TIPS TO TAKE A BETTER CONSTRUCTIVIST CLASS

TIPS TO TAKE A BETTER  CONSTRUCTIVIST  CLASS

F  CHECK ALL MATERIALS ARE OK FOR THE CLASS BEFORE ENTERING THE CLASS.

F  DON’T FORGET TO ENTER THE CLASS WITH AN ENERGETTING AND SIMPLE SMILE AND WISH [ GOODMORNING, GOODAFTRNOON …… ]

F  DO USUAL CLASS ROOM PRACTICES TAKING ATTENDENCE, WRITING SUBJECT NAME ON THE BOARD, DATE,………

F  INTRODUCTION OF THE TOPIC

A.        USE ATTRACTIVE TEACHING AIDS, SIMPLE EXAMPLES, LIFE RELATED SITUATIONS, ROLE PLAY, ETC….

B.        TRY TO COLLECT THE NAME OF THE TOPIC FROM THE STUDENTS WITH THE SUPPORT OF SIMPLE EXAMPLES AND QUESTIONS

C.         WRITE THE NAME OF TOPIC IN BLACK BOARD.

D.        SIMPLE INTRODUCTION IS GOOD ONE

E.         REINFORCE ON EACH RESPONSE WHILE CHECKING PREVIOUSE KNOWLEDGE.

F  GROUP ACTIVITIES

1.MAKE ALL TO ACTIVELY PARTICIPATING IN ACTIVITIES BY REINFORCING THEM

2.PRESENT THE ACTIVITTY SIMPLE AND EASY TO THEM.

3.FIRST GIVE THE INSTRUCTIONS FOR DOING GROUP ACTIVITY BY STANDING INFRONT OF THE CLASS.

4.THEN DEVIDE THE STUDENTS INTO GROUPS – MANAGE THE CLASS CAREFULLY WHILE GROUPING – SELECT A GROUP BY THE TEACHER.

5.MEET EACH GROUP- ENSURE PARTICIPATION OF ALL – GUIDE AND SUPPORT TO ARISE POINTS AND RESULT BY THEM- CLEAR DOUBTS OF ALL.

6.REINFORCE OTHER GROUPS WITH THE PERFORMANCE OF FAST MOVING GROUPS.

7.TRY TO WINDUP THE ACTIVITY ON TIME.

8.ASK THEM TO STOP THE WORK AND CHANGE THE POSITION.

9.IF THE POSITION OF THE GROUP CHANGED WHILE GROUP ACTIVITY BRING THEM INTO PREVIOUS POSITION.

10.             PRESENT THE FINDINGS BY BRINGING THE LEADERS INFRONT OF THE CLASS. AND ASK THEM TO PRESENT IDEAS LOUDLY.

11.             GIVE REINFORCEMENT TO CORRECT AND GOOD PRESENTATIONS

12.             TRY TO WRITTE THE FINDINGS OF PUPILS ON BLACK BOARD.

13.             AFTER PRESENTATION OF ALL GROUPS CLEAR THE IDEAS WITH SIMPLE EXAMPLES.

14.             THEN PRESENT TEACHING AIDS IF ANY

15.             READ THE CONTENTS OF TEACHING AIDS BY 2 OR 3 MORE PUPILS[ MIXING BOYS AND GIRLS.

16.             WHILE GIVING EXPLANATIONS CONSENTRATE ON BOTH SIDES [ WHOLE CLASS ]

17.             COLLECT MAXIMUM RESPONSE OF STUDENTS DURING GROUP ACTIVITY.

18.             APPLY ALL SKILLS OF TEACHING

19.             USE COLOURFUL TEACHING AIDS – CURIOSITY GENERATING, ACTIVITY ORIENTED, ATTRACTIVE & INTERESTING, COLOURFUL. VISIBLE TO WHOLE CLASS.

20.             APPLY MAXIMUM REINFORCEMENT SKILL

21.             REVIEW – CLOSE THE BOOKS, RUB THE BOARD, ASK BOTH SIDES, HELP THEM TO ARRIVE AT ANSWER WITH CLUES.

22.             CLASS MANAGEMENT – USE SIMPLE WAYS TO CONTROL PROBLEM CHILDRENS – ie., ASKING THEM TO PRESENT FINDING, QUESTIONING TO CHECK PREVIOUSE KNOWLEDGE, ETC

23.             DON’T FORGET TO CONCLUDE THE TOPIC

24.             DON’T FORGET TO GIVE FOLLOW UP – APPLICATION LEVEL

25.             RUB THE BOARD BEFORE LEAVING THE CLASS.

26.             MAINTAIN THE ENERGY TILL THE END OF CLASS WITH A PLEASANT FACE.

27.             BE CAREFUL ON TIME MANAGEMENT.

28.             USE SIMPLE LIFE RELATED EXAMPLES FOR CONTENT TRANSFERING

29.             USE HUMERSENSE IN BETWEEN CLASS.

30.             REINFORCE EACH RESPONSE OF STUDENTS CAREFULLY.

31.             BE CONFIDENT WHILE TAKING CLASS.

32.             THE METHOD IS CONSTRUCTIVISM – SO BRING MAXIMUM STUDENT PARTICIPATION REDUCE TEACHER EXPLANATION- EXPLAIN THE IDEAS SIMPLY – TIME OF TEACHER EXPLANATION SHOULD BE LIMITED TO FEW MINUTES – ARISE MAXIMUM STUDENT RESPONSE.

33.             GIVE YOUR VOTE OF TANKS FOR ACTIVE PARTICIPATION 

ROLE OF EDUCATION IN KERALA DEVELOPMENT

Role of Education in Kerala Development

Kerala had been a notable centre of education from the Vedic Period. The Pallikkoodams started by Christian Missionaries paved the way for an Educational Revolution in Kerala by making education accessible to all, irrespective of caste or religion. Christian Missionaries introduced Modern Education to empower the common man. Communities such as Ezhavas, Nairs and Harijans were guided by great visionaries and monastic orders (Ashrams) – Sree Narayana Guru, Sree Chattambi Swamigal & Ayyankali – who exhorted them to educate themselves by starting their own schools. That resulted in numerous Sree Narayana schools and Nair Service society schools. The teachings of these saints have also empowered the poor and backward classes to organize themselves and bargain for their rights. Muslim Educational Society (MES) also made significant contributions to Education. The prevalence of education was not only restricted to males. In pre-Colonial Kerala, women, especially those belonging to the Nair caste, received an education in Sanskrit and other sciences, as well as Kalaripayattu (martial arts)

TEMPLES

During the Vedic period a number of Vedic schools named Salais were originated in different parts of Kerala and were attached to Temples. These institutions were residential in nature. The admission was restricted to Brahmin childrens only. Grammar, Theology, Philosophy, Law, etc. were the subjects taught in salais. Social education was also fostered by these institutions for the recitation and exposition of puranic stories in the temple premises. Gradually the salais were disappeared and the Sabha Mutts were originated. Sabha mutts were known as Temple universities. Mutts imparted education to the Namboothiri youths, the method of instruction was oral. There were Ezhuthupallis for the non-Brahmin childrens.  Each village had its Patasala or Ezhuthupalli under an Asan or Ezhuthachan. This type of village education continued till English education began to replace it.

KALARIES

Kalari is an institution that gives training in Martial arts. The training given in the kalari is called Kalaripayattu. The course of the training in kalari begins on the first day of Karkatakom, the month of July. The most suitable time for physical exercise and muscular development is when the monsoon at its heights.

MADRASSAHS

Muslims established Maktabs and Madrassahs . These institutions were attached to Mosques. Maktab is aimed to give primary education, enable pupils to read Holy Quran and to understand religious prayers. Education in Madrassahs was under two categories religious and secular. Religious education consists of the study of the Holy Quran, commentaries on Holy Quran, Traditions of the prophet, Islamic laws,etc.. Secular education consisted of Arabic Grammar , prose, literature, logic, philosophy, law , astrology, arithmetic, medicine, agriculture, etc.

CHURCHES

    When the number of Christians increased in Kerala, the begin to organise Sunday classes and other services. The Christian Missionaries started a number of schools during the 19nth century. The London Mission Society [L.M.S.] and Church Mission Society [C.M.S.] started schools and colleges in different parts of Kerala . They also started schools for girls.

        After the formation of the Kerala State , the first Communist Ministry of Kerala passed The Kerala Education Act 1957. Kerala Education Rules  were formulated in 1959 and these unified the salary, leave and other service condition of teachers. The statutory body “State Education Advisory Board” was formed in  1961. the University Act 1957 of Kerala further increased the control of the state in the administration of the universities as well as in the management of private colleges. The universities of Kerala, Calicut, Mahatma Gandhi, Kannur, Cochin, Sri Sankaracharya and the agricultural universities provide increased facilities for higher education in the state.