B.Ed Internship Final Report Writing (Part-I)

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 24^th 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.

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.

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.

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