SCERT, Kerala

A DOCUMENT of the Study- Effectiveness 0f Teacher Empowerment Programme in the Class room process

2010-11

Researchers:

K.V.PREMAKUMAR,Senior lecturer.

Dr, P. Sasidharan, Lecturer.

CONDUCTED BY C M D E F ACULTY OF D I E T PALAKKAD FOR S C E R T Preface

We have immense pleasure to present the documentation of the study on the “Effectiveness of T.E.P. in classroom process” conducted by CMDE faculty of DIET, Palakkad, on behalf of

SCERT, Kerala. The support from the SCERT is highly acknowledged. The investigators, Sri. K.V. Premakumar, Sr.

Lecturer and Dr. P. Sasidharan, Lecturer observed 63 classes each has got a really feel of actual classroom practices. The findings, suggestions and experiences will provide insight to the designers of TEP and teacher trainers.

Hope the study may materialize its objectives.

C. Babu

Principal

DIET, Palakkad

Study Lead by

Prof:M.A Khader, Director , SCERT

Prof.Nagaraju (Retd.prof. NCERT)

Dr.Gokuldasan Pillai (SCERT)

Dr.P. Basheer (SCERT)

Dr.V.Suresh Kumar (SCERT)

Monitored by

C.Babu

(Principal DIET Palakkad)

Conducted by

K.V.Premakumar

(Senior Lecturer,CMDE, DIET Palakkad.)

Dr.P.Sasidharan

(Lecturer, CMDE,DIET Palakkad.)

Content

1 District scenario of Palakkad

1.1 Historical Back ground

1.2 Importance of Ottapalam in the district

2 Introduction

2.1.1 State level workshop

2.1.2 Objectives of the study

2.1.3 Tool finalization work shop

2.1.4 Try out of workshop

2.1.5 Execution

2.1.6 Monitoring

2.1.7 Experience

3 Assessment and Suggestions

3.1 Assessment

3.1.1 Limitations

3.2 Suggestions

Appendix

Chapter 1 District scenario of Palakkad.

Palakkad district has a rich historical heritage. It has its own special characteristics. The fort of Hyder Ali tells us the story of Mysore invasion and the advent of the British to this fact of the country. The Victoria College started in 1866, marks the beginning of higher education in Malabar. The

Jain Temple near Chunnambuthara speaks of the magnanimity of the king of Palakkad who provided shelter of the people who escaped the religious persecutions of the king of Mysore five hundred years ago.

1.1 HISTORICAL BACKGROUND

The ancient history of Palakkad is shrouded. According William

Logan, the author of the ‘Malabar Manual’ the Pallava dynasty of Kanchi might have invaded Malabar in the second or third century. One of their head quarters was a place called ‘Palakada’ which would be the present day Palakkad. Malabar had been invaded by many of the South Indian

Rulers. For many centuries it was ruled by Perumals. They had under some powerful Utayavars who held the authority in their own respective territories. After the rule of the Perumals, the country was divided among these chieftains. The Valluvakonathiri (Ruler of Valluvandad), the ruler of

Vengunad (Kollengode Rajas) and Sekhari Varma (Raja of Palakkad) were the prominent rules of this, region, after the Perumals.

There are two educational districts in Palakkad Revenue District namely Palakkad and Ottapalam. They are also divided into 12 Sub districts namely Thrithala, Pattambi, Shornur, Ottapalam, Cherpulassery,

Mannarkkad, Parli, Palakkad, Alathur, Chittur,and Koyalmannam. The first five is under the jurisdiction of Ottapalam DEO and other 8 th under

Palakkad DEO.

1.2 Importance of Ottapalam in the district

Ottapalam taluk is situated in the south west area of

Palakkad. It is a large Taluk consisting 835sq.km. Various prominent leaders of India are came out from the taluk. Sir C

Sankaran Nair, Ammu Swaminathan, KPS Menon, Captain

Lakshmi, Mrinalini Sarabai etc were some among them. In the past the Ottapalam block was known as Valluvanadu which has a prominent cultural background in the state. Srekrishnapuram,

Pattambi, Tritala, Ottapalam are the four blocks in the Ottapalam

Taluk. There were a huge call and cry for formation of Pattambi taluk by bifurcating ottapalam for the last 20 years. In which

Ottapalam were selected for the present study. As it is situated in the middle part of the district it may represent the whole district.

Grama Panchayaths come under Ottapalam Taluk.

There are 29 Grama Panchayaths and 2 muncipalities come under

Ottapalam Taluk.

They are Chalavara, Ananaganadi, Ambalapara, Lakkidi Perur,

Vaniyamkulam, Ongallur, Pattambi, Muthuthala,

Paruthur,Thiruvegapura, Koppam, Vilayur, Kulukkallur, Nellaya,

Vallappuzha, Kadampazhipuram, Pookotukavu, Thrikkadeeri,

Sreekrishnapuram, Vellinezhy, Karimpuzha, Cherpulassery,

Thritala, Thirumittakode, Naglassery, Chalissery, Kappur,

Pattithara, Anakara, Ottapalam Muncipality and Shornur

Muncipality.

There are 35 Government and 35 aided schools in the

Ottapalm CD block.

The NSS training college Ottappalam, NSS arts and science college Ottappalam, Govt.sanscrit College Pattambi, Govt.

Engineering College Sreekrishnapuram, VTB College

Mannampatta etc are the prestigious institution in the Taluk.

For the study seven high school including primary section and 4 other primary schools were selected. The High schools selected for the study are listed below in table.

Table 1.1: High schools selected for the study.

SL:NO Name of school GOVT/AIDED Panchayath/ Mixed

Muncipality or not

1 GHSS Govt Ottappalam mixed

Ottappalam east Muncipality

2 LSNHSS Aided Ottappalam Girls

Ottappalam Muncipality only

3 NSSKPTHS Aided Ottappalam mixed

Ottappalam Muncipality

4 HS Chunangad Aided Ambalappara mixed

Panchayat

5 HS Varode Aided Ottappalam mixed

Muncipality

6 SOHS Lakkidi Govt Lakkidi-Perur mixed

panchayath

7 NSS HS Aided Ambalappara mixed

vengassery Panchayat

Table 1.2: The primary schools selected for the study.

SL:NO Name of GOVT/AIDED Panchayath/ Mixed

school Muncipality or not

1 GHSS Govt Ottappalam mixed

Ottappalam east Muncipality

2 LSNHSS Aided Ottappalam Girls

Ottappalam Muncipality only

3 NSSKPTHS Aided Ottappalam mixed

Ottappalam Muncipality

4 GSBS Govt Lakkidi perur mixed

pazayalakkidi Panchayath

5 BEMUPS Aided Ottappalam mixed

Ottappalam Muncipality

6 Gups Akalur Govt Lakkidi -Perur mixed

panchayath

7 AUPS Aided Ambalappara mixed

Panamanna Panchayat

Chapter 2 Introduction

2.1 Procedure of the study

2.1.1 State level workshop on visioning.

In this chapter the procedure of state level workshops ,

District level planning, of school visits SCERT Kerala

conducted a 2 day workshop on 27&28 september at

Kovalam Animation center, Thiruvanatha puram. All DIET

principal and one senior Faculty from each DIET were the

participants . SCERT Director prof: M.A Khader, prof:

Nagaraju (retd Proffesser NCERT), Dr Gokuladasan

Pillai(SCERT), Dr P.Basheer (SCERT), Dr V.Suresh

(SCERT) were lead the sessions. The study objectives

were finalized after a critical review. The objectives of the

study are presented as follows.

2.1.2 : Objectives of Study . 1. Develop a rating scale based on characteristics of

desirable teaching Learinig Process based on Training

Module.

2. Observe and rate the classroom transactions using

the rating scale.

3. Analyze the lesson plans of observed classess using

the rating scale.

4. Obtain the teacher explanations to account for the

gaps between plan and performance, if any.

Based on these objectives each DIETs developed

rating scale and sent it to SCERT. The SCERT core

team analyised it and prepared draft tools for the

study.

2.1.3: Tool finalization workshop.

SCERT Kerala conducted a 3day workshop on 18,19,20,

Oct 2010 at Kovalam Animation center, Thiruvanatha puram. All DIET principal and 2 senior Faculty from each

DIET were the participants . SCERT Director prof:M.A.

Khader, prof: Nagaraju( retd Proffesser NCERT, Dr

Gokuladasan Pillai(SCERT), Dr P.Basheer (SCERT), Dr

V.Suresh Kumar(SCERT) were lead the sessions.

As an output of this work shop 3 tools were prepared for the study. Three tools were developed for data collection.

a: School observation schedule.

b: Class observation schedule.

c: Lesson Plan observation schedule.

It is decided to conduct a two day try out work shop.

2.1.4: Try out of workshop. A two day workshop on tryout of tools were conducted at

Thriuvanathapuram on 9 & 10 Nov 2010. GHSS

Vazamuttom was selected for tryout. A detailed discussion conducted on grading a class room process.

2.1.5: Execution Planning of School visit.

A one day planning meeting was organized at DIET

Plalakad for the smooth conduct of the study. All the details were intimated to Ottappalam DEO for further arrangement. DEO intimated to the selected school.

K.V.Premakumar, Senior Lecturer, CMDE,and

Dr.P.sasidharan, Lecturer,CMDE, conducted field visit from 12.11.2010 to 15.12.2010.High school classes were observed by K.V.Premakumar and Primary classes by

P.Sasidharan. They spent 3 days in one school and observed 9 classes from each school.

2.1.6 Monitoring: State Level and district level monitoring team members visited the schools to help the

DIET faculty. Prof: NagaRaju,Retd Prof: NCERT, Dr

P.Bhasheer,SCERT, visited SOHS Lakkidi and GSBS

Pazayalakkidi on 1.12.10.They observed classes and conducted interview with concerned teachers.

C. Babau, principal, DIET visited 4 schools in connection with monitoring. G.S.B.S. Pazayalakkidi,

NSSHS Vengasseri,AUPS Panamanna, SOHS Lakkidi were the schools he visited. He convened SRG meeting and inspired the teachers for ensuring quality education.

The schools visited for collecting data are detailed as follows with date.

Table 2.1: High schools visited with date.

Sl: Name of school Day 1 Day 2 Day 3

1 GHSS Ottappalam 12.11.10 15.11.10 23.11.10

2 LSNHSS Ottappalam 18.11.10 19.11.10 24.11.10

3 NSSKPTHS 25.11.10 26.11.10 27.11.10

Ottappalam

4 HS Chunangad 2.12.10 3.12.10 7.12.10

5 HS Varode 8.12.10 9.12.10 10.12.10

6 SOHS Lakkidi 29.11.10 30.11.10 1.12.10

7 NSS HS vengassery 13.12.10 14.12.10 15.12.10

Table 2.2: Primary schools visited with date.

SL:NO Name of school Day 1 Day 2 Day 3

1 GHSS 12.11.10 15.11.10 23.11.10

Ottappalam

2 LSNHSS 18.11.10 19.11.10 24.11.10

Ottappalam

3 NSSKPTHS 25.11.10 26.11.10 27.11.10

Ottappalam

4 GSBS 2.12.10 3.12.10 7.12.10

pazayalakkidi

5 BEMUPS 8.12.10 9.12.10 10.12.10

Ottappalam

6 Gups Akalur 29.11.10 30.11.10 1.12.10

7 AUPS 13.12.10 14.12.10 15.12.10

Panamanna

2.1.7:Experiences:

In the first day the study team members reached at school at 9.30 am and discussed with the head of the institution about the study. At 9.45am a meeting of teachers was conducted in which the team members discussed with the teachers about the objective of the study. Then after with the help of HM 3 classless were selected for observation. Due weight age had been given to all subjects except Hindi and other minor languages. After observation of class an interview was conducted with the concerned teacher during leisure period.

This strategy is continued during the 2 nd and 3 rd day. The classes observed subject wise and standard wise (primary & secondary) are presented in Table2.3 and 2.4.

Table 2.3: The classes observed subject wise. Subject primary Secondary Malayalam 11 11 English 10 11 Physics 5 Chemistry 16 8 Biology 8 Mathematics 14 13 Social Science 11 7 Total 63 63

Table 2.4: The classes observed standard wise. standard No: of classes visited V 22 VI 18 VII 23 Total 63 VIII 31 IX 32 Total 63 G: Total : 126

Chapter 3 Assessment and Suggestions

3.1 : Assessment

Most of the teachers are of the opinion those 45 minutes periods system is not suitable for the new approach of learning at least 1 hour is required to complete a learning process especially for English and science.

No special consideration was seen in any of the observed classes for the academically backward students.

A considerable development could be seen in the science and

English classes. (Science class experiments by the students.

English class language atmosphere.)

Teacher’s intervention in the process of knowledge constructions is not in a proper manner in the phase of inferring conclusions students are compelled to accept teacher’s conclusion.

All most all of the teachers are encouraging free responds of the students.

Most of the teachers are of the opinion that the thrust area of the TEP should be the academic planning for the next month or months.

All of the subject teachers are of the opinion that the content area of the text book should be minimize so that it will help the teachers to adopt the new strategies in the class room effectively.

Teachers (except a few) are trying to use the techniques of grouping in different manner (permanent groups, bench group, temporary grouping extra).

Evidences for the continuous assessment in the class room are so weak that a few teachers only are deliberately intervene with the process with respect to the concept of continuous assessment.

Some English teachers are not much confident to manipulate the process and to make a language atmosphere in the class room .They are afraid of an external observer in the class room.

In some high schools there are no eligible qualified teachers to take English classes.

Girls were seen more live and enthusiastic in the class room process than the boys. (Except in one school NSSKPTHS

Ottappalam).

All most all teachers (expect one teacher in BEMUPS

Ottappalam) prepared teaching manual before the class room but the time factor of planning is so weak. They (most of the teachers) prepare some activities for some days not bothering about the 45 minutes periods. Whenever the bell rang they suddenly stopped the class (to continue the next class) No specific plan for each period.

No T M could be seen, with the proper phases of knowledge construction for economically/socially backward and SEN students.

The lesson plans for different subjects were seen written on a in a single book .(except in LSN HSS Ottapalam).

As a part of class room process, especially in science and social science classes, teacher is supplying the inferences. Children are not getting freedom to supply their ideas.

The primary and secondary teachers, Heads of schools welcome such visits of DIET faculties. Majority of high school teachers shows positive attitude towards Teacher empowerment

Programme.

Figure 1: The whole world is at our finger tips. Globs are given to all groups. Social science learning becomes participatory.

Figure 2: this flag is a reward for our discipline. Each school has its own innovative programmes. Here, members of school parliament visit each class and award flag.

Figure 3

Class library in all classes .children can publish their works. In some schools all classes have its own class library. Students are free to take any material at any time from the class library.

Figure 4: Various collections in biology classes.

Figure 5: Biology lab as a classroom.

It is observed that the science classes were conducted in science laboratory . (LSNGHSS Ottappalam,GHSS Ottappalam east and AVMHSS Chunangad.)

Figure 6: effective use of rolling board.

The effective use at rolling board could be able to observe in 3 high schools. Their practice has to be encouraged through T.E.P.

Figure 7: Is it 'GOLASTHY'?

As the Biology class was conducted in laboratory it was easy to the teacher to introduce different types of bones and skeletons but in majority of schools this practice didn’t observe.

Figure 8: No fear. From biology class.

Figure 9 : Samples from portfolio.

The use of portfolio system in connection with CCE had been introduced in majority of UP schools. Teachers demanded some more clarity in this area.

Figure 10: An English write up of a 6th standard student.

Many good written products of children were observed both in primary and secondary classes. The participation of all children is to be ensured through effective teacher sensitisation.

Figure 11: Posters made by students of primary classes.

Figure 12: OUR GARDEN , how is it sir?

Figure 13: Glob for all groups.

In general there is shift from teacher centered learning to learner centered learning can be observed in all UP and HS classes. In all the observed science classes the change from lecture method to experimental method can be seen. Various learning strategies like seminars, debates, group discussions, etc could be seen in classrooms. The commitment of teachers in all schools were seen

36 highly positive . In High schools various programmes have been adopted to improve the SSLC results during 2011.Effective utilization of TLM/ Lab/library/etc were improved. In many schools the laboratory is used as class room.(eg:LSNHSS

Ottappalam,AVMHS Chunangad etc).

3.1.1: Limitations.

Due to various reasons effective learning hours is not getting properly. Sub district level melas, leave of teachers, etc are especially affecting the second term. When 50 % of schools were keeping the surroundings neatly the status of other 50% is very poor.

In the case of slow learners they were neglected by the teachers.

We couldn’t observe any innovative technique to make them active in the class room process.

Even though the IT facilities were there in all schools the effective link of IT with other subjects couldn’t be able to observe in all schools.

All the science teachers unanimously complaint about the lack of time in HS classes in which two periods in a week were not enough to complete the syllabus.

In HS Many teachers are compelled to take English even though

English is not their subjects. These teachers are not getting any training in English.

The preparation of Teaching Manual is seen negative. Many teachers defined about the practical difficulties of writing TM daily.

Grouping activities were conducting for the sake of groups.

3.2: Suggestions.

The importance of group activities and its strategies are to be addressed in the TEP. Importance of collaborative and co- operative learning is to be mentioned.

Effective training in CCE with special emphasis to address the issue of slow learner is to be given.

Proper monitoring from the side of educational officers is to be improved.

Strategies are to be finding out to ensure effective learning hours especially in second term.

Special training package is to be given for the teachers handling

English other than English subjects.

In the case of teaching Manual open ended printed TM may be distributed to all teachers.

Special programmes on cleanliness are to be introduced in all schools.

Pre prepared printed charts /maps /other TLM etc may develop in

TEP.

All class room should have ICT facilities. A drive should be conducted to ensure IT enabled learning during 2011-12.

A rethinking is urgently needed in class room time table. 45 minutes period is highly insufficient especially in language and science classes.

Due weight age is to be given in TEP for discussing content areas especially in high schools classes.

Ongoing programme evaluation system should start from the beginning of next academic year. DRG members panel is to be finalized during March 2011.DIET should take this responsibilities.