attitude, Charactor and personality or even a comfortable person by simply being interested in you.Therefore the real essence of friendship lies in the empathy of a friend which can be considered as the secret of success.
          We are all expected to see the beauty of our life. Instead, we often look at the problems in our life and wonder what they mean . So one must feel the real essence of friendship to taste the real essence of life.

Fourth week of school internship
Phase 2 .      26.11.18 to 30.11.18
The fourth week of school internship started on 26.11.18 and ended on 30.11.18. I had a total of four classes in 8.B during the whole week and the topic I took A day in the Country by Anton Pavlovich Chekhov and an activity oriented class and also started the next chapter The School for sympathy by Edward verral Lucas. Later I had peer observation of two teacher trainees during the fourth week, the trainees being Reshma from mathematical optional and Anna from malayalam optional. The fourth week was ended on 30.11.18.

ICT LESSON PLAN

Third week of school internship
Phase 3.   
The third week of school internship started on 19.11.18 . I had a total five classes in 8.B during the whole week and the topic I took are the paragraphs from A day in the Country by Anton Pavlovich Chekhov.Later I had peer observation of four teacher trainees during the third week, the teachers being Rani,Aneena and Divya from physical science and Haseena Habeeb from Social science optional.

INNOVTIVE WORK

Second week of school internship
 phase 2.        12.11.18 to 16.11.18
The second week of school internship started on 12.11.18 and was ended on 16.11.18. I had a total 5 classes in 8.B during the whole week and the topic I took are the paragraphs from A Day in the country by Anton pavlovich Chekhov. Later I had peer observation of four teacher trainees during the second week ,the teachers being Gopikrishnan and Ayisha from English optional and Rincy from social science, Asha from malayalam optional. On November 14th children's day was celebrated in the school, were the assembly was conducted by teacher trainees and sweets were distributed after the assembly. On the same day prizes were awarded by the headmistress to the students who won in the sport meet and that was the first assembly conducted after the internship programme started

As a part of B.ed curriculum the second phase of school internship programme started on 7th November.It was 40 days programme and the school allotted for me was S.N.Trust H.S.S.Kollam.There were a total 19 students from 6 optional subjects.From English there were 3 of us .we were asked to meet our perspective teachers for the specified subjects.They gave us the time table and portion for the class allotted for us, and for me,I was asked to take English for 8th standard malayalam medium class.
 FIRST WEEK  7.11.18 to 9.11.18
The second phase of school internship started on 7th November,wednesday.Since the day was celebrated as Sanger's day ,we did not have class on the first day of teaching practice.I had a total of two classes in 8.B during the whole week and the topic I took are the paragraphs From a Day in the Country by Anton Pavlovich Chekhov. 

           SEMINAR

 Seminars and Report

Submitted by
                                                                                        Keerthy Raju   
                                                                                        1st year B.Ed (English)
                                                                                         F.M.T.C.Pallimukku,  Kollam.





Seminar
The seminar is the most modern and advanced method of teaching. A seminar is an advanced group technique which is usually used in higher education. It is an instructional technique which involves in generating a situation for a group to have a guided interaction among themselves on a theme. It refers to a structured group discussion what usually follows a formal lecture or lectures often in the form of an essay or a paper presentation on a theme. Seminar is employed to realize the higher objectives of cognitive and affective domains. The higher learning process requires the interactive and integrated methodologies based on the psychological principles. The seminar method applies such technique of human interaction or intervention with the learning and teaching experiences.
       Cognitive objectives
• To develop higher cognitive abilities.
• To develop the ability of responding in this manner would involve higher cognitive actions.
• To develop the ability of keen observation of experience, feelings and to present them effectively.
• To develop the ability to seek clarification and defend the ideas of others effectively.

        Affective objectives
• To develop the feeling of tolerance to the opposite ideas of others.
• To develop the feelings of co-operation with other colleagues and respect of the ideas and feelings of others.
• To develop the emotional ability among the participants of the seminar.
• To acquire the good manners of putting questions and answering the questions of others effectively.
Types of seminar
• Mini seminar
• Main seminar
• National seminar
• International seminar
Mini seminar
 Its coverage and scope are small and simple. A small population is enough to hold this seminar. A discussion held over the topic taught or to be taught with the students is known as Group discussion. Such group discussions held in an organized way within a class room, it is called mini seminar. This mini seminar gives the students training in questioning skills, organizing the information and presentation skills of seminar. A mini seminar is felt necessary because it gives good experience to conduct a major seminar at institutional level.
Major seminar
The seminar conducted at an institutional or departmental level for a specific topic or subject is known as major seminar. Usually students and teachers are participating in this type of seminar. This major seminar can be organized at department level for every month. A specific topic or subject is selected for the theme of the seminar.
National seminar
An association of any kind particularly with academic or professional interest or an organization (Government, Firm etc.) conducts the seminar at National level is called National seminar. The subject experts are invited to the seminar for discussion. The secretory of the seminar prepares the schedule and functionaries for seminar.
International seminar
Usually the seminar conducted by an international organization or agency is known as International seminar. Theme of this seminar has wider aspects. Globalization, Renovation, Atomic energy agreements, Policies implementation and modification etc. are examples for themes of International seminars. A Nation or its body can conduct or organize the international seminar.
Merits of seminar
• Naturally, the spontaneous learning can be achieved effectively in this method.
• Seminar is usually learner centered.
• Information seeking and retrieval behavior is encouraged very much in this method.
• The learner himself prepares and compiles his own paper for the seminar gives readiness of mind and learning becomes structured.
• Learning by doing is encouraged in this method.
• The paper presenter / participant receive a reinforced learning experience from the Group discussion.
• Learning experiences is highly structured by the learner himself.
• The teacher or chairperson of technical session only plays the Guidance and structional role.
• Develops cognitive, affective domains based learning.
• Norms of behavior is developed and reinforced.
• Develops open mindedness, suppress the subjective ideas from the learners.
• The interactions and the interrogations develops the spirit of information seeking behaviors (norms of behavior)
• The data processing skills, compilation skills, communication skill are easily inculcated in this method.
• Learner gets in- depth knowledge of the subject he presented.
• This method built better social values and fault tolerance levels in the minds of learner.
Limitations of seminar
• Setting up of a seminar for every topic in the text is not feasible.
• The subject area to be taught must be relevant to the theme of the seminar.
• The seminar themes must confirm the learning experiences to be inculcated to the students.
• This method found fit for higher learning only.
• Implementation of this method for lower classes is cumbersome.
• Only matured and balanced minded teachers can make this method successful.
• The teacher must be resourceful (both in academic and administrative) in nature.
• Time management is somewhat difficult.

Report
Report gives an overview of the seminar. Illustrate this with specific details you feel are particularly interesting or important. Quote formulas or details of derivations or proofs if you think they are of interest in their own right, or if they are essential to an understanding of the material.
• The report should be no more than 4 or 5 pages in length, double spaced.
• A good visual presentation is important.
• The emphasis of your report should be on the ideas presented in the seminar, not on the formulas and proofs. Give formulas only as necessary to illustrate specific points. If you want to describe a derivation or a proof, you should outline the approach used without repeating all of the details.
• Organize the report into headings and, where appropriate, sub-headings. Write concisely.
• If you site any papers (for example, papers from the reading list), include a list of references at the end of your report.
Refererence
            Teaching Science   -      Dr. Mariamma Mathew
            https:// www.slideshare.net

          SUMMARY OF SCHOOL INTERNSHIP
                               PHASE -1
              As a part of the 2017-2019 school internship programme,the first phase started on 20.6.2018 (wednesday) S.N .Trust.H.S.S.Kollam was the school allotted for me for the teaching practice.There were a total of 19 students from 6 optional subjects. From English we were 3 of as and we were asked to meet out respective teachers for the specified subject. Preetha teacher give me the time table and portion for the class. I was asked to take 2 units for eighth standard malayalam medium class. On the first day itself,after the introduction session,I took class on English. Various teaching learning aids were used for different classes and the use of ICT was preferred more for the better understanding of the students.
                     Special days celebrated on the school were Yoga day (21.06.2018), Anti-drug day (26.6.2018) and Independance day (15.08.2018). Our concerned teacher Miss.
Ambili.R came on 5.7.2018 for the observation and have us guidelines for 0the betterment of the class. The portions were completed on 13.08.2018. The school internship programme ended on 29.08.2018 after  the Onam vacation. On the last day, we have sweets to the teachers  and thanked the principal for accommodating us and giving us the required facilities for the teaching practice.
                  As part of the school internship programme there are the values acquired

• Integrity
• Sense of hope for the students  
• Mutual respect and responsibility
• Continous self learning.

          SEMINAR

Topic

Dr. S. Radhakrishnan

Submitted to                                                                                                Submitted by

Miss, Sangeetha.R                                                                                                      Keerthy Raju.S FMTC Pallimukku                                                                                                       First year Bed Kollam                                                                                                                FMTC Pallimukku 

                                                                                                                                                   Kollam







One of India’s most distinguished twentieth century scholars of comparative religion and Philosophy, his academic appointments included professor of Philosophy at the University of Mysore (1918-1921), the King George V Chai of Mental and Moral Science at the University of Calcutta (1921-1932) and Spalding Professor of Eastern Religion and Ethics at University of Oxford (1936-195).
His Philosophy was grounded in Advaita Vedanta, reinterpreting this tradition for a contemporary understanding. He defended Hinduism against “Uniformed Western criticism”, contributing to the formation of contemporary Hindu identity. He has been influential in shaping the understanding of Hinduism, in India and the West. Radhakrishnan was awarded several high awards during his life, including a knighthood in 1931,the Bharat Ratna, the highest civilian award in India, in 1954,and honorary membership of the British royal order of Merit in 1963. Radhakrishnan believed that “teachers should be the best minds in the country”. Since 1962, his birthday is being celebrated in India as Teacher’s Day on 5 September.
EARLY LIFE
Sarvepalli Radhakrishnan was born in Telugu Brahmin family, in a village near Thiruttani in the erstwhile Chittoor district of Madras Presidency near the boarder of Andhra Pradesh and Tamil Nadu states. Dr. Radhakrishnan’s surname was Sarvepalli, for his fore fathers were from Sarvepalli, a village fifteen miles from Nellore town. His grandfather migrated to Tiruttani in erstwhile Chittoor district of Madras Presidency. His father’s name was Sarvepalli Veerswami and his mother’s name was Sitamma. His early years were spent in Thiruttani and tirupati. His father was a subordinate revenue official in the service of a local zamindar (local landlord).His primary education was at K.V. High school at Thiruttani. In 1896 he moved to Hermansburg Evangelical Lutheran Mission School in, Waljapet.
EDUCATION
Radhakrishnan was awarded scholarship throughout his academic life. He joined Voorhees College in Vellore but switched to the Madras Christian College at the age of 17. He graduated from there in 1906 with a master’s degree in Philosophy, being one of its most distinguished alumni.
Radhakrishnan studied Philosophy by chance rather than choice. Being a financially constrained student, when a cousin who graduated from the same collage passed on his Philosophy textbooks in to Radhakrishnan, it automatically decided his academic course.
Radhakrishnan wrote his thesis for M.A degree on “The Ethics of the Vedanta and its Metaphysical Presuppositions”. It was intended to be a replay to the charge that the Vedanta system had no room for ethics. He was afraid that this M.A thesis would offend his Philosophy professor, Dr. Alfred George Hogg. Instead, Hogg commented Radhakrishnan on having done most excellent work. Radhakrishnan’s thesis was published when he was only twenty. According to Radhakrishnan himself, the criticism of Hogg and other Christian Teachers of Indian culture disturbed my faith and shook the traditional props on which I learned. Radhakrishnan himself describes how as a student The challenge of Christian critics impelled me to make a study of Hinduism and find out what is living and what is dead in it. My pride as a Hindu, roused by the enterprise and eloquence of Swami Vivekananda, was deeply hurt by the treatment accorded to Hinduism in missionary institutions.
This led him to his critical study of Indian Philosophy and religion and a lifelong defence of Hinduism against “Uniformed Western Criticism”.
MARRIAGE AND FAMILY
Radhakrishnan was married to sivakammu, a distant cousin at the age of 16. As per tradition the marriage was arranged by the family. The couple had five daughters and a son, sarvepalli Gopal. Sarvepalli Gopal went onto a notable career as a Historian. Sivakammu died in 1956. They were married for live 51 years.
ACADEMIC CAREER
In April 1909,Sarvepalli Radhakrishnan was appointed to the department of Philosophy at the Madras Presidency College. Thereafter, in 1918, he was selected as a professor of Philosophy by the University of Mysore, where he taught at its Maharaja’s College, Mysore. But that time he had written many articles for journals and repute like The Quest, Journals of Philosophy and the International Journals of Ethics. He also completed his first book, The Philosophy of Rabindranath Tagore. He believed Tagore’s Philosophy to be the “genuine manifestation of the Indian spirit”. His second book, The Reign of religion in contemporary Philosophy was published in 1920.
      In 1921 he was appointed as a professor in Philosophy to occupy the Kind George V chair of Mental and Moral Science at the University of Calcutta. He represented the University of Calcutta at the congress of the Universities of the British Empire in June 1926. Another important academic event during this period was the invitation to deliver the Hibbert Lecture on the ideas of life which he delivered at Harris Manchester College, Oxford in 1929 and which was subsequently published in book form as an idealistic view of life. In 1929 Radhakrishnan was invited to take the post vacated by Principal J.Estlin Carpenter at Harris Manchester College. This gave him the opportunity to lecture to the students of the University of Oxford on comparative Religion. For his service to Education he was knighted by George V in June1931 Birthday Honours, and formally invested with his honor by the Governor-General of India, the Earl of Willingdon in April 1932. However, he ceased to use the title after Indian Independence, preferring instead his academic title of “Doctor”.
He was the Vice-Chancellor of Andhra University from 1931to 1936. In 1936 Radhakrishnan was named Spalding Professor of Eastern Religions and Ethics at the University of Oxford, and was elected a Fellow of All souls College. That same year, and again in 1937, he was nominated for the Nobel Prize in Literature, although his nomination process, as for all laureates, was not public at the time. Further nomination for the award would continue steadly into the 1961’s. In 1939 Pt.Madam Mohan Malaviya invited him to succeed him as the vice chancellor till January 1948.


POLITICAL CAREER


Radhakrishnan started his political career “rather late in life”, after his successful academic career. His international authority preceded his political career. In 1931 he was nominate to the League of Nations Committee for Intellectual co-operation where after “in Western eyes he was the recognized Hindu authority on Indian ideas and persuasive interpreter of the role of Eastern institutions in Contemporary Society. When India became independent in 1947, Radhakrishnan represented India at UNESCO (1946-1952) and was later ambassador of India to the Saviet Union, from 1949 to 1952. He was also elected to the constituent assembly of India. Radhakrishnan was elected as the first vice- President of India in 1952,and elected as the second president of India (1962-67).Radhakrishnan did not have a background in the congress party, nor was he active in struggle against British rules. He was the politician in shadow. His motivation lay in his pride of Hindu Culture, and the defence of Hinduism against “uniformed Western criticism”.
TEACHER’S DAY
When he became the president of India, some of his students and friends requested him to allow them to celebrate his birthday on 5 September, He replied,
     “Instead of celebrating my birthday, it would be my proud privilege if September fifth is observed as Teachers day”.
His birthday has since been celebrated as Teacher’s day in India.
PHILOSOPHY
           Radhakrishnan tried to bridge eastern and western thought, defending Hinduism against “Uniformed Western criticism”, but also incorporating western philosophical and religious thought.
        Radhakrishnan’s philosophy is idealistic. It is an attempt to reinterpret and reconstruct the Advaita Vedanta of Sankara in the light of scientific Knowledge and techniques of modern time. He accepts the monistic and theistic stands of the Upanishads and does not subordinate the one to the other. The following are the important Philosophical views of Dr. Radhakrishnan.
 Life is meaningful and has a purpose, and ideals and values are the dynamic forces that give direction to life and help it to achieve its goal.
 The proper end of life, and therefore of education, is to discover, recognize and accept the supremacy of ultimate values and to regulate one’s behavior accordingly.
 The ultimate reality is the undivided, unitary, wholly transcendent absolute that is, Brahman or the God. The Absolute is identical to the Atman or self.
 The spirit is a dynamic energy, not immobility. It manifests in matter, life, mind and self.  It is the presence of the spirit that is responsible for the development of matter into life, of life into consciousness to self-consciousness.
 God is the absolute viewed in the cosmic context. He is the absolute in the empiric dress. He is organic with the world and he endures as long as the world lasts.
 Man is essentially divine. Man’s unborn feeling in God, his quest for truth, his striving for perfection, his longing for goodness, his craving for beauty, all his hopes, ideals and aspiration aboundantly prove man’s essential divine nature.
 Maya is not strictly an illusion; rather it indicates a subjective misperception of the world as ultimately real.
 He believes that one’s Philosophy of life should guide the individual’s life and action. Philosophy does not isolate one from life and reality, but should make us understand life and to face its realities.
 Institution is the ultimate form of experience. It is ultimate in the sense that intuition constitutes the fullest and therefor the most authentic realization of the Real (Brahman)
 Suffering and misery of worldly existence are aspects of the process of spiritual growth. Again, death is not a denial of life. It is not only a condition. Death is only a change from one life to another.

Submitted By: 

Keerthy Raju . S (English)

                 HUNTER COMMISSION: 1882-83

In 1882, Lord Rippon, the Governor General of India, appointed Indian Education Commission under the Chairmanship of Sir William Hunter who was a member of the executive council of Governor General. The major term of the commission was to enquire into the manner in which effect had been given to the principles of the Despatch of 1854, with particular emphasis on elementary education. There were 20 members in the commission, of which 7 were Indians. After 10 months of rigorous attempts, it presented a report of 600 pages in 1883. The following are the important recommendations of the commission.
1. Secondary education, as far as possible, should be provided on the grant-in-aid basis and the government should withdraw from the direct management of the secondary schools.
2. The government should take the entire responsibility of primary education leaving secondary education to private agencies.
3. Control of primary education should be shifted to Districts and Municipal Boards.
4. Primary education should be regarded as the education of masses and the instruction should be imparted through vernacular language.
5. Primary education should be extended to backward areas and backward castes.
6. Local funds should be utilized mainly for primary education and for secondary and collegiate education incidentally.
7. Instruction in primary classes should be adjusted to local conditions and uniformity should not be insisted.
8. Colleges should be started for the training of secondary school teachers.

               SARGENT REPORT : 1944

In 1944, the Central Advisory Board of Education (CABE) submitted a comprehensive report on post-war educational development in India. Sir John Sargent, the then Educational Advisor to the Government of India, was the chief architect of the scheme and hence the report came to known as the Sargent Report. In many respects the Sargent report agreed with the “Wardha Scheme” or “Basic education” (1937) of Mahatma Gandhi.

Recommendations:
1. Free primary education should be given to children between the ages of 6 and 14.
2. The high school course should cover 6 years from the age of 11 to 17.
3. Entry to high schools should be on a selective basis after the completion of the Junior Basic Course.
4. Mother tongue should be the medium of instruction, English should not be introduced even as an optional subject in the basic schools.
5. High schools should be of two main types: Academic and Technical.
6. The curriculum in the high school classes should be flexible.
7. Free boarding, scholarships and stipends should be made available to the poor children.
8. In order to secure teachers of right type; attractive salary as prescribed by the central Advisory Board of Education should be given to teachers of all recognized schools.