NTSE-NMMS-NAVODAY ONLINE TEST
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Understanding of the Fellowship During the process of cognitive as well as socio-personal development of the students, the teacher can learn about some of the educational, personal, social and emotional needs of the primary school students. The teacher needs to understand the needs of the students and provide them with the necessary help or facilities.
For which the following efforts can be made. Easy adjustment to formal schooling from home or kindergarten environment. Develop a relationship with the school as well as the people in the school. To take responsibility for one’s own work, especially academic work. To cultivate awareness for one’s physical, emotional and social self-development as well as to feel that one is unique. Developing appropriate social skills to develop healthy socialization.
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To give equal respect and dignity to everyone irrespective of caste, religion, gender etc. Getting acquainted (gain, obtain) with present-day conflict situations. Ability to group independently through cooperation. Learning rather than using time for academic development. Develop a sense of self-worth, appreciation as well as acceptance. Choice of academic matters to achieve academic goals, expressing one’s abilities as well as feelings of self-confidence.
NTSE-NMMS-NAVODAY TEST
Develop skills such as diversity in the classroom, teamwork as a team member, practical solutions as well as decision making skills. Teachers need to be helpful to students in the following matters in upper primary education. Enhancing physical achievement using study skills. To understand the use of physical equipment, various educational activities as well as techniques.
Puzzles – To encourage students to get answers through solutions. Learning to express the feelings and thoughts of others in a clear and meaningful way, to accept one’s own physical changes instinctively,
Sensitivity and Shathai? There should be a sensitive and cooperative environment for building, maintaining and improving any interpersonal relationship. This Khiva-teaching environment also plays an important role in building and sustaining teacher-student, student-student, teacher-teacher etc.
relationships.
In the classroom, teacher-student and student-student are exposed to each other’s strengths and weaknesses without knowing each other when the literal and non-verbal behaviors of empathy and care are shown. This feeling encourages them to work hard to correct their weaknesses and strengthen their abilities. Thus, this spirit leads to a psychologically safe and conducive environment.
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