Experience Sharing

Transcript

Experience Sharing

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Table of Content
Tamil
Page No.
1.Teaching and learning in the lesson kalaivanar
7
4.Improvement in teaching-learning
22
2.Parents in school activities
3.Questions raised by classroom responsibilities
5.Classroom resources and students learning
6.Come with desire- to read happily
7. Change is unchangeable
8.Learning resource, activity and dialogue in learning
9. Classroom diaries
10.Let us be friends- to make learning nice
English
12
17
28
34
40
46
53
58
11.Towards contextual digital resources for language class
62
14.Learning through sensory perception
73
12.Use of music & dance to enhance learning
13.Enhancing reading skills through visual medium
15.Grammar in context
16.The lost art of letter writing
EVS
17.Case study : Linking water cycle to water conservation
18.Environmental studies for primary class students
19.Secret of Success
Maths
20.Case Study on teaching subtraction using math manipulative
21.Teaching Pattern in Grade 2
22.Case study - Action Research on multiplication algorithm in grade 5
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Foreword
Thiru L. KUMAR
Director of School Education, Puducherry
Thisaimaani – A Revolution
In the Indian culture, teachers have always been highly revered and considered next to God. When
the world debates the need to shift from ‘learning by rote’ to ‘learning by doing’, India has from time
immemorial set examples of ‘learning by living’…where the teaching method was ‘teaching by living’. In
those times, teachers often met to discuss various subjects and enrich their knowledge.
In the last few decades, the teacher community in Pondicherry did not have access to forums for
organized and healthy interactions among themselves to develop their professional competencies and
ethics. While there are plenty of stages for career upliftment, there aren’t many forums for professional
improvement.
Not just I, but every citizen of Pondicherry is grateful to Azim Premji Foundation for creating a
stage for teachers to interact, collaborate, contribute, and commit – to the cause of enriching their
professional competence and rise from the status of a ‘teacher’ to the status of a ‘Guru’.
‘Thisaimaani’ - the bi-monthly magazine is a trend setter, a revolution in school education in
Pondicherry. It carries a lot of lesson ideas, literature reviews, classroom try-outs, reflections and case
studies contributed by teachers. The magazine reaches all the government schools in Pondicherry
every two months, along with a set of TLMs for that issue. Thisaimaani institutionalizes the teacher’s
quest for professional development.
‘Thisaimaani’ shows a ray of hope for improving the quality of school education. Thisaimaani
means ‘direction finder’ - the teaching community is now eager to be a participant in this activity.
Our culture emphasizes ‘hope’ as the best means to achieve anything. Only ‘endless hopes’ can avoid
‘hopeless ends’. I hope that this teaching community will lead the society in creating its leaders who will
be the ‘Thisaimaani’ not only for this country, but for the entire world.
Lead, Kindly Light, amidst the encircling gloom – Cardinal Newman
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å¼ îQñQî õ£›M™ c‡ìè£ô M¬÷¾è¬÷ ãŸð´ˆ¶õî¡ Íô‹ êºî£òˆF™ å¼
ñ£Ÿøˆ¬î à¼õ‚°õF™ ÝCKòK¡ ðƒ° Þ¡Pò¬ñò£î å¡ø£Aø¶. Üó² ðœO ÝCKò˜èœ
êºî£òˆF™ H¡îƒAò ñ£íõ˜è¬÷ «ñ‹ð´ˆ¶õî£½‹ Üõ˜èO¡ Åö¬ô»‹ èì‰¶ Üõ˜èœ
Ü¬ìò«õ‡®ò èŸø™ Fø¡è¬÷ Ü¬ìò„ ªêŒõFù£½‹ êºî£ò ñ£ŸøˆF™ Üõ˜èO¡
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è™M¬ò ÜOŠðF™ Ý˜õºœ÷ ÝCKò˜èœ å¡P¬í‰î å¼ î¡ù£˜õ °¿õ£è‚ èì‰î
Ý‡´ (2015) ãŠó™ ñ£î‹ ªî£ìƒèŠð†ì¶. Þ‚°¿ ÝCKò˜èœ å¡P¬í‰¶ F†ìI´î™,
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«ð£¡ø ªêò™ð£´è¬÷ «ñŸªè£œ÷ º®ªõ´ˆ¶œ÷ù˜.
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«ê˜‰¶ ðƒ«èŸ°‹ ªêò™è÷£õù:
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• èŸø™ ªêò™ð£´è¬÷»‹ èŸø™-èŸHˆî™ õ÷ƒè¬÷»‹ îƒèœ
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i®«ò£‚è÷£è«õ£ ðF¾ªêŒî™.
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Mîƒèœ ðŸP»‹ èô‰¶¬óò£´î™.
• ÝCKò˜ ï£†°PŠ¹, ð£ì„ ªêò™ð£´èœ, ªêò™ F†ìƒèœ, èŸø™èŸHˆî™ õ÷ƒèœ ñŸÁ‹ HóFðLŠ¹èœ «ð£¡øõŸ¬ø â¿¶ƒèœ.
• ÝCKò˜ ê…C¬è (magazine), õ°Šð¬ø õ÷Š¬ð, ÝCKò˜
õ¬÷î÷‹, ÝCKò˜ õ÷ ¬ñòƒèO™ Gè¿‹ ðJŸCŠð†ì¬øèœ
«ð£¡øõŸP¡ õ£Jô£è ˆ îƒèO¡ ÜÂðõƒè¬÷»‹ ð¬ìŠ¹è¬÷»‹
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HóFðLˆî™
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‘HóFðLŠ¹’ â¡ðî£°‹. Ý‡´ º¿õ¶‹ ÝCKò˜èœ ðôMîñ£ù ð£ìƒèÀ‚°‚ èŸHˆî™
õ÷ƒè¬÷ à¼õ£‚Aò«î£´ ñ£íõ˜èO¡ õ÷˜„CJ½‹ ªêòô£ŸP»œ÷ù˜. Üõ˜èœ
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ÜÂðõƒèO¡ HóFðLŠ¹ «ð£¡ø¬õè«÷ Þˆªî£°ŠH™ Þì‹ªðŸÁœ÷ù. Þ‰îŠ
HóFðLŠ¹èœ õ£CŠðîŸ°„ ²õ£óCòñ£è¾‹ ñŸøõ˜èO¡ C‰î¬ù¬òˆ É‡´‹ õ¬èJ½‹
Ü¬ñ»‹ â¡Á ï‹¹A«ø£‹.
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Introduction
The role of a teacher is a critical one, with far reaching consequences on the lives of an individual
and through them, the society. The role of teachers in government schools is even more critical – as
they cater to the most underprivileged section of society, the responsibility on them is even higher – to
ensure that children get a chance to achieve their potential not limited by the circumstances they are
born in. The Puducherry teachers’ circle was started in April last year as a voluntary group of teachers,
passionate about the cause of quality education for all children. This group decided to embark on a
journey of collaborative planning, resource development, self-reflection and learning.
Close to 45 teachers worked in the Teachers’ Circle last year. The Teachers’ Circle meets regularly
to discuss their goals, teaching ideas, share experiences from practice and participate in collective
learning forums. This process can be described in the form of a four part cycle:
Plan
•Discuss the curriculum, subject concepts, lesson plans, projects,
teaching ideas, and assessments.
•Collaboratively develop resources for the classrooms.
•Interaction with resource agencies and experts
Try
Reflect
•Try the teaching ideas and resources in your classroom.
•Document your
documentation.
experience
using
written,
photo
and
video
•Share classroom experiences with peers.
•Discuss teaching methods that you found effective in your class.
•Bring in your challenges and exchange ideas with others.
Share
•Write your teacher diaries, lesson ideas, projects, teaching learning
resources and reflections.
•Share them with teachers across the district through: Teachers magazine;
resource kit; teachers’ website and workshops at teacher resource centers
‘Reflections’ is a compilation of the experiences of these teachers from their work last year. Through
the year, teachers have developed teaching resources on different topics and worked on different areas
of student development. In this compilation, they highlight one issue they have tried to address, the
strategies and methods they have tried and their reflections from this experience. We hope these
reflections will make interesting reading and trigger new ideas for others as well.
Happy reading! Happy Teaching !
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Team Thisaimaani
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èŸø™ èŸHˆî™ ¶¬í‚ è¼Mèœ:
1.ªê£™ ð£ó£Å†
2. ªê£™ î†´
3. ªê£™ ðóñðî‹
4.õJŸPŸ°œ ÞóèCò‹
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ªê£™ ð£ó£Å† îò£K‚è H÷£v®‚ èõ˜èœ ñŸÁ‹ Ãö£ƒèŸè¬÷„ «êèKˆ«î¡. Üî¬ù
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è£Kòƒè¬÷ º¡ ºòŸCè÷£è„ ªêŒ«î¡.
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Ãö£ƒè™L™ CÁ CÁ ªê£Ÿèœ ÜìƒAò Ü†¬ìè¬÷ å†®ˆîò£˜ ªêŒ¶ ñ£íõ˜èœ
ãŸèù«õ èŸø õ£˜ˆ¬îè¬÷Š ¹Kî«ô£´ èŸøùó£ â¡ð¬î ÜPò ÞšM¬÷ò£†¬ì
F†ìI†«ì¡.
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b†®«ù¡.
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º†® «ñ£F‚ ªè£‡´ æ®ò¬î‚ è‡µŸø «ð£¶ âù¶
ªêò™F†ìˆF™ °¬ø Þ¼Šð¬î àí˜‰«î¡. Üî¡ H¡
ñ£íõ˜èÀ‚°„ Cô MFº¬øè¬÷ MFˆ¶1,2,3 âù
â‡è¬÷„ ªè£´ˆ¶ ºî™ â‡ ªè£‡ìõ˜èœ ºîL™
H®ˆ¶„ ªê£Ÿè¬÷Š ð®»ƒèœ. Ü´ˆî¶ 2-Ý‹ â‡
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M¬÷ò£®‚ èŸøù˜.
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ðò¡ð´ˆF»‹ ªð£¼Àíó ¬õˆ«î¡.
2. ªêò™ F†ì‹ ªê£™ î†´:
å¼ ñóŠðô¬èJ™ õ†ì õ®õ ªõ‡ ¸¬ó Ü†¬ì¬ò å†®
Üî¬ùˆ «î¬õò£ù Ü÷MŸ° Þ¬ìªõOM†´ ªõ†® Ü†¬ìè¬÷„
ªê£¼AŠ Ì õ®õñ£è Ü¬ñ‚è¾‹. Þ¬ìªõOJ™ â¿ˆ¶‚èœ ÜìƒAò
Ü†¬ìè¬÷ ¬õ‚è «õ‡´‹. àî£óíñ£è, ªê£™ î†®™ ‘ï’, ó, ñ, è, ï£,
è£, Œ, ‹ â¡ø â¿ˆ¶‚è¬÷ ¬õ‚A«ø£‹ â¡Á ¬õˆ¶‚ ªè£œÀƒèœ.
Þ‰î â¿ˆ¶‚èOL¼‰¶ âšõ÷¾ ªê£Ÿèœ à¼õ£‚èè º®»‹ â¡Á
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3. ªêò™ F†ì‹ ªê£™ ðóñðî‹:
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M¬÷ò£†®™ ªîK‰î, ðö‚èŠð†ì ªê£Ÿèœ Ü™ô£¶ ¹Fò ªê£ŸèÀ‹ àœ÷ù. ÜîŸ°
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ðö‚è‹ Üõ˜èOì‹ õ÷˜‰F¼‰î¬îŠ ð£˜‚è º®‰î¶.
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Þ‰î‚ Ã„êªñ™ô£‹ Þ™ô£ñ™ ªîKò£ñ™ Þ¼Šð¶ °ŸøI™¬ô
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Þ‰î M¬÷ò£†´ Íô‹ â‡ õK¬ê, ãÁ õK¬ê, Þøƒ° õK¬ê, Ã†ì™ «ð£¡ø
ð£ìŠªð£¼œè¬÷‚ èŸAø£˜èœ.
Þ¬îªò™ô£‹ Mì, õ£›‚¬èJ™ ãŸøº‹ î£›¾‹ ê£î£óí‹ â¡ø îˆ¶õˆ¬î
M¬÷ò£†ì£è èŸAø£˜èœ. ð£‹H™ êÁ‚A W«ö ÞøƒAù£™ F¼ŠH âšõ£Á «ñ«ô ãøô£‹,
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C‰Fˆ¶ ªêò™ð†´ èí‚° «ð£†ì¶ âù‚° MòŠ¬ðˆ î‰î¶. °ö‰¬îèœ âšõ£ªø™ô£‹
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4.ªêò™ F†ì‹: õJŸÁ‚°œ ÞóèCò‹:
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M¬÷ò£†´ â¡ø£™ Ý˜õ‹ É‡´‹ î£«ù?
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Hø° ªî£ì˜ Ü†¬ì¬ò à¼õ£‚A, ÜF™ åšªõ£¼ ñ®ŠH½‹ å¼ ªê£™ õ¼ñ£Á â¿î
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HKˆ¶ °¿õ£‚è «õ‡´‹. åšªõ£¼ °¿¾‹ ãî£õ¶ å¼ ºò¬ô â´ˆ¶‚ªè£œ÷ô£‹.
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Þ¼‰î£™ î£«ñ F¼ˆF»‹ ªè£œAø£˜èœ.
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H¡ðŸP„ ªêŒ¶ õ¼õ£˜èœ. ÜŠð®„ ªêŒ»‹ «ð£¶ Cô «ïóƒèO™ ¹K‰îõ˜èœ ï¡ø£è¾‹
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‘ðA˜î™’ â¡ø ð‡¬ð‚ èŸAø£˜èœ. ªêŒòˆ ªîKò£îõ˜èœ è£Aîˆ¬î ií£‚Aù£½‹ «õÁ
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ñ£íõ˜èO¡ èŸø™ Fø¬ù„ «ê£Fˆ¶ ÜPò Þ‰îŠ ðJŸCˆ î£œèœ ðò¡ð†ì¶. ðì‹
‘ð£˜ˆ¶ ªðò˜ å†´’ â¡ø ðJŸCˆ î£O™ å¼ ¹ø‹ ðìƒè¬÷‚ ªè£´ˆ¶ M†´ Ü‰îŠ
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HóFðLŠ¹:
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ªêŒF¼‰î£™ ªõŸP ªðŸP¼Š«ð¡ â¡Á G¬ù‚A«ø¡.
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Ý¬èò£™
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M¬ìòOŠ«ð¡. êè ñ£íMò¼‚°Š ð®ŠH™ àîM ªêŒ«õ¡. âù¶ ÝCKò˜èÀ‹ “ï£¬÷ c
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F¼ŠF ãŸð†ì£½‹, ñÁð‚è‹ â¡ ðE Þ¡Â‹ º¿¬ñ ªðøM™¬ô.
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‘ÝCKò˜ â¡ø£½‹ ï£Â‹ å¼ ñ£íM«ò’. Fù‹ ï£¡ õ°Šð¬øJ™ èŸÁˆ ªîOõ¶
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Mì ñŸøõ˜èÀì¡ èô‰¶¬óò£´‹ «ð£¶ êõ£½‚è£ù b˜¾èœ A¬ì‚A¡øù. Þ‰î õ£ŒŠ¬ð
‘¹¶„«êK ÝCKò˜ õ†ì‹’ âù‚° Ü¬ñˆ¶‚ ªè£´ˆ¶œ÷¶. °ÁAò õ†ìˆF™ â¡ C‰î¬ù,
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à‡´. Þ¶ «ð£ô ñŸø ÝCKò ï‡ð˜èÀì¡ à¬óò£´‹ «ð£¶ âù¶ èŸø¬ô «ñ‹ð´ˆF‚
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ñ£íõ˜èœ Ü¬ùõ¼‹ è¬ôŠªð£¼†èœ ªêŒ»‹ Mîˆ¬îŠ ð£˜ˆ¶‹ Üõ˜èOì¡
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Ü¬ùˆ¶ Gè›„CèO½‹ â¡ ñ£íõ˜èœ ðƒ«èŸè á‚èŠð´ˆ¶A«ø¡. Fù‹ ï£†°PŠ¹
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ªêŒA«ø¡. âOò ð£‚èœ â¿¶‹ Ý˜õˆ¬îˆ É‡Á«ø¡. ñFò Þ¬ìªõOJ¡ «ð£¶
CÁõ˜ Þî›è¬÷ õ£Cˆ¶ ñŸøõ˜èÀì¡ ðA˜‰¶ ªè£œÀ‹ õö‚èˆ¬î à¼õ£‚A‚
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b˜¾‚è£èˆ F†ìIì™:
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b˜¾è¬÷»‹ Üõ˜è«÷ º®ªõ´‚°‹ õ¬èJ™ Mõ£F‚è «õ‡´‹ âù b˜ñ£Qˆ«î¡.
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b˜¾‚è£ù ªêò™ð£´èœ:
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Müòƒè¬÷Š ð†®òL´î™
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G¬ù‚Aø£˜èœ â¡ð¬î «ñ«ô °PŠH†´œ÷ Þ„ªêò™ð£´èœ âù‚° àí˜ˆFù.
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Hø¼‚° àî¾î™, M†´‚ ªè£´ˆî™, Hø˜ e¶ Ü¡¹ ªê½ˆ¶î™, î¡ è¼ˆ¬î â´ˆ¶‚ Ãø™,
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â¡Âœ ñ£Ÿø‹:
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å¼ è™M„ ªêò™ð£†®½‹ ß´ð£®¡P è£íŠð†ì£¡. ªî£ì˜‰¶ ðô ï£†è÷£è Üõù¶
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Towards Contextual
digital Resources for
Language Class
Key areas of interests
C. SASIKUMAR, PST,
GMS, MANAPET
Previous School :
G.M.S. Vadamattam
Karaikal
Student strength – 114
Teacher strength – 6
Puppetry, Villupattu,
creations, Music
Drama,
Digital
resource
Why I was interested in joining the teachers’ circle
Self
thoughts
teachers
Development
through
exchanging
and
ideas
with
various
school
Summary of the different things I did last year
Puppet
show,
Villupattu,
creations, Lesson plan creation
Digital
resource
Experience Sharing
Purpose
In our school, the students come from very poor
families and the parents do not support the children in
their studies. The students are unfamiliar with English
language; the only time they hear and speak English is
during the English class in school. The CBSE content
is also a bit high and difficult for the students in rural
areas. So it is all the more important that the teacher
simplifies the lessons/poems in a way the students can comprehend.
In Class 1 there were classroom resources for all other lessons except for the poem “One little
kitten”. So I thought of creating a teaching resource for that, which would be context specific. There are
resources in “English academy” for poems where one reads stanza by stanza and explains the content.
But some of these are not
suitable for Indian students.
The resources carry a Normally we use pictures and foreign tone and accent and
they are recited and not sung other printed TLMs, but I wanted and do not bring out the fun
element usually associated to take it to a digital form.
with learning poems. Hence
they are not exciting enough
for the children. Students of
Class 1 can enjoy and learn an English poem by singing it in a familiar tune. It is very essential for us
to engage the students in classroom activities using different methods. This drove me to create content
specific digital resources that are easy for students to understand.
How did I plan / to work on this objective?
Usually, children attend two years of pre- primary school before coming to class 1. But these
children did not attend any pre-primary school and were directly enrolled in class 1 and this was their
first exposure to any formal education. I used the readily available resources to teach the previous
poems but I felt that it was insufficient. Children have to enjoy the classroom learning and should get
excited about the things they are going to learn in the class. So we need some attractive and interesting
teaching aids to engage the children in class.
When I first taught the poem “One Little Kitten” with action and music, students were able to
pick up the song with the help of actions. But then I found that there were many animals in the poem
that children were unfamiliar with, and found it difficult to relate to. E.g.: Seals, seagulls, eels, lizards,
dolphins, alligators, whales and fleas. I tried to check for readily available resources for this poem, but
my search went in vain. Normally we use pictures and other printed TLMs, but I wanted to take it to
a digital form. So I used pictures of the animals, audio-recorded the poem and created a video for my
students. I did this with the help of “Photo Grid” application in my smartphone. This is easy for all to do
and has no copy right issues.
I first used my mobile and then my laptop. The poem was initially taught in a tune which is easy for
the children to pick up. Children sang the poem and I recorded their voice in the video. They initially
struggled to pronounce a few words like lizard, fishes, eels and butterflies etc. But after singing it
repeatedly they were able to get the correct pronunciation.
The video helped children to understand more about animals - where they live, how they look, their
colour etc. On seeing the picture of a lizard, they identified it as “palli” (Tamil word for house lizards).
They had associated the lizard with the normal house lizard. I asked them to take a closer look and
clarified that it was one type of lizard but not the house lizard. Apart from animals, they learnt numbers
as well. When I played the video for the first time the students listened to the poem and the next
time they started singing along with the video. They enjoyed watching the video and were then able to
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identify the animals and recite the poem with actions.
Way Forward: Most of us teachers have an android phone. The “Photo Grid” app is user friendly
and easy to use and an ideal support for teachers. Visuals always appeal to children and help them
comprehend language better. It also provides cues to search for words related to the visuals to narrate
or talk about it. All of us have used images as a teaching aid for some of our classes and it definitely
was a useful aid. I have identified the lessons that have no clear resources and I have decided to create
(context relevant) resources for other poems during summer holidays.
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Music & Dance to Enhance
Learning
Socio economic context - Most of the students are from
very poor families and have diverse family backgrounds.
Some children are raised by a single parent, some are
under the care of grandparents, some parents go to
work early and come back home very late. The school
is located in an industrial area surrounded by six
chemical factories so the children have developed skin
diseases as well as hair fall problems. The community
faces water pollution issues because of these factories.
This was a single teacher for a long time with one
teacher managing all the 5 classes. When I joined, we
became two teachers in the school. I stayed in the same
school till I got transferred recently. Handling multigrade class was very difficult for me as a teacher.
Peculiar strengths and challenges –We had multi grade
classes in KVP Kuppam School. We had classes I, II &
III, together, LKG & UKG combined, and class IV & V
together.
Some key areas of interest
Puppetry, villupattu, drama, dance, singing and
drawing
R.RAJESH
GPS, Sivaranthagampet
Puducherry (Feb 2016 onwards)
Previous School :
GPS, KVP Kuppam, Karaikal
Why I was interested in joining the teachers’ circle?
Self-Development through exchanging thoughts from other school teachers.
Puppetry: I have used puppets for story-telling and for lessons which have conversations. I attended
a training programs for puppetry and I can make puppets for classroom teaching. Villupattu: I used
villupattu to teach a 4th Std EVS lesson to convey the social messages in a fun way. Villupattu has songs
with rhythm and will be attractive to children.
Field visit for students: We took children out for a Purpose Walk. During this the children walked
through paddy fields and interacted with a farmer. He explained the process of paddy cultivation.
Children had not interacted with farmers earlier and hence were very eager to know about various
aspects of farming. We also visited a railway crossing and the gate keeper explained how the signal
at railway crossing works. A month ago, they were taken in a train to Velankanni and had seen many
railway crossings on the way. So they were interested to know more about railway crossings.
Children interacted with farmer to get to know about paddy cultivation.
Bouquet - Project work for EVS lesson 66
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How a Railway crossing works
Experience Sharing
Classroom challenge
In my class, there were students from multiple grades (class 1, 2 and 3) and it was a tough task to
grab their attention. Initially, I started teaching them like I would have normally taught a class of 30.
But I realized that when I teach class 1 and ask them questions, students of class 2 and 3 respond faster
as they have already learnt the lesson. While teaching class 3, younger students would get bored and
distracted. That is when it struck me that three different age groups needed to be handled separately.
I had to do change my strategy to get their attention and make them sit in their respective places. So I
decided to use singing and dancing as an energizer to draw their attention and make them concentrate
in class.
Planning and preparation
One day, the children told me that there was music in the computer and asked me to play it. I played
it and they enjoyed listening to music and after 10 minutes when I asked them to focus on their lessons,
all except one did. So I thought of using this as a strategy in class. I begin the day with songs and make
them sing and dance and then start teaching. It initially started with movie songs and then gradually
moved to cartoon songs from Chota Bheem and Dora and then songs from the text book. Singing and
dancing is a good activity to channelize their energy and it helped us stay fresh throughout the day.
What happened in class
Though it started from cinematic songs, I slowly brought in textbook songs as well. For instance,
there is a rhyme in the textbook that goes ‘Brush, Brush, Brush your teeth….’ This is a rhyme on
personal hygiene and daily routine. I begin this song with actions and follow it up with a conversation
on the importance of personal hygiene. This is how the learning process began in my class. I used “hello
English” cds, which has songs for children.
Changes seen in class
Once I did the things which they enjoyed doing, they started listening to me. Music and dance
removed the fear factor in the children and the teaching environment became a joyful one. There
was a lot of change in the students attitude as well. Students started sitting in their respective places,
participating in classroom activities and responding to my questions. Students started writing in
four line notebooks and brought materials for projects. They completed tasks given to them and even
finished a project work.
I developed a good rapport with my children. I usually never beat children but I sensed that they
were initially scared of a teacher. with this activity, my children started opening up to me and I got an
opportunity to know each of my student personally. Students even brought some local craft work done
by them – toys made of coconut shells to show them to me.
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We create TLMs and use various strategies to make the children understand a lesson. But I learnt
that beginning a day with enthusiasm and channelizing children’s energy by making them sing and
dance also does wonders. It sets up a positive and energetic mood and helps in classroom proceedings.
Once they started listening to me, I could start teaching them and handle multiple grades. To handle
multiple grades, I first taught the senior classes – class III and II and assigned them some work and
then attended to class I. This prevented the seniors from calling out answers while I taught the juniors.
I took the children to sea-side and nearby fields. It was the first time the students went out from
school. Even though these children are used to playing in the beach and working in the fields, a field
trip was a new experience for them. When we took them to these places and showed them different
trees, plants and shells they were excited and learned a lot. I felt that such visits organized for providing
experiential learning open up new dimensions on learning in the students’ life.
Way forward
I have got new ideas from Teachers’ Circle like using drawing to teach vocabulary and using craft
in primary classes. I want to try these methods in my class in the coming year and I hope I will get new
ideas from other teachers next year as well.
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Enhancing reading skills
Through Visual Medium
Key areas of interest:
• Developing reading skill through art work
• Organising School cultural activities
• Helping children participate in drawing
competitions
• Organising Science exhibitions
Last years’ experience:
• We have set up a reading corner in our school
and it was a wonderful experience. It has
generated a lot of interest among students and
we have seen improvement in their reading
ability.
• I wrote English lesson ideas for Class 5 in
Thisaimaani Magazine. We tried those ideas in
class and then discussed solutions for some of
the challenges faced in class.
• I have tried a few new strategies like comic
book strips and breaking lengthy prose into
short meaningful chunks in my class last year.
K. Adirai
GPS, Kurusukuppam.
Previous School :
GPS, Kirumampakkam
Reading corner in our school
Experience Sharing
Class room challenge: Developing reading skill
Visuals give cues for the children to comprehend a passage (a picture is worth a thousand words).
English lessons in class five are too lengthy and wordy and visuals are very limited. So that makes it
difficult for children to read the text. English can be made more exciting if we combine the text with
interesting visuals. It will also give slow learners an opportunity to engage in class. Since I am deeply
interested in drawing I tend to use more of it in class and I thought of creating visuals to make reading
easier for my children.
Approach Used:
Pre-lesson activities:
• List out and teach the frequently used words
through sight word charts and display it in class.
• Use simple stick figures to teach action words and
pronouns.
• Use smilies to teach emotions.
• Use drawings to teach prepositions and new vocabulary.
A snap shot from English
TB – Class 5
A mountain pic to explain preposition in context
Using vocabulary in meaningful situations
In a language lesson the content is not as important as the
use of the language. The given content is a medium through which
you can facilitate children to learn the second language. It is not
enough that the children study the lesson, use the vocabulary,
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answer the questions and pass the exams. I wanted my children
to be able to use English they learnt in school in their day to
day lives and ensure that the vocabulary they learn remains
permanent in their memory.
English is not widely spoken in the child’s environment and it is
limited to the classroom and the text book. So as teachers, we have to
introduce the vocabulary in a meaningful context where the child is able
to reuse the word (use the vocabulary in similar situations). I am sure
we all try out different things in our classes and whatever strategy works
for us would be our individual pedagogy, our style. Here I have taken up
drawing as my strategy with children.
Creating Comic strips.
Before starting a lesson, the vocabulary is introduced through
pictures. I use pictures, models and realia wherever the situation demands
to reinforce the learning. To facilitate reading, the prose is divided into
small comic stories or small meaningful chunks. I took certain parts from
the text, created a comic story sequence with the support of the pictures
in the book and prepared slides. As and when I projected the slides, the
Simplifying text into
children were able to read the text beneath every picture. Since they were
meaning small chunks
already familiar with the frequently used words, they were able to read
and the pictures aided the process. In case of longer words, I had taught them to syllabify and read.
Whenever a child comes to ask me to read a word, I write it on the board and syllabify it for the whole
class. This helped them read with reasonable fluency even at the 1st attempt.
They also narrated what was happening in the picture in their own words. The sentence structure
was not perfect but it was a good space to teach grammar and tenses in the context of story narration.
They use picture clues from the slide to narrate the story in English. If we ask structured questions,
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students also try to answer in a structured manner (For example: Where did she go? She went (did + go
(past)) to the forest (where)). We could frame questions according to our students’ level. This way, we
can help students produce language than memorise it.
Checking for comprehension:
Students were encouraged to tell the meaning of the sentence in their mother tongue. Wherever they
struggled, I gave them clues. After doing this students were instructed to read the prose in the book.
Identifying the known words:
I asked them to underline the new words in their text book and colour the known words and as they
read more words in the prose, their confidence increased.
Relay Reading:
I made them read in pairs as in a role play or relay reading. This helped in developing their listening
skills and peer learning.
The picture reading gave them an opportunity to try reading on their own and I was happy to see
them recollect the words they had previously learnt. The comic video has helped them learn English
in an interesting way. We can encourage students to create puppets, masks, and stick puppets and use
them to teach concepts and themes in class. My children had created puppets on family and animal
world.
Way Forward:
One common problem that children face is the difficulty in remembering the newly learnt words.
When you want them to use a particular word in a conversation, they can’t remember it. Memorizing
words without using it will be of no use as far as English is concerned. One way to overcome this issue
is to make them draw the new words in their vocabulary note book. Writing them down against the
picture reinforces their memory. As teachers we must also try to use the newly introduced words in our
classroom conversations. It will make the students to get to know the different situations in which they
can use the words. In the coming years, I am consciously going to do this in my class.
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Learning Through Sensory
Perception
Socio economic context of our school
Our school is situated in a rural area. We have to
walk more than a km to reach the school from the bus
stop. 70% of the parents of our children are illiterate
and are daily wage earners. These children are 1st
generation learners in their family and their parents
depend on them to come up in life to improve their lot.
We conduct PTA and SMC meetings every term
to seek the support from the parents as well as the
community. But the parents never give any importance
to these meetings and hardly attend them. Our school
has all the basic facilities and infrastructure.
Some key areas of Interest :
• Reading books
• Doing creative things
• Eager to know new things
• Interest in doing work related to developing
my students’ knowledge
• Environmental issues
LAKSHMY. G
Government Primary School
Ramanathapuram
Students : 72
Teachers : 6
Joining Teachers Circle :
I attended the ‘Medayil Thisaimaani’ program held at Mother Theresa Institute and that made me
join the Teacher’s Circle. In that program, teachers shared many innovative ideas and that attracted me.
They kindled my interest and motivated me to do some innovative things in my class too.
Summary of the different things I did last year:
1. Created lesson plans in the 5E format which became clearer after we transacted it in
class.
2. Used ICT in classrooms
3. Used a lot of Teaching Learning Materials to make the class interactive
Experience Sharing
My Classroom Challenge:
For the first time I was handling a class with low strength, which is both a boon and a bane. Since there were only 5 students, it helped me understand each one’s strength and weakness. I put in a
lot of effort to teach them as well. But there was always more than one absentee once or twice a week
and the numbers dwindled down to three, which sometimes demotivated me. If I felt demotivated I
could imagine how demotivated those young minds would be.
Due to the low strength, there is no classroom arrangement and children sit in the veranda. So
they often get distracted by other things. To address these problems, I started using various activities
to draw their attention to the class and the activities and the TLMs helped me in bringing meaning to
their studies.
How I Planned :
Before I teach a new lesson, I plan the entire lesson through different activities which would kindle
the students’ interest and help them get rid of their shyness and fear in learning a foreign language. And
this would help them in learning the other subjects as well.
I divide my class into 3 parts. If my class is for 40 minutes, then I take the first 10 minutes for
teaching new things and next 20 minutes for conducting lesson related games so that it energizes the
students and the last ten minutes they practice what they have learnt.
Summary Of Teaching And Assessment Approach:
Now I am going to share a summary of my teaching approach by discussing the lesson “Curly Locks
and the Three Bears”. This story is based on the fairy tale “Goldilocks and the three Bears”, a story set in
a foreign context. The words were new to our children and it was a challenge to make them understand
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them. But they picked up the words when I used pictures, real objects and visual aids.
Developing fine motor skills: I gave a couple of activities in this initial part of the lesson to give them
different experiences. I gave the students bear cut outs and asked them to weave a woolen thread
through the holes punched at the edges in order to develop their fine motor skill. This activity can also
be used as a precursor to writing. I was surprised to see the concentration and the silence with which
they were engaged in this activity. The child whom I considered a slow learner did very well in this
activity by completing it first. Eye-hand coordination was visible. Student’s attention levels were high
and peer discussion happened and they were relaxed in this session.
Vocabulary through sensory perception: Then I placed some objects having opposite texture near
the students and I asked them to touch the objects and share their feelings to the class, like soft or hard,
curly or straight and rough or smooth, big and small. Even a child who I thought was a slow learner did
this activity fast and completed it ahead of others. The child who was academically good was slow in the
activity. This made me think on how to balance both types of learners in a class and also how to handle
mixed ability learners in a class.
Number three (3) was a recurring theme in the lesson. There were 3 bears, 3 bowls, 3 beds and so
on. I had to teach them the number three. I thought of using the simple water colour with which I used
to make them paint 3 dots in a worksheet. I told them to dip their fingers in the water colour and put 3
marks on a worksheet.
Through this activity they learnt not only the number 3 but also the names of different colours
in English. For some, they knew only the Tamil names. This was a good activity where they learnt the
names of unfamiliar colours. I maintained a steady conversation with the children and they keenly
listened to me when I asked them the names of the colours and asked them which one they liked.
Through this activity I could do much more than I had planned.
At that time I didn’t know that this would help me in another lesson which was fully on colours.
This was made possible because our text books are designed that way. The vocabulary and content are
interlinked and the activity done in one lesson helps in teaching another lesson. This helped me look at
the text book in a new manner. The vocabulary thread is repeated throughout the lesson and when we
give them an unforgettable learning experience, teaching the rest of the lessons will be smoother and
easier. Reinforcement will happen on its own.
Vocabulary through pictures: All of us must be using this method in our classes. I introduced new
vocabulary through pictures. I realized that pictures weren’t sufficient for teaching these words: Cottage,
porridge, bowl. This was the first time that they were hearing these words. They were of foreign origin.
The words were unfamiliar and they confused the words. So I used realia to help them understand
these words. For porridge I prepared “raagi kanji” and brought it to class and told them that this was
porridge and made them taste it. Wherever possible we should try to link it with their environment.
Video: I had downloaded the video “Curly locks and the Three Bears” and felt that it would be ideal
for this lesson. True enough, the children enjoyed it so much. It was the first time they saw a video in
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a class. When the video was played, I paused the video to show them the unfamiliar words whenever
it occured. By this I showed all the unfamiliar words. After seeing the video the students were able to
narrate the story in their own language and enacted it by using masks.
In the last unit there is a lesson “Magic Pot” where the word porridge comes. One teacher who
observed my children told me that this was the 1st time she was hearing the word. “How do your
students read the word easily?” I think it is the “raagi kanji” I brought to school that helped them
remember it.
Teaching opposites using realia: In class V, I was trying to teach antonyms to children. In Tamil I
found it difficult to teach antonyms. But when I brought in realia to the class and made them feel each
object like: wood (hard) cotton (soft) the learning was permanent. In subsequent classes when I used
the word hard, soft they understood my gestures. They even told me that my hair was curly. Whatever
can be brought to class and shown to children should be done. The children will remember it for life.
For others words for which we cannot bring real objects, tiger for example, we can bring models, show
pictures and visuals. Sensory feelings can be activated through these objects. The children learn better
when they touch, feel and smell.
There was an activity which was based on degrees of comparison. Degrees of comparison was
always a challenge. The lesson gave ample scope for teaching this. I found that the readymade resources
were not sufficient. So I drew different sized bears, beds, cots and bowls and coloured them and the
children pasted them on a chart mounted on the blackboard. Since the poster is always displayed in
class, the children get to gaze at it multiple times.
Family Chart: As an extension of the lesson, I displayed a family chart in the class and I asked my
students to draw their family members in the family chart using stick figures. Then I made them name
their parents using Mr. and Mrs. This was when I got to know their background. One of my students
was living with her mother and grandparents. So while drawing the family chart she wanted to know
whether she should include her father. Such instances helped me in understanding my students’
background.
Reflections:
Previously I used to teach a lesson in the usual chalk and board method. I used to feel happy that
I had taught well. But when I ask them questions a few days later they would hardly remember what
I had taught them. Now after using real life objects, pictures and AV aids I am happy to tell you that
they remember what I taught them in the 1st lesson even at the end of the year. The projector was very
useful. The day children watched the video, they felt very excited and claimed that their teacher had
used a big screen to teach them in class.
For evaluation I pasted all the words on the wall and gave them the picture cards and asked them
to stick the picture against the word cards. This enabled them to read all the words correctly. Other
teachers also liked this strategy. I stuck some word cards on the walls of the classroom. Then I gave
a picture card to them and asked them to find out the correct word related to that picture. Students
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actively participated in this type of evaluation.
Challenges To Be Focussed In The Upcoming Year:
In upcoming year the main areas I am going to focus is on English knowledge of my students. I
want them to be able to share their views in English as they can do it in their own language. I also want
to give them practice to read their books and other reading materials. I want them to develop their
fluency in speaking English.
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Grammar in Context
K. Padmini
GPS, Thattanchavadi
(Subbiah Nagar)
Previous School :
GPS, Ariyur
Background about your school: I used to work in GPS
Ariyur; where I handled Class IV. The children come
from rural background. Their fathers drink and do not
go for regular employment. They are rag pickers. They
don’t care for their children, their health or wellbeing.
Children mostly come from broken families and are
being brought up by grandparents in some cases.
Some key areas of interest: Preparing charts,
drawing, designing activities to children
Why I was interested in joining Teacher’s Circle:
My fellow teachers suggested that I join the Teacher’s
Circle. They said that we get plenty of new ideas and
activities in the Circle and it is a platform to develop our
teaching capabilities.
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Summary of the different things you did last year: I
gave plenty of reading activities to children and it has
helped develop their reading skills. I used to give them
reading and writing work during lunchtime. I alternate
between English and Tamil reading and used books
from APF for the same.
Experience Sharing
Classroom Challenge
Among all the subjects, teaching English was a tough task for me as the students belong to the rural
area and have no exposure to English except during school hours. This case study is about teaching
verbs and tenses to primary children in a way they would be able to apply it in their conversations. I
plan my teaching in such a way that each and every child in my class is able to understand the concepts
better. In this case I used different methods and approaches to teach verbs and tenses.
Everyday classroom interactions to develop Basic English
To my knowledge they were well versed in their mother tongue but lacked communication skill in
English which is a common scenario across schools. So I started communicating with children in simple
English sentences.
For example:
How old are you?
Which class are you studying?
What is the name of you school, name your family members?
What did you eat for breakfast?
These were routine questions that I asked my children every day. They were initially translated
in their mother tongue to make them understand these meaning and slowly they were able to answer
these questions. When I asked them “What is the name of your mother?” They replied my mother name
is, my father name is….. Here I slowly taught them to say it with an apostrophe. This was how they
learnt to say “mother’s name & father’s name” with an apostrophe. These conversations also helped me
in teaching action words and various tenses. The grammar has to be in context and should be constantly
used in conversation.
What is the importance of grammar in a language? It helps us to interact with others, convey what
we want to. When we want to convey something to another person we have to string the words into a
sentence and for this grammar is essential.
By interacting through questions the children learn to use the language and then when they are at
an age when the rules can be taught we can teach the rules of the language.
Identifying action words in text
The only classroom resource available at that time was the text book. Now we can use the books
from reading corners also.
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To start with I gave simple stories and rhymes printed on a paper and asked the students to
underline the words that described actions. I wrote the same sentences on the board by changing the
present to the past. I also used rotating disc to differentiate regular and irregular words like play/
played, eat/ ate. I showed some picture cards having pictures of some actions like cry, drink, eat, write
etc. and asked the students to say the verb. I then gave the correct past tense for the words.
Using realia in class:
I also kindled interest among my students by asking them to do role play and asking questions with
objects they were familiar with. Some characters like Mahatma, Nehru, were known to my children. So
I produced a 10 Re note and asked them questions where the tense can easily be changed.
E.g.
Q: Whose face do you see on the note?
A: We see (saw) Gandhi’s face on the note.
Q: When do we celebrate Nehru’s birthday?
A: We celebrate (celebrated) Nehru’s birthday as children’s day.
Slowly they learnt the past tense through this.
Identifying words in past tense
I made my students to underline simple past tense words in the lesson “The milk man’s cow”.
Finally to evaluate them I also gave some newspaper cuttings and asked them to underline the simple
past tense words. Through all these activities I made my students understand the concept of simple
past in a better way.
Graded grammar activities
I asked the students to list out the objects in the class and wrote them all on the board by spelling
each letter and saying aloud the words.
Then I wrote the names of a few students on the board and called them one by one to do an action
like eating, reading, writing, walking, jumping, sleeping, catching, combing, brushing teeth, drinking,
running, pulling, pushing, closing, opening.
Every time a student did an action I will say out “Rajiv is pulling”, Vijaya is eating”. I repeated all
their actions and made the children repeat after me.
I made them stand in a circle and played this activity of identifying the action words. This generated
a lot of interest in class. The children found it energetic and interesting.
Worksheet for Past tense and Present continuous
I gave them work sheets where they just had to add ‘ed’ after an action word. They have to first
underline the action word and then add ‘ed’ and fill the blanks and read it aloud in class. They were
given another work sheet where they had to fill the gaps for the given action words by adding ‘ed’ and
‘ing’.
Past tense from conversations
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I asked them what they did in the morning before coming to school. They said brushing teeth,
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combing hair, eating breakfast and walking to school. In the 1st day I took only these 4 actions and
asked them to talk about it in simple past.
This I repeated for a week and I used to ask them every morning at the beginning of my class.
After this I slowly introduced them to irregular verbs. When a boy wrote on the
board I ask them:
Who wrote on the board?
Who brought chalk from office?
Who drank water?
Who sang in the class yesterday?
Whose mother came to school in the morning?
I follow the rule, I present the example, I make them practice and then finally make them use in class
I understand that repetition helps. So I use this in class repeatedly. For irregular action words I highlight
them on the board and make them focus on that.
Go out and walk about: Experiential learning:
I took the students on a short walk outside the class within the compound, and made them take
notes on what they observed. Once when they came back to the classroom, made them share what
they experienced on the walk using simple past. This I tried in my class and the children enjoyed the
learning.
They came out with sentences like:
I see crow
I see leaves, trees, dog.
Birds fly.
Then I converted the verbs into simple past
I drew a time line on the board to teach the verbs the children came out with.
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Assessment: Action Word cards
I conducted a verb game to assess their understanding. I divided the class into three groups and
gave them action word cards, simple present to one group and present continuous to another group
and past tense to the third group. When I call out a verb, the children should look at the verb cards in
their hands and come out and stand in a line,
E.g.
Look/ looking/looked
See/seeing/saw
This activity worked well. They developed reading skills through joyful learning
Way forward:
I would like to work closely with other teachers in the group and develop my teaching skills and
I want to create a comprehensive grammar chart for the primary classes and give it to all schools as
ready reckoner.
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The Lost art of Letter
Writing
Background about the school you worked in last
year :
I am presently working in GPS, Moolakulam. Last
year I was working at GPS, Perungalore, Zone-IV where
I handled Grade-III of CBSE syllabus. The strength of
the school was 87 and my class’ strength was 14. There
were 5 teachers and a Headmaster.
Presently, I am handling III Standard- Samacheer
syllabus. When I was handling CBSE syllabus, it was
really a challenging task for me as I had to handle all
other subjects too.
P. Lakshmi,
G.P.S. Moolakulam
Previous School : G.P.S.
Perungalore
Some key areas of interest
To impart quality education to my students, I
needed lots of resources and guidance to improve my
classroom process. I create my own resources and
browse for a lot of support materials to make the class
interactive. I’m also interested in drawing, painting,
reading books and listening to music.
Why I was interested in joining the teachers’ circle
When I got an opportunity to join the Puducherry
Teachers Circle, I didn’t want to miss it and became
a part of the English group. There are several other
83
teachers in the group with whom we discuss ideas to teach a particular concept, share our classroom
practices and reflections of teaching.
After joining the PTC, I was able to update myself. The experiences of other teachers helped me
improve my own teaching. I was able to modify my resources for various subjects and there was a lot
of knowledge sharing during the meetings. We used to also discuss the various challenges faced in the
classroom.
PTC is a great platform for teachers. The great advantage that I felt after joining PTC is that I could
meet up with other like-minded teachers and expand my professional skills. Not only the members but
the schools were also provided with print rich materials and several lesson-based resources which
were really helpful in our classroom.
The PTC group is devoted to everything that has to do with the teaching and learning. Last year in
PTC, I developed English lessons and resources for it for Grades III & IV. I have also shared my reflections
and these were published in the Thisaimaani magazine. About seven of my lesson plans were published
last year.
Experience Sharing
Purpose
This case-study is regarding a lesson which I had taken for Grade-III, “What’s in the Mailbox?” of
CBSE syllabus. This poem enables the pupils to discover the joy of writing through letters to friends.
How I planned / to work on this objective
Letter writing is undoubtedly one of the most challenging tasks. It is an essential skill. There are
a number of conventions to be adhered to and it is important that the overall structure is as clear and
concise as possible and use of colloquialism is avoided. The key is to communicate in the clearest way
possible be it a formal or personal letter.
Despite the prevalence of e-mails and text messages, everyone has to write letters at some point.
Encouraging children to write letters from an early age will improve their communication, handwriting
skills and social etiquette.
Summary of teaching and assessment
My students of Grade-III were quiet unfamiliar with the use of letters and writing a letter. First I
asked them to draw a “Mailbox” and colour it in red. I asked them to draw an envelope, postcard, inland
letter and a greeting card. I showed a model of each one before they began to draw. This activity was
done as a warm-up for the students.
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Examining Sample Letters: Then I gave them a sample letter and interrogated them after they had
examined the given model letter carefully. I collected different types of letters and showed them a chart
covering the different aspects of letter - Address, Greeting, Style of letter, Message and Conclusion &
Signing
Word Web: For vocabulary enhancement, I cited new words from the poem and wrote them on the
blackboard. I made them highlight those words in their textbooks. I procured related words from them
and listed them on the board. I thought this might enable their divergent thinking.
I derived the following possible words from the new words. I did this activity as a semantic
grouping “Word Web”.
Example: LETTER - The students gave few related words to it such as…POSTCARD, POSTMAN,
ENVELOPE, STAMP, POSTBOX, GREETING CARD, THANKS, REPLY, PAPER, WRITE, HI, HELLO, MESSAGE,
WISHES, NEWS, YOURS, LOVINGLY…These words were familiar to the children.
Letter writing process:
Before they started letter writing in their note books, I made them complete the letter in a
worksheet individually. The worksheet was created specifically for children to fill.
After they were done with the worksheet, one common topic was given to the whole class to write
on. The words for birthday party letter was given to the class. Different ideas came out in Tamil and
together we framed the sentences on the board in English. They were able to recall a few sentences
and make simple sentences on their own. I also encouraged peer and group learning where children
discussed ideas among themselves. They first discussed in Tamil about what they had planned to write.
Then they drafted their letter in English. I helped each group to complete the letter. Peer-support was
visible. Spellings were corrected among themselves. This process was the second step and a step
forward from the worksheet they did earlier.
Writing Process:
The writing process started by first making them imagine as if they were inviting a friend to a
birthday party and then writing the time, date, day and venue. These were written on the board and the
order in which they should be written was shown to the children. To do this I asked a series of questions
to bring out all aspects of a function, like place, time and venue. The children got excited and gave out
different suggestions. Then I asked them to keep the model letter in front and asked them to work in
groups.
There were a lot of discussion going on. After the group process I asked them to write it on their
own in their notebooks. One person from each group presented it in the class and peer correction and
discussion happened.
I assessed the children at all stages. I had to concentrate more while I asked them to complete the
letter in the worksheet and when I evaluated them on writing a letter to their friend independently.
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85
I kept a read-aloud session and ensured that all the children read the letter before the entire class. I
further encouraged them to display them on classroom walls.
Letter to a friend: A few days later I asked the children to bring an
inland letter/ postcard. After the children brought a postcard each, I
asked them to select one friend to whom they wanted to write a letter.
We discussed various occasions like local festivals, birthday parties,
visit to a place and family functions for which a letter could be written.
This interaction generated lot of interest. Then I made them select
their own groups (Peer-grouping) and divided them accordingly and
asked them to write letters to their friends. As I had already shown
them a model letter in the warm-up session, they were familiar with
the different aspects of letter.
Making an Envelope: After the completion of letter, I showed them
how to make an envelope. Each one made an envelope on their own. I asked them to post the letter
they had written to their friend with the school’s address on the envelope. Further I encouraged them
to prepare greeting cards to their friends or family members with a proper message. This they could do
better as they had written one earlier. The pictures they drew on the cards were different and colourful.
The children thoroughly enjoyed writing a letter and
posting it to their friends. Likewise, I saw the joy in the faces
of children when they received a letter in their name. There
is something special about posting the letters in the post-box
and about the brightly coloured stamps, seeing their name on
the envelope and knowing that inside is a long awaited letter
from a friend or family member. I learnt that the usage of stamp
could be used for cross-learning such as they reveal the national designation, denomination, names of
countries, perforations, images related to historians…
Way Forward: After the introduction of CBSE, I felt that the children were struggling to learn and
started taking extra effort to make their learning easier. I feel a change in me and I can see a difference
in my teaching methods. I used to prepare one TLM per lesson but now I am planning to create a lot
more for my lessons. I used to be keen on completing the portions earlier, but now I am ensuring that
children learn the language skills.
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Case Study : Linking
Water Cycle to Water
Conservation
Some key areas of interest : Practical Class for biology,
Conducting quiz in science
Why i joined Teachers’ circle : Meeting and Discussing
with other teachers have helped me a lot. I could learn a
lot about students. It was easy to analyze my student’s
knowledge because of the Teachers’ Circle. Teaching
aids are very useful to teach in the class. I need more
ideas and resources for the coming academic year.
Experience Sharing
Purpose: Understand the link between water
conservation and water cycle
Grade: 3
Summary :
Collected different Videos on different forms of water
(boiling, melting of ice etc.), water cycle.
Did activities to link water conservation and water
cycle.
Students collected descriptions about dams.
Used worksheet to identify different steps in water
cycle and connect them appropriately
D. Priya
Our Lady Hr.Sec School
pictures for coloring (activity to motivate children), and drawing activity
represent water cycle through an illustration.
Background discussions in the classroom:
The class on water cycle was conducted using videos that depicted
evaporation, condensation and precipitation. When children found it difficult
to understand some of the terms such as evaporation, condensation etc., real
life examples of water boiling, water droplets seen under the lids of vessels,
melting of ice was shown to the students. Through all this, children developed
a fair understanding of how does rain fall occur, what is water cycle and the
processes involved in water cycle.
There was a discussion in the classroom regarding where the water goes
after the rains and how it reaches the ocean. Through the dialogue, children
understood that if all water reaches the ocean it would become salty and unfit for drinking, so we should
conserve water. The discussion that followed was on how rainwater can be conserved. By constructing
dams, lakes, well etc., we can conserve water. With help of dams, water in the rivers and lakes can be
conserved and used for other purposes. It was also discussed with students that in Pondicherry there
are no big dams but we have big lakes in ouster and bahour and small ponds in our villages and they
need to be safeguarded to conserve water.
A project was done on dams. The idea was to collect pictures and information about dams which
are located in Tamil Nadu. Children used multiple sources such as newspapers, books and internet to
gather information.
Initiatives in classroom: Album on dams in Tamil Nadu
Children were asked to create an album on dams situated in Tamil Nadu. The album consisted of
pictures of dams and a short description on each dam.
What did children bring:
Four days were given to the children to finish the work. Students
collected photographs and some information about dams and presented it as
an album and explained how they collected the information.
Discussions in the classroom after children brought the album :
They enjoyed preparing the album and they presented some basic
information about the dams- its name, location, when was it built, height and
depth of the structure etc. While presenting, students had doubts regarding
the height, depth and structure of the dam, how it was constructed, how
many people were involved in the process and how long it took to complete
the entire construction, how it is maintained, who takes care of the dam
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etc. It was interesting to listen to these doubts and many of these were
clarified to them.
Here we also talked about water conservation and how it is related
to water cycle. We discussed how rain fall occurs and how small streams
join together to form rivers, and how dams are constructed in places to
store water for irrigation and power generation.
Assessment of learning:
To assess the understanding on water cycle I used a worksheet
where they had to match the forms of water and water cycle terms with
pictures.
What do I think about the way I taught?
Discussion from specific to a broader area; Could have asked questions about different means of
conserving water and then arrived at dams as one of the ways to conserve water.
I felt satisfied the way I taught but I would like to improve a few things. For example, rather than
showing videos, if the children were shown a model on water cycle it would have been a better way to
involve the children. After the model is shown students can be asked to write what they have observed
in their own words.
What will I do better next time differently?
I want to prepare a working model for water cycle. Compared to a video, it is another way of
teaching the same lesson.
gõ| \éì 2015-16
89
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H¡¹ î£‹ ð£˜ˆî¬î ñŸø ñ£íõ˜èÀì¡ èô‰¶¬óò£® ñA›‰îù˜. èŸø™ âO¬ñò£è¾‹,
Üöè£è¾‹ ñ£íõ˜èOì‹ ªê¡ø¬ì‰î¬î â‡E ñA›‰îù˜.
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«ñ£Šð Fø¡ ðŸPò ªêŒFè¬÷»‹ «êèKˆ¶, ðìƒèO¡ àîM»ì¡ ñ£íõ˜èÀ‚° M÷‚A‚
ÃP«ù¡. Ü¶ ñ£íõ˜èÀ‚° «ñ½‹ ðô ªêŒFè¬÷ ÜP‰¶ ªè£œÀ‹ Ý˜õˆ¬î
ãŸð´ˆFò¶. Þ«î«ð£™ àƒèÀ‚°Š H®ˆî Môƒ°èœ ðŸPò ªêŒFè¬÷„ «êèKˆ¶ õ¼‹ð®
ÃP«ù¡. ñ£íõ˜èœ Ü¬ùõ¼‹ ªêŒFî£œèœ, ¹ˆîèƒèœ, Cô˜ Þ¬íò‹ õ£Jô£è¾‹,
Cô˜ ªðKòõ˜èOì‹ «è†´‹ Môƒ°èœ ðŸPò ðô ¹Fò ªêŒFè¬÷‚ ªè£‡´õ‰îù˜.
ÜŠªð£¿¶î£¡ ñ£íõ˜èÀ‹ ¹Fò ªêŒFè¬÷ èŸðF™ âšõ÷¾ Ý˜õñ£è àœ÷ù˜. â¡ð¬î
ÜP‰¶ ªè£œ÷ º®‰î¶. èŸø™ ð£ìŠ ¹ˆîèˆ¶ì¡ GŸè£ñ™ ðó‰¶ MK‰î «îìL½‹ àœ÷¶
â¡ð¬î ñ£íõ˜èœ G¼Hˆ¶‚ è£†®ù˜.
ðK«ê£î¬ùèœ Íô‹ èŸø™ (ªêŒ¶ èŸø™): ä‰î£‹ õ°Š¹ CBSE - Å›G¬ôJò™
î‡aK™ ðK«ê£î¬ùèœ (Experiment with water) â¡ø ð£ìˆFŸ°„ ªêŒ¶ èŸø™ º¬øJ™
ªêò™ð£´è¬÷ ñ£íõ˜è«÷ õ®õ¬ñˆ«î¡. ð£ì‹ ïìˆ¶õîŸ° º‰Fò ï£«÷ ñ£íõ˜è¬÷
Üõ˜èœ i†®™ ðK«ê£î¬ù‚° «î¬õŠð´‹ CÁCÁ ªð£¼œè¬÷ â´ˆ¶ õó„ ªê£¡«ù¡.
ñ£íõ˜èÀ‹ îƒèœ i†®™ Þ¼‰¶ ê˜‚è¬ó, àŠ¹, CPò î†´, î‡a˜ ð£†®™, â½I„¬ê,
èŸèœ «ð£¡øõŸ¬ø‚ ªè£‡´ õ‰î£˜èœ. ñÁï£œ ñ£íõ˜èœ º¡Q¬ôJ™ å¼ õ£OJ™
î‡a¬ó ¬õˆ¶ ðK«ê£î¬ùèœ ªêŒ¶Š ð£˜‚èŠð†ì¶. ñ£íõ˜èœ îQò£è¾‹, °¿õ£è¾‹
ªêò™ð†ìù˜. ñ£íõ˜èœ ²Á²ÁŠð£è¾‹ Ý˜õˆ¶ìÂ‹ ðK«ê£î¬ùJ™ ß´ð†ìù˜.
è¬ó»‹ ªð£¼†èœ è¬óò£î ªð£¼†èœ, «ð£¡ø ð™«õÁ Gè›¾è¬÷Š ðK«ê£î¬ùèœ Íô‹
ñ£íõ˜èœ îƒè÷£è«õ èŸøP‰¶ ñA›‰îù˜.
ñ£íõ˜èœ î£ù£è«õ ÜP‰¶ ªè£œÀ‹ õ¬èJ™ èŸø™ è¼Mè¬÷‚ ªè£‡´ ‘î£«ù
èŸø™’ Gè›„C õ°Šð¬øJ™ ïì‰î¶. ñ£íõ˜èÀ‹ Ý˜õˆ¶ì¡ ðƒ«èŸøù˜. è‡í£™
ð£˜Šð¬î, è£î£™ «è†ð¬îMì ªêŒ¶Š ð£˜ˆ¶ ÜP‰¶ ªè£œõ¶ ñ£íõ˜èœ ñùF™
ð²ñóˆî£E «ð£™ â¡ªø¡Á‹ G¬ôˆ¶ GŸ°‹ â¡ðF™ CPî÷¾‹ äòI™¬ô â¡ð¶
ÞšõÂðõˆF¡ Íô‹ àí˜‰¶ ªè£‡«ì¡.
è÷Šðòí‹ ªê™½î™ (Field Trip): ä‰î£‹ õ°Š¹ CBSE - Å›G¬ôJ™ ‘²õ˜ ªê£™½‹
è¬îèœ’ (Walls Tell Stories) â¡ø ð£ì‹ ‘«è£™ªè£‡ì «è£†¬ì’ õóô£Á ðŸPò ð£ì‹.
ÞŠð£ìˆFŸ° ¹¶¬õJ™ àœ÷ ðöƒè£ô «è£†¬ìèÀ‚° ñ£íõ˜è¬÷ Ü¬öˆ¶„ ªê¡Á
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«è£†¬ì¬òŠ ðŸPò ðìƒèœ ñŸÁ‹ i®«ò£¬õ è£‡Hˆ¶ èŸHˆ«î¡. «ñ½‹ ¹¶„«êK
ðöƒè£ô «è£†¬ìèO¡ ðìƒèœ è£‡Hˆ¶ Ü‚«è£†¬ìèO¡ õóô£Ÿ¬ø M÷‚A«ù¡.
Þ¼ŠHÂ‹ ÜšMìƒèÀ‚° ñ£íõ˜è¬÷ «ïó®ò£è Ü¬öˆ¶ ªê¡ø£™ èŸø™ «ñ½‹
âOî£è¾‹, ñ£íõ˜èœ M¼‹H èŸè¾‹ àîMò£è Þ¼‰F¼‚°‹. Ýù£™ Cô Þì˜ð£´è÷£™
ñ£íõ˜è¬÷ Ü¬öˆ¶„ ªê™ô º®òM™¬ô.
ªêò™F†ì‹ Íô‹ èŸHˆî™ (project method): ï£¡è£‹ õ°Š¹ CBSE- Å›G¬ôJò™
‘«î£†ìˆF™ ÜŠ¶™’ (Abdul in the garden) â¡ø ð£ìˆF¬ù„ ªêò™F†ì‹ (project) Íô‹
èŸHˆ«î¡. ñ£íõ˜è¬÷Š ðœOˆ «î£†ìˆFŸ° Ü¬öˆ¶„ ªê¡«ø¡. ñ£íõ˜è¬÷
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Ü†ìõ¬íŠð´ˆ¶î™, GóŠ¹î™, ñŸÁ‹ A¬÷è¬÷ ¬õˆ¶ˆ î£õóƒè¬÷ Ü†ìõ¬í
ð´ˆ¶î™ «ð£¡øõŸ¬ø ñ£íõ˜èœ î£ƒè÷£è«õ Ý˜õˆ¶ì¡ ªêŒîù˜. ñ£íõ˜èœ
îQò£è¾‹ °¿õ£è¾‹ î£õóƒè¬÷ Ýó£Œ‰¶ ªê®, «è£®, ñó‹ ñŸÁ‹ ÜõŸP¡ ÞòŸ¬è
Ü¬ñŠ¹, õ÷˜„C, õ£¿‹ Þì‹ ªîK‰¶ªè£‡ìù˜.
«ñ½‹ ñ£íõ˜èOì‹ Cô M¬îè¬÷‚ ªè£´ˆ¶ õ°Šð¬øJ™ ÜšM¬îè¬÷Š ð…²
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â¡ªù¡ù «î¬õ? â¡ð¬î ÜP‰¶ ªè£‡ìù˜.
Þ„ªêò™F†ìƒèœ Íô‹ ñ£íõ˜èO¡ ÝŒ¾ ªêŒ»‹ ñùŠð£¡¬ñ¬ò õ÷˜ˆ¶‚
ªè£‡ìù˜.
HóFðLŠ¹:
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• ñ£íõ˜èœ Å›G¬ôJò™ ð£ìˆF¬ù õ°Šð¬øJ™ Üñ˜‰¶ªè£‡´ ÝCKò˜ ªêŒõ¬î‚
«è†ð¬î Mì, ñ£íõ˜èœ ðœOˆ «î£†ìˆFŸ«è£, Ü¼A™ àœ÷ °÷‚è¬ó‚«è£,
Ü¬öˆ¶„ ªê¡Á èŸHˆî£™, èŸø™ âOî£è¾‹ ñA›„Cò£ùî£è¾‹ º¿¬ñ»‹ ªðÁAø¶.
ñ£íõ˜èœ ÞòŸ¬è«ò£´ Þ¬í‰¶ îƒè÷¶ ²ŸÁŠ¹øˆ¬îŠ ðŸP ÜP‰¶ ªè£œÀ‹«ð£¶,
ð™«õÁ ¹ô¡èœ Íôñ£è‚ èŸø™ ï¬ìªðÁAø¶.
• õ°Šð¬øJ™ Å›G¬ôJò™ èŸH‚°‹«ð£¶ CÁ CÁ ðK«ê£î¬ùè¬÷„ ªêŒ¶ ñ£íõ˜èœ
î£ƒè÷£è«õ èŸ°‹ Å›G¬ô¬ò ÝCKò˜ à¼õ£‚Aì «õ‡´‹.
• ÝCKò˜ ñ£íõ˜è¬÷ Ü¼A™ àœ÷ ÞìƒèÀ‚°‚ è÷Šðòí‹ Ü¬öˆ¶„ ªê™ô «õ‡´‹.
è÷Šðòí‹ õ£Jô£è ñ£íõ˜èœ ÜPMò™ è¼ˆ¶è¬÷Š ð£˜ˆ¶ ÜP‰¶ ªè£œA¡øù˜.
• å¼º¬ø«òÂ‹ Môƒ°èœ êóí£ôòƒèœ, î£õóMò™ Ìƒè£, ðöƒè£ô «è£†¬ìèœ «ð£¡ø
ÞìƒèÀ‚°‚ è™M„ ²ŸÁô£ Ü¬öˆ¶„ ªê¡ø£™ èŸø™ î£ù£«õ Gè¿‹.
•
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(ðK«ê£î¬ùèœ, è÷Šðòí‹, ªêò™F†ì‹, ªð£¶ Þìƒè¬÷ ð£˜¬õJì™, ªêŒ¶ èŸø™,
àŸÁ «ï£‚A Ü†ìõùíŠð´ˆ¶î™) «ð£¡ø àˆFè¬÷Š ðò¡ð´ˆF èŸHˆî£™, ñ£íõ˜èœ
âOî£è¾‹ Ý˜õñ£è¾‹ èŸð£˜èœ.
• åšªõ£¼ ªêò™ð£´èÀ‹ ¹Fòî£è¾‹ ñ£íõ˜èœ ñA›„Cò£è ðƒ«èŸÁ âO¬ñò£è
èŸ°ñ£Á‹, Üõ˜è÷£è«õ Ýó£Œ‰¶ ðK«ê£î¬ù ªêŒ¶ èŸ°ñ£Á Ü¬ñˆî£™. ï£‹
âF˜ð£˜ˆî èŸø™ Fø¡èœ º¿¬ñò£è ñ£íõ˜èOì‹ ªê¡ø¬ì»‹ â¡ðF™ CP¶‹
äòI™¬ô.
ÝCKò˜ ºîL™ àœÙK™ àœ÷ ðø¬õèœ, Môƒ°èœ, î£õóƒèœ ðŸP ÜP‰¶ ªè£œ÷„
ªêŒî™, ñ£íõ˜èœ Ý˜õñ£è¾‹ M¬óõ£è¾‹ ÜõŸ¬øŠ ðŸP ÜP‰¶ ªè£œõ˜. Üõ˜èœ
ð£˜ˆîŠ ðø¬õèœ, Môƒ°èœ ðŸP ðôªêŒFè¬÷‚ ÃÁõ˜. àœÙK™ àœ÷ ðöƒè£ô
«è£†¬ìèÀ‚° Ü¬öˆ¶„ ªê¡Á ÜPò„ ªêŒòô£‹.
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• ñ£íõ˜èœ î£ƒè÷£è«õ ðK«ê£î¬ùèœ ªêŒ¶ ÜPMò™ ñùŠð£¡¬ñ¬ò õ÷˜ˆ¶‚
ªè£œ÷ ÝCKò˜ àÁ¶¬í ªêŒò «õ‡´‹.
• åšªõ£¼ ªêò™ð£´èO¡ º®M½‹ ÝCKò˜ èŸø¬ô ñFŠd´ ªêŒò «õ‡´‹.
Ü´ˆ¶ â¡ù?
õ¼‹ è™Mò£‡®™ «ñ½‹ Å›G¬ôJò¬ô âŠð® âOî£è èŸH‚èô£‹.
• ñ£íõ˜èœ î£ƒè÷£è«õ Ýó£Œ‰¶ ÜP‰¶ ÜPMò™ à‡¬ñè¬÷ è‡ìPò õNõ¬è
ªêŒò «õ‡´‹.
• Å›G¬ôJò™ ð£ìƒè¬÷ ñ£íõ˜èœ î£ƒè÷£è«õ M¼‹H èŸ°‹ð® ÜîŸè£ù
ªêò™ð£´è¬÷ õ®¬ñ‚è «õ‡´‹.
• àœÙK™ A¬ì‚°‹ ªð£¼†è¬÷‚ ªè£‡´ èŸø¬ô âO¬ñò£‚è «õ‡´‹.
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99
Teaching Subtraction
using math Manipulatives
A Valliammai, PST
GHS Kalmandapam
Pondicherry
Previous School :
G.M.S. Ponbetty
Karaikal
Student strength –101
Background about school: Most children are first
generation learners in the School. Parental care is very
low and the students come from poor families.
Some key areas of interest : Drawing & craft work,
debates and discussions.
Why I was interested in joining the teachers’ circle :
To share and receive teaching ideas and guidance from
other experienced teachers
Summary of the different things I did last year :
Prepared my students to participate in competitions
and learning activities; did art and craft work; Created
lesson plans, resources and songs.
Experience Sharing
Classroom challenge:
100
In Subtraction, it is difficult for students to
understand the borrowing method. It takes time to
make them understand this concept. Only when the
foundational concepts of addition and subtraction
are strong in their minds, do children progress to
understand multiplication and division.
How I planned to work on this objective :
Generally, subtraction is considered complex for primary school children. It is important to teach
subtraction in the easiest way possible without complicating it for children. So I designed a way to teach
two digit subtraction to my 2nd grade students using videos, fixed boards and real life materials.
Summary of teaching and assessment approach:
Initially I evaluated their prior knowledge by giving them a test on single digit subtraction. They did
very well in that.
Here are some of methods I used to help them recall the concept of subtraction :
I used counters (manipulatives) to demonstrate subtraction.
Seven
‘One less’ can also be illustrated on the number line:
After sufficient exploration, children began to recall the subtraction ‘fact’ quickly, without having to
think for very long about it. We call these methods quick or automatic recall of facts. This serves as a
foundation to develop higher level math skills. Here they simply do not memorize but understand the
process involved.
Then I introduced double digit subtraction in the usual method to identify areas they struggle. I found
that they were making mistakes in the area of regrouping. Then I explained that concept using learning
materials in a detailed manner
First I explain and compare the place value of tens and ones in two methods - Subtraction with and
without regrouping
I used counters (manipulative ) to demonstrate addition
When we connect addition and subtraction, it will help children understand addition and subtraction.
Grouping and regrouping has been found to help understanding of the structure of place value, being
able to partition larger number into tens and units (Fischer 1990). I did similar work with children
using Multi base Arithmetic Blocks (MAB)
gõ| \éì 2015-16 101
Seven
Subtraction without regrouping method:
E.g. I taught students to do subtraction of a double digit number by another double digit using MAB.
For example, to subtract 24 from 56 we make the number 56 using 5 tens and 6 ones
Then take-away 4 ones and 2 tens, which leaves 32.
Subtraction with regrouping:
Trading, or decomposition, relies on the student understanding that ten ones can be traded for one ten.
To calculate 56 − 19, we make the number 56 using 5tens and 6 ones with MAB.
102 gõ| \éì 2015-16
The next step is to take 9 ones. To have enough ones we need to ‘trade’ one ten for ten ones:
Making 4 tens and 16 ones
Now we can take 9 ones and 1 tens, which results in
The calculation 56 − 19 = 37.
The regrouping is an important step.
= = = = 56 – 19
40 + 16 − (10 + 9)
40 − 10 + 16 – 9
30 + 7
37
Reflections
What improvements did you make in the course of teaching, your assessment of why this works /
what could be further improved
Rather than explanation method, students were much more interested to learn math using activities.
They actively participated in the activities, watching videos and came forward to clear their doubts.
Now children are able to do two digit subtraction without mistakes.
gõ| \éì 2015-16 103
Student error in subtraction :
These are two commonly found problems while doing
subtraction.
Here in the first one, student subtracts the small
number from the big number (9-8 and 4-2) and in the
second problem they subtract only if the small number
is below the big number (3-1). One may not find these
issues if the smaller digits are below the bigger digits.
To address this problem I showed some videos form
Khan Academy website.
https://www.khanacademy.org/math/arithmetic/addition-subtraction/sub-borrowing/v/basicregrouping-or-borrowing-when-subtracting-three-digit-numbers
https://www.khanacademy.org/math/early-math/cc-early-math-add-sub-100/subtraction-within100/v/subtracting-2-digit-numbers-without-regrouping
After watching videos and using worksheet. My students were able to perform better than earlier.
Way forward
The next plan is to search for methods to teach three or more digits subtraction to my students.
Reference
Fisher, F.E (1990) ‘the part-part-whole curriculum for teaching number in the kindergarten’ Journal for
Research in Mathematics Education, 21 (3): 207-215
104 gõ| \éì 2015-16
Teaching Pattern in
Grade 2
C. SASIKUMAR
G.M.S, Manapet
Socio economic context : Most of the students come
from very poor families.
Peculiar strengths and challenges: Multi grade class
(Vadamattam School and Keezhaoduthurai School) I
and II, III and IV and V
Previous School :
G.M.S, Vadamattam.
Some key areas of interest : Puppetry, Villupattu,
Drama, Digital resource creations, Music
Why I was interested in joining the teachers’ circle:
Self -Development through exchange of ideas from
various school teachers.
Summary of the different things I did last year :
Puppet show, Villupattu, Digital resource creations,
Lesson plan creation. Puppetry helped them learn
concepts in a joyful manner and encouraged them to be
more creative in class.
N. RAJAM
G.P.S, Moorthykuppam.
Previous School :
G.P.S. Keezha oduthurai
105
Experience Sharing
Purpose :
The students in the II std found the concept pattern a bit tough. They were familiar with some
patterns but they were not able to connect it with their subjects. Pattern is an essential aspect of
mathematics. Indeed some have argued that mathematics is all about the study of pattern (Orton 2005;
Devlin 2005). When students are doing and creating patterns, it helps students to develop reasoning
skills (Montague-Smith & Price 2012). When students solve problem in patterns or create their own
patterns they should explain a few things.
• What is the pattern? How are they related to each other?
• How are they repeated and in which way are they repeated or symmetric?
How I planned to work on this objective :
Initially I taught the students patterns with writing activities. They felt bored and did not concentrate
in the class. So I planned to prepare a lesson plan with activities and give them hands on experience
with concrete materials.
Summary of teaching and assessment approach –
Below is the summary of the activities that were done to teach children patterns. I have categorizes
the activities into broad themes.
Patterns in games we play
• Students play the game sit and stand.
• Pyramid making activity with numbers
• Activity and Worksheet
Patterns in arts & craft
• Paper folding and cutting activity
• Colouring the shapes
Patterns in nature
• Patterns in objects/natural things (With leaves, ice cream sticks, beads, blocks, etc.)
• Patterns in nature (Leaf, flower, feathers, etc.)
• Thumb/finger impression
106 gõ| \éì 2015-16
Pattern in other categories
• Videos
• Kaleidoscope
Patterns in the games we play
Sit/Stand Game
I divided the class into 2 groups. I gave
Children make repeated pattern by
instructions to one group to sit while the
sitting and standing alternatively
other group stood as per my command. The
2 groups were made to stand alternatively. When the command was given sit, one group of children
who were instructed to sit will sit and the other group will stand by seeing the boy adjacent to him. This
game created a wavy pattern.
Students enjoyed playing this game. They made ssshhhhh sounds while playing this game and they
asked me to conduct this every day. Similarly the students enjoyed playing the rhythmic clapping game
(1,2,3. 1,2,3. 1…2….3…). Here also they learned the pattern.
Patterns in art and craft
i) Paper fold cutting - symmetric Pattern
There were difficulties for students to fold
the paper and I helped them whenever they
found it difficult to do so. After opening the
paper they were amused to see the patterns
that they had cut and made. One student started
counting the diamond shapes and he said he had
4 diamonds then other students started to count
their shapes and told the number of diamonds
they had. They saw the images (shapes) after the
opening the paper, they said the same shapes were
present in alternate places. From there I told them this is
one kind of pattern.
Craft work to help students understand
symmetric pattern
ii) Draw and Colour
I drew some shapes like (circle, triangle, square and
rectangle) and asked them to tell the name of the shapes,
everyone knew circle and triangle. They drew the shapes
Students themselves drew patterns in notebook –
which was repeated pattern
gõ| \éì 2015-16 107
and coloured them in alternate colours for the alternate shapes.
Patterns in Nature :
i) Leaves Pattern
Initially they were trying to form a pile of leaves and then I showed them a pattern with
the leaves. One student started to form a pattern with leaves front and back and another student
up and down. They continued to form different patterns with the leaves. They started making
their own pattern. They are learning Rotational/Inverse pattern with the help of leaves. We
can give different leaves to form a heterogeneous
pattern. One student started forming the pattern
up and down in alternate ways, whereas another
student formed a pattern by rotating it (45
degree) which shows that they have an idea
that we can form different patterns by arranging
in
different
ways
alternatively
which
are
repeated patterns.
The above pictures shows there two different types
of pattern, one is upside down another one is flipped
ii) Thumb impression
alternatively.
One student framed a
pattern like 5’s then
others started forming
patterns like 2’s and
3’s using their thumbs
dipping their fingers in
ink. One student came
with
an
upside
down pattern. The
Children thumb printing- each one create their own pattern
group repeated what
the student did. I told the students that the ink will take a day to wash, so they were a little worried. After
washing their hands they smilingly showed me that the ink stain had gone
With the thumb impression we can create some images of animals. First the class started by creating
animal pictures using their thumb. Then they were very much interested to form other images and
showed it to me with joy. Then I continued with the pattern making. They initially had some struggle,
they were keeping the thumb impression in a circle then I started giving them some examples with the
thumb impression. Then they were happily involved in making their own patterns in increasing order,
up and down. Couple of students used all the fingers to form a pattern.
iii) Pattern with sticks/bead
Since they were only 6 students that day. I divided the class into 3 groups and asked
108 gõ| \éì 2015-16
them to form patterns with them. They formed various patterns but they started fighting
for more beads/sticks/bells. So I gave each student a set of beads/sticks/bells. Now the students
started forming the pattern with beads based on colours. They started forming a group with some
pattern. The others started to imitate the others’ work. So it’s sometimes better to keep them single than in
groups.
Kaleidoscope
They started telling it’s like a flower, diamond,
also
started
drawing
in
the
air
with
the
pattern they have seen in the Kaleidoscope.
Reflections:
• The students enjoyed the activities,
expecting new activities everyday.
they
were
• I asked them to try the book exercises, all Student use stick and beads to create pattern
the students were very familiar with the colour and shape – both try different patterns using the same
pattern.
materials
• Now I have to give more activity for number pattern.
• We see many natural and artificial patterns
in our day-to-day life.
Like our heart beat is a
pattern, we breathe with a pattern, shirts with
pattern, in fruit shops the fruits are arranged
in pattern, chess board, tiles, maths table, flowers, leaves,
etc.
What are the patterns we see in our day-to-day life? They
were talking about the patterns in shirts, the desks arranged Kaleidoscope activity to describe pattern
what they see in it.
in their class, flowers, etc. Then I continued that discussion and
asked my students, “Why do you say these are pattern? They said “there are similarities on the other
side also.” Benches are arranged that side also and same way this side also and the flowers are look
similar when arranged even if we cut them in any direction they will took same they replied. These are
called symmetric pattern
Don’t expect them to learn as you teach, it will take some time for the slow learners to catch up.
Every student is unique, some like games and activities very much, some like coloring activities and
some like activities with beads and sticks. So it’s our duty to give more activities in a way that students
can learn the concept with ease. There are activities in which students may not show interest. Those
activities can be replaced or modified as per the wish of the student. First give them enough explanation
of the activity and then ask them to do it on their own. We may think certain activity is easy and that
everyone can do. But in our class there were students who didn’t understand that concept or activity.
gõ| \éì 2015-16 109
Way forward:
The students were able to learn Pattern very easily when taught using objects. But when they saw
the numbers, alphabets they were finding it difficult to understand. To overcome this problem, initially
the students should be made familiar with numbers and alphabets. We need to give more concentration
to the slow learners to understand the concept in depth.
110 gõ| \éì 2015-16
Case study - Action
Research on
multiplication algorithm
in grade 5
Background about school: Our school is in the heart
of the town with a good environment. 132 student are
studying in our school.
Some key areas of interest: I am interested in Math
and English. In Math, I focused on developing the
conceptual understanding using concrete materials
such as TLM’s and math manipulatives.
Why I was interested in joining the teachers’ circle:
Teachers’ Circle provided a platform to share my ideas
and learnings with other teachers and in-turn receive
their ideas for my professional development.
Gomathy. R
Savarayalu Nayagar Govt. Girls
Primary School
Summary of the different things I did last year: I
have been handling the same set of students for the
past two years. So it has been easy for me because I
know their strengths and weaknesses.
In this academic year, I did lots of activities in all my
subject areas. Mathematics laboratory is the highlight
of my classroom. My colleagues also made use of the
math lab materials. I designed many group activities
for my children of grade 5 to learn various mathematic
concepts like angles and its categories, fractions
and types of fractions, decimals, patterns, area and
perimeters and multiplication and division algorithms.
111
Activities for grouping and regrouping using the base ten blocks and sticks laid the foundation step for
the concept of place value. This has strengthened my students’ ability to do the four basic operations.
I had sent my children to appear for a National Level Talent Examination. And I used to take special
classes during the lunch break to prepare them on topics such as simple interest, profit and loss,
percentages etc. This experience helped my student to appear for the Navodhaya Selections test 2016. I
am very hopeful that my students will soon participate in the National Talent Search Examination. I also
did an action research in my classroom on Multiplication and made a presentation in our zonal level
CRC meetings.
Experience Sharing
Purpose
I wanted to identify and rectify the errors made by grade 5 students in the multiplication algorithm
while doing long multiplication. The curricular expectation is for students to be able to multiply bigger
numbers following the multiplication algorithm.
How I prepared to work on this objective
I wanted my student to meet the curricular expectation as defined in the NCF curriculum document.
In order to achieve this, I did an Action Research on multiplication algorithm.
Pretest and finding: I conducted a pre-test to find out the errors made by students while doing
multiplication. I gave eight multiplication sums for 28 girls of my class and the bar diagram below
depicts the results.
students
Bar diagram
8
7
6
5
4
Marks
3
2
1
0
Note: Marks obtained by the student out of 8
112 gõ| \éì 2015-16
Process
I classified the errors into six categories as follows:
• Place value errors
-
does not know grouping and regrouping
-
Not placing the digit in the respective place while multiplying
-
makes mistakes in the carryover process
• Zero error
-
Difficulty in understanding the meaning of zero
• Identity error
• Digit error
• Problem in multiplication table .
-
Difficulty in memorizing the table and does not know a particular table e.g. Table of 7.
• Problem in addition
Summary of teaching and assessment approach
Based on the findings from the pre-test,
I planned my remedial teaching process to
bridge the gaps in understanding.
Remedial teaching was given based on
the students’ needs, focusing on the types of
errors done by them.
TLM and worksheets for multiplication
materials that was used by students
What was the experience
1. In zero error, students mixed up the role of zero during addition and multiplication. So I
used concrete materials to explain the different roles of zero in addition and multiplication.
E.g. 2
gõ| \éì 2015-16 113
2. Place value errors were rectified using Base Ten Block materials from our math lab.
These materials are very much useful to teach grouping and regrouping of numbers. So
this helped in rectifying place value errors.
3. Children were given checked sheets to get sufficient practice in multiplication. Grid method
is splitting the given number and then multiplying them.
E.g. 43X 65 =?
43X 65 = (40+3) x (60 + 5)
This methods is nothing but the expanded form of the long multiplication. Students compared both
2400
43 X 65
180
215
200
--------
15
258
---------
-----
2795
2795
---------
-------
methods and realized that they are similar in nature.
After giving special attention to each child, I divided the class into eight heterogeneous groups and
asked them to do multiplication in group. This group activity is very effective and played an important
role in the process of our remedial teaching.
Post Test:
After the remedial measures, I conducted a post test and the result are here in the bar diagram given
below
Analysis of the post test revealed that students who made place value errors, zero error and identity
error were brought to the first level. Children who have already learned addition in an algorithmic way got
the opportunity to deepen their understanding of place-value which lead to understanding and solving
multiplication algorithm ( Heege 1983). Two out of Twenty eight student do not know multiplication.
They have very little understanding of multiplication and need more practice in multiplication table.
Some grouping activities were given to familiarize them in tables and multiplication. I used worksheets
for the same and they are now learning multiplication table of 6.
114 gõ| \éì 2015-16
students
8
7
6
5
4
3
2
1
0
Marks
students
Here is pretest and post test comparison
8
7
6
5
4
3
2
1
0
Marks
Way forward
I am going to concentrate on number sense and how children understand the concept of zero. How
learning happens while teaching number from 1 to 10.
Children are learning so many concepts such as counting, grouping, place value, addition, subtraction
and zero when they learn numbers from 1 to 10. I want to understand how this learning happens. I have
already started doing action research in math and have documented it. I will continue my work in the
above mentioned areas.
Ref : Hans Ter Heege ( 1983), The Multiplication Algorithm: An Integrated Approach, For the Learning
of Mathematics, Vol. 3, No. 3 (Mar., 1983), pp. 29-34Published by: FLM Publishing Association Stable
URL: http://www.jstor.org/stable/40247833
gõ| \éì 2015-16 115
Notes
116 gõ| \éì 2015-16

Experience Sharing

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