Chetana -Bodh
The study suggests that more effective ways of organizing classes need to be systematically explored. Given that schools still do not have adequate numbers of teachers, how classes are to be grouped for teaching, and how to sustain appropriate groupings over time are issues that need attention.Traditional teaching and classroom activities: Overall, the data show that teaching in Bihar’s elementary schools is carried out in a traditional way. Students sit in rows, and work individually. There is hardly any group work.
Rationale
As per the report on “Teachers and Teacher Performance in Bihar: based on the survey and evaluation conducted by Pratham Organization. -” in Bihar for enhancing the effectiveness of elementary school teachers in Bihar by making them more qualified, accountable and responsive. pedagogical practices to their opinions about parents and children Most teachers were observed to be reading from the textbook (89%) and asking oral questions to students from the textbook (67%), or asking students to recite (49%). 57% teachers were observed writing on the blackboard – usually content from the textbook and in 44% of the classes students were asked to write (in their notebooks or slates). Hardly any material other than textbooks was used – either by teachers or students....Gap between talk and action: There seem to be substantial differences between what was self-reported by teachers and what they were observed to be doing in a classroom: 78.6% teachers reported that they often use teaching-learning materials other than textbooks during a class. However, classroom observations do not suggest that this is the case. In less than 17% of classrooms was any material other than textbooks visible. At least half the teachers said that they use activities other than what is suggested in the textbook. But such practices were rarely seen when classrooms were being observed. More than 80% of teachers said they encourage their children to work in groups. Again, this was hardly ever seen in the classroom observation time. assessment of teacher capability for teaching was based broadly on three kinds of skills that are commonly used in teaching. This includes the ability of teachers to: understand children by looking at children’s work (in arithmetic and in language – Hindi) explain content and processes (example: texts and vocabulary in language, operations/processes and problems in math) Create questions/examples that are context specific and related to the everyday life of children.
Read moreGap between talk and action
There seem to be substantial differences between what was self-reported by teachers and what they were observed to be doing in a classroom: 78.6% teachers reported that they often use teaching-learning materials other than textbooks during a class. However, classroom observations do not suggest that this is the case.
Goal
To enable teachers they see the realities underlying teaching-learning in their schools and to make them understand and accept the responsibility of ensuring that children learn.
Outcome Indicators
Pedagogical practices to their opinions about parents and children.
Subject matter basic knowledge needs strengthening for some.
90% teacher make always lesson plan before teaching a class in language and Math.
Creativity, flexibility and the ability of creating contextually relevant tasks is assessed.
90% teacher make always lesson plan before teaching a class in language and Math.
Able to help children access content or enable students to build skills in a manner that children are able to comprehend and engage. Knowing how to translate “teaching” into “learning” for all children is essential.
Ability to communicate as well as their ability to learn from children’s work, teachers and teaching in Bihar today.
Teachers to think about what they learned from looking at children’s work were not easy for them to answer.
Any teacher-training module should incorporate practice of how this contextualization of teaching is to be done, especially if it is to be done meaningfully to connect with children, their lives and their prior knowledge.
Outcomes
One of the key objectives of the future teacher training and professional development must be to enable teachers they see the realities underlying teaching-learning in their schools and to make them understand and accept the responsibility of ensuring that children learn.
Contextualizing teaching to connect to children’s everyday lives and knowledge.
Emprovement in teacher capability, regular assessment of teacher performance against predefined benchmarks could also provide important feedback for improving design, content and implementation of teacher training programs.