1. Introduction- Internship Program
In the
recent years all
over India there
has been a
drastic change in B.Ed. course.
The switch over to one year course to two year B.Ed. course is quite
interesting and challenging task. Any teacher education course seeks to train
teacher having requisite teaching skills. Practicum approach adopted in the modern teacher education course is to
place a student
teacher in a
classroom situation under
the supervision of a qualified
teacher. The concept of Internship introduced in the two year B.Ed. course
throughout the country is quite
challenging one for
all the teacher
education institutions. The aim of internship program is to incorporate
teaching skills among the student teachers. Internship program
is an effective
way to give
training to the student-teachers about
real world of
work. It give
them an opportunity
to integrate theory and
practice, plan and
deliver lessons properly,
critically analyse their
own and peers teaching
styles and improve
them in the
light of feedback
given by supervisors. Through
this program they
understand the role
and responsibilities of professional teachers.
Internship program also give them opportunity to understand different
aspects of school program and improve their skills and abilities in teaching profession. An effective and improved internship program
is required in developing student-teachers personalities as true professionals
in field of education.
2. Significance of Internship Program
The internship program
is an educational
experience combining daily experiences in the classroom setting, time
allocated to work on assignments and exam preparation, and time spent
coaching extracurricular activities. Student-teacher interns follow
the calendar of a school and work in partnership with members of the teaching
staff. A carefully planned internship program should fulfil the following
aspects.
*Develop professional skills and
attitudes
*Offers fruitful exposure on the
job
*Understanding the nature of
working climate and status
*Securing purposeful relationships
with the existing human resources.
3. About the School
Name of the School- Govt. Girls
H.S. & M.P. School
Address- Ward No 6, Sonitpur,
Assam, 784001
Cluster – Padumpukhuri
Block – Gabharu
School Type – Girls only
School Category – Upper Primary
with Secondary & Higher Secondary.
School Management – Department of
Education
Medium of Instruction – Assamese
Co-ordinates – 26°37’30″N 92°47’30″E
Boundaries – Kekorapool in the
North, Hatipilkhana in the South, Masjid Road in the East and New Amolapatty
Road in the West.
Situated
in the Northern bank of the mighty Brahmaputra is Tezpur Govt. Girls H.S. &
M.P. School. During the time when female education was neglected, fighting
against all odds, the Tezpur Govt. Girls H.S. & M.P. School was established
in the year 1932. Its founder principal was Late Jogeswar Baruah. The present
principal of the school is Mrs. Bharati Das. The school has classes from VI to
Class-XII i.e. Upper Primary to Higher Secondary. The medium of instruction of
the school is Assamese.
4. Short Description of the School
4.1. School Building-
a.
The school has four buildings which has been
constructed separately and separate laboratories for the science stream which
is located across the road. The school building have been named as Jyoti
Bhawan, Bishnu Bhawan, Phani Bhawan and Padmanath Bhawan. The school has fine
architecture having two storeys. The rooms are well ventilated and well
furnished.
4.2. Classroom-
a.
In this school, there are sufficient numbers of
rooms for different purposes. Among these rooms 23 are used for classroom
purposes. Moreover one of the room is Principal’s room, one is a
Vice-Principal’s room cum Examination room, two of them used as a staffroom
(one for high school teachers and the other for the higher secondary school
teachers), one is used as an office room, one is computer room, one music room,
one dance room, one kitchen room one is used as store room, one is used as
Girl’s common room, another is used as library and across the road three rooms
are there for laboratories.
In the school, each classroom has minimum 15 pairs of
desk-benches and one pair of table-chair for the teacher. Each classroom ha one
blackboard and additional facility of using other teaching aids along with
electricity facility.
4.3. Toilets-
This
school has all the required facilities which are to be fulfilled in terms of
toilet and sanitation as per the rules of RMSA. Total number of 26 (20 for
students, 3 for female staff and 3 for the male staff) with running water and
proper drainage facilities. The school; also has a sanitary pad vending
machine.
4.4. Drinking Water-
a.
– There is a provision of proper drinking water
facility in the school. There is an RO installed in the school. The pipes are
connected with the kitchen.
4.5. Computer Lab-
The
school provides computer aided learning with 10 computers in the computer
laboratory.
4.6. Laboratories-
a.
– There are 4 rooms for laboratory in school with
necessary stocks both consumable and non-consumable. The whole stock of the
school is entered in the register called stock register which updated at
regular intervals.
4.7. Library-
This school
is also having a very good library with librarian Mr. Ajit Saikia. This library
has got around 700+ books belonging to different categories such as subject
reference books, extra reference books, periodicals and journals
4.8. School Staff-
a.
The total number of teachers of the school is 49
including Principal and 2 contractual teachers. Out of which 38 are female and
11 are male. The numbers of non-teaching staff is 4.
4.9. Mid-Day-Meal (MDM)-
a.
The in-charge of the MDM scheme of the school is
Mrs. Krishna Baruah, Mr. Rupam Borah and Mrs. Nasifa Alom. Under this scheme
all students of class VI to VIII get one meal per day (5 days/week) for the
betterment of their health in the break time. The school has appointed two cook-cum-helpers
for the MDM scheme.
4.10. School Enrolment-
The total enrolment of the school is 616 as on 24th
January, 2020. Out of which 429 students are in the high school. The enrolment
details of the high school are—
|
Class |
Section-A |
Section-B |
Total |
|
VI |
47 |
48 |
95 |
|
VII |
38 |
28 |
66 |
|
VIII |
39 |
44 |
83 |
|
IX |
46 |
46 |
92 |
|
X |
42 |
51 |
93 |
5. Observation of Supervision and Monitoring System of the School
5.1. Prayer and Assembly-
In any good school, morning assemblies are a must thing to begin the day
with. Every day, all students assemble at the assembly hall or a ground and
begin the day with a prayer. General news reading and instructions are followed
passed the prayer. Sometimes, students even make a speech on the important
topics and then the principal taken over the charge of the assembly meeting.
5.1.1 Purpose of Assembly in School
· To
develop a feeling of unity among all the students and teachers.
· To inform
the students about daily activities and programs more clearly.
· To
develop in students about the sense of identity in the school.
· To
motivate the students with appreciation rewards on performing well in the
academics and co-curricular activities.
5.1.2 Objectives
* To observe how morning assembly
is organised.
* To observe the activities that
takes place in morning assembly.
5.1.3 Observation
· The
morning assembly at Tezpur Govt. Girls’ H.S. & M.P. School starts at 9
O’clock in the morning.
· The
students and the teachers gather for the assembly and conduct the assembly in a
disciplined way. The students of each class stand in a systematic way, i.e.
they arrange themselves in rows corresponding to each class.
· The
school assembly starts with exercise of different sorts to buckle up the
students for a long busy day.
· After 2-3
minutes of exercise, the students sing the Morning Prayer. It was noticed that
on Monday, Tuesday and Wednesday they sing “Tumi Sitto Bitti Muro” and on
Thursdays, Fridays and Saturdays they sing the bhajan “Raghupati Raghava Raja
Ram”.
· Later,
the students also involve in Oath taking saying aloud in union with the promise
for doing their duty with full devotion. Any information to be given by the
school authority, Principal is given after the Oath of the students.
· The
assembly ends with the Jatiya Sangeet “O Mur Apunar Desh”. After that the
students of the Student Union Body guide the other students to their respective
classes in discipline.
5.1.4 Reflection
The functioning of the school begins
with the morning assembly. So it is very important and inseparable part of the
school system. It was observed that the morning assembly in Tezpur Govt. Girls’
H.S. & M.P. School was quite impressive and the students’ involvement was
quite satisfactory. There were various activities conducted during the
assembly. So one thing that is to keep in mind is that the duration of the
school assembly should not be prolonged to an extent which might hamper the
regular classes of the school. Besides this, the participation of the teachers
would make the morning assembly even more interesting ad fruitful.
5.2. School Management and Development Committee (SMDC)/PTA/Staff Meeting
The Rashtriya Madhyamik Siksha
Abhiyan (RMSA) framework provides that every secondary school will constitute a
School Management and development Committee (SMDC) at the school level. This
committee is framed in order to involve the active participation of the
community which ensures transparency, accountability and to help in leveraging
the cumulative knowledge of the community for the better functioning of the
schools. This committee is responsible for all the activities including
planning, collection of data under Secondary Education management Information
System (SEMIS), implementation, monitoring, evaluation, making annual plans,
etc.
As per the framework, SMDCs
should include representatives for local authorities, academicians, subject
experts, official, and representatives of disadvantaged groups, women and
parents/guardians of students. The ultimate aim of this committee is to ensure
wide participation of all stakeholders in the management of schools.
The
meeting of SMDC is held minimum once in every three months. The records are to
be updated on regular basis and placed before the committee in every morning.
5.2.1 Composition of SMDC
The SMDC committee at
the school composes of the following members:-
|
Sl No |
Name |
Designation |
|
|
1 |
President Anu
Devee Mahanta |
Retd.
Vice-Principal |
|
|
2 |
Vice-President Prova
Borah |
Retd.
Vice-Principal |
|
|
3 |
Member
Secretary Bharati
Das |
Principal |
|
|
4 |
Member
from Vice-Principal/Asstt. HM Bhupen
Kr. Bordoloi |
Vice-Principal |
|
|
5 |
One
Senior Teacher of English, Science, S. Science or Mathematics subjects: Rupam
Borah |
Senior
Teacher |
|
|
6 |
One
Officer who has knowledge of computer technology for monitoring ICT based
Education: Sobhan
Aich |
Chief
LIC Advisor |
|
|
7 |
Member,
Local Panchayat Sumitra
Basumatary |
Member
Municipal Co. |
|
|
8 |
President
of Gaon Panchayat or Urban Local Body Pushpa
Deka |
President
Municipal Co. |
|
|
5 Parents Members |
|||
|
9 |
Prabin
Ch. Hazarika |
Planning
Dept. |
|
|
10 |
Kamal
Neog |
Teacher |
|
|
11 |
Apor
Borah |
Businessman |
|
|
12 |
Karabi
Goswami |
Housewife |
|
|
13 |
Sabitri
Bhuyan Baishya |
Housewife |
|
5.2.2 Sub-committee of SMDC
The SMDC are to be
assisted in their work by other two committees:
A. The School Building Committee
It is responsible for planning, estimation,
management, monitoring, supervision, reporting and maintenance of accounts
relating to construction, renovation, repairing and maintenance and other
related civil works. The composition of School Building Committee are as
follows:
|
Sl
No. |
Name |
Designation |
|
1 |
Anu Devee Mahanta |
President |
|
2 |
Bharati Das |
Member-Convener |
|
3 |
Pushpa Deka |
Member |
|
4 |
Karabi Goswami |
Member |
|
5 |
Prabin Ch. Hazarika |
Member |
|
6 |
Kishor Kumar Nath |
Member |
|
7 |
Kunal K. Kaushik |
Member |
B. The Academic Committee
1.
– It is responsible for all the academic activities
including planning, management, monitoring, supervision, reporting and
collection of data for UDISE. It is also responsible for ensuring quality
improvement, equity, reducing barriers like socio-economic, gender and
disability, teachers and student’s attendance, recommending teachers for
training and guidance and counselling, student’s achievements, co-curricular
and extra-curricular activities and overall academic and personality
development of students and teachers. The composition of the Academic Committee
is as follows-
|
Sl No. |
Name |
Designation |
|
1 |
Prova Borah |
President |
|
2 |
Bhupen Kumar Bordoloi |
Member-Convener |
|
3 |
Sumitra Basumatary |
Member |
|
4 |
Kamal Neog |
Member |
|
5 |
Sabitri Bhuyan Baidya |
Member |
|
6 |
Pradip Borthakur |
Member |
B.1. Role and Responsibilities of SMDC
SMDCs
are expected to take necessary steps for overall growth and development of the
school leading to conductive educational environments for academic excellence.
The role and responsibilities envisaged for the SMDCs are-
· The
SMDC will be responsible for all activities including planning, collection of
data, implementation, monitoring, evaluation and taking remedial actions on all
the interventions of the schemes- infrastructural as well as academic and
others at the school level.
· The
SMDC shall prepare a school level Perspective Plan as Annual Plan.
· The
SMDC through various stakeholders should undertake extensive community
mobilisation to overcome the barriers in children belonging to SC, ST, OBC,
educationally backward minorities at secondary and higher secondary level.
· SMDC
shall conduct civil works including repair and maintenance for improvement of
school facilities in accordance with laid down rules and procedures.
B.2 Analysis of PTA and Staff Meeting
The
parent-teacher meeting in the school is conducted twice annually to make the
parents aware of their ward’s academic as well as non-academic progress. It was
observed that PTA in the school was conducted after the declaration of HSLC and
HSSLC examination results.
In all educational institutions, a
staff meeting has to be conducted at the end of each month to discuss, plan and
asses teachers’ work during the entire month as well as plan for the next
month. In this school, staff meeting was conducted after our internship period
was over.
B.3 Reflection
Community
mobilisation and close involvement of community members in implementation of
secondary education is extremely critical as it fosters “bottom up approach”
not only in effective planning and implementation if interventions in the
school but also is effective monitoring, evaluation and ownership of the govt.
programmes by the community.
6. The Time-table Preparation
School
timetables are extremely important for a variety of reasons. They ensure that
no teacher is scheduled for too many back-to-back classes or for two classes at
the same time. Teachers are given the opportunity to modify lesson plans during
preparation periods and collaborate with their colleagues. The timetable allows
students to know exactly when a specific subject is scheduled. A
well-constructed timetable establishes a natural rhythm and routine, which can
be comforting to teachers and students.
6.1 Curriculum Organisation-
·
A School timetable with mandated period lengths
and specific subjects for each period helps administrators allocate sufficient
resources to the most important curriculum areas. Curriculum should be
organized so that the most important subjects are at optimal times of the day.
For example, if an administrator believes that the morning is the best time to
schedule English language arts courses, then reading and writing should almost
always be scheduled before lunch.
6.2 Student Organisation-
The
school timetable allows students to know the exact time and duration of each
class period. Without a school timetable, students would have no idea how to
prepare for the day, how much transit time they have before they are late for
class, and who their teachers are.
6.3 Reducing Confusion-
A smartly designed master school schedule reduces confusion for teachers,allows them to set their routines and creates comfort during the first two weeks of school, when classroom management is critical. Teachers and administrators can also rectify mistakes by using a the master schedule, such as one teacher being placed in two classrooms at the same time, or another teacher not receiving a preparation period during a particular day.
6.4 Routines are Critical-
The most important reason for creating a school
timetable is developing a routine for all students and staff. Just as teachers
must develop routines for their students to build a class structure,
administrators must use the school timetable to clearly delineate exactly when
and where students go to class and when teachers are scheduled to teach. If an
administrator creates a poor timetable, which either requires teachers to work
several consecutive periods or students to go without an elective, such as art,
music or physical education for two or three consecutive days, the management
effects trickle down to the teachers and an unsustainable student behaviour
situation results.
6.5 Objectives of Time-table Preparation
· To examine the school annual calendar and
time-table of an elementary class.
·
To make a reflection on school annual calendar
and time-table with respect to the principal of its construction.
6.5.1 Analysis of Time-table of Tezpur Govt. Girls' H.S. & M.P. School
The school has an
annual calendar designed for all their activities. It includes-
·
The
holidays and working days of the entire academic session.
·
The classes of class VI-X and higher secondary
are dividing alongside the calendar.
·
The classes for CCA, work experience, health
studies and art education are included.
The time-table
provided by the school is the master time-table. This gives a complete, correct
and comprehensive picture of the entire school programme. It is a consolidated
dorm of class, students’ timetables and teachers’ timetables.
6.5.2 Principles followed to prepare the time-table
Time
table gives a clear vision and comprehensive picture of school activities i.e.,
what work is being done during which period, where by whom and when. The
following principles have to be kept in mind during preparation of a good time
table.
6.5.3 Type of School
They
see firstly whether the school is girls/boys oriented or co-educational, rural,
or urban, secondary or senior secondary. We determine the nature of activities
involved in the school is to be taken in to consideration while framing the
time table.
6.5.4 Amount of Time-table
Time
table is framed keeping in view available time i.e., the length of the school
year and total number of holidays
6.5.5 Department Regulations
The
state department of education fixes length of the school year, and
its terms i.e., when an academic year
starts and when its ends, the duration of the school day and even the number of
periods for each subjects
6.5.6 Principles of Justice
While
assigning work, special care has to be taken that.
a). Each
teacher is assigned those subjects who he/she feels his/her best qualified to
teach
b). He/she
does not teach in more than two departments
c).
Teaching load for every teacher is about equal to that of others
6.5.7 Incidents of Fatigue
The
elements of fatigue influence the construction of school time table a number of
ways. Children are fatigued at certain periods of certain days. It is not only
physical but also physiological in nature. It results in a definite weakening
of attention and diminishing interest and effects of learning.
6.5.8 Principles of Variety
It
has been seen experimentally that change of room seat and posture usually is an
antidote against weakness. It is applied on both students and teacher’s variety
can be introduced in the following manners
a)
No subject expects science practical should be kept far two consecutive
periods.
b)
The same class should not set in the same room for the whole day.
c)
The same teacher should not have two consecutive periods in the same class.
d)
If subject is taught only 2/3 time a week, period should follow at intervals.
e) The
physical training periods, science practical and drawing work follow a change
6.5.9 Free Period for Teachers
We Should provide free periods for teachers so as to increase their efficiency and also
to provide time for their correction work.
6.5.10 Principles of Play and Recreation
Careful
attention needs to be given to provide fir rest and recreation and provision
for various co-curricular activities should also be made in the time table, to
avoid monotony
6.5.11 Electricity
The time The time table should have a flexibility so as to work the teachers smoothly.
This timetable ensures efficient functioning of the school and eliminates wastage of time and energy. It brings system into school life. The classes in the school start at 9:00 AM. All the students and teachers gather in the field for the morning assembly. The classroom activities start from 9:30 AM and continue till 12.15 PM without any break. The first period is for 45 minutes and the remaining periods are each for 40 minutes. The recess timing is from 12:15 PM to 1:00 PM and after that the classes resume at 1:00 PM. Finally, the school gets over at 3:00 PM.
6.6 Reflection
The
timetable of the school should be prepared in a way that is suitable for the
students. The timetable should be student-centred. Also, the subjects are
generally found to be tough should be allotted in the morning sessions as the
students come to class with fresh minds in the morning which might be helpful
in understanding better. Moreover, the co-curricular classes should be allotted
on Saturdays in place of regular class days.
7. Grievance Redressal System
A grievance Redressal system in school is set up for handling day-to-day
grievances relate to students, parents, and staff members. This system
facilitates the resolution of grievances in a fair and impartial manner
involving the concerned school maintaining necessary confidentiality, as the
case may be. Any stakeholder with a genuine grievance may approach Grievance
Redressal Cell to submit his/her grievance in writing.
7.1 Objectives
· To ensure
a fair, impartial and consistent mechanism for redressal of varied issues faced
by the stakeholders.
· To uphold
the dignity of the school by promoting cordial student-student, student-teacher
and teacher-teacher relationship.
· To ensure
that grievance are resolved promptly, objectively and with sensitively and in
complete confidentiality.
· To ensure
that each grievant and respondent are respected and that any party to a
grievance is neither discriminated against nor victimized.
7.2 Functions
·
The cases will be attended promptly on receipt
of written grievances from the students, teachers or any stakeholders.
·
The cell formally will review all cases and will
act accordingly as per the management policy.
7.3 Analysis of Grievance Redressal System of the School
The Grievance
Redressal System in Tezpur Govt. Girls’ H.S. & M.P. School is under the
control of the Principal alone. Any grievance from the student, teacher, parent
or any of the stakeholders is redressed by the principal. A suggestion/
complaint box is installed in front of the Principal’s office in which the grievant,
who wants to remain anonymous, put in writing their grievances and their
suggestions for improving the Academics/ Administration in the school. Thus it
is observed that the Grievance Redressal Cell of the school is a one-person
committee. A high-power committee including Principal, Vice-Principal and 2-3
senior teachers could be constructed for the better functioning of the cell in
the school. This may assure that the grievance has been solved properly in a
stipulated time limit.
8. Observation of Student Union Activities
A student union, or association, or another name it
may come under, is a student-run group that dedicates its time and resources to
give the whole student community of the university, fairness, opportunities and
a voice.
They can schedule protests, organise a better library,
or even just give you an amazing bar with discount drinks. They are in charge
of anything social or organisational of the student body, which means students,
and you! If you do have any issues or concerns or want to get involved, they
are the place to go. They represent students concerns, views and aspirations,
campaigning, and organising activities. The roles are endless.
8.1 Objectives
- Acquire the skills of leadership
- Gain a sense of belonging
- Develop a wide perspective
- Find provisions on campus
- Gather for large events
- Share learning and work together
- See the campus at its best
8.2 Student Union Body of the School
|
Sl No. |
Name |
Designation |
|
1 |
Chinmoyee Rajbongshi |
General Secretary |
|
2 |
Sahin Seikh |
Assitt. General Secy. |
|
3 |
Parishmita Das |
Cultural Secretary |
|
4 |
Nikita Deka |
Debate & Science Secy. |
|
5 |
Sarjina Begum |
Social Services Secy. |
|
6 |
Rashmi Mech |
Magazine Secy. |
|
7 |
Nirjala Bhardwaj |
Girls Common Room Secy. |
|
8 |
Disha Kalita |
Indoor Game Secy. |
|
9 |
Dimple Saikia |
Outdoor Game Secy. |
8.3 Observation
This school has a very active student union. The members of the student
union are very helpful and are very punctual in their duties. The cultural and
sports secretary are seen very active band handle their responsibility very
well during the annual sports week. Moreover the girls’ common room secretary
is also very active as well. They help in the various activities in the school
hours. Various activities from morning assembly to the end of school hours,
they are seen punctual and they also have very good leadership capabilities.
9. Role of Tecahers in Orgaisation of CCA
Co-curricular
activities refer to all the activities performed by students to enhance their
life skills. Wherein curricular activities comprise academic and scholastic
activities.
Co-curricular
activities can be performed individually or in groups, inside or outside the
classroom depending on the nature of the activity. Psychologists too recommend
co-curriculum activities to help kids with all-round development. A balanced
set of activities will ensure all-round development for kids at school.
9.1 Importance of Co-curricular Activities
“The
Extracurricular activity in which I was most engaged -debating-helped shape my
interest in public policy”, enunciated by Joseph Stieglitz, American Economist,
and Policymaker. Let us go through the following points to understand the
importance of co-curricular activities.
- Improves Communication Skills
Communication
skills are extremely important in today’s competitive world.
Moreover,
kids need time to understand how to express themselves, active participation in
the debate or extempore speech can help them relinquish their barriers.
- Develops Methodical Time-
Management Skills
One needs
to learn time allocation and management in their school life itself.
Balancing scholastic activities
with co-curriculum activities will help your kid understand the important
principles of work-life balance.
- Inculcates Moral Values and
Decision-making ability
Our sense of justice and moral values stem from early childhood. Even though various factors like family background and individual traits play a key role, participation in co-curricular activities helps kids gather their thoughts.
Read more
- Teaches Self-motivation
When a kid struggles to learn a new skill in early childhood, he or she experiences failure and feels rejected at times.
However, they keep trying and learn to motivate themselves. Identification and rectification may sound complex for kids in junior grades but a few kids astonishingly pick up their grades after performing poorly in an examination.
- Analytical Ability
Participating in the Mathematics Club or Mathematics exhibition is engaging recreational activities for kids.
These activities include games and mathematical modelling alike which can be fun and challenging at the same time. These activities help children analyse situations on their own. Kids can also solve puzzles and simulations on Cue math to build analytical abilities.
- Develops Patience
Children can be very restless at times and this might create problems during examination. Kids tend to overlook important details associated with questions.
Comprehension can also be cumbersome for some kids. Mental Math or Math Puzzles help kids comprehend better. In the process of light hearted learning kids tend to develop patience and interest.
9.2 Role and Importance of Co-curricular Activities in School
Proper Education –
Since, co-curricular activities are merged with academics therefore,
it ensures that students get to learn effectively. Science or Computer Lab
practical, experiments and projects are part of co-curricular activities.
Cultural Values –
Students get to learn by cultural events including national
events and traditional events from different faiths including
Gandhi Jayanti, Independence Day, Republic Day, as well as Diwali, Eid,
Baisaki, Onam, Raksha Bandhan, and many other cultural events. Students get to
learn about these events through books as well as co-curricular activities
based on different cultures organised by Schools.
Personality Development – Students perform co-curricular activities in schools,
which help them sharpen their communication skills,
expression skills, public speaking, participation and sense of
belongingness through different activities like debates,
recitation. Art and craft, creative art competitions, classroom activities like
reading, group discussions etc.
Read more
Physical and Mental Health –
Co-curricular activities require students to stay active at school by
participation since, students have no option to skip these activities as it’s a
part of their curriculum. Students have to be a part of co-curricular
activities like athletics, gymnastics, yoga, indoor games, and meditation etc.
These activities are beneficial for students’ physical
fitness as well as mental health and they are relieved
from academic stress.
Learning Experience –
Co-curricular activities are good for improving students learning
experience at school which improves their attendance at school
and increases participation rate by students in co-curricular activities. Of
course, students get a really good
excuse for a break from academics.
9.3 Role of Teachers in Co-curricular Activities
The teacher should have
to perform multi-dimensional functions in organizing and executing
Co-curricular activities. It is also the school, which play pivotal role in
conducting co-curricular activities. It is the teacher or the school who
finally should take the responsibility how activities should proceed further.
The teacher can be a planner, leader, innovator, director, organizer, manager,
recorder, advisor, motivator, communicator or coordinator. While executing such
activities, the teacher faced lots of difficulties. But he should not discourage
and completed the assignment after consultation with seniors and school
administrator.
9.4 Role of a Teacher in Organising Co-curricular Activities
1. The teacher must be
a good planner so that the different activities could be carried out
systematically throughout the year.
2. It should be the
duty of the teacher to give more and more opportunity to the child while
performing co-curricular activities.
3. The Teacher should
act as Innovator by introducing some innovative programmes.
4. The teacher must be
a good organizer so that the students experienced maximum of it.
5. He should too act
like as director, recorder, evaluator, manager, decision maker, advisor,
motivator, communicator, coordinator, so that the student and child could
gained maximum of finer aspects of Co-curricular activities.
9.5 Observation
The co-curricular activities of
Tezpur Govt. Girls’ H.S. & M.P. School are systematic and diversified. CCA
has been kept as an integral part of the school activities because everyone
related to the teaching learning process knows that CCA enhances the overall
performance and functioning of the students. The principal has divided
different committees for each and every section. For e.g. Committee for looking
after morning assembly, committee for maintain hygiene etc. So there are
separate committee for looking after Co-curricular Activities. All the teachers
do their best in their respective parts. The school organizes school week every
year. In school week physical games like Race, Discuss Throw, Kabaddi, Long
Jump, and High Jump are played. Literacy activities like debate, quiz
competition, recitation etc. held. For maintaining aesthetic sense among
students, drawing, painting, fancy dress competitions are held where the
students participate with full enthusiasm. The teachers are very much
co-operative and they always encourage the students to participate in every event.
To increase the memorization capacity of the students memory games are also
played. In order to keep the students up to date, quiz competitions are also
played. The teachers also thinks about to increase the confidence level of the
students so that they prepare their students for science exhibition &
competitions. Students’ are encouraged to utilize their leisure time in good
purpose by reading books in library where they can find story books, novels
etc. To break the monotonous of the students they were also taken to field trip
where they break their classroom boredom and refresh minds.
9.6 Annual School Week
Our internship period started
with the Annual Sports and Cultural Week which was conducted for 5 days.
Various sports events such as Running Race, Kabadi, Musical Chair, badminton
etc. Singing competitions of various genres such as Jyoti Sangeet, Rabha
Sangeet, Bhupendra Sangeet, Bihu Geet, Folk songs etc.; Art competition, Quiz
competition, Extempore Speech, Memory Test, Go-as-you-like competition, Dance
Competition, Traditional dress competition etc. are being organised in the
school week programme. Students participated in every activity with full
energy. The whole school environment was engulfed in zeal, cheerfulness and
positivity. The most inspiring and interesting part of the CCA was that
whenever the teacher announces any upcoming activities; he/she tried to
motivate the students to take part in the competition which made the students
curious and excited.
The
school could be made a dynamic or multidimensional affair, if suitable circular
and co-curricular activities are organised in a school in which each student
participate, contribute his/her maximum and prepare him/her for becoming a good
citizen of society.
Discover more from YOUR SMART CLASS
Subscribe to get the latest posts sent to your email.
