SCE PATRAK STD 6 TO 8

 

 

Parents can help their children get a formal education. If work requires concentration and the child is doing a written task, make it a convenient place for each child to do the task. Set aside a time with the children to talk to you about their task.  Choose the right place for yourself too – so that you can stay close to the children and monitor their work. Determining a place to work will help the family to know when, who, where to work.

 

 

Talk to them about the work the kids have done and check if they know what to do.  E.g.  Do they need any specification to work?  Remind parents that not all tasks need to be completed indoors. It is good for children to do a few tasks in an open-air environment.  Sometimes parents can assign older siblings to oversee and help with the child’s work.

 

 

Conclusions: Each module will have clear conclusions to check your progress from the beginning to the end.  Prerequisite: Consideration before starting the module Before you start, you will be asked about what you know about this aspect of your work. 

 You will also be asked to do a challenging question or do a little reading for something to consider in advance.  Explanation: In this part of the training, we will identify the connection between theory (theory), practice (practice) and its expected effect on the study and give a practical interpretation of the theory in our own context.  Practice: How to do this?  In this section we will consider the practical practices that we can think of and implement appropriately in our own context.

 

 

Future Use: In the final section of the training we will consider the latest techniques and skills that we can learn from the training and apply in our work.

 

Continuous assessment during teaching is integrated into the teaching pedagogy and the study needs to be done in multiple ways to be free from prejudice.  The child is constantly evaluated while participating in various activities inside and outside the classroom as well as in the thematic processes of the classroom.  

 

Matters such as a child’s knowledge, influence, expression, skills, attitudes, motivation, etc. help teachers to reflect and refine their teaching or learning according to the needs and learning styles of the students.  It involves students as partners in planning, classification and evaluation of the learning process and involves both students and teachers responding and receiving.  

 

Students need to be given opportunities and scope to evaluate, reflect and analyze their own work during the teaching process and to identify their skills and materials, they can be encouraged to evaluate themselves and focus on group work.  Increases a child’s confidence and helps develop abilities for lifelong learning.