Enabling and making of a good teacher Nisha Rajkumar Butoliya Ajim Premji University, Bengaluru

Introduction Secondly, how does this understanding There is no dearth of views which help even the existing teachers or undermine the worth of teachers. Their student teachers who have joined the worth goes down as the stage at which B.Ed. or D.Ed.? What kind of message they teach gets lower. The highest do these kinds of claims give to the respect is given for the teacher teaching general public? In fact, these kinds of at the University and the lowest to the statements are extremely discouraging teacher who teaches Primary or Pre- for the teachers /teacher educators who primary classes, even when both carry are putting their efforts passionately into out similar complex endeavor of ‘teaching’. What about teachers who teaching. There are generally prevalent chose this profession as the last option, claims about teachers such as: Teachers and fallen in love with teaching, learning come to the teaching profession because and with children? If each one of us look they do not have any other option, at our own learning experience at teaching is the last option as a schools, we shall remember at least one profession for most students. Hence the (favourite) teacher who helped us to outcome is de-motivated underprepared move forward, work harder and believe teachers who hardly do good teaching. in ourselves. Is this true? Does this apply for only We need to understand that becoming a selection of a profession as a teacher? teacher is a complex process and teacher Think of students who have opted for education should play a big role in engineering or MBBS courses – What equipping the teachers with knowledge are the criteria for selection of these and disposition required for the professions? Is it personal drive or the profession. Evolving into a teacher is the decision is driven by market or parental outcome of varied factors such as the aspiration? quality of initial teacher preparation, the Even if it is a reality that teachers come career path, professional development to the profession as a last option. Firstly, opportunities, working conditions it is the responsibility of the teacher available, and community perception education to create the passion towards and so on. Given this context the crucial teaching and make them feel it as their question to ask is how can we enable first option. Don’t we think that it is the making of a good teacher? failure of teacher education that teachers In this paper few ideas on ‘making of remain so even after they complete teachers are discussed with on-the- teacher education? ground experiences. Dialogue as a means to bring Student-teachers of the pre-service teachers’ beliefs for critical teacher education or teachers in the in- examination service professional development are

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learners as well and come with deep These principles have their basis in how rooted beliefs about learners, teachers we view children, childhood, process of and learning. To help them develop into teaching and learning. Learners would professional and humane teachers, it is take great interest in these subjects only crucial that their experiences, questions, if the discussion begins with where they views are brought to the discussion. It is are. This would also shift the focus from only when one relates with one’s passing the B.Ed. examination to previous understanding that one can learning to become a good teacher. learn better. There are some common This argument holds good even more in beliefs in the minds of our teacher case of practicing teachers because they students. For example – have experience of the on-the-ground - Our teachers taught it this way and situation. They have faced the we learnt it, so those methods and challenges and tried to resolve them in materials are appropriate. their own way. When they are given - We also learnt certain things because opportunities to examine their practices of the fear of the teacher or getting in the light of new knowledge, their own failed. Some amount of fear is practices become more robust. important while teaching and For instance: learning. A very committed teacher in a workshop - Teacher should know all the right said that because of ‘no detention answers then only he/she can gain policy’ children and parents have respect in the eyes of the children. become fearless. Children are not Unless there is an opportunity to engage studying at home. Another teacher said with these and other such beliefs/ we are not giving quality education. We assumptions / alternate concepts, there is are just producing like in a factory in a high chance of learners not being able bulk. to appreciate the principles such as – Clearly, they are concerned about the - Children are naturally inclined to children not learning and passing learn concepts / skills they are because of no detention policy. interested in. Look at the following conversation: - Children construct their own (F: Facilitator; P: Participant) understanding if there are meaningful F: Are you saying ‘Because there was tasks and they find purpose in what detention policy we were giving quality they are doing. education?’ - Teacher is also a learner, he/she P: No, I did not mean that. I meant, develops children’s understanding because there is no detention policy we through dialogue/ demonstrations and are not able to give quality education. not forcing ‘right answers’. F: OK. Why do we teach our children? P: to educate-for overall development. F: So, whether we detain or not, what as F: Why do we teach language? a language teacher, are we supposed to P: So that they are able to use that be doing? language. P: We have to teach in a manner that helps children learn the language.

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F: Let us take the question of ‘no way teacher has dictated, they should detention’. not make any spelling mistake, they No detention policy needs to be seen in should answer in full sentence, they the light of formative assessment. should dance as they recite the rhyme, In the first month, you see that a child they all should recite the rhymes given has not learnt X -say does not recite the in the book and so on. poem. Think for a while-how many adults What would you do in the second really can do all the above? month? What would you do in the third P: Very few. month? F: Why are we so harsh on children? You will give opportunity to the child to Why are we in hurry while teaching the listen to the rhymes and recite. children? How does detention help? Ps: Nodded their heads. What kind of human beings we want to F: Look at the learning outcomes develop? Human beings who do things document developed by NCERT. In out of fear or love of doing things? class III, child should be able to recite By the end of this discussion, the poems, respond to stories in mother participants agreed that fear of failing tongue / English and so on. Are they so should not be the motive to learning. difficult that after spending three years If we look at this conversation, there are in school, children will not be able to other threads such as-what is the aim of achieve them? education? What are the aims of What do we test in Unit tests? Why is teaching language/s? How is language there a thrust that a child just after three acquired? How should language be months of schooling should be able to taught? Can also be explored further. write accurately in full sentences? Thus the ground issues faced by the P: But mam there are children who do teachers open up opportunities for not speak at all, whatever you do. discussion leading to examination of F: How many of us are speaking in this their own beliefs providing an workshop? We have shared right on the opportunity to shift or realign their day I that we all have to ask questions, beliefs. Unless the belief system of share thoughts. teachers gets addressed we don’t have Are we harsh on the people who are not fair chances of succeeding in preparing saying anything? Can we say that they committed teachers. do not understand at all? P: No. Extensive Work on developing F: Children should learn nouns and teacher knowledge verbs in first three months, they should It is a known fact that the school answer to a particular question in the experiences of most teachers neither nourish nor even give a taste of enquiry has implications for what kinds into the concepts and processes of experiences are required to be given to school subjects. The proofs of the teachers and student teachers so that mathematics are rote memorised, similar their classroom pedagogies become treatment is given to the chemical more informed. formulae and poems in languages. This

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Lee Shulman (p. 8, 1987) lists the various categories of knowledge base of - the character of communities and the teachers. cultures - Content knowledge - Knowledge of educational ends, - General pedagogical knowledge, with purposes and values and their specific reference to those broad philosophical and historical grounds. principles and strategies of classroom Once the categories are understood, the management and organization that crucial task is to think about what kind appear to transcend subject matter of experiences - self-study material, - Curriculum knowledge, with projects, field visits, tasks that demands particular grasp of the materials and reaching out to communities, observe, programs that serve as ‘tools of the work with people belonging to different trade’ for teachers backgrounds, read (a variety of genres - Pedagogical content knowledge-that so that what one misses to directly special amalgam of content and observe can see through the eyes of pedagogy that is uniquely the writers) and write. province of teachers, their own special form of professional Experience understanding; Make teachers experience what a great - Knowledge of learners and their language (EVS/ Math/ Language) class characteristics; feels like. - Knowledge of educational contexts, Help teachers experience ranging from the workings of the • pedagogy of thinking and reflecting. group or classroom, the governance • Pedagogy of caring. and financing of school districts, to • Pedagogy of doing.

Pedagogy Do not try to provide answers to the problems; they do not exist anyways. of thinking Think through a problem aloud. Demonstrate the thought process - show and the student teachers / teachers how to think. reflecting Example: Show a film clipping, choose an issue to discuss and question the issue from various perspectives, read, open for larger discussion and develop a shared understanding, get them used to feel comfortable with tentativeness of educational thoughts Ask student teachers/ teachers to take the initiative and follow this process-which they can modify.

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Plan

Read

Listen, observe best practices Teachers Decide a Brainstorm as topic to discuss Brainstorm learners

Try out Bring in material to read

Pedagogy This is about not teaching a content area but how that is being transacted. of caring Even a great piece on equality may not nurture care among students if while teaching that piece teacher showed no regard for the participants’ voices / experiences. Ask how learners feel? (for example about a given text, are their experiences different?)Demonstrate care by giving equitable opportunities to all learners. Build on what they know, accept and respect their experiences. Respect means listening carefully, seeking more information, making a genuine effort to understand, open it up for dialogue.

How do you What do you feel? think?

Are you comfortable in trying out option A? or any other thoughts?

Pedagogy When a person is actively involved in an activity of creating / analyzing / of doing critiquing, it may be creation of a lesson plan, analysis of classroom practices, critiquing the views expressed in a newspaper article, one gets to learn-one becomes aware about the knowledge and skills he/ she possess as well as where are the gaps? What more needs to be mastered. ‘Doing’ has to be seen as a continuous process of refining, redoing,

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applying.

Let’s develop folklore Let’s organize a Tasks which make them take collection of measurement charge the nearby mela community

Let’s make Tasks around an Tasks that are relevant to teaching - the learners interesting learning teaching plan

Design an Let’s make a Develop ownership interactive working model print

Pedagogy of reading and writing education need to undergo constant Education is an interdisciplinary area renewal in the light of new discoveries and it need to respond to the ever and experiences. Unless teachers changing context. Our ideas on develop the habits of self-study and self- reflection, this continuous renewal is - Recreate an essay giving examples, impossible. Teacher education is a instances from the local context continuous process and nurturing - Have a competition-where various teachers reading and writing interests is groups interpret a given piece and an important aim of teacher education. present in meetings / classrooms. Student teachers or teachers, - Makes notes and compare with those - based on their interest, select a book, of peers. read it and share the critical analysis - Suggest a title competition of that book in the class/staff meeting. - Create mind maps of the given A day in a month needs to be taken readings/books. out for this task. - Select a topic which relates with the - Present a piece-poem, essay, report contemporary political, social context etc. in a morning assembly. and write. - Translate a very interesting article in - Reflect on one’s own pertinent their home language. experiences, read literature around - Summarise a story/article for the that and try to develop a written benefit of others. piece. - Develop questions on a given poem/ - Watch relevant movies and write a story/article, ask others to respond to commentary on that. the questions. - Present a role play/ dramas.

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Enabling conditions theories/examine them for self Teachers are learners too! correction. Most often teachers are considered as For example, it would be a failure if one ‘ignorant’ and the in-service discusses about the professional programmes designed for them present identities of the teacher without even knowledge required for the teachers in once asking them about their take on the form of packages-power for point their own self as teachers. But this is the presentations with the loads of case more often. information are read out to them which It is important to accept teachers or they either copy or take snapshots in student teachers are learners who have their mobile cameras. Some fun games always tried to find solutions to the are played with them so that they feel challenges they faced. If the status as happy and comfortable. These fun ‘learners’ is granted to them, a lot may games are labeled as ice-breakers and shift in teaching the teachers/ student most of the times do not have any teachers. connection to the real challenges in the lives of teachers. In a workshop setting, ‘Teaching’ is the important task! the teachers are brought together in a Pulling out a teacher from the class, different atmosphere where they can feel sending her/him to attend meetings at at ease, listen to some people, feel the cost of teaching time, arranging ‘change’ from the routine and go back to board examinations in Primary schools, essentially doing the same practices as hampering the classes of the younger before. Even in case of Pre-service children, asking the teachers to be classrooms, similar apathy to the invigilator and so on gives a signal to experiences of the student teachers can the teacher that even in a school be seen. teaching children is the last work to be Teachers are constructing their paths done if all the other work is completed. through the difficult situations they are As soon as a teacher wears a hat of an in-handling issues of single teacher administrator-becomes a block schools, multi-grade and multi-level education officer or Head Teacher, teaching, multiple languages in the mostly ceases to be a teacher. There are classrooms, teaching of English right a plenty of activities/tasks that make from class I as a medium of instruction them so busy that academic work of any and also as a subject and so on, without kind always gets the backseat. Most any dialogue around these. Teachers teachers aspire to become make their understanding based on what administrators. seems to be working under the pressure Nowhere as a system have we and bringing in their own ways of positioned ‘teaching’ as the most handling their situations for critical important activity and this should be examination through discussion would given due space, time and commitment. be an important step. Similarly, rather than giving theories one after the other, Teacher as a person (Fullan, 1996) it would help the teachers if they can Teachers are people like us with certain connect with their own tentative interests, motivation, drives, needs, fears

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and worries. How are the teachers carrot or a stick demeans the self-worth prepared and how are they treated once of teachers. they enter the profession and spend year Can institutions give a sense of respect after years in the service? This decides to the teachers? to a large extent how the teacher looks at her job and what level of commitment Summing up she/he shows towards her/his profession. Demeaning of the teaching profession A system which gives a sense of and placing all the faults of why children belongingness, ownership and respect are not learning on teachers is can only sustain. An approach to show a inappropriate. A concrete step towards empowering teachers in terms of is what the situation on the ground knowledge, skills, values and disposition demands.

References Fullan, M., & Hargreaves, A. (1996). What's Worth Fighting for in Your School? Revised Edition.Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.

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A Study of the Honourable Chief Minister’s Merit Scholarship Scheme (HCMMS) from 2010 till 2018 Dr. Shanti Ram Adhikari Deputy Director, State Council of Educational Research and Training, Sikkim, 737101.

Abstract HCMMS Scheme is said to be a unique scheme designed for welfare of underprivileged students studying at primary level in Government schools of Sikkim. This study attempts to analyse the scheme and its effect on Children. The study reveals that since 2010 till 2018, a total of 887 students have been selected for the scheme and admitted in 12 (6+6) different private schools within and outside the state. Highest number of selected students comes from Bhutia, Lepcha community while lowest number of students is from schedule caste community. Further, more students are selected from primary and JHS than secondary and senior secondary schools. Out of 887 students selected under this scheme, 30 of them dropped out till 2017. Students of the first batch that completed its Class XII in 2017 have opted only general course and none of them are pursuing medical or engineering course. The Government of Sikkim has already spent Rs. 77.77 crore till 2017-18 in the scheme. This study attempts to analyse the HCMMS scheme as a whole. It has also thrown light as to how under privileged students from different communities of the state have derived benefit out of it. Though the financial implications of the scheme on state government is quite high, the parents and students of the underprivileged category for whom it is designed do not seem fully aware about the significance and potential of scheme. Therefore, this study underlines the need for more Awareness Programme at block and cluster level in order to make students of underprivileged category, their parents, guardians and other stakeholders realise the importance of the scheme and benefit out of it. Further, this study also underlines the need for proper counseling programme which would not only enable selected students to make their transition from their previous schools to the new one smooth, but also help them in dealing with their stress and adjustment problem arising out of the new environment effectively.

Key words: scholarship scheme, Districts, Block Administrative Centers (BACs), Community and Gender

Introduction Honourable Chief Minister’s Merit opportunity for the under privileged Scholarship Scheme (HCMMS) is a children studying in Govt. Schools of unique and novel initiative of the state to study in reputed private schools Government of Sikkim which was within and outside the state. The introduced in the year 2010. scheme, which initially provided Conceptualised by the then Chief students with free quality education till Minister of Sikkim, Shri Pawan senior secondary level, has now been Chamling, and the scheme provides an

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extended to the graduation level since 2017. i) To understand the background of the This study attempts to analyse the HCMMS Scheme: selection process, implementation of HCMMS from 2010 eligibility criteria, financial till 2018 and to find out the extent to implications etc. which students from underprivileged ii) To find out the selection section across gender, community, (representation) of children with Block Administrative Centre (BACs) respect to districts, Block and districts have been able to benefit Administrative Centres (BACs), and from the scheme over the years. The communities to ascertain the District, study not only analyses the status of BAC and community of selected students who are pursuing students. To find out the top ten undergraduate courses in different performing and non performing colleges but also the dropouts who have BACs in terms of selection of left schooling in between. students for the scheme HCMMSS is one among the various iii) To find out the status of first batch innovative programmes and initiatives (2010) students who completed their started by the Government of Sikkim for class XII in 2017. the welfare and benefit of primary iv) To find out the school wise and class students of the state belonging to poor wise enrolment of students studying socio- economic backgrounds. Taking under the scheme in different schools. into account the various difficulties v) To find out the drop outs if any faced by these underprivileged students vi) To find out the financial (which largely come from rural areas of implications of the scheme. the state) to pursue quality education, the scheme was initiated in the year Provisions under the Scheme 2010. Conceptualised by the then Chief The benefits and incentives for students Minister of Sikkim Shri Pawan under the schemes are summarised as Chamling, it provides an opportunity for follows: under privileged children studying in i) Free quality education in reputed Govt. Schools of the state to study in schools within and outside the state reputed private schools within and till graduation level (since 2017). outside the state. The scheme initially ii) Free uniform, textbooks and hostel provided students with free quality facility. education till senior secondary level iii) Grants for to and fro journey from only but now it has been extended up to the place of residence to school once the graduation level since 2017. a year along with parents Objectives iv) A lump sum amount of Rs 10,000 This study attempts to analyse the and 15,000/- for toiletries for student results of HCMMS from 2010 till 2018 studying within and outside the state with the following objectives: respectively.

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Eligibility Criteria Only students fulfilling the following Students who meet the eligibility criteria eligibility criteria are allowed to sit for are required to appear in a selection test the selection/examination for the conducted annually by the Directorate of scheme: Examination and Scholarships, Human i) Students whose father possesses Resource Development Department. The Sikkim Subject Certificate or exam consists of 100 marks which Certificate of Identification issued comprises of 100-Multiple choice by a competent authority of the questions of 1mark each. The subjects Government. included are English, Environmental ii) Students who have studied in a Govt. Science, Mathematics and General School from Class I-V. Knowledge. Equal weightage is given to iii) Candidates not be less than 11 years each of these subject areas. Initially, the and more than 12 years and 6 examination was conducted district- months. wise. However, since 2016, it is iv) Students securing first position in conducted centrally at Gangtok. Class V annual examination from Selection of the top 50 students is made each of the government school and on merit basis of the exam conducted. nominated by concerned head of the However, seats are reserved for different school are allowed to appear in the communities of the state as per the selection test. In case a student does existing roster points system of the not meet the above condition, the Government (Merit-15%, Bhutia, next student securing second highest Lepcha-20%, Primitive Tribe-5%, OBC marks is considered eligible to Central+State-40%, ST-13% and SC- appear for the test. 7%). Selected students, after counseling are admitted in various schools as per Selection Procedure their positions in the merit list.

Table 1. List of Schools Sl.No. Schools within the state Schools outside the state 1 Tashi Namgyal Academy, Gangtok Scindia KanyaVidyalya, Gwalior 2 St. Xavier School, Pakyong Scindia Boys School, Gwalior 3 Namchi Public School, Namchi Pine Grove, Shimla, Himachal Pradesh 4 Don Bosco, Malbasey West Sikkim Shigally Hills, Dehradun 5 St. Joseph Convent, Martam Aryan School Hisar, Haryana 6 St. Mary’s Convent, Geyzing Delhi Public School, Haryana

Selection/Representation of Students Following is the data of student representation from different districts.

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Table 2. Details of students selected for the scheme from different districts. Year East West North South Total 2010 14 12 12 12 50 2011 28 24 24 24 100 2012 61 55 27 57 200 2013 42 60 17 33 152 2014 32 40 17 38 127 2015 29 34 18 27 108 2016 08 13 12 17 50 2017 13 12 12 13 50 2018 16 13 06 15 50 Total 243 263 145 236 887

Table 3. Number of students selected from the different districts. Year Status Districts Total % of East West North South selection 2010 Appeared Selected 14 12 12 12 50 2011 Appeared Selected 28 24 24 24 100 2012 Appeared 145 116 41 144 446 Selected 63 57 26 54 200 44.84% 2013 Appeared 161 134 50 107 452 Selected 43 59 17 33 152 33.62% 2014 Appeared 101 137 35 128 401 Selected 38 35 18 36 127 31.67% 2015 Appeared 115 145 42 133 435 Selected 29 14 18 27 108 24.82% 2016 Appeared 90 99 32 76 297 Selected 08 13 12 17 50 16.83% 2017 Appeared 103 107 29 104 343 Selected 13 12 12 13 50 14.57% 2018 Appeared 108 82 44 116 350 Selected 16 13 06 15 50 14.28% Total Appeared 823 820 273 808 2724 Selected 252 259 145 231 887 32.56%

Out of the 887 students selected so far, Year wise number of students who west district with 263 (29.65%) has the appeared in the selection test vis-a-vis highest number of student representation no. of students selected followed by east district with 243 Data on the number of students who (27.39%), South with 236 (26.60%) and appeared for the test in the year 2010 north with 145 (16.34%). and 2011 could not be traced. However, as mentioned in the table above,

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available data obtained from exam 2018 only 887 have been selected. section of HRD Department suggests Further, the percentage of students that out of 2724 students appeared till selected yearly shows a declining trend.

Table 4.Number of qualifiedstudents after selection from schools with different level (PS/JHS/SS/SSS). School 2010 2011 2012 2013 2014 2015 2016 2017 2018 Total Level PS 22 32 73 56 57 36 20 10 20 326 JHS 09 22 57 45 34 28 15 19 12 241 SS 14 26 47 32 21 28 05 12 08 193 SSS 05 20 23 19 15 16 10 09 10 127 Total 50 100 200 152 127 108 50 50 50 887

As mentioned in the table above, out of from Senior Secondary Schools. It 887 students selected so far 36.75% shows that Primary and Junior High (326) of students are from standalone Schools have performed better than Primary Schools, 27.17% (241) are from Secondary and Senior Secondary Junior High Schools, 21.76% (193) are Schools in terms of selection of students. from Secondary and 14.32% (127) are Fig. 1. Number of students selected from schools with different level.

127

326 PS JHS 193 SS SSS

241

Table 5.Number of qualifiedstudents after selection from different BACs of East District.

BACs 2010 2011 2012 2013 2014 2015 2016 2017 2018 Total Duga 1 1 7 6 3 1 0 4 0 23 Khamdong 0 4 3 1 2 4 3 2 2 21 Martam 0 1 6 2 3 0 0 0 2 14 Nandok 3 8 12 9 7 5 2 1 3 50 Pakyong 1 3 7 5 5 3 1 1 0 26

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Parkha 0 0 2 0 0 2 0 0 1 05 Rakdong 3 4 8 5 4 4 1 1 1 31 Ranka 1 2 5 5 2 1 0 0 2 18 Regu 2 5 6 4 4 7 1 1 3 33 Rhenock 3 0 5 5 2 2 0 3 2 22 Total 14 28 61 42 32 29 8 13 16 243

Fig. 2.Students selection from BACs.

60 50 50 40 31 33 26 students 30 23 21 18 22 selected 20 14 10 5 0

With 50 students, Nandok BAC has the with 5 students followed by Martam highest numbers of students selected so with 14 and Ranka with 18 students far followed by Regu with 33 students have the least number of students and RakdongTintek with 31 students selected. respectively. On the contrary, Parkha

Table 6.Number of qualified students after selection from different BACs of West District.

BACs 2010 2011 2012 2013 2014 2015 2016 2017 2018 Total B. Martam 1 0 2 2 2 1 2 - 1 11 Chongrang 0 0 3 2 0 2 - - 0 07 Chumbong 0 1 5 4 1 3 1 1 0 16 Daramdin 2 3 8 3 2 2 - 1 1 22 Dentam 3 6 8 18 14 8 1 3 4 65 Geyzing 2 6 13 12 10 9 3 3 4 62 Kaluk 1 4 5 9 8 4 2 1 2 36 Soreng 2 2 6 5 1 2 1 3 0 22 Yuksam 1 2 5 5 2 3 3 - 1 22 Total 12 24 55 60 40 34 13 12 13 263

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Table 7.Number of selected students from different BACs of North District.

BACs 2010 2011 2012 2013 2014 2015 2016 2017 2018 Total Chungthang 3 2 1 - 1 1 - - 1 09 Kabi 2 5 6 5 5 6 5 2 - 36 Mangan 3 4 8 7 5 4 2 7 3 43 Passingdong 4 13 12 5 7 7 5 3 2 58 Total 12 24 27 17 18 18 12 12 6 146

Fig. 3. Number of students selected from various BACs in North District.

Students selected

60 58 50 43 40 36 30 20 09 10 0 Chungthang Kabi Mangan Passindong BACs

Table 8.Number of qualified students after selection from different BACs of South District.

BACs 2010 2011 2012 2013 2014 2015 2016 2017 2018 Total Jorethang 01 03 04 03 03 01 01 - 01 17 Namchi 03 04 13 08 11 07 02 05 03 56 Namthang 03 - 10 05 04 02 - 02 02 28 Poklok - - - - 01 - - - - 01 Nandugaon Rabongla - 04 07 05 04 06 01 - 01 28 Sikkip - - 02 - 03 - 02 - - 07 Sumbuk 01 02 08 02 03 02 02 02 02 24 Temi - 02 07 04 04 03 04 02 04 30 Yangang 04 09 06 06 05 06 05 02 02 45 Total 12 24 57 33 38 27 17 13 15 236

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Fig. 4. Students selected from different BACs of South District.

60 54 50 43 40 27 29 29 30 23 20 16 10 6 0 0

Table 9. Top ten BACswith highest number of qualified students after selection.

Position Name of the BAC District Students selected till 2018 1 Dentam West 64 2 Passingdong North 56 3 Namchi South 55 4 Geyzing West 52 5 Nandok East 51 6 Yangyang South 44 7 Mangan North 43 8 Kaluk West 39 9 Kabi North 36 10 Regu East 33 Total 10 473

53.32 % of students are selected from BACs each from west and North district the top ten BACs which comprise of 3 and 2 BACs each from east and south districts.

Table 10. Bottom ten BACs with least number of qualified students after selection. Position Name of the BAC District Students selected till 2018 1 Sikkip South 05 2 Parkha East 06 3 Chongrang West 10 4 BermiokMartam West 11 5 Martam East 13 6 Chumbong West 17 7 Ranka East 19 8 Jorethang South 20 9 Daramdin West 23 10 Soreng West 23 Total 10 - 147 (17%)

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Only16.57 % of students are selected from south. There are no BACs from from bottom ten BACs which comprise north district figuring in bottom ten of 5 BACs from west, 3 from east and 2 BACs.

Tabe 11.Community wise number of qualified students after selection since 2010- 2018.

OBC OBC State Year BL SC ST Total (Central) (General) 2010 19 03 08 08 12 50 2011 41 03 08 18 30 100 2012 56 11 39 48 46 200 2013 40 04 29 37 42 152 2014 37 05 24 35 26 127 2015 31 08 16 26 27 108 2016 16 04 08 10 12 50 2017 15 05 08 10 12 50 2018 14 04 08 13 11 50 Total 269 47 148 205 218 887

Fig. 5. Students selected community wise.

300 269

250 218 205 200 148 150

100 47 50

0 Category BL SC ST OBC (C) OBC (S)

As evident from above table, out of 887 Similarly, 23.11% (205) are from OBC students selected so far for the central category, 16.68 % (148) from ST scholarship, 30.32% (269) of students category and 5.29% (47) from schedule are from BL communities, while 24.57% caste community. (218) are from OBC state category.

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Table 12.Status of students of 2010 batch that completed Class XII in March 2017.

Course Subject College No. of Students Total B.Sc.(Hons.) Physics SGC 2 Kamrang 01 04 Chakhung 01 Chemistry SGC Tadong 01 01 Mathematics SGC Tadong 01 02 Chyakhung 01 (Subjects not B. N.CollegeDhubri, 01 01 mentioned) Assam Total 08 BA (Hons.) Geography SGC 02 03 Kamrang 01 Pol. Science SGC 03 04 Burtuk 01 English SGC Tadong 3 (4 -1*) 04 SMU 01 Lepcha SGC 01 01 History SGC 01 01 Total 13 B.Com. SGC Tadong 04 Burtuk 02 Kamrang 01 09 SRM Univ. 01 Delhi Univ. 01 LLB Govt. Law College 01 01 Burtuk B.Tech (Mechanical) BahraUniv (HP) 01 01 B. Pharma HPI, Majhitar 01 02 SGC Tadong 01 BSc Nursing SMIMS 01 01 GNM SAI, Andhra Pradesh 01 01 Sum Total 36 * Radha Gurung (BA Eng. Hons.) discontinued from SGC Tadong.

Out of 50 students admitted in VI in college and one student discontinued 2010, 6 students discontinued studies college after joining. Therefore, a total before completing Class XII, therefore of 36 students are currently studying in only 44 students completed class XII in different colleges. 2017.Further, out of 44 only 37 joined

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Fig. 6. Different Courses pursued by the first batch students.

14 13

12

10 9 8 8

6

No ofstudents No 4 2 2 1 1 1 1

0 B.Sc Hons BA Hons B.com LLB B.tech B Pharma BSc GNM Nursing Courses Pursued

As mentioned above, out of 36 students While there is one student each pursuing 13 are pursuing BA Hons., 8 B.Sc. Law and B.Tech, none of them have honours and 9 B.Com. taken medical course.

Table 13. School-wise and Class-wise enrolment in different schools under HCMMS-as on 31st March 2018.

School VI VII VIII IX X XI XII Total ScindiaBoys 1 1 4 2 7 4 9 28 ScindiaKV 1 2 - 4 5 9 10 31 Shigally Hills 2 2 2 3 6 6 3 24 Aryan School 1 - 3 5 4 7 2 22 Pine Grove 4 2 - 1 3 7 10 27 DPS, Haryana 1 3 4 6 - - 12 26 TNA, Gangtok 4 6 1 9 15 27 28 90 St. Xaviers 8 8 8 8 18 24 14 88 NPS, Namchi 6 8 10 19 28 28 41 140 Don Bosco 5 8 8 18 17 28 31 115 St. Joseph’s Martam 7 6 4 12 12 7 25 73 St. Mary’s Gyalshing 10 5 5 10 10 - - 40 Total 50 51 49 97 125 146 186 704

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Fig.6. Number of students currently studying in different schools.

160 140 140 115 120 100 90 88 73 80 60 40 31 40 28 24 22 27 26 20 0

As we can see in the table above, no of Scindia Kanya Vidyalaya having the students studying in classes XII, XI and highest number (31) followed by X are comparatively higher than those in Gangtok (90), St. Xaviers, Pakyong (88) other classes. Similarly, 82.18% of and St. Joseph’s Martam (73). On the students (729) are studying in schools contrary only 17.82% (158) of students within the state with NPS Namchi are studying in schools outside the state having the highest number of students Scindia Boys (28), Pine Grove (27) and (140), followed by Don Bosco, Soreng Delhi Public School, Haryan (26). (115), Tashi Namgyal Academy, with

Table14. Details of drop outs till 2017 (Year and batch wise).

Year School No. Batch Class Remarks Total 2012 NPS 1 2012 1 SKV 1 2012 2013 TNA 2 2010 IX Failure 4 DonBosco 1 2010 IX St.Xaviers 1 2011 X TNA 6 2012 IX Failure 2015 St.Mary’s 2 2012 IX Failure 11 St.Joseph 1 2012 IX Failure Don Bosco 1 2010 X - 2016 NPS 1 2012 IX Medical Problem St.Xaviers 1 2013 IX Medical Problem 3 Aryan School 1 2011 IX 2017 Details awaited 11 DA DA DA 11 Total 30 30

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Table 15.Details of school-wise drop outs.

School Year Class Batch Reason Total School wise Total TNA 2013 IX 2010 Failure 2 8 2015 IX 2012 Failure 6 NPS 2012 VI 2012 1 2016 IX 2012 Med Problem 1 2 Don Bosco 2013 IX 2010 Failure 1 2015 X 2010 1 2 St. Xavier 2015 X 2011 1 2016 IX 2013 Med problem 1 2 St Joseph’s 2015 IX 2012 Failure 1 1 St Mary’s 2015 IX 2012 Failure 2 2 SKV 2013 VII 2012 1 1 Aryan 2016 IX 2011 Failure 1 1 Details Awaited 2017 DA DA DA 11 19 Total 30 (11+19)

15 out of 19 dropouts were from Class Therefore, in spite of the scheme being IX. unique and first of its kind, its financial All the schools within and outside state implications on the state government is empanelled for admission of students are quite high. The table above gives the reputed private schools which not only detail of funds sanctioned by the state have a very good track record of government for the scheme in different academic performance but also a high financial years. fee structure. Table 16. Financial Implications of the scholarship Scheme.

Year Fund sanctioned (in crore) 2011-12 1.92 2012-13 6.0 2013-14 8.0 2014-15 8.0 2015-16 13.5 2016-17 22.85 2017-18 17.50 Total 77.77

Suggestions for Improvement in the qualifying marks (40%) may be fixed Implementation of the scheme in all the four Subjects areas (English, • There is a need to encourage all the Mathematics, Environmental Studies schools to participate in the test (only and General Knowledge). around 50% have participated so far). • Initial counselling given to successful • In addition to the aggregate score in students before or during admission the selection exam, minimum should focus more on the importance

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of the scheme and also on preparing them to cope with the new school environment. • Counselling sessions and experience sharing sessions may be organised for these students during vacations to help check drop outs. • Mechanism should be put in place not only to monitor their performance and progress but also to understand their difficulties, problems and challenges to design timely interventions if required.

Conclusion HCMMS Scheme is a unique and first of its kind scheme implemented for the benefit of students studying in government schools from under privileged background. Though the financial implication of the scheme on state government is quite high, the category of students for whom it is designed seems to be less aware about the importance and potential of scheme. As a result, many of them (so far 30) of them have dropped out before completing the course of study. Therefore, awareness programme about the importance of the scheme needs to be organised at block and cluster level to generate a cognizance in order to make the stakeholders realize the importance of the scheme and benefit out of it.

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References

Human Resource Development Department, (2016). Compendium of Achievements, 1994- 2016. Government of Sikkim.

Human Resource Development Department, (2016).Hon’ble Chief Minister’s Merit Scholarship Scheme (HCMMSS) 2010-2016, Government of Sikkim.

Human Resource Development Department, (2018). A White Paper on Achievements of Human Resource Development Department (1994-95 to 2017-18), Government of Sikkim.

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Understanding achievement level of students: Sikkim District wise Report Card of National Achievement Survey (NAS) 2017 for Classes III, V and VIII Suraj B. Singh Coordinator & Resource Person, Department of Mathematics, SCERT-Sikkim, 737101.

Abstract National Achievement Survey (NAS) is the survey to check the General Health of Education System in a particular. According to this survey, National Council of Educational Research and Training (NCERT) will rank the States. The main objective of NAS is to improve the learning standard at all the levels i.e. National, State and Districts. The District-wise NAS report talks about the status of learning achievement among children of different strata in classes III, V and VIII in all four districts of Sikkim. The report highlights the performance of children on different learning outcomes also. This report will help in deciding and devising the appropriate interventions at different levels on priority bases for those Learning Outcomes where the performance is comparatively not so good. Key words: Sikkim, District, Report Card, National Achievement Survey.

Introduction whilst funding is provided by the Ministry India has been striving hard to achieve of Human Resource Development national goal of universalization of (MHRD). education. For this a lot of efforts are As always the people and institutions being put in through flagship program of organising big events like National SSA resulting into many fold increase in Achievement Survey (NAS), learn from enrolment. Due to rise in enrolment the and improve upon the existing practices quantitative expansion seems to have and processes. Before the present one, overshadowed the quality of education. every single NAS/SLAS used to take 2-3 Though there are number of factors which years in surveying and report preparing. determine the quality of education, the Because of this big gap of 2-3 years in most vital one that attracts the attention of surveying and report preparation the very one and all is the level of achievement. To purpose of timely intervention in know the achievement of children in teaching-learning process for students at a schools, the programme of NAS, grade was not taking place and thus originally conceived by NCERT as an objectives behind organising NAS were independent project in the year 2000, was not fully met. For the assessment of incorporated into the Government’s Learning Outcomes and timely flagship project Sarva Shiksha Abhiyan intervention to improve the process of brought in revolutionary changes in the NAS from 2017-18 onwards with the whole (SSA). NCERT is responsible for following first timer: learning of children developing and conducting the surveys NCERT and MHRD

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- NAS will be conducted for classes III, outcomes interventions at appropriate V and VIII every year somewhere in level will be devised and implemented. the mid of session on a common date Findings throughout the country. This district-wise report talks about the - The assessment of children will be status of learning achievement among linked to the learning outcomes children of different strata in classes III, V prepared for all grades by states in and VIII in all four districts of Sikkim. collaboration with NCERT. . The report highlights the performance of - For the recording of responses from children on different learning outcomes children OMR sheets will be used. also. This report will help in deciding and - A larger sample of schools from each devising the appropriate interventions at district of a state will be taken for NAS different levels on priority bases for those and district will be the reporting unit of Learning Outcomes where the assessment results. performance is comparatively not so - To ensure the improved learning good. Table 1.Number of Participants (Class-3). East North South West Male Fema Total Male Female Total Male Femal Total Male Fem Tot le e ale al 407 440 847 141 128 269 292 275 567 194 200 394 State Male: 1034 Female: 1043 Total: 2077

At class III level total 2077 number of Lowest number of student’s participation students appeared for the NAS 2017-18. was from North district with 269. The Highest number of students (847) difference of gender wise participation at participated from East District followed state level is very low at 9 (about 0.87 %) by students from South district of 567. in favour of Girl students.

Figure1. Number of Participants (Class-3).

1000 847 800 Male 567 600 407 440 394 Femal 400 269 292 275 194 200 e 200 141 128

0 Total East North South West

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Table 2. Gender & Social Category wise Performance of class 3 students

District Class 3 English, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 54.2 56.1 55.2 51.9 59.9 53.3 53.1 North 66.5 69.5 67.9 58.5 68.5 64.0 72.8 South 61.0 60.9 61.0 54.3 59.6 64.2 59.2 West 56.6 62.5 59.6 58.9 60.0 62.1 51.7

The achievement of students in English at lowest with 55.2% only. Female students class III level for North district is seen in English at class III level have scored highest at 67.9% followed by South slightly better than the male participants district with 61.0 %. The East district is at across all four districts.

Figure 2. Social Category wise Performance of class 3 students.

80 SC ST 72.8 OBC GEN 68.5 64.2 59.9 62.1 64 59.6 60 58.5 59.2 60 51.7 53.3 54.3 58.9 51.9 53.1 40

20

0 East North South West

If seen category wise, among the students at 51.9%, north district is at 58.5%, south of ST category, east district is at 59.9%, district is at 54.3% and west district is at north district is at 68.5%, south district is 58.9%. at 59.6% and west district is at 60%. The figure reflects that OBC students Among the General Category, east district from South, North and West districts have is at 53.1%, north district is at 72.8%, performed better than other category south district is at 59.2% and west district students in their respective districts. is at 51.7%. Among the students Whereas students of SC category have belonging to OBC category, east district is performed lowest among all four at 53.3%, north district is at 64%, south categories at 51.9% in East, 58.5% in district is at 64.4% and west district is at North, 54.3% in South and 58.9% in West 62.1%. And among the students district. belonging to SC category, east district is

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Table 3. Achievement Range in English of class 3 students.

District Class 3 English, Achievement Range in % age ˂ 30 30-50 50-75 ˃75 East 13.9 30.1 36.1 19.8 North 06.3 16.7 34.6 42.4 South 14.3 18.7 34.7 32.3 West 10.2 23.6 39.9 26.4

The highest percentage of 42.4% of the About 14% of the students from East and students from North district has performed South district have performed in the range in the range of 75+% in English language of less than 30%. About 34% of the followed by South district at 32.3% and students from East, South and West East at lowest with 19.8% students in this district have performed in the range of range. less than 50% against 23% only from North district. Table 4.Performance on Learning Outcomes of Class 3 students in English.

L earning Description Performance(%age)Avg. Outcomes East North South West L304 Reads small texts with 55.94 70.11 63.00 60.69 comprehension i.e., identifies main ideas, details, sequence and draws conclusions L312 Reads printed scripts on the 53.67 63.57 56.90 57.36 classroom walls: poems, posters, charts etc.

Achievement of Students of class III in described in the table, it is found that English Language when connected to the students have performed better for L304 learning outcomes L304 and L312 as across all four districts.

Table 5.Gender and Social Category wise Performance of class 3 students in EVS District Class 3 EVS, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 52.9 52.6 52.8 50.4 56.8 51.5 50.3 North 62.9 62.1 62.5 48.2 63.4 56.9 68.4 South 55.9 53.0 54.5 52.6 52.0 57.1 53.9 West 53.1 54.6 53.9 58.5 53.3 55.8 47.2

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Figure 3.Gender wise Performance of class 3 students in EVS.

Male Female Total 65 62.9 62.5

60 62.1 55.9 54.5 54.6 55 52.9 52.8 53.1 53.9 53 50 52.6

45 East North South West

The achievement of students in EVS at 52.8% only. Both male and female class III level for North district is highest students have scored at same level in EVS at 62.5 % followed by South district at at class III level across all four districts. 54.5 %. The East district is at lowest with Figure 4.Social Category wise Performance of class 3 students in EVS

SC ST OBC GEN 80 63.4 56.8 57.1 58.5 55.8 60 50.3 68.4 52.6 53.9 53.3 51.5 48.2 56.9 52 40 50.4 47.2

20

0 East North South West

In the ST category, the students of East 57.1% and among SC category West district have the highest score which is district is at 58.5%. 56.8%. From General category North Students of SC category have performed district is at highest with 68.4%. Among lowest among all four categories at 48.2% OBC category South is at highest with in North and at47.2% in West district.

Table 6. District wise Performance Range of Class 3 students in EVS.

District Class 3 EVS,Performance Range in % age ˂ 30 30-50 50-75 ˃75 East 17.5 29.5 34.5 18.5 North 13.0 16.4 33.8 36.8 South 18.9 24.0 36.2 21.0 West 15.0 28.4 40.1 16.5

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The highest percentage of 36.8% of the with 18.5% and West at lowest with only students from North district have 16.5% students in this range. About 19% performed in the range of 75+% in EVS of the students from South and 18% from followed by South district at 21% , east East districts have performed in the range of less than 30%.

Table 7.Performance on Learning Outcomes of Class 3 students in EVS. Learning Performance (%age)Avg. Outcomes Description East North South West E302 Identifies simple features (e.g. 45.69 52.79 43.92 42.89 movement, at places found/ kept, eating L3 habits, sounds) of animals and birds in the immediate surroundings. E303 Identifies relationships with and among 50.82 53.66 50.36 42.16 family members L3 E304 Identifies objects, signs (vessels, stoves, 51.66 65.47 53.97 53.61 transport, means of communication, signboards etc.), places (types of houses/shelters, bus stand, petrol pump etc.) activities (works people do, cooking processes, etc.) at home/school/ neighbourhoods. E305 Describes need of food for people of 65.23 72.30 67.28 63.20 different age groups, animals/birds, H1 H1 H1 H3 availability of food and water and use of water at home and surroundings. E307 Groups objects, birds, animals, features, 60.77 69.88 60.26 63.35 activities according to differences H2 H2 H3 H2 /similarities using different senses. (e.g. appearance/place of living/ food / movement/ likes-dislikes/ any other features) E309 Identifies directions, location of 46.19 60.27 48.80 44.98 objects/places in simple maps using signs/ symbols /verbally E310 Guesses properties, estimates quantities 40.73 58.74 42.68 45.43 of materials/activities in daily life and L3 L3 verifies using symbols/non-standard units E311 Records observations, experiences, 35.54 33.46 40.21 35.03

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information on objects/activities/places L2 L1 L2 L1 visited in different ways and predicts patterns, etc. E313 Observes rules in games (local, indoor, 30.68 36.59 32.61 35.14 outdoor L1 L2 L1 L2 E314 Voices opinion on good/bad touch, 60.57 66.54 65.96 64.72 stereotypes for tasks/play/food in family H3 H3 H2 H1 w.r.t gender, misuse/wastage of food and water in family and school.

Mathematics-Class 3 Table 8.Performance of Class 3 students in Mathematics.

Distric CLASS – 3 Mathematics, Performance in % age t Gender wise Social Category wise Male Female Total SC ST OBC GEN East 52.0 49.8 50.9 49.3 53.6 48.4 51.9 North 62.7 58.9 60.9 48.7 62.5 56.3 61.5 South 55.4 52.4 54.0 52.1 50.0 57.9 52.7 West 54.3 56.8 55.4 60.4 54.5 56.7 51.3

The achievement of students in is at lowest with 50.9% only. Male Mathematics at class III level for North students have scored at about 3% higher district is highest at 60.9% followed by than female students in East, North and West district at 55.4 %. The East district South. In West district trend is reversed.

Figure 5. Social Category wise Performance of Class 3 students in Mathematics.

SC ST OBC GEN 70 62.5 61.5 60.4 57.9 56.7 60 53.6 51.9 52.1 48.7 56.3 50 50 52.7 54.5 51.3 49.3 40 48.4 30 20 10 0 East North South West

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In the ST category, the students of north the north district with highest percentage district have the highest score which is with 61.5%. Among OBC category South 62.5%. From General category again it is is at highest with 57.9% and among SC category West district is at 60.4%.

Table 9. District wise Performance Range of Class 3 students in Mathematics.

CLASS 3– Mathematics, Performance Range in % age District ˂ 30 30-50 50-75 ˃75 East 18.2 31.3 36.4 14.2 North 13.0 22.3 28.6 36.1 South 15.7 30.9 33.5 19.9 West 10.7 31.7 38.8 18.8

The highest percentage (36.1%) of the students from South and 18% from East students from North district have district have performed in the range of performed in the range of 75+% in less than 30%. About 48% of the students Mathematics followed by South district at from East, 47% from South, 42% from 19.9% and East at lowest with only 14.2% West district against only 35% from North students in this range. About 16% of the have performed in the range of ˂ 50%.

Table 10.Performance on Mathematics Learning Outcomes of Class 3.

Learning Performance (%age)Avg. Outcomes Description East North South West M301 Reads and writes numbers up to 999 48.57 57.88 51.20 51.20 using place value M302 Compares numbers up to 999 based on 59.50 68.40 61.55 60.15 their place values M303 Solves simple daily life problems using 41.44 53.22 45.54 49.55 addition and subtraction of three digit numbers with and without regrouping M304 Constructs and uses the multiplication 45.57 51.86 52.65 49.62 L3 facts (up till 10) in daily life situations M305 Analyses and applies an appropriate 47.82 58.74 48.85 51.27 number operation in the situation/ context

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M306 Explains the meaning of division facts 40.14 52.42 42.50 49.49 L3 by equal grouping/sharing and finds it by repeated subtraction M309 Identifies and makes 2D-shapes by 75.35 88.01 80.78 80.14 H2 H1 H1 H2 paper folding, paper cutting on the dot grid, using straight lines etc. M311 Fills a given region leaving no gaps 36.90 42.47 35.74 41.63 L2 L2 L2 L2 using a tile of a given shape M312 Estimates and measures length and 21.08 21.95 17.75 32.97 L1 L1 L1 L1 distance using standard units like centimeters or meters & identifies relationships M317 Reads the time correctly to the hour 72.73 77.70 73.90 67.26 H3 H3 H3 H3 using a clock/watch M318 Extends patterns in simple shapes and 39.74 55.53 44.06 44.24 L3 L3 numbers M319 Records data using tally marks, 77.69 86.99 76.19 83.25 H1 H2 H2 H1 represents pictorially and draws conclusions

Class V-NAS Report Table 11. Number of Participants in NAS-Class V.

East North South West Male Female Total Male Female Total Male Female Total Male Female Total 441 468 909 209 198 407 316 351 667 225 226 451 State Male: 1191 Female: 1243 Total: 2434

In class V total 2434 number of students students participating was from North appeared for the NAS -2017-18. Highest district with total of 407. In gender wise number of students was 909 from East participation at state level, it is found out District followed by students from South that male students are lower (4.37 %) as district with 667. Lowest number of compared to female students.

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Table 12.Gender and Social Category wise Performance of students of Class V in English.

District Class-5 English, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 44.1 46.3 45.2 43.6 45.7 44.1 47.0 North 55.4 54.3 54.9 52.4 54.7 53.8 59.3 South 47.9 50.3 49.1 47.1 49.3 48.7 53.0 West 55.1 53.8 54.4 47.9 56.9 54.1 49.8

The achievement of students in English at only. The achievement of male and female class V for North district is highest at 54.9 students in English at class V level is % followed by West district at 54.4 %. more or less at par across all four districts. The East district is at lowest with45.2%

Figure 6. Social Category wise Performance of Students of Class V in English.

SC ST OBC GEN 70.0 59.3 56.9 60.0 54.7 53.0 49.3 49.8 50.0 45.7 47.0 52.4 53.8 54.1 47.1 48.7 47.9 40.0 43.6 44.1 30.0 20.0 10.0 0.0 East North South West

Category wise performance of students north district with 52.4% in the SC shows that the students of GEN category Category, west district in the ST Category from north district has the highest with 56.9% and OBC Category with percentage with 59.3%, followed by again 54.1%.

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Table 12.District wise Performance of students of Class V in English.

District Class – 5 English, Performance Range in % age ˂ 30 30-50 50-75 ˃75 East 19.6 42.4 33.0 05.1 North 12.8 28.3 42.8 16.2 South 17.7 34.3 39.0 09.0 West 09.5 31.7 46.1 12.6

The highest percentage of 16.2% of the this range. About 19.6% of the students students from North district has performed from East and 17.7% students from South in the range of 75+% in English language district have performed in the range of followed by West district at 12.6% and less than 30%. East at lowest at only 5.1% students in

Table 12. Performance on Language Learning Outcomes-Class 5.

Learning Description Performance (%age)Avg. Outcomes East North South West L504 Reads and comprehends 44.31 54.05 48.88 55.39 independently storybooks, news L L L items/ headlines, advertisements etc. L508 Reads text with comprehension, 45.67 55.31 49.25 53.95 locates details & sequence of L events.

Class V-EVS

Table 13.Gender and Social Category wise Performance of students of class V in EVS.

District CLASS – 5 EVS, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 41.2 41.3 41.2 43.3 42.5 40.2 40.4 North 48.8 47.2 48.1 45.2 48.2 43.9 53.5 South 42.0 43.7 42.9 40.3 43.3 41.7 49.9 West 50.4 48.4 49.4 45.1 49.9 51.6 42.7

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The achievement of students in EVS at with 41.3% only. Both male and female class V level for West district is highest at students have scored more or less at par in 49.4% followed by North district at 48.1 EVS at class V level across all four %. The East district is at lowest districts.

Figure 7. Social Category Performance of Students in EVS in class V.

SC ST OBC GEN

53.5 51.6 60.0 48.2 49.9 42.5 43.3 49.9 40.4 45.2 43.3 43.9 45.1 42.7 40.0 40.2 40.3 41.7

20.0

0.0 East North South West

The figure reflects that in social category with 53.5%, followed by east district with wise performance of students, it shows 43.3% in the SC Category, west district in that the students of General category from the ST Category with 49.9% and OBC north district has the highest percentage Category with 51.6%.

Table 14.District wise Performance of students in EVS in Class V.

District CLASS – 5 EVS, Performance Range in % age ˂ 30 30-50 50-75 ˃75 East 28.7 38.3 30.4 02.6 North 23.3 29.5 37.8 09.3 South 28.2 35.8 30.3 05.7 West 18.0 36.4 34.8 10.9

The highest percentage 10.9% of the About 28% of the students from East students from West district has performed &South, about 23% students from North in the range of 75+% in EVS followed by and 18% from West district have North district at 9.3% and East at lowest performed in the range of less than 30%. with only 2.6% students in this range.

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Table15. Performance on EVS Learning Outcomes-Class 5.

Learning Description Performance (%age)Avg. Outcomes East North South West E403 Identifies relationship with and 40.6 50.46 32.46 54.88 among family members in extended 4 L3 family E410 Records observations/experiences/ 37.5 48.15 45.34 47.80 information for objects, activities, 9 phenomena, places visited in different ways and predicts patterns and activities/ phenomena E501 Explains the super senses and 37.5 42.01 34.18 40.13 unusual features (sight, smell, hear, 1 sleep, etc.) of animals and their responses to light, sound, food etc.

E503 Describes the interdependence among 43.8 50.85 47.98 54.32 animals, plants and humans 9 E504 Explains the role and functions of 54.7 65.60 59.22 66.63 different institutions in daily life 9 H2 H1 H1 (Bank, Panchayat, cooperatives, H2 police station, etc.) E505 Establishes linkages among terrain, 18.4 16.93 16.46 17.07 climate, resources (food, water, 5 L1 L1 L1 shelter, livelihood) and cultural life. L1 (e.g. life in distant/difficult areas like hot/cold deserts) E506 Groups objects, materials, activities 32.3 37.57 34.47 34.15 for features/properties such as shape, 5 L3 L2 taste, color , texture, sound, traits etc. L3 E507 Traces the changes in practices, 45.3 48.62 46.96 61.79 customs, techniques of past and 2 H2 present through coins, paintings, monuments, museum etc. and interacting with elders E508 Guesses (properties, conditions of 34.9 39.58 35.93 39.57 phenomena), estimates spatial 6 quantities(distance, area, volume, weight etc. ) and time in simple

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standard units and verifies using simple tools/set ups E509 Records 39.7 45.17 42.33 47.09 observations/experiences/information in 6 an organized manner (e.g.in tables/ sketches/ bar graphs/ pie charts) and predicts patterns in activities/phenomena (e.g. floating, sinking, mixing, evaporation, germination , spoilage) to establish relation between cause and effect. E510 Identifies signs, directions, location of 55.9 66.51 52.75 57.32 different objects/landmarks of a 6 H1 H2 locality/place visited in maps and H1 predicts directions w.r.t. positions at different places for a location

E512 Voices opinions on issues 27.5 35.98 26.71 36.59 observed/experienced and relates 6 L2 L2 L3 practices L2 /happenings to larger issues of society E513 Suggests ways for hygiene, health, 47.1 56.16 50.40 59.97 managing waste, disaster/emergency 4 H3 H3 H3 situations and protecting/saving H3 resources

Class V- Mathematics

Table 16. Gender and Social Category wise Performance of students in mathematics in class V.

District CLASS – 5 Mathematics, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 38.8 38.6 38.7 35.0 40.0 37.7 40.1 North 47.9 46.1 47.0 46.7 46.6 45.1 52.5 South 40.1 40.9 40.5 38.6 40.7 40.0 44.8 West 47.3 44.8 46.0 42.2 47.3 46.4 42.1

The achievement of students in female students in West and almost at par Mathematics at class V level for North with in all other districts. district is highest at 47 % followed by If seen category wise the students of West district at 46 %. The East district is General category from East, North and at lowest with 38.7% only. Male students South districts have performed better than have scored at about 3% higher than

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other category students in their respective districts.

Table 17.District wise Performance of students of Class V in Mathematics.

District CLASS-5 Mathematics, Performance Range in % age ˂ 30 30-50 50-75 ˃75 East 32.2 44.2 21.1 02.4 North 25.1 30.7 34.2 10.1 South 29.8 40.9 25.2 04.1 West 19.3 40.1 34.8 05.8

The highest (10.1%) of the students from North and19.3% students from West North district have performed in the range district have performed in the range of of 75+% in Mathematics. From remaining less than 30%. About 76% of the students three districts less than 6% students are in from East, 71% from South, 60% from this range. About 32.2% of the students West and 56% students from North have from East,29.8% from South, 25.1% from performed in the range of ˂ 50%.

Table 18.Performance on Mathematics Learning Outcomes-Class 5.

Learning Description Performance (%age)Avg. Outcome East North South West s M401 Applies operations of numbers in daily 22.88 38.82 35.53 39.25 life situations L2 L3 M412 Explores the area and perimeter of simple 40.32 52.91 41.93 46.34 geometrical shapes (triangle, rectangle, square) in terms of given shape as a unit M418 Calculates time intervals/duration of 56.45 61.24 55.61 65.40 familiar daily life events by using H2 H1 H1 H2 forward or backward counting/addition and subtraction M421 Represent the collected information in 46.42 54.05 47.38 51.44 tables and bar graphs and draws H3 inferences from these M501 Reads and writes numbers bigger than 37.51 49.63 40.78 52.77 1000 being used in her/his surroundings M504 Estimates sum, difference, product and 42.34 40.37 32.75 34.55

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quotient of numbers and verifies the L3 same using different strategies like using standard algorithms or breaking a number and then using operation M505 Finds the number corresponding to part 48.22 51.68 49.60 59.11 of a collection H3 H3 M506 Identifies and forms equivalent fractions 32.56 40.54 34.78 28.38 of a given fraction L2 M508 Converts fractions into decimals and vice 47.61 47.62 54.04 54.63 versa H2

509 Classifies angles into right angle, acute 45.47 47.68 44.47 44.76 angle, obtuse angle and represents the same by drawing and tracing M512 Relates different commonly used larger 39.36 51.83 36.52 43.50 and smaller units of length, weight and volume and converts larger units to smaller units and vice versa M513 Estimates the volume of a solid body in 21.41 35.98 24.53 27.32 known units L1 L1 L1 L1 M514 Applies the four fundamental arithmetic 25.30 38.78 29.41 36.40 operations in solving problems involving L3 L2 L3 money, length, mass, capacity and time intervals M515 Identifies the pattern in triangular 27.28 40.29 29.24 34.59 numbers and square number L2 M516 Collects data related to various daily life 57.87 57.80 53.91 69.51 situations, represents it in H1 H2 H3 H1 tabular form and as bar graphs and interprets it

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Class-8: NAS Report Table 19.Number of Participants.

East North South West Male Female Total Male Fem Total Male Femal Total Male Fema Total ale e le 981 1054 2035 216 253 469 527 550 1077 660 742 1402 State Male: 2384 Female: Total: 4983 2599

Figure 8 .Gender wise number of participation of students in class 8.

2500 2035 Male 2000 1402 1500 1054 1077 1000 981 742 Female 550 469 660 253 527 500 216 0 Total East North South West

At class 8, total 2077 number of students students participating in NAS was from appeared for the NAS-2017-18. Highest North district with 269 numbers. number of students was 847 from East In gender wise participation, female District followed by students from South participation is highest among all districts district with total 567. Lowest number of in the state level.

Class VIII-English Table 20.Gender and Social Category wise performance of students in English in class 8.

District CLASS – 8 English, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 49.2 52.4 50.8 47.9 50.5 52.5 48.8 North 52.5 52.3 52.4 46.3 52.1 52.6 57.8 South 49.7 49.89 49.7 46.5 47.6 52.6 47.4 West 49.8 51.5 50.7 47.7 50.3 51.6 51.1

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Figure 8 .Gender wise performance in English in class 8.

Male Female Total 52.5 53 52.4 52.4 52.3 51.5 52 50.8 50.7 51 49.89 49.8 50 49.2 49.7 49.7 49 48 47 East North South West

The achievement of students in English at lowest with 49.7% only. Female students class 8 presents that north district is in English at class 8 have scored better highest with 52.4% followed by east than the male participants across all four district with 50.8 %. South district has the districts.

Figure 9.Social Category wise performance in English in class 8.

SC ST OBC GEN 57.8 60 52.5 52.1 52.6 51.6 47.6 50.5 50.3 52.6 46.5 47.4 47.9 48.8 46.3 51.1 40 47.7

20

0 East North South West

The figure reflects that in social category 47.9% and 47.7% respectively in the SC wise performance of students, the students Category, north district in the ST of General category from north district Category with 52.1% and in OBC has the highest percentage with 57.8%, Category south and north districts are with followed by east and west districts with 52.6% each respectively.

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Table 21.District wise performance of students in English in class 8.

CLASS-8 English, Performance in % age District Range in % age ˂ 30 30-50 50-75 ˃75 East 17.3 31.0 38.7 13.0 North 16.4 30.9 38.0 14.7 South 20.0 28.4 38.8 12.8 West 16.4 34.5 38.3 10.8

The highest percentage of students with followed by east district with 13% and 14.7% from north district have performed east with 12.8% and west district with in the range of 75+% in English language 10.8%, which is the lowest in this range.

Table 22. Performance on Learning Outcomes-Class 8 (Language).

Learning Description Performance (%age)Avg. Outcomes East North South West L813 Read textual/non-textual materials with 54.84 52.38 49.74 50.70 comprehension and identifies the details, characters, main idea and sequence of ideas and events while reading

Class VIII-Mathematics

Table 23. District wise performance in Mathematics in class 8.

District CLASS-8 Mathematics, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 29.1 30.0 29.6 30.4 29.3 29.2 30.9 North 31.4 30.1 30.7 24.6 30.8 27.9 38.1 South 28.8 29.7 29.2 28.4 28.4 30.0 29.5 West 29.9 29.2 29.6 28.8 29.9 28.9 30.7

The achievement of students in east district with 30.9 %. West district is Mathematics in class 8 presents that north at 30.7% and south district has the lowest district is highest with 38.1% followed by at 29.5%.

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Figure 10.Social Category wise performance of students of class 8 in Mathematics.

SC ST OBC GEN 38.1 40 29.3 30.9 30.8 30 29.9 30.7 28.4 30.4 29.2 28.4 29.5 28.9 24.6 28.8 20 27.9

0 East North South West

If seen category wise the students from east district has highest with 29.2% and in north district has the highest percentage in the category of General status, north ST category. In SC category, east district district has the highest with 38.1%. has highest with 30.4%, in OBC category,

Table 24.Performance of students in Mathematics in class 8.

District CLASS – 8 Mathematics, Performance Range in % age ˂ 30 30-50 50-75 ˃75 East 54.3 37.8 07.6 00.4 North 52.0 38.6 08.3 01.1 South 52.5 39.6 07.9 00.1 West 54.4 39.4 05.4 00.8

The table presents that only 1.1% in north have performed in the range of 75+% in district, 00.8% in west district , 00.4 in Mathematics. east district and 00.1% in south district

Table 25.Performance on Mathematics Learning Outcomes-Class 8.

Learning Description Performance (%age)Avg. Outcomes East North South West M601 Solves problems involving large 28.93 33.77 29.03 25.22 numbers by applying appropriate operations M606 Solves problems on daily life situations 24.06 24.68 23.97 22.30 involving addition and subtraction of fractions / decimals M620 Finds out the perimeter and area of 24.33 24.71 20.92 24.57 rectangular objects in the L3

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surroundings like floor of the class room, surfaces of a chalk box etc. M621 Arranges given/collected information 24.45 21.65 17.60 19.53 in the form of table, pictograph L2 L1 L1 and bar graph and interprets them M702 Interprets the division and 31.84 29.42 30.55 27.25 multiplication of fractions M705 Solves problems related to daily life 23.98 30.06 27.76 24.68 situations involving rational L3 numbers M706 Uses exponential form of numbers to 20.89 25.21 23.94 23.04 simplify problems involving L2 multiplication and division of large numbers M707 Adds/subtracts algebraic expressions 33.76 41.15 33.98 32.38 H1 M710 Solves problems related to conversion 19.92 23.95 18.23 21.51 of percentage to fraction and L1 L3 L2 L3 decimal and vice versa M717 Finds out approximate area of closed 28.43 27.71 28.65 28.43 shapes by using unit square grid/graph sheet M719 Finds various representative values for 42.32 41.14 44.63 44.92 simple data from her/his daily H1 H2 H1 H1 life contexts like mean, median and mode M721 Interprets data using bar graph 37.80 39.92 34.25 37.99 H2 H3 M801 Generalizes properties of addition, 24.59 19.33 23.20 21.09 subtraction, multiplication and L1 L2 division of rational numbers through patterns M802 Finds rational numbers between two 31.49 34.03 33.89 27.37 given rational numbers M803 Proves divisibility rules of 2, 3,4, 5, 6, 35.88 27.71 34.46 38.92 9 and 11 H3 H3 M804 Finds squares, cubes, square roots and 29.35 25.21 29.29 25.42 cube roots of numbers using different methods M808 Uses various algebraic identities in 37.12 28.99 37.20 39.11

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solving problems of daily life H3 H2 H2 M812 Verifies properties of parallelogram 25.85 28.57 23.15 26.10 and establishes the relationship between them through reasoning M818 Finds surface area and volume of 24.88 30.25 26.70 28.21 cuboidal and cylindrical object M819 Draws and interprets bar charts and pie 31.79 36.89 33.05 36.66 charts

Class VIII-Science Table 26. Performance of students of class 8 in Science.

District CLASS – 8 Science, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 36.3 38.4 37.5 33.7 36.9 38.8 36.4 North 37.2 38.3 37.8 33.3 38.1 37.0 38.4 South 37.5 36.1 36.8 32.1 35.6 38.1 38.0 West 37.3 36.7 37.0 38.3 36.0 37.7 37.9

The achievement of students in Science in west districts have 37.8%, 37.5%, 386.8% class 8 presents that north, east, south and and 37% respectively.

Figure11. Social Category wise performance of students in Science in class 8.

SC ST OBC GEN 38.4 38.0 38.3 37.9 40.0 38.8 38.1 35.6 32.1 37.7 36.9 37.0 38.1 36.4 33.3 30.0 33.7 36.0

20.0

10.0

0.0 East North South West

If seen category wise the students from category, west district has highest with north district has the highest percentage in 38.3%, in OBC category, east district has ST category with at 38.1%. In SC highest with 38.8% and in the category of General status, north district has the highest with 38.4%.

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Table 27. District wise performance of class 8 students in Science.

District CLASS – 8 Science, Performance Range in % age ˂ 30 30-50 50-75 ˃75 East 35.5 42.0 19.6 03.0 North 36.0 40.9 21.1 01.9 South 38.1 38.7 21.0 02.2 West 36.5 41.4 21.0 01.1

The table presents that only 1.9% in north have performed in the range of 75+% in district, 0.1.1% in west district , 03.0 in Mathematics. east district and 02.2% in south district

Table 27. Performance on Science Learning Outcomes-Class 8.

Learning Description Performance (%age)Avg. Outcomes East North South West SCI703 Classifies materials and organisms based 33.78 37.43 35.57 36.54 onproperties/characteristics SCI704 Conducts simple investigation to seek 31.72 28.85 28.89 31.87 answers to queries SCI705 Relates processes and phenomenon with 39.07 37.48 37.65 35.32 causes SCI708 Measures and calculates e.g., temperature; 26.04 26.44 25.63 25.04 pulse rate; speed of L2 L3 L3 L2 moving objects; time period of a simple pendulum, etc. SCI710 Plots and interprets graphs 26.64 25.11 23.97 23.47 L3 L2 L2 L1 SCI711 Constructs models using materials from 21.47 20.35 22.10 25.66 surroundings and explains L1 L1 L1 L3 their working SCI801 Differentiates materials, organism and 56.24 58.97 57.90 55.95 processes H1 H2 H1 H2 SCI804 Relates processes and phenomenon with 50.50 63.20 50.94 57.29 causes H3 H1 H3 H1 SCI805 Explains processes and phenomenon 33.03 31.12 33.46 32.53 SCI807 Measures angles of incidence and 39.16 37.53 34.54 38.87 reflection, etc. SCI811 Applies learning of scientific concepts in 28.19 30.35 28.97 29.89

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day-to-day life SCI813 Makes efforts to protect environment 50.81 52.88 51.53 47.36 H2 H3 H2 H3

Class VIII- Social Science

Table 28. Performance of class 8 students in Social Science.

District CLASS – 8 Social Science, Performance in % age Gender wise Social Category wise Male Female Total SC ST OBC GEN East 36.0 37.4 36.8 33.8 36.1 38.1 36.2 North 36.7 38.6 37.7 34.0 37.4 39.3 39.8 South 37.4 7.4 37.4 35.0 35.6 39.6 35.5 West 38.3 37.5 37.9 37.4 37.5 38.2 38.5

The achievement of students in Social south and west districts have 36.8%, Science in class 8 presents that east, north, 37.7%, 37.4% and 37.9% respectively.

Figure12. Social Category wise performance of students of class 8 in Social Science.

SC ST OBC GEN

39.8 39.6 40.0 39.3 38.1 38.2 37.4 38.5 38.0 37.5 36.1 36.2 37.4 35.6 35.5 36.0 35.0 33.8 34.0 34.0

32.0

30.0 East North South West

In the social category wise performance of respectively. In SC category, west district the students, it shows that north and west has highest with 37.4%. In the OBC districts have the highest percentage in ST category, south district has highest with category with at 37.4% and 37.5% 39.6% and in the category of General, north district has the highest with 39.8%.

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Table 29. District wise Performance of students of class 8 in Social Science.

District CLASS – 8 Social Science, Performance Range in % age ˂ 30 30-50 50-75 ˃75 East 37.3 40.1 20.6 02.1 North 33.5 45.0 21.1 00.4 South 34.5 39.6 24.8 01.1 West 32.4 45.3 21.4 00.9

The table presents that 00.4% in north have performed in the range of 75+% in district, 0.0.9% in west district, 2.1% in Mathematics. east district and 1.1% in south district

Table 30. Performance on Social Studies learning Outcomes-Class 8. learning Description Performance (%age)Avg. Outcomes East North South West SST605 Identifies latitudes and longitudes, e.g., 49.39 54.80 47.08 48.3 poles, equator, tropics, H3 6 States/UTs of India and other neighboring countries on globe and the world map SST610 Locates important historical sites, places on 23.23 21.43 21.36 19.8 an outline map of India. L3 L2 L2 3 L3 SST625 Describes the functioning of rural and urban 32.36 32.35 33.89 33.9 local government bodies in sectors like 4 health and education SST703 Explains preventive actions to be 67.42 67.59 65.37 64.2 undertaken in event of disasters H1 H1 H1 7 H1 SST704 Describes formation of landforms due to 20.99 17.65 25.05 18.7 various factors L2 L1 2 L2 SST722 Explains the significance of equality in 35.59 39.39 40.26 42.2 democracy 7 SST726 Describes the process of election to the 40.26 30.30 38.58 43.2 legislative assembly 9 SST731 Explains the functioning of media with 40.36 39.39 45.51 48.1 appropriate examples from 0 newspapers SST733 Differentiates between different kinds of 44.22 44.54 37.94 35.2 markets 0 SST734 Traces how goods travel through various 31.81 36.80 42.88 33.3 market places 8 SST802 Describes major crops, types of farming and 49.58 51.17 45.03 53.4

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agricultural practices in 2 her/his own area/state SST805 Locates distribution of important minerals 24.25 26.41 26.22 25.5 e.g. coal and mineral oil on the world map 1 SST807 Justifies judicious use of natural resources 59.96 58.40 58.56 62.8 H2 H2 H2 5 H2 SST809 Draws interrelationship between types of 30.62 26.84 32.02 36.4 farming and development indifferent 4 regions of the world SST810 Distinguishes the modern period from the 39.86 42.86 43.07 41.2 medieval and the ancient 5 periods through the use of sources SST815 Explains the origin, nature and spread of the 28.86 36.55 28.91 32.8 revolt of 1857 and the 2 lessons learned from it. SST816 Analyses the decline of pre-existing urban 17.40 23.03 16.53 17.7 centers and handicraft L1 L3 L1 6 industries and the development of new L1 urban centers and industries in India during the colonial period SST818 Analyses the issues related to caste, women, 33.42 33.69 32.78 30.3 widow remarriage, child marriage, social 9 reforms and the laws and policies of colonial administration towards these issues SST823 Applies the knowledge of the Fundamental 25.70 28.57 30.36 25.3 Rights to find out about 9 their violation, protection and promotion in a given situation SST827 Describes the process of making a law. (e.g. 40.62 40.34 41.62 50.1 Domestic Violence Act, 4 RTI Act, RTE Act) SST831 Identifies the role of Government in 24.38 25.74 25.00 25.7 providing public facilities such as water, L3 3 sanitation, road, electricity etc., and recognizes their availability SST833 Draws bar diagram to show population of 51.19 43.29 56.18 56.4 different countries/India/states H3 H3 1 H3

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Dialogic Teaching Pedagogy-Giving ‘Voice’ to the Learners in Pre-service Teacher Education Program Devi Kala Asst. Professor, Harkamaya College of Education, Gangtok, Sikkim, 737101. [email protected]

Abstract The National Curriculum Framework (2005) observes that ‘Children’s voices and experiences do not find expression in the classroom. Often the only voice heard is that of the teacher. When children speak, they are usually only answering the teacher’s questions or repeating the teacher’s words. They rarely do things, nor do they have opportunities to take initiative. The curriculum must enable children to find their voices, nurture their curiosity-to do things, to ask questions and to pursue investigations…’ This statement in the report speaks volumes about the state of instruction in our educational institutions. We all realize that a change can be brought only by improving the quality of teacher education. Research shows that teacher educators play a crucial role in developing skilled teachers. The use of new pedagogical techniques by the ‘would-be teachers’ during training period would primarily enhance their teaching in the later periods. Hence, the efficacy of Dialogic teaching pedagogy developed by Robin Alexander in the early 2000s cannot be overemphasized. The Dialogic teaching pedagogy harnesses the power oftalk to stimulate and extend students’ thinking and advance their learning and understanding. It significantly improves the quality of teacher and students’ talk by emphasizing on dialogue through which pupils learn to reason, discuss, argue, and explain in order to develop their higher order thinking, thus becoming better learners. The paper is a humble attempt to study the effect of Dialogic teaching strategies being used by the faculties of Harkamaya College of Teacher Education, Gangtok. Quantitative data in terms of their perception towards the effect of this method have been collected from the students of B.Ed. (Second Semester) who have been exposed to this instructional approach since previous semester. The findings reinforce the assumption that it does help develop their professional capabilities as teachers and improves their social interaction skills.

Key Words: Dialogic teaching, developing skilled teachers, higher order thinking.

Theoretical Context understanding”-Professor Robin “Dialogic teaching harnesses the power Alexander, 2004. of talk to stimulate and extend pupils’ The concept of Dialogic Teaching thinking and advance their learning and Pedagogy is based on Professor Robin Alexander’s long-term comparative study

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of the relationship between culture and Paulo Freire (2012) states that ‘education pedagogy in five countries-England, that liberates the individual must be a France, India, Russia and the United ‘conscious act’ in which the content is States. He also undertook subsequent understood and analyzed, with the development work on classroom talk, dichotomy that exists between teacher and specifically the idea of ‘dialogic teaching’ student is transcended; it should negate and observational research in UK the unidirectional (coming from one side) classrooms. On the basis of these works, relationship to replace it with bi- he developed the idea of ‘Dialogic directionality (coming from both sides) to Pedagogy’. contribute to the education of both parties, The concept of dialogic teaching and because both have the elements to offer learning is not a new one in the Western each other insights. The teacher is hereby tradition where it was frequently turned into the pupil of his own pupils. associated with the Socratic ‘Dialectic Nobody educates anybody else, nobody teaching method’. It is also found in many educates himself, and people educate each other traditions; for example, the book other through their interactions of the ‘The Argumentative Indian’, written by world.’ Nobel Prize of Economics winner Thus the concept of dialogue has held the Amartya Sen (2005),mentions that central position in education since olden dialogic teaching and learning has very times and emphasized by different much been a part of Indian tradition and educational scholars. But the question observes that an emphasis on discussion remains whether it is being used by the and dialogue spread across Asia with the teachers at all and if yes, how effective it rise of Buddhism. is proving. From the Social Constructivist perspective, learning and understanding Concept of Dialogue are inherently social where teachers and According to the Greek philosopher learners are engaged in reciprocal quest Socrates, the dialogue can be described as for knowledge. Bruner (1986) says that ‘dialectical method’, often involving an speech is ‘central to cognition’, ‘symbolic oppositional discussion in which the representation’- the use of words to defense of one point of view is pitted represent ideas is the most important against the defense of another; one cultural tool in cognitive growth and participant may lead another to contradict learning. According to social him in some way, strengthening the constructivism, learning is seen as co- inquirer’s own point of view (Oksana, construction and ‘dialogue’ is seen as a 2014). When we speak about dialogue, we form of collaborative meaning making must know the difference between the two (Ten Dam, Volman, &, 2004). similar terms “conversation” and “dialogue”. Conversation mostly consists

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of a sequence of unchanged two-part to become responsible for their own exchange of ideas as participants talk to learning. each other whereas dialogue makes attention and engagement obligatory and Need for Centrality of Dialogue in puts thoughts into a meaningful sequence. Teaching and Learning Besides, the act of questioning is an issue The present day teachers do use which differentiates conversation from ‘interactive method’ which is termed as dialogue. Robin Alexander thinks that reductionist in nature where classroom is conversation in its nature tends to be considered as a forum for giving ‘tentative relaxed and lead nowhere, but dialogue is answers’ and to tell or be told ‘the correct characterized by changing of ideas which answer’. Traditional interactive classroom leads into ‘coherent lines of thinking and is where ‘Teacher is the orchestrator of enquiry’ (Swidler,2013). Paulo Freire the talk who draws information from the (2012) thinks that dialogue is a theatrical class, elaborates and generalizes it and and literary form consisting of written and eventually produces the syntheses”. This spoken exchange of conversation between has been a practice for over few decades. two or more people. He considers Hence, it is time to incorporate new dialogue as a moment where humans meet pedagogical practices and also realize the to reflect on their reality as they alter it. need for change in preparing the ‘future Being communicative human beings, we teachers’ and move away from the use of are able to know that we know. Besides, recitation script and put sincere effort to we are ready to accept that we cannot develop confidence and a willingness know something. In such a way, through among trainee teachers as ‘co-learners’ dialogue, reflecting our knowledge, we rather than an ‘encyclopedia’. can act critically in order to transform Becoming a teacher means ‘reinvention of reality (Oksana, 2014). self’ as a professional identity. By not In the classroom situation, the purpose of participating in the academic discourse, it teaching is to engage students in the seems they feel reluctant to assume the process of meaningful dialogue where mantle of expert because they know that students are to actively participate in the then they will be expected to ‘know all the exchange of ideas, reflecting over the answers’, and to impart information from information received and critically the ‘knowledgeable to the ignorant’. Also analyzing them, understanding the classroom talk (discourse) is being substance so as to assimilate them in their resistant to change despite policy existing cognitive structure. Therefore, the frameworks and curriculum initiatives. It classroom teaching approach should is found out from the student-teachers’ necessarily include the dialogic elements, own experiences that they do not move so that students get empowered and learn beyond ‘talk to dialogue’. Hence, the

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need to promote dialogic teaching and consequences such as ‘‘being able to learning becomes more imperative to relate a question to one’s own standards develop a culture where teachers do not and values, being able to relate a question use their ‘voice to control and shape the to general principles such as social justice, thoughts of students’ but engage students equality, respect and consideration, being in exchanging ideas and make them open towards considering other people realize that it is not the questions they ask (Frijters, Ten Dam, Rijlaarsdam,2008). but what they do with the answers to Instructional formats, in which move thinking beyond simple cooperative learning and dialogue feature presentation. The responsibility lies upon are included, are expected to promote the the shoulders of these student-teachers to students’ active learning and higher-order practice what they are learning and try to thinking skills simultaneously (Renshaw, bring changes in the way in the teaching 2004). Lip man (1997) in ‘Philosophy for practices where students and teachers Children’, introduced an approach which interact and construct knowledge in the is entirely focused on dialogue and it can classroom. be seen as a dialogic teaching that In order to comprehend and broaden the improves thinking skills because it allows outlook towards the enhancement of children to have more activity and receive effective classroom interactional process more feedback, enabling them for when dialogic approach is being practiced reasoning based on fact and logic. Lisanza through the studies done in this area, the (2014) in her case study on Kenyan following reviews were made. children found that through the teacher's dialogic instruction and mediation, the Review of Literature children's voices were recognized and The reviews in this area of study have acknowledged. There were dynamic provided many evidences to prove that classroom interactions and dialogues dialogic teaching is actually the need of which involved different practices such as the hour. In dialogic instruction when the storytelling, peer-guided reading, play, participants ask questions about and classroom talk. classmates’ beliefs or perspectives, then Many researchers studied the role of they are encouraged to evaluate their dialogue in developing skills to become perspectives and hence it stimulates their better learners; most of these were critical thinking that makes learning conducted abroad. However, very few better. This helps the students to recognize studies are conducted in India and genuine understanding about the problems probably there is not a single study in the which foster positive attitudes toward state of Sikkim. cooperation (Mercer & Littleton, 2007). In Therefore, the present study has been addition, ‘dialogue’ has other conducted to examine the effect of

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dialogic teaching practice on the learning B.Ed. College, the following strategies and interactive behavior pattern of B.Ed. were used: students, in order to share the findings/learning with the larger teaching • Collective: Teachers and children fraternity of the state. address learning tasks together, as a group and as a class. Significance of the Study (The teachers involved in the use of this Over the course of time, we have seen that approach first started with strategies like: the patterns of verbal interactions in the ‘calling themselves as co-learners with classroom set up have shown resistance to the students’; ‘using the word discussing change despite policy imperatives and rather than teaching which might sound changes in curriculum all across the world dictating’; ‘use of the word we more often and consequently its impact on quality of than I etc. Gradually, students were education. This present study was engaged in eliciting their every day, conducted with an objective to find the common sense perspectives and tried to effectiveness of dialogic approach as engage them in developing their ideas identified by the student-teachers which helped them to overcome themselves as enabling or inhibiting their misunderstandings. It was observed that engagement with the teacher and learning the once students get the ‘feel’ of teacher process during the instructional process. being ‘co-learner’ rather than ‘authority’, The larger aim of the study being to bring the learning process become ‘real forth the findings and share with teaching collective effort’.) fraternity, this study became more pertinent in the light of aiming to bring • Reciprocal: Teachers and children qualitative change in classroom talk, to listen to each other, share ideas and encourage a classroom culture that consider alternative viewpoints. engages pupils in the task in hand and (Dialogic teaching means using talk most retains their attention and interest, giving effectively for carrying out teaching and particular attention to those kinds of talk learning. Dialogic teaching involves through which pupils learn to reason, ongoing talk between teacher and students explain, justify, argue, speculate, evaluate, and not just teacher-presentation. In the and in other ways think for themselves. beginning of the session- the students were informed that the teacher would Strategies Used based on the Principles introduce the new ideas in brief, and that of Dialogic Teaching they would be divided into various In the effort to use dialogic pedagogical groups- where they would read, research, approach with the student-teachers of examine the given content together, exchange ideas, reach to a consensus

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about the concepts and then a presentation discussed and found the answers by would be prepared and delivered in the themselves. Thus, they learnt to be class with others. Instead of them waiting ‘independent learners’ with minimal help for teachers to teach, they were and support of the teacher.) encouraged to share their ideas with teachers and other students based on their • Cumulative: Teachers and children understanding without becoming build on their own and each other’s dependent on the teachers. Though ideas and chain them into coherent reluctant in the initial phase, it was found lines of thinking and enquiry. that students gradually learnt to take (It was made sure that the teachers would ‘ownership’ of their learning process and not do all the ‘talking’ in the class. In the became more responsible and confident in follow up discussion after every discussing ideas with other students as presentation, the teachers would well as with teachers in the class.) guide/facilitate the process of enquiry to go into details, where opportunities were • Supportive: Children articulate their given to maximum students to take part in ideas freely, without fear of real. The students were made comfortable embarrassment over ‘wrong’ by the use of encouraging words, by not answers; and they help each other to putting them down for their ‘wrong reach common understandings. answers’- rather encouraging them with (The teachers of the college decided to ‘effort counts more than the correct help and support their students but not answer’. On some occasions, the teachers ‘spoon feed’ them. Once topics were even very honestly shared their own ideas divided among the students of various and the related puzzlement- which they groups- teachers did not initiate to ‘tell’ could get it explicated with the collective them how to approach the given issues, efforts of the learners. In the process, it what information to look for, what aspects was observed that the student-teachers felt to consider etc., though he/ she were being respected for every bit of always facilitated in case of difficulties. contributions which enhanced learning to The teachers restrained themselves from be more self-assured through participation explaining everything in the beginning. in the process of learning.) The students were rather encouraged to read themselves and then come up with • Purposeful: Teachers plan and guide both their own understanding and also classroom talk with specific queries if they have, which could be dealt educational goals in view. by the teacher then. But it was observed (The teachers were reminding students that only few students were comfortable from the beginning of the session that with this practice. Majority of students their perception towards being in the

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institution should not just be to pass and Method of Study get degree but have a larger goal is to Quantitative approach using survey empower themselves through acquiring method was adopted for the present study. knowledge. This realization was brought about not just through words but by Tool Used engaging them in presentation as well as The researcher adapted the tool originally in critical discussion of the topics. All the developed by Mansureh Hajhosseiny students were asked to take note of their (2012) to study the perception of In- queries about any aspect of the service student-teachers of one Teacher presentation and were made conformable Education College towards the effect of to ask and share it with the whole class. Dialogic Teaching Pedagogy on their The personality, attitude and behavior of participation in learning participation. For the teacher plays very important role here. establishing the Validity evidence, the Therefore, the teachers tried to be as instrument was evaluated by two senior humble as possible but also assertive faculty members from the same college to when the demand occurred to bring the find the extent to which the tool discussions getting off course.) adequately captures the content domain.

Objectives Sample for the Study The objective of this research work was to The samples included in the study were 64 study the significant part played by second semester student-teachers of B.Ed. Dialogic teaching pedagogy, if any in Course enrolled in 2017-19 batch were developing practice beyond rapid exposed to Dialogic Teaching Pedagogy question-and-answer routine in the time for the last one semester. Data were period of six months by assessing the collected from them to study if they effect on the following dimensions related perceived that the dialogic teaching to teaching-learning process of pre-service approaches used by the teachers were able teacher education institution: to help them to find their ‘voice’ in a. Nature of Dialogic Teaching Pedagogy shaping the enquiry process so that they b. Effect on Comprehension might reach to a deeper understanding of c. Confidence the ideas being discussed in the class that d. Critical Thinking and Cognitive leads to conceptual clarity. Maturity e. Open mindedness Technique for Data Analysis f. Social Skills The researcher analyzed the data using g. Intimacy with the Teacher percentage analysis technique in order to put on view the proportion of students who are represented within each category

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Major Findings while 10% didn’t agree to it and 17% • For the nature of Dialogic pedagogy, couldn’t decide about it. 77% of the student teachers found it • Regarding social skills, 86% of the little more challenging than the students found that this pedagogy traditional one. 13% of the students did helped them in the class to learn from not find it making class interesting and one another and have started seeing the 9% of the students were undecided learning process as collective about it. responsibility. While 6% didn’t agree • Regarding the effect of this pedagogy to it and 15% students were undecided on the level of comprehension, 72% of about it. the students found that is leads to With regard to the developing learning and understanding at higher interactional relationship with the teachers knowledge while 18% did not find it and their viewpoint about the role of helping in perfecting their reasoning teacher, 69% of the students found that skills. they have started seeing teacher not as • With regard to the Self Confidence ‘more knowledgeable than them but as a component, 71% found that this co-learner in the learning process’. While pedagogy has really given them 9% of the students opined that they still courage of expressing their ideas in are scared of teachers and do not feel free front of others, while 9% still feel in the class, while 21% of the students intimated to raise question in the class were not sure about the role of the teacher. while 19% were unsure of its effect on their confidence level. Conclusion • In the area of Critical thinking and On the basis of the analysis and Cognitive maturity, 67% felt that this interpretation of the responses of subjects method challenges their capability as regarding the relevance of dialogic teachers gave them responsibility of teaching pedagogy in the field of teacher researching and finding answers on education, it was found that dialogic their own and share it with others in the teaching bears significant effect in class thus helping them to become enhancement of understanding of content, more mature cognitively. 10% didn’t developing cognitive skills, bringing think in the same manner while 22% social growth and improvement of were undecided about it. intimacy among the participants through • 71% of the student-teacher opined that increasing the participation and taking this method has helped them become responsibilities. This method also changes open minded and be ready to listen to the high and controlling position of the the opposite views and have helped teacher into a cooperative, them to accept the correct criticism,

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interactive and partnership relation with therefore, we strongly recommend the use students so that they feel closer to teacher, of dialogic approach-based strategies in become comfortable with them and classroom situation. become better co-learners together. And

References Alexander, R.J. (2004). Towards Dialogic Teaching.Rethinking classroom talk.Retrieved from https://www.educ.cam.ac.uk/research/projects/camtalk/dialogic/ on 27th March, 2018. Alexander, Robin (2005). Education, Culture and Cognition: intervening for growth. International Association for Cognitive Education and Psychology (IACEP), 10th International Conference, University of Durham, UK, 10-14 July 2005 Bruner, J. S. (1986). Actual minds, possible worlds. Retrieved from https://rampages.us/.. ./wp.../Bruner-Jerome-Two-Modes-of-Thought_excerpt.pdf on 30th March, 2018. Esther, M. L. (2014). Dialogic instruction and learning: the case of one Kiswahili classroom in Kenya. Language, Culture and Curriculum, 27:2, 121-135, DOI: 10.1080/07908318.2014.912285. Frijters, Ten Dam, Rijlaarsdam (2008). Learning and Instruction. Retrieved from scholar.google.co.in/citations?user=zlEPCeUAAAAJ&hl=en on 30th March, 2018 Lip man, M. (1997). Philosophical discussion plans and exercises. Critical and Creative Thinking, Vol. 5(1), pp. 1-7. Mercer, N., Littleton, K. (2007). Dialogue and the development of children’s thinking: a sociocultural approach. Retrieved from http://oro.open.ac.uk/6519/on 29th March, 2018 Oksana, Duchak (2014). STUDIA I PRACE PEDAGOGICZNE, ROZPRAWY I MATERIAŁY, s. 151–158. Retrieved from www.wydawnictwo.wsei.eu/index.php/sipp/article/download/48/67 on 27th March, 2018 Paulo Freire (2012). Paulo Friere and the role of critical pedagogy. Retrieved from daily- struggles.tumblr.com/post/.../paulo-freire-and-the-role-of-critical-pedagogy on 29th march, 2019 Renshaw, P. (2004). Dialogic learning, teaching and instruction: theoretical roots and analytical frameworks. In J.van Linden, & P. Renshaw (Eds.). Retrieved from https://link.springer.com /chapter/10.1007/1-4020-1931-9_1on 30th March, 2018 Sen, Amartya (2005). The argumentative Indian: Writings on Indian history, culture and identity. Retrieved from Wikipedia on 27th March, 2018. Swidler, L. What is dialogue? Available at: http://institute.jesdialogue.org/fleadmin/bizcourse /Dialogue.pdf. Accessed on 28th March, 2018

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Good Practices and Achievements of Posakay Primary School: A Case study Tshering Wangdi Bhutia Lecturer, District Institute of Education and Training, Gangtok, East Sikkim, 737101.

Abstract One of the major developments towards universalization of elementary education is the launching of the flagship program like Sarva Shiksha Abhiyan in 2002 and enactment of Right of Children to Free and Compulsory Education Act, 2009. However, Government schools are not free from certain challenges. One of the major challenges is the declining enrolment rate of students in primary schools. In Sikkim, the Government primary schools, which are those schools running classes from nursery to class V, are mainly supported by the Sarva Shiksha Abhiyan scheme. One such school is Posakay primary school located in the pristine setting of Chujachen under Rongli Sub-division. The school which was established in 2005 under Sarva Shiksha Abhiyan has now evolved as a learning school for all the stakeholders of education in the locality and Sikkim. In spite of the challenges of a limited school area and inadequate infrastructure, the school has been able to meet all the hurdles and has been successful enough to achieve the aims of education. This paper will present how DIET (District Institute of Education and Training), Gangtok organized school visits and documented some of the innovative practices and achievements of students, teachers and school. The areas in which the school has implemented certain measures for providing quality education and life-oriented education to all children are discussed as follows: 1. Literary Rich environment and usage of English Language. 2. Constructivist approach of Teaching. 3. Moral values and discipline. 4. Teacher and community initiatives. 5. Co-Scholastic activities. 6. Achievements.

Key words: Elementary Education, Sarva Shiksha Abhiyan, Posakay Primary School.

Introduction from the main road. It was established in Profile of the School 2005 under Sarva Siksha Abhiyan (SSA) Posakay Primary School is a co- as a comprehensive and integral flagship educational school located in Chujachen programme of government of India to under Rongli Sub Division, East Sikkim. provide universal access to elementary The school is almost 500 meters walk education for children age of 6 to 14

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years. The scheme aims to improve completed, the school was shifted along enrolment, retention and quality of with an initiation of the mid-day meal education to enable children to achieve program. Mrs. Tsewang Choden Sherpa grade appropriate level of learning. It also was regularized in 2009 and still serves aims to eliminate differences and gaps the school. Many other teachers and between different social categories. The officials of the block level have also two major achievements towards worked hard for the betterment of the universalisation of elementary education school and in the year 2009, Mr. Amrit are Sarva Shiksha Abhiyan and Thakuri joined the school as head master. enactments of Right to Education Act, Since then, he along with his team has 2009 which has helped to improve the worked towards taking up various school enrolment and retention. Although measures for improving the standard and the programme and initiative seems quality of education. Children are also successful, survey and research reflect encouraged to use English more often in that government primary schools lack the school premises. improvement in learning outcomes among children and there is a declining Objectives of the Study enrolment rate in Sikkim. 1. To find out the Good practices of the In Sikkim, the medium of instruction in school. school is English and the quality of Govt. 2. To find out the Achievements of Primary School is mainly measured in- school. terms of how much students are able to 3. To find out the Issues and converse in English. In this regard, Challenges of the school. government primary schools are always Methodology facing challenges from the nearby private For collection of the school information schools in terms of enrolment. However, including head and teachers, tools even, with limited school area and prepared by SCERT, Gangtok, were inadequate infrastructure, Posakay School administered. For observation and has been able to overcome these classroom schedule, standardized tools challenges. In the beginning, only were used. seventeen students were enrolled and the 1. School Questionnaire: This provides school operated from a rented house of information on the size and location of land donor Mrs. Ganga Maya Pradhan. the school, infra-structure and other There was only one teacher cum in- facilities available in the school, past charge, Mrs. Tsewang Choden Sherpa and present enrolment pattern in the who had been appointed on ad-hoc basis. school and financial provisions In 2007 after the constructional work of available with the school. building with more classes was

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2. Head Questionnaire: This provides education. Over the years, the school has information on the number of teachers, adopted various innovative measures headmaster’s perspectives on various aimed at providing quality and life- aspects of the school and its oriented education to all the children. functioning, support from local Because of such measures the school has communities and the management been able to attract children even from strategies followed in the school. places outside its catchment area. 3. Teacher Questionnaire: This is Posakay School has emerged as a primarily meant to capture the teachers’ premiere institute because of its characteristics-personal, educational, continuous hard work from the family background, teaching style and Headmaster, Teachers and SMC of the his/her perceptions regarding the school with regard to implementation of school and its functioning. different steps that cater to the need of 4. School process observation schedule: students and achieve the aim of providing This is used to capture the activities quality education to them. that take place on a typical day of The following major steps have been functioning of the school. taken up by the school with the aim of 5. Classroom Observation Schedule: providing the best education to its This provided the framework for students. observing and recording the nature of 1. Literary Rich Environment and Usage the teaching-learning processes in the of English Language. class room situation. 2. Constructivist approach of Teaching. Posakay Primary School has been able to 3. Moral values and discipline. meet all their challenges and has 4. Teacher and community initiatives. successfully fulfilled the aims of 5. Co-Scholastic activities. 6. Achievements. Table 1. Teaching and Non-Teaching Staff.

Category of Teachers and Non-Teaching Sl. No 2018 2017 Staff 1 HM 1 1

2 PRT 4 4

3 Volunteer Teacher 1 1

4 PPT Nil 1

5 SafaiKarmachari 1 1

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The school presently consists of 8 (eight) and pray before meal time. This shows teaching and non-teaching staff (table 1). the intent of the school towards teaching moral values among the Literary Rich Environment and Usage students. of English Language 2. All the students, right from Pre-primary 1. The school has made every classroom to class V have a set routine for and wall very informative with prints addressing the morning assembly. Even and drawings as per the standard of the the teachers are expected to deliver a students. Students are also able to relate talk during an occasion. They also use to the prints with contents of the book. a ‘marching drum’ to break the 2. The motto of the school, that is, 3Gs - assembly line in a disciplined manner. Grow, Glow and Go has been envisaged by the present Head in 2009. Teacher and community initiatives He has taken the initiative to 1. The teachers of the school have their implement English speaking in the own dress code and once a month wear school premises in a more deliberate traditional dress. They have also manner and it is wonderful to see small enrolled their own children in the children interacting and using the school. Besides scholastic activities, language comfortably. teachers also facilitate students to make useful materials with locally available Constructivist approach of Teaching waste materials. Since its inception Educational psychology advocates the there have been a number of teachers inculcation of child-centered pedagogy who have worked voluntarily for this. and shifting from traditional to a more A Children’s Park has also been dialogical way of teaching to make it constructed by the head of the school in more joyful. Keeping this in view, the memory of his late father. teachers of this school are very 2. The school has a good representation of professional and above all they show SMCs as per the criteria laid by RTE humane values towards students. 2010. The SMC has contributed towards extension work of the Moral values and Discipline assembly area. One of the local 1. Apart from providing classroom Churches has also donated music teaching, inculcating moral values system. Even the parents have been among students is very essential in extending their support to the school. order to enable them to live their life Following is the list of teachers who have successfully. The students of Posakay contributed voluntary services to the always sit together for mid-day meals school.

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Table 2. The list of voluntary teachers providing voluntary services to the school.

Co-Scholastic activities Achievements The school conducts a number of co- Enrolment curricular activities during the year and One of the major concerns of all the prizes are given on annual prize day to primary schools in Sikkim is the declining reward these students. Parents/ guardians enrolment rate of students, but in this are also acknowledged by the school on regard, Posakay School has been able to the day for their support. Educational meet the challenges with a good excursion trip on the theme “Let’s know enrolment. However, the enrolment from our Sikkim” is organized by the school to 2017 to 2018 has shown a slight decrease. make students aware of the importance places of Sikkim.

Table 3. Year-wise Students Enrolment.

Sl. No. Year Boys Girls Total 1 2005 9 8 17 2 2006 17 12 29 3 2007 23 15 38 4 2008 25 21 46 5 2009 26 25 51 6 2010 32 26 58 7 2011 44 31 71 8 2012 45 27 72 9 2013 44 33 77

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10 2014 46 38 84 11 2015 37 42 79 12 2016 36 48 84 13 2017 33 45 78 14 2018 27 41 68

Teacher Achievement 3. Miss. Bhima Maya Bhujel was selected 1. Mr. Amrit Thakuri, Head master of the for the Prerna Scholarship and is now school was a recipient of the National studying at Chujachen SSS. Award in 2012 and even received the state award with commendation. He 4. Mr. Sahil Gurung was selected for JNV has also been felicitated at the local in 2014and is studying in JNV level on many occasions. Pakyong. 2. Mrs. Tsewang Choden Sherpa, Primary 5. Mr. Rohit Tamang and Miss.Tina teacher has also been felicitated on Tamang were selected for Eklavya many occasions by different Model Tribal School in 2017. organizations for her relentless effort, dedication and perseverance towards Visitors Dairy the school since its inception till date. Besides state education functionaries, 3. Mr. Lalit Kr. Sharma, Mr. Netra other guests also regularly visit the school. Pradhan and Mrs. Champa Devi were The following have visited the school on also felicitated in 2013 by the SMC and different occasions. parents. 1. M. Khagen Singh (Social Activist), 4. Mrs. Dhan Kumari Chettri, Senior Imphal, Manipur and A. Debendra primary teacher was awarded with a Singh (Rtd. Govt Employee), Imphal, commendation award in 2017 with due Manipur visited the school for second recommendations from block officials time. and DIET, Gangtok faculty. She has Guru Prasanth, Gobinath, Aritharan also served in many schools and has and Sethupathi team from Tamil Nadu. been actively involved in the progress 2. Prabin Khaling (Poet and Journalist), of the school. Bhim Rai and H.M Rai(social worker) from Gangtok. Student Achievement 3. Bikash Sharma,Ph.d. Scholar in 1. Philip Rai was selected for HCM’s economics from Annamali University. Meritorious Scholarship and is 4. Dr. B.M Chettri, joint Director, Krishi studying at Scindia School, Gwalior. Bhawan, Tadong. 5. Panchayat president with all the 2. Tshering Ongmu Dhopthapa was members of Chujachen GPU. selected for a Tribal Scholarship and is 6. Vetri Selvi. M, HOD, School of now studying at Vanashthali, management and commerce, SRM Rajashthan. University, Sikkim.

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7. Team from Basilakha P.S., East. 10. The school needs training on 8. Akash Pradhan. Ph.D. scholar from Sri preparing school development plan. Sathya Sai Prashanti Nilayam. Conclusion with Suggestions Issues and Challenges Posakay Primary school is one of the 1. There are 5 CWSN children for whom leading primary schools of our state and it the school requires infrastructure can further emerge as a progressive school facilities as well as training of teacher if the following issues are addressed: for handling them along-with 1. Physical facilities like building with mainstream children. classroom, playground, toilets and 2. From 2018 onwards there has been a library with sufficient books are slight decrease in the enrolment rate of required. students which needs to be addressed 2. Pedagogical cum classroom support to immediately. teacher for enhancing learning among 3. Shortage of facilities i.e., physical CWSN children. infrastructure like additional classroom, 3. Pedagogical cum classroom support for ICT facilities with smart class, support pre-primary teachers. cum training of pre-primary teachers. 4. ICT facilities like TV, sets of 4. Need for in-service training of HM and computer/laptop should be provided. teachers on recent reform and 5. Further interaction with SMC, parents development in education system. and block officials is needed for 5. The school does not have a playground orienting them on their roles and for engaging students in outdoor sports. responsibilities. 6. School lacks library room and reading 6. The training needs of the teacher need corner. to be carried out and once a year 7. Shortage of school fund to undertake training of head is also required. important projects. 7. Deployment of two PPT, PRT and one 8. Lack of mid-day meal shed. office staff is needed. 9. Majority of teachers suggested that no 8. Further data needs to collected from detention policy is a problem in the students, parents, SMC and block primary level. officials for carrying put any work.

References 1. The SCERT tools on research titled “Status of Primary schools in Sikkim”. 2. The School Magazine titled “Abhiyan” 2015 publication of Posakay school. 3. A Case study report on Jahan Nagar Primary school

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Understanding the Status of Print Rich Environment in Government Primary Schools of Sumbuk Block Administrative Centre (BAC), South Sikkim Passang Lhamu Bhutia Lecturer, District Institute of Institute of Education and Training, Namchi, South Sikkim.

Abstract Schools are the institutions created for teaching and learning through a series of activities for children. According to the National Curriculum Frameworks 2005, children learn in a variety of ways through experience, activity, seeing and doing things on their own. One of the aspects of their learning is through print enabled classrooms. A Print Rich Environment can be a classroom where young children are given a variety of different opportunities to interact with various forms of print. This enables the child to learn in a way which is both meaningful and fun to them instead of by rote method or by being forced to sit and write. A print-rich environment helps the child foster skills needed for reading. If children are in an environment that has labels, pictures, signs and charts, they will be exposed to letters, words and numbers early and make connections between the letters and the functions they serve. Print created in schools helps to explain, understand and build new content, connect with previous knowledge and engage children in creative tasks. Children need many opportunities to read that are relevant to their lives which provides motivation and desire to learn. It should necessarily develop motor skills and encourage understanding and engagement in learning. It should also be accessible to children. The focus of the study is the importance of print rich environment in schools and to find out the status of print rich environment in some schools of Sikkim. The investigator has surveyed 11 government primary schools under Sumbuk BAC of south Sikkim. Descriptive method was used to describe the phenomenon in the study. It was found that though a majority of the teachers are aware but the same is not put in practice in the teaching learning processes. It was observed that schools need an intervention in order to create print rich environment in schools. The study has been concluded with suitable suggestions.

Key words: Print rich, teaching, learning, skills, Sumbuk, BAC.

Introduction Education plays an important role in the promotes thinking, reasoning, overall development of an individual. It discrimination and other mental powers.

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In teaching learning process, a number of include a variety of teacher and student methods, strategies, techniques and skills made materials - labels, word wall, picture need to be used for optimum learning in books, charts(bold and big), songs, poems, children. Different styles and methods are rhymes, functional print which include required to be adopted at different levels morning message, attendance, calendar, of teaching. Eventually, education should weather chart, daily schedule, classroom prepare an individual to face challenges in rules, etc. life and to solve everyday problems Having a print rich environment is At the primary level, the education important for developing children’s imparted should be undertaken with care language skills as they also communicate- and much preparedness. Children at this through prints, like pictures and colour. level love to play with colours and Children explore the print and become pictures. They learn best through the play motivated to read and write looking at the way method. If print rich environment is materials. If the classroom is full of print incorporated in teaching learning then it provides children with countless processes which may include active opportunities to learn about letters, letter engagement with materials like picture sounds and the concept of print. Hence, it books, story books, comics’ etc., it will is important to create and provide serve as soil for the roots of literacy. In meaningful print. the primary stage, children feel happy to However, having a print rich classroom learn with songs, drama, story telling, environment by itself would serve little music, art, dance and other creative purpose unless the students are enabled to expression. Print rich classroom interact with it. Hence, the teachers’ role environment fulfills all the curiosity and in enabling the children’s interaction with needs of children. print environment is very crucial. When The National Curriculum Framework, teachers help children learn by using 2005 emphasizes that children learn in a contextual clues such as pictures, objects, variety of ways and optimum learning is colors, diagrams to make sense of writing ensured through experience and making, in their environment, they will be able to seeing and doing things and the same can make a transition to real reading more be made possible through print enabled easily. Children will learn as they explore, classrooms. interact and have meaningful discussion about the written word. Concept of Print Rich A Print rich classroom environment refers Need and Significance of the study to a classroom that has a variety of print Print rich environments are beneficial for abundantly displayed. It is a class where all students particularly for early literacy young children are given many different learners. It is one of the first sources of opportunities to interact with various reading material for young children and forms of print. Print rich classrooms serves as soil for the roots of literacy.

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Children attending government schools at Delimitation of the study primary level are mostly first-generation The study is limited to 11 government learners with little or no exposure to print primary schools of Sumbuk BAC, South environment at home. The children are Sikkim. completely dependent on the school for inculcating reading and writing skills and Review of Related Literature fostering a taste for reading, and for Review of Literature is an important familiarizing them with the language and aspect of every study. It helps the culture of the school, especially when the investigator to acquaint him with current home language is different from the knowledge in the area in which he is language of school. The present study going to conduct the research. tries to study the status of print rich Reebaca (1996) studied the effect of a environment in South district of Sikkim literacy rich environment on children’s and its importance in curricular and co- concept about print and found that those curricular areas of learning. children in a high literacy-rich environment whose background did not Objectives of the study identify them as being at the risk of 1. To assess the status of print rich academic failure had the highest mean environment in government primary Concept about Print. Further, it was found schools of south Sikkim. that those who are not disadvantaged by 2. To find out the opinions of teachers and absence of early literacy experiences heads on print rich environment in benefit from the element of a literacy rich government primary schools of South environment in pre-kindergarten. Sikkim. Prior et. al. (2004), in their findings 3. To come up with certain strategies to mentions that environmental print creates improve print rich environment in awareness and helps in vocabulary in government primary schools of South children. Print rich environment helps in Sikkim. connection in play and learning. Chawla (2017) made an investigation on Research Questions role of Print Rich Environment in 1. What is the present status of print rich developing early writings and indicated environment in government primary that use of different sources of written text schools of south Sikkim? in the classroom with a special focus on 2. What are the opinions of teachers and learning of children. Information related school heads on print rich environment to attendance and Mid-Day Meal records of government primary schools of displayed in the classroom encourage the south Sikkim? learners and help them to establish the 3. What are the suggestions for the connection with the written language and improvement on print rich environment its understanding. in government primary schools of South Sikkim? 68 www.scertsikkim.in / July 2019

All these studies have pointed out the The population of the study consists of all effect of print rich environment in the primary schools of South Sikkim. learning of children. Sample Methodology Purposive sampling was considered for Descriptive method was used for the study the study. It comprised of 11 Government to know the present status of Concept Primary Schools of Sumbuk BAC, South about Print (CAP). Sikkim. Representation included - Heads of schools and Teachers. Population Table1. Sample: Government Primary Schools under Sumbuk BAC. Sl. No. Name of Schools

1 Government Primary School, Beeling

2 Government Primary School, Bigyani

3 Government Primary School, GuptiGoan

4 Government Primary School, Kubinday

5 Government Primary School, Lower Ramabong 6 Government Primary School, Mungrang

7 Government Primary School, RoluManpur

8 Government Primary School, Rokdara

9 Government Primary School, Sukrabarey

10 Government Primary School, TashiChodarling

11 Government Primary School, Upper Ramabong

Tools Questionnaire prepared by the investigator Techniques of data collection for the teachers for children were The investigator personally visited all the administered to 44 Teacher and 11 Head sampled schools and administered the master/ Headmistress. Interview schedule questions to primary school teachers and was used for understanding the student’s school heads. Children were also perspective of print rich in the schools. interviewed on their opinion of print rich environment.

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Findings and Analysis Ina query made to teachers and Data was analyzed under the following headmasters regarding the awareness of headings: print rich environment in schools, 80% of teachers and schools heads responded that Awareness among teachers regarding they are aware of it. Whereas, 20% print rich environment mention that they are not aware of print rich environment.

Fig. 1. Teachers showing awareness towards the print rich environment.

20% Aware

Not Aware 80%

it was found that 76% of school teachers Extent of print rich materials used in are not using print rich environment in teaching and learning process schools. Whereas, 24% teachers and Regarding the response of use of print rich school heads mentioned that they were environment in teaching learning process, using print rich environment for teaching learning process in school/classes.

Fig. 2.Use of print rich materials by the teachers and head master/headmistress.

80% 76% 70% 60% 50% 40% 30% 24% 20% 10% 0% Using Not using

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Different types of displays available in school and 12% teachers mentioned that your school notice board is available in their school. Responding to the query regarding 28% of the teachers mentioned that wall displays available in school, 14% of painting is available in their school teachers mentioned that Mid-Day Meal whereas 13% teachers responded that menu and School Management alphabet charts and multiplication charts Committee name chart are available in are available in their school. Only 9% of their school. 24% teachers responded that the teachers responded that labels are news board is available in them available in schools.

Fig. 3. Print rich materials available in the school.

28% 30% 24% 25% 20% 14% 12% 13% 15% 9% 10% 5% 0%

Kind of material used to make Responses regarding the usefulness of classroom print rich print rich environment Print rich environment has a utilitarian In response to query in regard to purpose in teaching learning process. usefulness of print rich environment to Regarding kind of materials usually used enhance the academic performance of to make classroom print rich, 22% of the children, 88% teachers responded that teachers mention that they prepare such print rich environment is useful. Whereas materials from wastes and locally 8% mentioned that it is useful to some available materials. 24% responded that extent only. they themselves prepare/make print rich However, there is still a percentage (4%) material for class. Whereas 54% of teachers who view that print rich mentioned that they use readymade environment is not necessary to improve material in school. academic achievement of children.

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Fig. 4. Relevancy of print rich environment to the teachers.

88% 100%

50% 8% 4% 0%

Yes To some No extent only

Teachers’ response in regard to Kinds of material available/accessible working/learning space other than the in different curricular and co- blackboard curricular areas Regarding school/teachers providing Responding to the query regarding working or learning space for the children availability and accessibility of print rich other than blackboards, 28% teachers material in different curricular and co- responded that they provide space for curricular areas in various subjects, it is children activity, 38% mention that they found out that majority of teachers and provide space for children to observe school heads are using the material. The something. Whereas 15% mention that details of the print rich materials used are schools provide space for children to think given in table 2. and 32% teachers responded that they make space available for children to do something that they need to know. Table 2. Kinds of material available/accessible in different curricular and co-curricular areas. Sl. Subject Type of Material(s) Percentage No. Alphabets/Grammar writing on the wall 16% English Audio visual players, Cards 4% 1. Charts 28% Only text book and Blackboard 36% Pictures and Images 16% 2. Math Pebbles, Abacus, geometrical shapes, Ganitmala, Marble. 12% Textbooks and Blackboard 88% EVS Maps & Globe 32% 3. Real Object 4% Textbook and Blackboard 62% 72 www.scertsikkim.in / July 2019

Local Charts 28% 4. Language Textbooks &Blackboard 72% Arts/Crafts Origami, Handmade Models 6% Drawing &Paintings 22% 5. Hanging, Flower vase (out of waste) 10% Readymade brooms, bamboo items (dustbin, doko, etc.) 32% None of the above 30% Cultural Singing & Dancing 76% Activities 6. Local Programme, Musical instruments, Celebrating 24% Festivals Entertainment Games & Sports, Dance, Music. 58% T. V. 12% 7. Reading, Storytelling 4% None of the Above 26% Health & Picture of Cleanliness & Hygiene 48% 8. Hygiene Yoga, PT. 8%

Video related to Hygiene 2%

Fig. 5. Print rich environment for English subject.

40% 36% 35% 30% 28% 25% 20% 16% 16% 15% 10% 5% 4% 0%

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Fig. 6. Print rich-environment for Mathematics subject.

100% 88% 80% 60% 40%

20% 12% 0% Pebbles, Abacus,geometrical Text books & Blackboard shapes,Ganit mala,Marbles

Fig. 7. Print rich-environment for EVS.

70% 62% 60% 50% 40% 32% 30% 20% 10% 4% 0% Real Object Maps & Globe Textbook and Blackboard

Fig.8. Print rich-environment for local language subject.

80% 70% 60% 50% 72% 40% 30% 20% 28% 10% 0% Charts Textbook and Blackboard

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Fig. 9. Print rich-environment for Arts and Crafts.

35% 32% 30% 30% 25% 22% 20% 15% 10% 10% 5% 6% 0%

Fig. 10. Print rich-environment for Culture.

80% 76% 60% 40% 24% 20% 0% Singing & Dancing Local Programme, musical instruments,Celebrating Festivals

Fig. 11. Print rich-environment for entertainment.

70% 62% 60% 50% 40% 30% 27% 20% 11% 10% 0% Games & reading, storytelling none of the above Sports,dance,music

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Fig. 12. Print rich-environment for health and hygiene.

60% 50% 40% 48% 30% 20% 10% 8% 2% 0% Picture of Yoga,P.T Video related to Cleanliness & Hygiene Hygiene

Accessibility of print rich material to It was found that 22% of teachers and students school heads had attended In a response regarding accessibility of workshop/training for print rich print rich area to the students 36% environment at the BAC level and some in teachers mentioned that print rich area is the form of Art and Work education at accessible to all students whereas 64% DIET, Namchi. Whereas 78% of school mentioned that it is not accessible to their teachers and school heads have not students. received any workshop/training on print rich environment in school. Workshop/training attended by teachers and school heads for print rich environment

Fig. 13. Workshop/training for the print rich-environment.

22%

Yes No

78%

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Response regarding the need of any responded that the schools are in need of kind of training to understand the need training/workshop to understand the of print rich environment in school objectives of print rich environment, The study reflects that in response to need while 8% teachers mentioned that they do of any kind of training to understand the not require any training on print rich need of print rich environment in school, environment. 92% of teachers and school heads

Fig. 15. Need of print rich-environment for the teachers

8% 0%

Yes 92% No

Conclusion Majority of teachers and school heads are as they are a crucial part of teaching aware of print rich environment but are learning process. This has also been not using it and connecting it in the emphasized as per the RTE Act 2009. teaching learning process. It has been Phase wise training/workshop may be found out that print rich classroom given to teachers in creating a print rich environment still needs to be used in a environment, where they can be taught variety of ways and indifferent classroom about reusing of wastes or locally situations. This can make classroom available materials into print-rich teaching and learning more meaningful material.Also, since financial support is thus optimizing learning outcome in required for creating print-rich children. environment in schools this can be To create print rich environment in mobilized through Non-Governmental schools, along with teachers and school Organization, Block Resource Centers, heads, the role of SMC, parents, and Cluster Resource Centers, department etc. communities at large is equally important

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A collaborative mechanism can be built to Print rich environment in schools help to facilitate this. improve the academic performance of The study has also shown that both school children. It enables them to learn subjects heads and teachers need to be motivated in a realistic, lively and joyful way and is on adoption and creation of positive print very useful and important as it ensures rich environment in schools. overall development of the child.

References Adams, M.J. (1990). Beginning to read: Thinking about learning and print, Cambridge, MA: NUT Press. Chawla, Deepti (2017). Examining the role of print rich environment in developing early writings.An online journal of teaching English language and literature. www.fortell.org. Cloer, T., Aldridge, J. & Dean, R.(1981/1982). Examining different levels of print awareness. Journal of Language Experience, 4(1&2), pp 25-33. National Curriculum Framework (2005).National Council of Educational Research and Training. Ostrow Scher, S. (1999). Reating a print rich environment.Retrieved May 3, 2012, from:http://fcpsteach.org/docs/reate%20Print%20Rich.pdf. Prior et.el.(2004). Environmental Print in the classroom.International Reading Association. An online journal.https://eric.ed.gov. Reebbaca (1996).The effect of a Literacy-Rich Environment on Children’s Concepts about Print.Office of the educational research and improvement.University of Southern Mississippi. Tyson,K. (2017). Elements of a literacy rich classroom Environment.www.googleweblight.com

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STATUS OF DEPLOYMENT OF PRE-PRIMARY AND ELEMENTARY TEACHERS IN GOVERNMENT SCHOOLS OF SOUTH SIKKIM ParumitaRai Lecturer, District Institute of Education and Training, Gayzing, West Sikkim, 737111.

Abstract The World Declaration on Education, 1990 emphasized on ensuring universal access to primary education. A decade later in 2000, it declared that access to education of good quality was the right of every child. Many factors combine to adjudge the quality in education; resourceful, qualified, trained, skilled and motivated teachers being the prime among them. In every level of teaching learning process: from early childhood, primary, upper primary to secondary school, the presence of qualified and trained teachers is very important for student learning. Just having an adequate pool of teachers and reasonable Pupil Teacher Ratios are not sufficient to meet our educational objectives.The teachers should be well trained, motivating and supportive. Under the Right to Education Act- 2010, the minimum qualification for teaching at primary and elementary level should be standardized across the country. Under this rule, the National Council for Teacher Education (NCTE) has laid down both academic and professional qualifications for teaching at the elementary level. The main aim of this study, thus, is to find out whether the primary and elementary teachers in government schools of South Sikkim fulfil this criterion as laid by the National Council for Teacher Education. An effort has been made here to find out the current status of elementary teachers in the government schools of South Sikkim, following a descriptive method of study. Further, the study looks at the Pupil Teacher Ratio, and the Pupil Trained Teacher Ratio at different levels. The Study also traces the number of ad-hoc or contractual teachers appointed at different government schools of South Sikkim. The study concludes with some suggestions for improving elementary education in particular and education in Sikkim in general.

Key words: Status, Deployment, Elementary, Pre-primary, Education, Sikkim.

Introduction Sikkim has four administrative districts facilities in the region has also increased named according to their regional manifold. location which include the North South Sikkim, with an area of 720 sq. District, South District, East District and km. has it’s headquartered at Namchi. West District. Literacy rates in the State According to 2011 census, the district have shown a significant improvement- has a population of 1,46,850 with 76,670 rising from a mere 18% in 1971 to 82% males and 70,180 females, making a sex in 2011. The provision of schooling ratio of 914 females per 1000 males. It has a literacy rate of 82.06%.

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The district has four Sub-divisions viz. Kindergarten system saw an increase of Namchi, Jorethang, Yangyang and about 4500 children in the government Rabong. It has a total of eight Block schools of Sikkim. From the academic Administrative Centres (BACs) viz. session 2018 Kindergarten System was Namchi BAC, Poklok/Nandugaon BAC, initiated in all the government schools of Namthang BAC, Sikkip BAC, Sumbuk Sikkim BAC, Temi BAC, Rabong BAC, and Keeping the above points in mind it Yangyang BAC. All our Government becomes necessary for us to understand Schools are categorised under these the status of teachers especially at the BACs on the basis of their geographical pre-primary and elementary level in location. terms of their qualifications (both educational and professional) and nature Need and Significance of the Study of appointment. The study provides us Children at the pre-primary and an insight on how well equipped our elementary level learn the basic skills in teachers are to handle our children at area such as reading, writing, this crucial stage. It provides us the comprehension, mathematics, etc. Pre- Pupil Teacher Ratio and the Pupil primary and elementary education is the Trained ratio which is an important main foundation in the educational life determinant of learning outcomes and of an individual. The children at these quality of education at large. stages of life need gentle handling by teachers so that they get the best Objectives of the Study learning. Therefore, from early The main objective of the study is to childhood, primary, upper primary and study the status of deployment of pre- secondary school, the presence of primary and elementary teachers BAC qualified and trained teachers are very wise, in all the Government Schools of important for proper student learning. South Sikkim in terms of: For the attainment of quality education, ❖ Number of trained and untrained just an adequate pool of teachers and pre-primary and elementary reasonable Pupil Teacher Ratios are not teachers deployed BAC wise, in all sufficient. Teachers are expected to be the Government Schools of South well trained, motivating and supportive. Sikkim. National Council for Teacher Education ❖ Number of regular and ad-hoc pre- has laid certain norms for the primary and elementary teachers appointment of elementary and pre- deployed BAC wise, in all the primary teachers in our government and Government Schools of South private schools. With approval from the Sikkim. government for starting Lower and ❖ The Pupil Teacher Ratio at the pre- Upper Kindergarten in 2015, the primary and elementary levels of Government Schools of South Sikkim.

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❖ The Pupil Trained Teacher Ratio at from the Bio-data Sheet to conduct the the pre-primary and elementary study. levels of Government Schools of South Sikkim. Limitations of the Study • Elementary Teachers and Pre- primary teachers having a Methodology professional qualification of B.Ed., The study depends upon the descriptive two years D.El.Ed. or two years survey to study the status of teachers. Teacher Training Institute course are Population considered as trained in this study. The population of the study comprises • Many teachers are appointed as of all the pre- primary and elementary Music Teachers, Art Teachers and government school teachers of Sikkim. Physical Education Teachers on ad- hoc basis. These teachers are not Sample included in the study. Purposive Sampling was considered for • The teachers who are re-employed the study. It consists of 188 pre-primary, are considered under ad-hoc 1258 primary and 825 upper primary category. Further, there are some teachers of government schools of South schools whose Managing Sikkim. Committees have appointed Primary teachers on ad-hoc basis whom have Procedure of data collection been included in this study. Data collecting procedure followed the collection of Bio-data of teachers from Findings and Observation each school by the investigator. The data Based on the collected data, analysis has been accumulated from the District was made category wise. Human Resource Development Department Office. Further, BAC wise Schools in South District and a primary data was prepared to There are a total of 229 Government conduct the study. The data collected Schools in South Sikkim consisting of included Teachers’ Designation, 17 Senior Secondary Schools, 36 Academic and Professional Secondary Schools, 57 Junior High Qualifications and Nature of Schools (Upper Primary), and 119 Appointment i.e. whether Regular or Primary Schools. The table below shows Ad-hoc, were the main items selected the distribution of schools under each Block Administrative Centres.

Table 1.Distribution of Schools in Different BACs.

BAC Wise No. of Senior Secondary/Secondary/JHS & Primary Schools in South (Sikkim as on September, 2017).

Sl.No. BACs SSS SS JHS PS Total 1 Namchi BAC 3 7 13 23 46 81 www.scertsikkim.in / July 2019

2 Poklok/Nandugaon BAC 2 1 3 7 13 3 Namthang BAC 3 8 5 17 33 4 Sikkip BAC 0 4 2 6 12 5 Sumbuk BAC 2 3 8 12 25 6 Temi BAC 2 4 7 19 32 7 Rabong BAC 2 4 8 21 35 8 Yangyang BAC 3 5 11 14 33 Total 17 36 57 119 229

Enrolment of Students in South are shown in Table 2. South District has Sikkim a total of 1580 kindergarten students, The class wise and BAC wise enrolment 6754 primary students, 7453 students in of Government schools’ students of classes VI-VIII and 5212 students in South Sikkim, as on September, 2017 classes IX-X. The total number of students in the district is 20,999.

Table 2. Enrollment of Students in Different BACs.

*Class-wise Enrolment of Students in South Sikkim As on September, 2017

Sl.No. BACs LKG-UKG I-V VI-VIII IX-X TOTAL 1 NAMCHI BAC 304 1250 1571 1184 4309 POKLOK/NANDUGAON 2 128 569 669 607 1973 BAC 3 NAMTHANG BAC 174 409 734 370 1687 4 SIKKIP BAC 51 312 304 184 851 5 SUMBUK BAC 175 786 899 638 2498 6 TEMI BAC 276 1076 966 651 2969 7 RABONG BAC 239 1136 1075 642 3092 8 YANGYANG BAC 233 1216 1235 936 3620 Total 1580 6754 7453 5212 20999 *Source: District HRDD Office, Namchi.

Deployment of Trained and Primary and Pre-primary Teachers, BAC Untrained Teachers wise is represented in Table No.3, No.4, The number of trained and untrained No.5, No.6, and No.7 and figures 1, 2, 3, Graduate (Arts, Science and Maths), 4, and 5.

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Table 3. Deployment of Trained and Untrained GT Arts Teachers. Total no. of GT Arts Sl. No. BACs Trained Untrained Total 1 NAMCHI BAC 97 18 115 2 POKLOK/NANDUGAON BAC 30 9 39 3 NAMTHANG BAC 37 27 64 4 SIKKIP BAC 19 7 26 5 SUMBUK BAC 39 19 58 6 TEMI BAC 47 11 58 7 RABONG BAC 37 13 50 8 YANGYANG BAC 61 21 82 Total 367 125 492

Fig. 1.Number of Graduate Teachers under various BACs.

21 YANGYANG BAC 61 13 RABONG BAC 37 11 TEMI BAC 47 Untrain 19 ed SUMBUK BAC 39 Trained 7 SIKKIP BAC 19 27 NAMTHANG BAC 37 9 POKLOK/NANDUGAON BAC 30 18 NAMCHI BAC 97 0 20 40 60 80 100 120

Table 4.Deployment of Trained and Untrained GT Science Teachers.

Total no. of GT Science Sl. No. BACs Trained Untrained Total

1 NAMCHI BAC 28 8 36

2 POKLOK/NANDUGAON BAC 9 5 14 3 NAMTHANG BAC 13 5 18 4 SIKKIP BAC 7 4 11 5 SUMBUK BAC 17 7 24 6 TEMI BAC 12 7 19 7 RABONG BAC 12 12 24 8 YANGYANG BAC 14 13 27 TOTAL 112 60 173

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Fig. 2. Number of Graduate Teachers Science under various BACs

13 YANGYANG BAC 14 12 RABONG BAC 12 7 TEMI BAC 12 Untrain 7 SUMBUK BAC 17 ed 4 SIKKIP BAC 7 Trained

NAMTHANG BAC 5 13 POKLOK/NANDUGAON… 5 9 8 NAMCHI BAC 28 0 10 20 30

Table 5. Deployment of Trained and Untrained GT Maths Teachers.

Total no. of GT Maths. Sl.No. BACs Trained Untrained Total

1 NAMCHI BAC 25 11 36 2 POKLOK/NANDUGAON BAC 5 6 11 3 NAMTHANG BAC 10 11 21 4 SIKKIP BAC 2 6 8 5 SUMBUK BAC 15 5 20 6 TEMI BAC 6 12 18 7 RABONG BAC 6 12 18 8 YANGYANG BAC 13 15 28 Total 82 78 160

Fig. 3. Number of Trained and Un-trained Maths Graduate Teachers.

YANGYANG BAC 13 15

RABONG BAC 12 6 TEMI BAC 12 6 SUMBUK BAC 5 15 Untrained SIKKIP BAC 6 2 Trained NAMTHANG BAC 1011 POKLOK/NANDUGAON BAC 56 NAMCHI BAC 11 25 0 5 10 15 20 25 30

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Table 6. Deployment of Trained and Untrained Primary Teachers.

Total no. of PRTs Sl.No. BACs Trained Untrained Total

1 NAMCHI BAC 123 169 292 2 POKLOK/NANDUGAON BAC 37 44 81 3 NAMTHANG BAC 82 68 150 4 SIKKIP BAC 30 35 65 5 SUMBUK BAC 74 61 135 6 TEMI BAC 103 79 182 7 RABONG BAC 101 70 171 8 YANGYANG BAC 89 93 182 Total 639 619 1258

Fig. 4.Number of Trained and Un-trained PRTs.

93 YANGYANG BAC 89 70 RABONG BAC 101 79 TEMI BAC 103 61 SUMBUK BAC 74 Untrained 35 SIKKIP BAC 30 Trained 68 NAMTHANG BAC 82 44 POKLOK/NANDUGA… 37 169 NAMCHI BAC 123 0 50 100 150 200

Table 7. Deployment of Trained and Untrained Pre-Primary Teachers.

Total No. of PPTs Sl. No. BACs Trained Untrained Total

1 NAMCHI BAC 10 43 53 2 POKLOK/NANDUGAON BAC 1 12 13 3 NAMTHANG BAC 6 19 25 4 SIKKIP BAC 1 5 6 5 SUMBUK BAC 6 11 17 6 TEMI BAC 9 19 28 7 RABONG BAC 3 20 23 8 YANGYANG BAC 9 14 23 Total 45 143 188 85 www.scertsikkim.in / July 2019

Fig. 5. Number of Trained and Un-trained Pre-Primary Teachers.

14 YANGYANG BAC 9 20 RABONG BAC 3 TEMI BAC 9 19 Untrain SUMBUK BAC 11 6 ed SIKKIP BAC 5 Trained 1 NAMTHANG BAC 19 6 POKLOK/NANDUGAON BAC 12 1 NAMCHI BAC 43 10 0 10 20 30 40 50

Discussion on the Deployment of Trained and Un-trained Teachers Similarly, Namchi, Poklok /Nandugaon, Sikkip and Yangyang BACs have lesser • It is observed that in all the eight number of trained Primary Teachers BACs, the number of trained compared to rest of the BACs. Graduate Teacher Arts and trained • The figure shows that the number of GT Science is more compared to untrained Pre-primary Teachers is untrained GT Arts and GT Science. considerably high in all the eight BACs. If we look at the deployment of GT Maths, besides Namchi and Sumbuk Deployment of Regular and Adhoc BAC, the other six BACs viz. Teachers Yangyang, Rabong, Temi, Sikkip, Namthang and Poklok/Nandugaon The number of regular and adhoc BACs have comparatively lesser number Graduate (Arts, Science and Maths), of trained GT Maths. Primary and Pre-primary Teachers, BAC wise is shown in Table No.8, No.9, No.10, No.11, and No.12 and figures 6, 7, 8, 9 and 10.

Table 8. Deployment of Regular and Ad-hoc GT Arts. Sl. No. BACs Total no. of GT Arts Regular Ad-hoc Total 1 NAMCHI BAC 76 39 115 2 POKLOK/NANDUGAON BAC 20 19 39 3 NAMTHANG BAC 34 30 64 4 SIKKIP BAC 8 18 26 5 SUMBUK BAC 29 29 58 6 TEMI BAC 27 31 58 7 RABONG BAC 25 25 50 8 YANGYANG BAC 30 52 82 Total 249 243 492

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Fig. 6. Number of Regular and Adhoc Arts Graduate Teachers.

YANGYANG BAC 30 52 25 RABONG BAC 25 31 TEMI BAC 27 Adh SUMBUK BAC 29 oc 29 SIKKIP BAC 18 Regu 8 lar NAMTHANG BAC 30 34 POKLOK/NANDUGAON… 1920

NAMCHI BAC 39 76

0 20 40 60 80

Table 9. Deployment of Regular and Ad-hoc GT Science. Total No. of GT Science Sl. No. Ad-hoc Total Regular BACs 1 NAMCHI BAC 28 8 36 2 POKLOK/NANDUGAON BAC 8 6 14 3 NAMTHANG BAC 11 7 18 4 SIKKIP BAC 4 7 11 5 SUMBUK BAC 15 9 24 6 TEMI BAC 7 12 19 7 RABONG BAC 7 17 24 8 YANGYANG BAC 12 15 27 Total 92 81 173

Fig. 7. Number of Regular and Adhoc Science Graduate Teachers.

YANGYANG BAC 12 15 RABONG BAC 7 17 TEMI BAC 7 12 SUMBUK BAC 9 15 Adhoc SIKKIP BAC 4 7 Regular NAMTHANG BAC 7 11 POKLOK/NANDUGAON BAC 6 8 NAMCHI BAC 8 28 0 5 10 15 20 25 30

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Table 10.Deployment of Regular and Ad-hoc GT Maths.

Total No. of GT Maths Sl. No. Regular Ad-hoc Total BACs 1 NAMCHI BAC 23 13 36 2 POKLOK/NANDUGAON BAC 6 5 11 3 NAMTHANG BAC 12 9 21 4 SIKKIP BAC 1 7 8 5 SUMBUK BAC 13 7 20 6 TEMI BAC 8 10 18 7 RABONG BAC 3 15 18 8 YANGYANG BAC 10 18 28 Total 76 84 160

Fig. 8.Number of Regular and Adhoc Maths Graduate Teachers.

YANGYANG BAC 10 18 RABONG BAC 3 15 TEMI BAC 8 10 SUMBUK BAC 7 13 Adhoc SIKKIP BAC 7 1 Regular NAMTHANG BAC 9 12 POKLOK/NANDUGAON BAC 5 6 NAMCHI BAC 13 23 0 5 10 15 20 25

Table 11.Deployment of Regular and Ad-hoc Primary Teachers.

Total No. of PRTs Sl. No. BACs Regular Adhoc Total

1 NAMCHI BAC 244 48 292 2 POKLOK/NANDUGAON BAC 68 13 81 3 NAMTHANG BAC 96 54 150 4 SIKKIP BAC 37 28 65 5 SUMBUK BAC 102 33 135 6 TEMI BAC 125 57 182 7 RABONG BAC 131 40 171 8 YANGYANG BAC 109 73 182 Total 912 346 1258

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Table 12. Deployment of Regular and Ad-hoc Pre-Primary Teachers.

Sl. No. BACs Total No. of PPTs Regular Adhoc Total 1 NAMCHI BAC 53 0 53 2 POKLOK/NANDUGAON BAC 13 0 13 3 NAMTHANG BAC 25 0 25 4 SIKKIP BAC 6 0 6 5 SUMBUK BAC 17 0 17 6 TEMI BAC 28 0 28 7 RABONG BAC 23 0 23 8 YANGYANG BAC 23 0 23 Total 188 0 188

Fig. 9.Number of Regular and Adhoc PPTs.

0 YANGYANG BAC 23 0 RABONG BAC 23 0 TEMI BAC 28 SUMBUK BAC 0 17 Adhoc SIKKIP BAC 0 6 Regular 0 NAMTHANG BAC 25 0 POKLOK/NANDUGAON BAC 13 0 NAMCHI BAC 53 0 10 20 30 40 50 60

Discussion on the Deployment of shows a higher number of Regular Regular and Adhoc Teachers GT Arts than Ad-hoc GT Arts. • Regular and Adhoc GT Arts at • The number of Ad-hoc GT Science at Rabong and Sumbuk BAC are Yangyang, Rabong, Temi and deployed in equal numbers. SikkipBAC is more compared to Namthang and Poklok/Nandugaon regular GT Science. Namchi, BACs also show almost equal Poklok/Nandugaon, Namthang and distribution of Regular and Ad-hoc Sumbuk BAC have a greater number GT Arts. However, in Yangyang, of Regular GT Science than Ad-hoc Temi, and Sikkip BAC the number of GT Science. Ad-hoc GT Arts outnumbers the • The number of Ad-hoc GT Maths at Regular GT Arts. Namchi BAC Yangyang, Rabong, Temi and Sikkip BAC is also more compared to 89 www.scertsikkim.in / July 2019

Regular GT Maths. In other BACs • The Pre-primary teachers deployed in Regular GT Maths is on the higher eight BACs are all regular. side. • Deployment of Regular Primary The Pupil Teacher Ratio (PTR) Teachers are on the higher side in all The PTR at the pre-primary and the eight BACs. elementary level, BAC wise is shown in Table No. 13 and figures 11, 12, and 13.

Table 13. Pupil Teacher Ratio at the Pre-primary and Elementary Level. LK TOTA TOTA G- PT PT VI- TOTA PT BACs L I-V L Sl.N UK R R X L GTs R PPTs PRTs o. G 125 304 53 5.75 292 4.2 2755 187 14.7 1 NAMCHI BAC 0 POKLOK/NANDUG 128 13 9.8 569 81 7 1276 64 19.9 2 AON BAC 3 NAMTHANG BAC 174 25 6.96 409 150 2.7 1104 103 10.7 4 SIKKIP BAC 51 6 8.5 312 65 4.8 488 45 10.8 5 SUMBUK BAC 175 17 10.2 786 135 5.8 1537 102 15 107 276 28 9.8 182 5.9 1617 95 17 6 TEMI BAC 6 10.3 113 239 23 171 6.6 1717 92 18.6 7 RABONG BAC 9 6 121 233 23 10.1 182 6.6 2171 137 15.8 8 YANGYANG BAC 6 675 1266 15.3 1580 188 8.4 1258 5.3 825 Total 4 5 5

Table No.13 shows that: when the PTR is taken separately • PTR at pre-primary level on average BAC wise it does not exceed more is 8. than 11, 7 and 20 at pre-primary, • The PTR at Primary level on average primary and upper primary levels is 5. respectively. However, many schools • GT Arts, Science and Maths have to were found to be running without deal with students of even classes IX PPTs and in some schools the and X at the Secondary and Senior enrolment is very low. Secondary Schools. Therefore, considering the enrolment from The Pupil Trained Teacher Ratio classes VI to X, the PTR on average (PTTR) is 15. The deployment of untrained teachers while lowering the PTR may also Discussion on Pupil Teacher Ratio at compromise the quality of education. Pre-Primary and Elementary Level The Pupil Trained Teacher Ratio at pre- • The PTR at all levels is coming below primary and elementary levels is the Right To Education norms. Even

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depicted in Table No.14 and figures 14, 15, and 16.

Table 14. Pupil Trained Teacher Ratio at the Pre-primary and Elementary Level. Total Total Total LKG- Sl.No. BACs Trained PTTR I-V Trained PTTR VI-X Trained PTTR UKG PPTs PRTs GTs 1 NAMCHI BAC 304 10 30.4 1250 123 10.1 2755 150 18.3 POKLOK/NANDUGAON 2 128 1 128 569 37 15.3 1276 44 29 BAC 3 NAMTHANG BAC 174 6 29 409 82 4.9 1104 60 18.4 4 SIKKIP BAC 51 1 51 312 30 10.4 488 28 17.4 5 SUMBUK BAC 175 6 29.1 786 74 10.6 1537 71 21.6 6 TEMI BAC 276 9 30.6 1076 103 10.4 1617 65 24.8 7 RABONG BAC 239 3 79.6 1136 101 11.2 1717 55 31.2 8 YANGYANG BAC 233 9 25.8 1216 89 13.6 2171 88 24.6 Total 1580 45 35.1 6754 639 10.5 12665 561 22.5

The Table No. 14 shows that: • The average PTTR at the pre- primary level is 35. • The average PTTR at the Primary to those ad-hoc and untrained level is 10. teachers may be planned, BAC wise. • The average PTTR at the Upper • The PPTs deployed in South are all Primary level is 22. regular teachers but a majority is • PTTR for the same is at 35, 10 and 22 untrained. The PTTR is also respectively. considerably high. Therefore, certain • The PTTR though at the primary and norms may be prepared for them to upper primary level is below the RTE undergo in-service D.El.Ed course or norms it is 35 at the pre-primary ECE courses, as the main foundation level. When considered separately of education lie in their hands. Short BAC wise, Rabong and term in-service trainings may be Poklok/Nandugaon BAC shows a mandatorily organised annually for considerably high PTTR at 80 and them in a phase wise manner. 128 respectively which is a matter of • Study of this kind may be encouraged concern. before the recruitment of regular teachers at any levels, in all the Major Findings and Suggestions districts so that it gives an insight to • The Study shows BACs with the the authority for postings. highest number of untrained teachers at all levels. It is also shows that the Discussion on PTTR at Pre-Primary maximum number of untrained and and Elementary Level ad-hoc teachers are Mathematics • The PTTR is considered as an teachers teaching at the elementary important determinant of learning level. Therefore, short term trainings outcomes and the overall quality of an education system. PTR at pre

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primary, primary and upper primary level was 8, 5 and 15 respectively.

Conclusion According to Barber and Mourshed relative picture of the present status of (2007), “The quality of an education our education system. system cannot exceed the quality of its The study conducted help us identify the teachers”. This clearly explains the number of trained/ untrained and importance of teachers and their regular/ad-hoc maths, science and arts equitable deployment in ensuring high elementary teachers and their quality education. Research studies have deployment in different BACs of South shown that low quality of education is Sikkim. It was also found that the pre- directly proportional to lack of well primary teachers of South Sikkim are trained and well supported teachers. largely regular but untrained. The objectives, strategies and policy Identification of such teachers can decisions regarding education should be further guide the department and the based on data. Studies on the status of training institutes for conducting short teachers’ deployment, enrolment, term in-service trainings. Such studies distribution and number of schools, etc. may be informative to the department in compiled in data acts as an indicator recruitment of teachers at different which furnishes a summarized but levels.

References HRDD,Government of Sikkim.(2010).To Free and Compulsory Education, Guide Book on CCE & Report Card On Scholastic and Co-Scholastic Areas. Gangtok National Council for Educational Research and Training.(2010).National Council for Teacher Education. Towards Preparing Professional and Humane Teacher. New Delhi:NCERT National Council For Teacher Education.Notification.(2010). New Delhi Subba,N.M andBhutia,Y. (2016). Status of Elementary Education in the State of Sikkim, India.International Journal of Elementary Education.Vol.5.Issue 2. April,2016. Thatal,B. Human Resource DevelopmentDepartment. A Glimpse of its Programmes and Initiatives. UNESCO, (2015).The Challenge of Teacher Shortage and Quality. Education For All Global Monitoring Report.Paris:UNESCO

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Low Performance in the Use of Preposition in English by 2nd Year Diploma in Elementary Education Pre-Service Trainees of Diet, East Durga Shrestha Lecturer, District Institute of Education & Training (DIET), Gangtok, Sikkim, 737101.

Abstract Grammar is the study of words and the way words work together. In linguistics, grammaris the set of structural rules governing the composition of clauses, phrases, and words in any given natural language. The term also refers to the study of such rules, which includes phonology, morphology and syntax. It is often complemented by phonetics, semantics, and pragmatics. In grammar, a part of speech (also called lexical categories, grammatical categories or word classes) is a linguistic category of words. In English there are eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. The part of speech indicates how the word functions in meaning as well as grammatically within the sentence. An individual word can function as more than one part of speech when used in different circumstances. Prepositions play equally an important role in writing and speaking English. A preposition is a word or set of words that indicates location (in, near,besides, on top of) or some other relationship between a noun or pronoun and other parts of the sentence (about, after, besides, instead of, in accordance with). A preposition isn't a preposition unless it goes with a related noun or pronoun, called the object of the preposition. The present study is an action research which is an attempt to understand the low performance in the use of preposition in English by 2nd year D.El.Ed. pre-service trainees of DIET, East. The study tries to help the trainees to improve in the proper usage of preposition in speaking as well as writing. Key words: Low, Performance, Preposition, English.

Introduction Prepositions are used to connect nouns, pronouns, or phrases (called the object connecting sentences, improper use of it of the preposition) to other words within by the teacher trainees has to be meted a sentence. They reveal the temporal, out with proper solutions. A misused spatial, or logical relationship of their preposition can make a big difference object to another word or part of the between a clearly stated sentence and a sentence. confusing jumble of words. Hence, all Preposition being the most important for would be teachers should be well equipped in using correct prepositions

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While writing and speaking. The Action Research on Low Course of action Performance in the use of Preposition in Pre-test was conducted for forty-five English by pre-service trainees of DIET trainees of second year Diploma in East is aimed to find out the status of Elementary Education. The following problem in the use of prepositions by conclusions were drawn from the test Trainees and to help them improve in results: the proper usage of preposition in 1. Performances of all trainees were speaking as well as writing through below average in the use of various interventions. preposition. 2. Trainees confused the use of Objectives preposition with articles. 1. To develop the correct use of The following interventions were preposition in writing and speaking undertaken for possible desirable by D.EL.Ed. trainees. improvement. 2. To imbibe the methods of teaching • Discussion of the problem and the grammar (preposition) in their importance of preposition in grammar teaching practices. and parts of speech in general. • Teaching of rhymes and showing Methodology videos related to preposition in order to The study is conducted in the institution give some contextual examples of of DIET East for a period of six months. preposition. Pre-test and post-test were used for • Elaborate explanations of the finding the use of preposition in writing definition, types and rules of and speaking. For conducting the study, preposition. Alphabet wise list of questionnaire was developed for the pre various prepositions discussed. and post-test (Annexure -1). Discussion • Demonstration with the help of objects notes on the topics like: ‘Importance of on the use of correct preposition. grammar & parts of speech, definition of Series of written practice such as- Fill in preposition, types of preposition, list of the blanks; Choose the correct prepositions & rules of preposition, preposition and Underlining of chart-paper containing list of preposition for speaking practice, prepositions was included in the study. trainees were asked to frame sentences using prepositions and interactive Sampling sessions using maximum preposition Forty-five trainees were selected for the was conducted. study. All the trainees enrolled in 2nd Year D.El.Ed. course was contacted for the present study.

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Evaluation and findings The activities include:Presenting a With the completion of interventions, talk on any topic with the use of the trainees were divided into five maximum preposition; Pick up mixed groups. The following Post- tests were ‘word cards’ with preposition; conducted to test correct usage of Finding prepositions through songs preposition among the group. etc. 1. A Speaking Activityto test The result of the test showed that there improvement in the use of was overall improvement in the use of preposition while speaking. correct prepositions among the trainees. 2. A writing test for evaluating the Proving hence, that actions could be correct use of preposition in writing. taken to correct and encourage the 3. The trainees also came-up with trainees in areas of their problem in different significant activities related writing and speaking English. Further to learning and improvement in the studies may be done to identify different use of prepositions in English. problems related to writing and speaking of English.

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Fig. 1. Chart showing the score of pre-test and post-test.

CHART SHOWING THE SCORE OF PRE-TEST AND POST-TEST

20

18

16

14

12

10

8

6

4

2

0

Roma Rai Roma

Dewki Rai Dewki

Diki Lepcha Diki

Sangita Rai Sangita

Shrijana Rai Shrijana

Nisha Subba Nisha

Puja Chettri Puja

Sunita Subba Sunita

Bikram Darjee Bikram

Dolmit Lepcha Dolmit

Ameeta Subba Ameeta Subba Pratima

Kalyan Gurung Kalyan

Renuka Chettri Renuka

Anjana Gurung Anjana

Menuka Thami Menuka

Kanchan Regmi Kanchan Nirmala Chettri Nirmala

Maymit Lepcha Maymit

Nimden Lepcha Nimden

Songmit Lepcha Songmit

Chyamit Lepcha Chyamit

Pratiksha Subba Pratiksha

Dipti Lamichaney Dipti

Langi Dem Bhutia Dem Langi

Pema Lakey Bhutia Lakey Pema

Durga Devi Sharma Devi Durga

Pem Khendu Bhutia Khendu Pem

Sita Sharma (Luitel) Sharma Sita

Pintso Lhamu Bhutia Lhamu Pintso

Chung Chung Lepcha Chung Chung

Ashok Kumar Sharma Kumar Ashok

Karma Dechen Bhutia Dechen Karma

Tshering Kepa Shenga Kepa Tshering

Tashi Tshering Lepcha Tshering Tashi

Tshering Doma Bhutia Doma Tshering

Chemi Lhamu Tamang Lhamu Chemi

Namgyal Doma Bhutia Doma Namgyal Bhutia Ongmu Ringing

Mingma Lhamu Lepcha Lhamu Mingma

Yangchen Doma Bhutia Doma Yangchen

Tshering Lhamu Bhutia Lhamu Tshering

Sonam Yangchen Bhutia Yangchen Sonam

Tshering Yangchen Bhutia Yangchen Tshering Wongyal Tshering Bhutia Tshering Wongyal PRE-TEST POST-TEST

Fig. 2. Graph showing the mean score.

MEAN SCORE 20 18.09 18

16

14

12 11.38

10

8 6.71

6

4

2

0 PRE-TEST POST-TEST MEAN DIFFERENCE

Table 1. Marks Statements D.El.Ed. trainees.

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Sl. No. Name of trainees Pre-Test Post-Test 1 AmeetaSubba 10 18 2 Anjana Gurung 6 15 3 Ashok Kumar Sharma 5 17 4 Bikram Darjee 6 19 5 ChemiLhamu Tamang 4 20 6 Chung ChungLepcha 7 18 7 ChyamitLepcha 6 19 8 Dewki Rai 7 19 9 DikiLepcha 11 20 10 Dipti Lamichaney 10 18 11 DolmitLepcha 9 20 12 Durga Devi Sharma 4 15 13 Kalyan Gurung 5 16 14 Kanchan Regmi 5 17 15 Karma Dechen Bhutia 7 15 16 Langi Dem Bhutia 8 18 17 MaymitLepcha 5 20 18 Menuka Thami 9 20 19 MingmaLhamuLepcha 7 20 20 Namgyal DomaBhutia 8 20 21 NimdenLepcha 10 20

22 Nirmala Chettri 8 17 23 Nisha Subba 5 18 24 PemKhenduBhutia 11 20 25 Pema LakeyBhutia 7 18 26 PratikshaSubba 7 19 27 Pratima Subba 9 13 28 PintsoLhamuBhutia 7 20 29 Puja Chettri ab 13 30 Renuka Chettri 6 20 31 Ringing OngmuBhutia 10 19 32 Roma Rai 3 14 33 Sangita Rai 6 20 34 Sita Sharma (Luitel) ab 17 35 Sonam YangchenBhutia 6 18 36 SongmitLepcha 10 20 37 Shrijana Rai 7 19 38 Sunita Subba 6 16

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39 Tashi Tshering Lepcha 3 15 40 Tshering DomaBhutia 7 20 41 Tshering KepaShenga 3 19 42 Tshering LhamuBhutia 4 18 43 Tshering YangchenBhutia 10 20 44 WongyalTsheringBhutia 8 17 45 YangchenDomaBhutia 9 20

Recommendation correct use of preposition by other Prepositions are extremely difficult to trainees or students. master, hence, lots of practice is • Separate English grammar classes required to master on the usages of may be introduced along with the preposition both in written and spoken regular English classes. form. This action research tried to • For the improvement in the use of address the problem of low performance correct grammar in speaking and in the use of preposition in English by writing, the methods applied in the 2nd year D.El.Ed. pre-service trainees study may be used by schools as well of DIET. The different methods- by the Teacher Education practice questions, rhymes, videos & Institutions. activities used in this study helped the • Test may be conducted at regular trainee to bring an improvement in the intervals for the follow up of the usage of preposition. improvement in the correct use of Henceforth, the same methods may be prepositions. suggested to develop and improve the

References • Wren & Martin English Grammar book • www.grammarbook.com • www.grammar.about.com • www.kidspage.com • www.prepositionrhymes

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ANNEXURE 1 Practice Questions Fill in the blanks with appropriate prepositions. Choose your answers from the options given in the brackets. 1. This material is different ………………… that. (from / to / with) 2. You should explain this ………………… them. (to / at / with) 3. He has been absent ………………… Monday. (since /for / from) 4. I haven’t been to the theatre ………………… a long time. (since / for /from) 5. He goes ………………. school by car. (to / at / on) 6. This is a comfortable house to live ……………… (on / at / in) 7. They are called …………………. different names. (by / with / for) 8. We should not spend money ………………. luxuries. (for / on / with) 9. I gave him a chair to sit ………………. (on / at / in) 10. The new term begins …………………. June 1st. (on / in / from) Fill in The Blanks with Suitable Prepositions. 1. He lives ————– 48, MG Road. a) In b)At c) On d) For 2. We started ______eight ______the morning. a) At,in b) In,at c) In,on d) At, on 3. Stricken with grief, she hanged herself ——————– a piece of cloth. a) With b) By c) To d) Of 4. This portrait was painted ______an artist who lived in the eighteenth century. • a) By b) With c) In

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Impact Study of Role Play and Folk-Dance Competitions based on Adolescence Education Themes conducted in Government Schools of Sikkim Ranju Pradhan Assistant Professor, State Council of Educational Research and Training, Sikkim, 737101.

Abstract State Council Educational Research and Training (SCERT), Sikkim under National Population Education Project (NPEP), has been conducting Role Play and Folk-Dance Competition at the school, district and state level since 1980. The competitions are organized not only to spread awareness about issues and concerns of adolescent students but also to help them inculcate healthy life skills. SCERT have been conducting Role Play and Folk-Dance Competition in 40- 60 schools in the state every year since 1980. But in the absence of any impact study on effectiveness of these activities in the life of adolescents it is difficult to rate the success of these activities undertaken by SCERT. The study was based on the objectives to study the impact of the role play and folk dance of participating schools, to understand the awareness level of the adolescents, to understand the attitude of the adolescent learners, teachers and school heads, to understand the life skill challenges of adolescent learners and the challenges faced by the schools in addressing the adolescent issues. Study was conducted in 20 schools, where 10 were participating schools and 10 non- participating schools in Role Play and Folk-Dance Competitions. The study was conducted through sets of questionnaires developed by SCERT. The population sample of the study covered 300 students, 30 teachers and 20 school heads from all four districts in the state. The findings reveal that the schools faced problems like Drug abuse, Gender issues, Sex relationship, Health issues and Disciplinary issues. It is seen that since most of the schools have not conducted sensitization programmes therefore all schools should conduct sensitization programs on adolescence issues, (especially with parents and teachers). It is found out that around 50% (10) schools (6 from participating and 4 from non- participating schools) have the issues related to drug abuse. More focus through awareness programmes may be initiated to address the issue.

Key words: Students, issues, sensitization, schools, community.

Introduction health, nutrition and education, by the In the new millennium, nations are judged civil and political liberties enjoyed by by the well-being of the people, levels of

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their citizens, by the protection guaranteed to children and by provisions made for the • To impart authentic knowledge to vulnerable and disadvantaged. The vast learners about ADOLESCENT number of people of India can be its REPRODUCTIVE and SEXUAL greatest assets if they are provided with HEALTH (ARSH) concerns, inculcate the means to lead healthy and positive and develop skills, for economically productive lives. Population responsible behavior. stabilization is a multi-sectoral endeavor Themes of Population Education requiring constant and effective dialogue • Population and Sustainable among a diversity of stake holders, and Development. coordination at levels of the government • Gender Equality and Empowerment of and the society. Spread of literacy and Women. education, increasing availability of • Adolescence Education. affordable reproductive and child health • Family: Socio-economic factors and services, convergence of service delivery the quality of Life. at village levels, participation of women • Health, Nutrition and Education: key in the paid work force, together with the determiners ofPopulation change. steady, equitable improvement in family • Population distribution: urbanization incomes will facilitate early achievement and Migration. of the socio-demographic goals (National Population Policy, 2000). About the Research Study The National Population Education The guidelines laid down in the National Project activities in the state are Population Policy have served as a driving undertaken by Adolescence Education force to conduct the impact study of the Programme (AEP) Cell, SCERT. The activities implemented so far in our state programme is conducted on major themes of Sikkim. like understanding adolescence period, Physical growth- Gender issue and Health Objectives issues. The overreaching objective of the NPEP The activities have been selected and is: designed by taking into consideration the • To institutionalize population education need to strike a balance between both in the school system. class room and out-of-classroom • To create awareness and develop situations with basic minimum positive attitude towards population infrastructural facilities. An attempt has and development issues leading to been made to capture the issues related to responsible behavior among students adolescents in this study. The programme and teachers and indirectly among also highlights on the main aims of parents and the community at large. 101 www.scertsikkim.in / July 2019

adolescence education which is the across all four districts. Out of 20 selected development of Life skills. The study schools, 10 schools were participating conducted has been an effective method to schools, meaning schools that have realize the objective of development of participated in Adolescence Education life skills among learners, where they are Programmes (AEP) like Role Play, Folk able to express and ready for the Dance Competition, Poster competition, challenges ahead. Essay Writing etc. under AEP Cell, In this context, SCERT Sikkim conducted SCERT in last two academic years. The a study on the impact of Role Play and other 10 schools included non- Folk-Dance competition in twenty schools participating schools, which means, those of four districts to understand the impact schools which have never participated in of the activities on adolescent learners. any of the AEP activities. The schools were categorized as per the The distribution of schools for the study is participation for the last ten years. The as follows: questionnaire prepared by SCERT was 1. North District: 4 administered on the Heads of the school, 2. South District: 4 teachers and the students. 3. East District: 8 The study would surely help all the 4. West District: 4 stakeholders understand the issues and The following questionnaires were concerns and thus find measures to administered to both participating and increase the awareness level if, necessary. non-participating schools: • Teacher Questionnaire Objectives of the study • Student Questionnaire • To study the impact of the role play • Head Questionnaire and folk dance of participating schools. The questionnaire was administered to 20 • To understand the awareness level of school heads - 10 school heads of the adolescents in all selected schools. participating schools and 10 school heads • To understand the attitude of the of non-participating schools. A total of 30 adolescent learners, teachers and school teachers were selected for the heads. administration of the tool, 15 teachers • To understand the life skill challenges from participating schools and 15 teachers of adolescent learners. from non- participating schools. The total • To find out the challenges faced by the sample of students included 300 students schools in addressing the adolescent studying in class VII, IX and X. The tool issues. was administered to 150 students from Methodology participating schools and 150 students from non- participating schools. The study was conducted to 20 schools

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The questionnaire included items on the • Physical growth- understanding following areas of understanding physical attraction, early pregnancy adolescence period. and menstruation among girls, Gender • Teachers’ attitude and parents’ issue, Health issues particularly on attitude towards adolescents and HIV and AIDS and use of intoxicants. adolescents’ relation with their friends and parents

Fig. 1. Types of Participating School.

Fig. 2 Adolescence problems faced by the school.

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The above chart elicits the adolescent Schools of West and north districts face problems faced by the schools in gender related issues. participating schools. It highlights that Schools of east and north districts face the schools of east, north and south districts problem regarding sex relationships have been facing the issues related to drug among the students. Schools of all four abuse and related disciplinary problems. districts face health related issues.

Table 1. Different types of intoxicants tried by the student respondents.

Medicines Chara Gutka and Type of schools Alcohol Tobacco Cigerates & Cough Bhang s pan masala syrups

Participating 46 3 10 35 26 68 12

Non- 69 0 13 43 22 92 15 participating

Percentage 38% 1% 8% 26% 16% 53% 9%

Fig. 3. Measures adopted to address adolescence issues.

Looking at the measures adopted by the shows that schools of East, North and schools to address the adolescent issues, it South districts discuss adolescence issues

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with parents and teachers, Schools of East school discusses with students. In west and west districts address issues with district out of 2 schools, 1 school related agencies and address it with the discusses adolescent issues with students students. None of the schools address the and 1 school discusses it with the related issues with the teachers. agencies to address the issues with the Out of 4 schools from east district 2 students. In north and south district all schools discuss with the related agencies schools discuss adolescent issues with to address parents and teachers. the issues with the students, 1 school discusses with parents and teachers and 1 Figure 4. Agencies invited to address the adolescence issues.

The chart displays the agencies invited to address the adolescent issues. Only three address adolescence issues by the schools. schools in east district and one school in It reflects that all the selected schools for north district have invited special the study have invited NGO’s, Health educators from HRDD, Govt. of Sikkim department and Police department to to address the issues.

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Table 2.Reasons for trying/ taking intoxicants.

Typeschools of from Pressure friends in the Someone it takes family accepted by Better friends their Easilyavailable thing Cool take to intoxicants in & cost Cheaper affordability stamina Increases instinct Natural Increases concentration effects No reasons No

Particip 59% 27% 23% 32% 16% 8% 7% 9% 1% 18% 29% (43) ating (88) (41) (35) (48) (24) (12) (11) (14) (2) (27)

Non 55% 36% 24% 23% 12% 4% 9% 7% 1% 11% particip 42% (63) (82) (54) (37) (35) (18) (6) (14) (13) (2) (17) ating

The highest percentage of students gets in both types of schools. The highest pressure from friends in taking intoxicants number is in participating schools as compared to non-participating schools.

Table 3. Comparative analysis of participating and non-participating schools.

Participating Non-participating Areas schools schools

Drug abuse 6 (60%) 4 (40%) Identificati Disciplinary issues 6 (60%) 6 (60%) on of issues/ problems Health issues 6 (60%) 7 (70%) faced by Gender issues 2 (20%) 1 (10%) schools Sex relationships 2 (20%) 0 (00%)

Measures Discuss with parents and teachers 5(50%) 9 (60%) adopted by Discuss with teachers schools 0 (00%) 3(30%)

Discuss among students 2 (20%) 7 (70%)

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Discuss with related agencies to 3 (30%) 8 (80%) address the issues

Did not take any measures 0 (00%) 0 (00%)

Special educators (counsellors) 3 (30%) 3(30%) Agencies (HRDD) invited to address the Health department 7 (70%) 10 (100%) adolescence Police department 6 (60%) 8 (80%) issues NGO’S 8 (80%) 6 (60%)

Justifies in beating women by husband for: 38 (25%) 8 (5%) Pursue higher studies

Works till late in the office 7 (5%) 8 (5%)

Gives birth only to daughters 7 (5%) 37 (25%) Understand ing Gender Argues with the husband or family. 28 (19%) 17 (11%) issues by Dress in a manner to attract attention students 26% (39) (17) 11% of others

Unfaithful to their husband. 39% (58) 42 (28%)

Cooks food badly 3% (4) 9 (6%)

Neglects her children 42 (28%) 37 (25%)

Does not agree to any of the reasons 33 (22%) 58 (39 %)

Does not know that experiencing Understand physical attraction as a part of 38% (57) 52 (35%) ing physical growing up growth by Agree that experiencing physical students attraction is usually a part of growing 62 (42%) 77 (52%) up.

do not know anything about 30 (14%) 35 (23%) menstruation among girls

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View that menstruation is a normal process for adolescence girls and 45 (30%) 97 (65%) women.

Does not know the difference between (3) 2% (3) 2% HIV and AIDS

Sees HIV and AIDS as same, (6) 4 % 15 (10 %)

Understand Students knows HIV as a syndrome (5) 3% 12 (8%) ing Health and AIDS as a virus (HIV and Consider HIV & AIDS as different AIDS) by 30 (20%) 9 (6%) types of diseases. students Consider HIV as the Virus and AIDS as the stage (syndrome) where 105 109 (73%) multiple infections can be seen in a (71%) person.

Time management 9 (90%) 6 (60%)

Challenges Organizing programme 2 (20%) 4 (40%) in conducting Delayed information 5 (50%) 0 (00%) Adolescenc Teachers interest & support 1 (10%) 4 (40%) e Programme Students willingness 0 (00%) 4 (40%) Preparation time for students 0 (00%) 0 (00%)

Views of Builds self- confidence to deal with 68 (45%) 60 (40% adolescents difficult situations when They will be responsible in their young 39% (58) (68) 45% behaviour people are informed Will be too aware of the opposite sex. 29% (44) (51) 34% about Will be too conscious about their reproductiv 23% (34) (26) 17% body. e system and family Will distract the minds of young 13% (20) (33) 22% planning people

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Will lead to fewer fears and 11% (17) (25) 17% confusions about body.

Will be encouraged to experiment 1% (4) (15) 10%

Good relation 59% (88) (99) 66%

Friendly and spend more time with 52% (78) 63% (95) their parents.

Parents ask them more questions 23%(35) 38% (25)

Students Students do to listen to their parents 13%(20) 13%(19) relationship Parents scold them more often. 9% (14) 11% (17) with parents Do not live with their parents 6% (9) 5% (7)

Parents do not have time to spend 4% (6) 3% (4)

Do not talk with their parents. 2% (5) 1% (2)

Parents are morestrict and do not 11%(17) 11% (11) listen to what they say

Suggestions and Recommendations Participating schools have adopted • It is seen that since most of the schools various measures to address identified have not conducted sensitization adolescence issues but none of the programmes at schools’ level. It is participating schools have addressed the suggested that sensitization issues with the teachers and only few (3) programmes to be conducted by all non-participating schools have addressed schools regarding adolescence issues, it to teachers. (especially with parents and teachers). Hence, for better understanding of the Orientation Programmes on AEP to be adolescence issue in each school and to conducted to District coordinators and resolve the issues by the schools School coordinators. themselves, involvement of the teachers is • Around 50% (10) schools (6 from very important. So, it is suggested that all participating and 4 from non- programmes may be conducted to the participating schools) have issues teachers regarding handling of adolescent related to drug abuse. issues. More focus through awareness programmes may be initiated to address the issue. 109 www.scertsikkim.in / July 2019

• One of the ways in identifying In this regard it may be suggested that adolescence issues and other related all teachers may be oriented once in a issues in schools is through question year to support the adolescent children. Box activity. However, Question box It is also recommended here that nodal activity is not conducted in all teachers may be appointed/ nominated in participating schools. each school to coordinate, monitor and Hence, it is suggested that question box organize programmes and activities of activities may be conducted in all the Adolescence Education. The nodal teacher participating and non-participating may also directly consult Adolescence schools in the state. Education Cell, SCERT in conducting • The frequency of the schools programmes. participating in the AEP is quite low. • A large number of schools are facing It may be recommended that all the problem of time management and participating schools may be directed to delayed information regarding the participate in AEP annually so that conduct of AEP in their schools. students may benefit from the programme. A prescribed format of the activities to be • With regard to parents and teacher’s conducted in a year may be prepared by opinion about usefulness of AEP in SCERT and circulated among schools in participating schools, some (2) schools order to minimize the issue of time are not in the position to get the management. opinions of parents with regard to Regarding the issue of delayed usefulness of AEP and one school information, the intimation to the schools responded that AEP programme is Ok should reach on time and may be but not necessary. forwarded directly from SCERT, keeping For this, it is suggested that schools may in loop the district education heads. This be oriented and directed to conduct is also a suggestion received from the community support programmes on school heads. adolescence issues. The highest percentage of teachers views • Teacher’s participation in Adolescence adolescence age to be an age of curiosity Education program in participating followed by major bodily changes. schools is found out to be quite low as Similarly, students in their feedback 43% (13 out of 30) of teachers have not reflect that they view adolescence age participated in any of the Adolescence with more major bodily changes and then Education Programme. the age of curiosity. There are other views To support schools in addressing the like trouble with parents, stress, seeking adolescence issues, teacher’s independence, mood swings and bad participation is a must. Teachers can habits reflected in the study. play a big role in resolving the issues.

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Considering this understanding of adolescents use intoxicants due to teachers and students, it is very important pressure from friends. It is also to address student’s curiosity in a proper reflected in the study that it is cheaper manner and sensitize the students and easily available. regarding major physical changes that Engaging students in a meaning full task take place during adolescence. All (projects, social useful productive works, schools may be directed to check remedial classes etc.) during the school behavioural changes taking place in them hours may reduce their engagement in and talk to their parents regarding the unwanted things. Their potentials may be issues. identified by the teachers and properly • Looking at teacher’s feedback it is seen channelised. that most teachers opine that parents Parents’ orientation is essentially required are stricter to adolescents, scolds to minimise the use of intoxicants in the adolescent; ask adolescent more family, especially in front of the questions as compared to younger adolescents. children. Community mobilisation and sensitization may work in minimising the sale and use In this regard frequent discussions with of intoxicants to the students. In this, parents and SMCs on adolescence issues respective SMCs may be entrusted with may be organised by the district’s heads in the task of monitoring the selling of collaboration with related agencies. intoxicants. Orientations to SMCs on adolescence It is depicted from the study that still issues may also be organised where they 15(50%) students are not aware of the can help the schools to overcome Adolescence Education programme in the identified issues. school and 73% (22 students) are still not • It is obvious from the findings that exposed to any of the AE programme. adolescents do not share most of their Around 94 (63%) have not participated in problems with parents and teachers. any of the programme under AEP in Parents and teachers play a very crucial participating schools. role in such situations during adolescence. The inclusion of all adolescent students is The teachers and the parents need to be very important in all the adolescence oriented on different approaches of programmes. So, it is suggested that handling the adolescent’s issues. This may schools may distribute the student’s class bridge the gap between the adolescents wise in their participation in different with the parents and teachers. adolescent related activities. • The highest percentage of teachers and The same distribution format may be students of both participating and non- prepared by SCERT-Adolescence participating schools responded that Education Cell.

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With regard to student’s feedback on the It becomes important for the schools and effectiveness of AEP in understanding the the Adolescence Education Cell, SCERT adolescence issues in participating to ensure that adolescence programmes schools, it is reflected that 13 (9%) help all the students in understanding students still feel that AEP has not been adolescence issues. able to help the students to understand the issues.

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TEACHER ASSESSMENT AND LEARNING ENHANCEMENTOF MATHEMATICS TEACHERS OF GOVERNMENT SCHOOLS IN SIKKIM Provash Bhowmick Lecturer, Mathematics, DIET, Gangtok Abstract The present paper on ‘Teachers Assessment and Learning Enhancement of Mathematics teachers of Government schools in Sikkim’ is on the study that explores the key factors affecting assessment practices in Mathematics classrooms. Specifically, it provides an analysis of teachers’ views on assessment in relation to improvement and accountability. It also illuminates knowledge, attitudes and beliefs of the mathematics teachers and how these relate to practice. The study was conducted in 2017 with a purposive sample of five classroom teachers and involved a qualitative research design. Methods of data collection involved classroom observation, semi-structured interviews and document analyses. Findings from this study illustrate how teachers use both formal and informal assessments in mathematics classrooms although formal assessment dominates practice. They also highlight the ways in which teachers’ views about assessment and their conceptions of the nature of mathematics are related to their classroom practices and how teachers’ assessment practices are affected by a number of contextual factors that are related to institutional policies, professional development and classroom conditions. In conclusion, this paper considers the implications as a quality issue for teacher education policy and practice specifically.

Key words: Teacher, Assessment, Mathematics, Government, schools, Sikkim.

Introduction Teaching is the centre of all education course is to improve teachers’ classroom related topics. So as a student of the practice through assisting teachers to Institute of Education & Research, we had reflect critically on the lesson observed by to teach in real classroom environment. attending to important underlying Before starting teaching in a real principles of the new curriculum such as classroom environment it helps a practice pacing, sequencing and curriculum teacher to acquaint them with the process, coverage. Pacing refers to how a teacher method, of teaching if they observe a class plans, allocates and manages time during of a certain level before entering a class as a lesson, while sequencing refers to the a teacher. various stages and tasks that constitute a lesson and ensure that it meets the stated The main purpose of this part of the learning outcome. Curriculum coverage 113 www.scertsikkim.in / July 2019

concerns the amount of curriculum mathematics teachers in secondary school content to be covered within a given time; level. for example, in language education, learning to maintain a balance of 2) To establish the common assessment speaking, reading, writing and grammar tools/formats applied by mathematics that is appropriate for the grade, according teachers in secondary school in the to official curriculum policy needs. A mathematics class. variety of lesson transcripts on different 3) To establish how mathematics teachers topics were collected for analysis. in secondary school use assessment In this context, the present study tries to information collected from the students in determine the common classroom the classroom. assessment practices used by mathematics 4) To determine mathematical teachers in the government schools in competencies that mathematics teachers in Sikkim. The paper also focuses in secondary school often considered when understanding the knowledge, attitudes constructing items for classroom and beliefs of the mathematics teachers assessment. Research Questions The study was guided by the following Methodology research questions: Research Design 1) What classroom assessment practices The study adopts both the quantitative and are commonly used by mathematics qualitative research designs to investigate teachers in secondary school level? the common classroom practices by the 2) What assessment tools/formats do Sikkim Government schools’ mathematics teachers use for assessment Mathematics teachers in Primary and in the classroom? Elementary level. 3) How do mathematics teachers in secondary school use assessment Sample selection information gathered from students in the The study targeted classroom teachers of classroom? mathematics in Primary and Elementary 4) What mathematical competencies do mathematics school teachers of Sikkim. math teachers in secondary school Sampling process considered when preparing items for The sample of the study was randomly classroom assessment? selected. The sample school includes; i. Government Senior Secondary School, Objectives of the Study Tadong, East Sikkim. The study was guided by the following ii. Government Girls’ Senior Secondary objectives: 1) To determine the common School, Deorali, East Sikkim. classroom assessment practices used by

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iii. Government Senior Secondary School, In the Study, the target populations were 1 Jorthang, South Sikkim. Primary teacher and 4 Elementary That is 30% Primary teachers and 70% teachers from each school. Elementary teachers. Data Collection Population selection Methods of data collection involved classroom observation, semi-structured interviews and document analyses.

The data collection involves following methods.

Information Desired Data collection Objectives Instrument

One Self 1. Engages in Self-Development activities. Semi-structured Development 2. Contributes to School Activities. interview tool. and School 3. Understands Leadership Role.

Two Teacher and 4. Understands the socio-Cultural context of Semi-structured the the community. interview tool. Community 5. Works Collaboratively with parents and community. Three Learner- 6. Knows and understands learners. 7. Develops shared understanding of Teacher relationship. expectations. 8. Manages learner behavior constructively. Classroom 9. Shows sensitivity and care while dealing observation tool. with learners. 10. Clearly communicates expectations from learners. 11. Demonstrates appropriate verbal and non- verbal skills needed to facilitates. Four Teaching and 12. Demonstrates understanding of curriculum. Learning 13. Plans for effective transaction of curriculum. 14. Demonstrates understanding of subject Classroom displayed through teaching. observation tool. 15. Creates an enabling environment for

learning. 16. Meets diverse learner needs using appropriate teaching and learning strategies. 17. Creates and uses resources. 18. Uses assessment strategies during teaching.

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Data collection approaches Semi-Structured interview tool The purpose of the semi-structured tool is Classroom Observation (CRO) getting an understanding about the • Pre-Observation Record sheet: Made teacher’s contribution towards self and the teacher comfortable and provided school development. it is also looks into basic ideas about the class, which is his/her contribution towards the going to observe by the following community. It is a guide of assessor to questions- i. What are you currently judge the teacher’s engagement in his/her teaching in your class? ii. Is it new professional development along with topic or continuation of a previous his/her engagement of the school and topic? iii. What is the objective of this understanding of the social context of the lesion? iv. Do you plane to use any learners and effort. specific Activity or Recourses to teach that particular topic? Secondary Data • Post- Observation discussion record Documentary reports were collected from sheet: The post-observation discussion the schools and teachers in the following is a continuation of the classroom structure. observation process.

Variable Character Numbers of teacher Percentage Gender Male 4 80% Female 1 20% Age 20-25 Years 1 20% 25- 40 Years 1 20% Above 40 years 3 60% Academic or D. El. Ed. 1 25% Professional B.Ed. 3 75% Qualification M.Ed. 0 0% Teaching Experience 0-5 years 1 20% 5- 10 Years 0 0% 10- 20 years 1 20% Above 20 Years 3 60%

Method of Data Analysis documentation report is presented • Data Processing: The information’s is figure and percentage in table while represented with relevant statistical information obtained from interview method and graphical representations were analyzed using qualitative necessary for analysis. technique. A number of tables and Bar- • Data Analysis: The information from graph is used in the study to present the classroom observation, interview and data finding. 116 www.scertsikkim.in / July 2019

Findings The semi-structured tool and classroom Findings of the study from the semi- observation gives us an understanding structured interview tool and classroom about the teacher’s contribution towards observation tool administered to the self and school development; Community; teachers of selected schools is discussed Learner-Teacher relationship and and presented as follows: Teaching and Learning. Table 1.Teachers assessment. (Score aligned to the level: 1-Below baseline 2-Baseline 3-Developing 4-Proficient) Domains Indicators Level of Teachers 1 2 3 4 Self 1. Engages in Self-Development activities. 0 0 5 0 Developme nt and 2. Contributes to School Activities. 1 0 0 4 School 3. Understands Leadership Role. 0 0 5 0 Total 1 0 10 4 Teacher 4. Understands the socio-Cultural context of 0 1 4 0 and the the community. Community 5. Works Collaboratively with parents and 0 1 0 4 community. Total 0 2 4 4

Learner- 6. Knows and understands learners. 0 2 3 0 Teacher relationship 7. Develops shared understanding of 0 1 4 0 . expectations.

8. Manages learner behavior constructively. 0 1 4 0

9. Shows sensitivity and care while dealing 0 1 4 0 with learners.

10. Clearly communicates expectations from 0 1 4 0 learners. 11. Demonstrates appropriate verbal and non- 0 1 4 0 verbal skills needed to facilitates. Total 0 7 23 0

Teaching 12. Demonstrates understanding of 0 0 5 0 and curriculum. Learning 13. Plans for effective transaction of 0 1 4 0 117 www.scertsikkim.in / July 2019

curriculum.

14. Demonstrates understanding of subject 0 1 4 0 displayed through teaching.

15. Creates an enabling environment for 0 0 5 0 learning.

16. Meets diverse learner needs using 0 1 4 0 appropriate teaching and learning strategies.

17. Creates and uses resources. 0 1 4 0

18. Uses assessment strategies during 0 1 4 0 teaching.

Total o 5 30 0

GRAND TOTAL 1 14 67 8

Figure 1.Understanding Teacher’s attitude, beliefs and perception.

35 30 30 Blelow 25 23 Baseline 20 Baseline 15 10 Develop 10 7 4 4 4 5 ment 5 1 2 0 0 0 0 0 0 Proficen 0 t

Figure 1.indicates that overall 1.1% were in Proficient level and 1 teacher was teachers were Below Baseline out of 18 found at Below Baseline level. indicators, 15.6% teachers were in In the parameter of ‘Teacher and the Baseline level, 74.4% teachers were found Community’, equal number of teachers (4 in developing level and 8.8% teachers are each) was in Developing and Proficient in Proficient level. levels and two of them were found in Also, the figure shows that under ‘Self- Baseline level. development and School’, 10 teachers In the parameter of ‘Learner-Teacher were found to be in Developing level, 4 relationship of the teachers’ 23 teachers

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were found to be at developing level and should be organized for teachers to update seven were in Baseline level. their knowledge of the process involved in In case of ‘Teaching and Learning’, 30 the implementation of classroom teachers were found to be at Developing practices. The present investigation was level and 5 at Baseline level. carried out in limited government schools Given the complexity of classroom in Sikkim. A comprehensive study may be observation and evidence relating to undertaken covering the entire teachers’ skills and practice in this area, it government schools of Sikkim for finding is evident from the findings that there is out the common classroom assessment an obvious need for support to teachers or practices used by mathematics teachers in their improvement. Therefore, regular secondary school level. training through seminars/workshops

References Fennema, E., & Romberg, T. A.(2001).Mathematics classrooms that promote understanding : New Jersey: Lawrence Erlbaum Associates. Lin, P. (2006). Conceptualizing teachers‘understanding of students‘mathematical learning by using assessment tasks.International Journal of Science and Mathematics Education, 4(3), 545-580. Ma, L. (1999).Knowing and teaching elementary mathematics. Mahwah, NJ: Lawrence Erlbaum. National Council of Teachers of Mathematics.(2000). Principles and standards for school mathematics.Reston, VA: Author. Oosterhof, A. (2003). Developing and using classroom assessments (3rd ed.). NJ: Merrill Prentice Hall. Oosterhof, A. (2003). Developing and using classroom assessments (3rd ed.). NJ: Merrill Prentice Hall. Teachers Education, www.azimpremjiuniversity.edu.in/content/publications

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Impact of School Internship Programme on Self-Concept of D.EL.ED Teacher Trainees Dr. Nanda Lal Sharma Lecturer, District Institute of Education and Training, Namchi, South Sikkim. Email: ([email protected])

Abstract The internship programme provides an opportunity to the prospective teachers to link the educational theory and pedagogical concepts with their practice on the one hand, and to test the validity of theoretical propositions in actual school settings on the other. School internship in teacher education is very important to shape the teacher trainees into an effective teacher of tomorrow. The Acharya Ramamurthy Committee (1990) in its review of NPE 1986 observed that an internship model for teacher training should be adopted because the internship model is firmly based on the primary value of actual field experience in realistic situation on the development of teaching skills by practice over a period of time. Internship enhances the teacher trainees with opportunities to relate theoretical learning with classroom practice. Internship further helps in the development of self-concept of the teacher trainee. Self-concept refers to the totality of complex organized and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his/her personal existence. Positive self-concept always strengthens the ability of reasoning, problem solving and efficiency as well as his/her ability, capability, and potentiality of a teacher trainee which he/she acquired during internship. Descriptive survey method was employed to discuss the phenomena under the said study. An attempt has been made to find out the perception and opinion of sampled teacher trainees of Diploma in Elementary Education on School internship programme, its effects on physical, morale, temperamental, social and academic dimensions and overall impact of school internship programme on self. Further an attempt has also been made to study to address the issues related to School Internship programme.

Key words: Internship, self-concept, teacher-trainees, perception, D.El.Ed.

Theoretical Background of the competence is fundamental in this Study profession which includes preparation of teachers for classroom processes, School Internship and its Importance acquisition of knowledge of subject and Teaching is a highly professional activity development of personality of children. which demands specialized knowledge, School internship in teacher education skill and behavior. Professional 120 www.scertsikkim.in / July 2019

tries to meet these demands and shape the concept always strengthens the ability of teacher trainees into an effective teacher reasoning, problem solving and efficiency of tomorrow. Through internship, teacher of an individual. trainees take their first steps into a Self-concept plays an important role in the professional career and begin to apply the psychological functioning of an acquired theoretical knowledge into real individual. By self, we generally mean the life situations. It equips the teacher conscious reflection of one's own being or trainees to build a repertoire of identity, as an object separate from other professional understanding, competencies, or from the environment. Consistency of skills and attitude towards school and behavior and continuity of identity are teaching. Internship provides teacher two of the chief properties of the self- trainees with opportunities to practice concept. As self-concept seems to play a what they have learnt and gain greater significant role in the growth and understanding of the classroom development of a person, some detailed requirements. Internship can be regarded information about its nature and its as a complement to their education. relation to other important factors of Hence, it is essential that the internship personality will provide an objective and process be elucidated as part of trainee’s encouraging basis for the educators and education and experiences. Of the counselors to work on. multifarious functions and roles of Carl Rogers (1951) views ‘the self’ as a internship, development of self-concept of differentiated portion of the phenomenal the teacher trainee is one of the important field consisting of a pattern of conscious functions. perceptions and values of the "I" or "me". He spells out some of the properties of Self-Concept self: Self-concept is generally thought of as our i. The self develops out of the organism's individual perceptions of behavior, interaction with the environment; abilities and unique characteristics. It is ii. It may interject the values of other essentially a mental picture of an people and perceive them in a distorted individual. Self-concept is considered to fashion; be a system of learned beliefs, attitudes iii. It strives for consistency; and opinions that each person holds to be iv. The organism behaves in ways that are true about his/her personal existence. Self- consistent with the self; concept is theorized to be multi- v. Experiences that are not consistent with dimensional which includes physical, the self-structure are perceived as social, temperamental, academic and threats; moral spheres. So, carrying positive self- vi. The self may change as a result of maturation and learning.

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Self-concept is not innate but is developed Statement of the problem by the individual through interaction with The problem under the study is stated as the environment and reflecting on its “Impact of School Internship Programme interactions. This dynamic aspect of self- on Self-Concept of D.El.Ed teacher concept is important because it indicates trainees”. that it can be modified or changed at any point of human life. Objectives of the study Self-concept in this study refers to the 1. To find out the perception and self- teacher trainee’s perception and belief on concept of teacher trainees on school internship programme. It is the teacher internship programme. trainees’ self-perception in relation to a 2. To find out the effect of SIP on number of attributes like physical, Physical, social, intellectual, intellectual, and social, temperamental temperamental and academic and moral during teaching practices. dimensions of self of teacher-trainees. 3. To provide suggestive measures Need and Significance of the Study towards the improvement of the school Teacher trainees are in formative stage of internship programme among teacher teaching profession and school internship trainees. programme is the process where an intern Research Questions is created and built to shoulder the 1. How do teacher-trainees perceive responsibility as a teacher. School School Internship programme? internship is a training ground for 2. To what extent SIP affects the professional development, it influences Physical, social, intellectual, teacher trainee’s belief, strengths, temperamental and academic intelligence, morality and physical dimensions of self of teacher-trainees? attributes. 3. What are suggestive measures for the The study on the “self-concept on improvement in self-concept of School internship programme of the teacher Internship programme among teacher trainees” tries to give a picture on the trainees? perceptions of teacher trainees regarding the internship. This may be considered to Delimitation of the study be equally important for the institution to The study is delimited to the second year understand their perceptions for better D.El.Ed. teacher trainees of DIET Namchi performances. only. So, considering all these, the study on “Impact of School Internship Programme Review of Related Literature on Self-Concept of Every piece of research needs to be D.El.Ed. Teacher Trainees” has been connected with the work already done, to undertaken. attain a relevance and purpose of the 122 www.scertsikkim.in / July 2019

study. For bringing richness in the study it difference between male and female is important to link research proposed and trainees with regard to self-concept, the studies already done in the area of however there were differences in gender studies. In relation to this, few studies in terms of academic achievement. have been considered in conducting the Further, it was highlighted that there was present study. no relationship between academic Tripathi (1999) in his work has found achievement and self-concept of trainees. that teachers with more teaching Snehozena et.al (2014) conducted a study experience had better self-concept than on ‘teachers’ self-concept’ on 120 the teachers with less teaching experience. teachers from primary schools of Serbia The teachers with better self-concept with the objective to find out the scored more on practice teaching than the perception of teachers on their self- teachers with poor self-concept. He concept. The study highlighted that reflected that age also has some influence teachers’ self-concept is a significant on self-concept. factor in their professional success and the Kasli (2013) made an investigation on social dimension of self-concept is a good internship and interns’ views of their predictor of their empathy. The empathy profession and their intention to work. quotient correlates with all dimensions of The findings show that problem self-concept. encountered during internship negatively Most of the studies indicated that self- affected the interns’ attitude toward their concept is a predictor of academic and job. professional success in teachers and Pushpa and Yoshadhara (2013) in their teacher trainees. work on ‘investigation on emotional intelligence and self-concept’ of aided and Methodology unaided B.Ed. college students of To study the phenomena, the following Bangalore revealed that there was methods and procedures were used: significant relationship between emotional Method of the Study intelligence and self-concept. The study Descriptive survey method was used to also highlighted that students of unaided study the current phenomenon in the B.Ed. College have a higher level of Self- present study. Self-concept is independent concept than aided B.Ed. colleges. and school Internship programme is the Malini (2014) conducted a study on dependent variable taken for the study. academic achievement of B.Ed. trainees in relation to their self-concept. The study Population was conducted to a sample of 100 trainees The population of the study comprises of of Hussan district of Karnataka which all Teacher trainees of D.El.Ed.of reflected that there is no significant

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Sikkim. The study is delimited to the The study reflects that 93% of teacher second year D.El.Ed teacher trainees of trainees perceived that they enjoyed SIP. DIET Namchi only. It gave them the real experience of classroom situation but 7% perceived that Sample they did not enjoy SIP. A total number of 47 pre-service teacher- It is reported that 81% teacher responded trainees were chosen from the population that time allotted for SIP is enough for as sample through purposive sampling. them to get a real experience of classroom whereas 19 % mentioned that the time Tools of the Study allotted for them to get practical Questionnaire prepared by investigator classroom experience is not sufficient, was used to collect data from teacher they were of the view that if SIP period is trainees. further extended, the trainees would get enough time to enhance their teaching Procedure of Data Collection experience. Self-constructed tool was administered to Responding to the query on the support derive the information from the teacher- from school during SIP, 76 % teacher trainees. The questionnaire contains both trainees responded that their supervisors closed and open-ended questions. The (teachers of schools) were helpful and investigator visited the school where supportive whereas 24% responded that teacher trainees were sent as intern to their supervisors were not able to meet administer the tool. Teacher-trainees were their expectation and were not enough instructed to give their responses without supportive. consulting anybody. Responding to their experience with Statistical Analysis of Data children, 84% teacher trainees mentioned Both qualitative and quantitative analysis that they found the classroom of data was undertaken to describe the environment conducive whereas 16% phenomenon under study. For qualitative responded that classroom were noisy and analysis percentages were used to analyse to some extent uncontrollable. the data. Perception of teacher-trainees on school Analysis and Findings internship programme and its effect on Teacher trainees’ perception on school different dimensions of self internship programme Data was analyzed keeping in mind to In order to find out how teacher trainee what extent school internship programme perceives school internship programme, influences the different dimensions of self responses through questionnaire was of a teacher trainee. Analysis may be collected and analyzed. discussed as follows:

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Physical Self Physical self of person indicates a their social relationship and behavior. person’s perception and description of Almost all teacher trainees felt that during their physical appearance, muscular SIP their attitude towards society and endurance, body image, health etc. social relationship changed - 96% said The study highlights that 65% of teacher- that there was improvement or change in trainees mentioned that they perceived their way of looking at others in a society; changes in physical appearance as a result 85% teacher trainees reported that they of school internship programme. They realized themselves giving more were more concerned about their physical importance to being helpful, kind hearted appearance than before SIP. 16 % teacher- human beings; 15% responded that they trainees mentioned that there was became more approachable to the people. significant enhancement in health and Regarding their perception on their role in hygiene but 84% reported that they did the social context, 85% teacher trainees not experience any change in health and responded that they were the role models hygiene. It is found out that 28% teacher- for the children and society. trainees reported that they experienced change in body energy due to school Temperamental Self internship programme. Temperament is a person’s nature which Referring to question on communication affects the behavior of an individual. It is skills, 84% teacher trainees opined that the combination of mental, physical and SIP influences their communication skills. emotional traits of a person. Temperament It is reflected that 78% teacher trainees’ arises from our genetic endowment. It experienced significant improvement in influences and is influenced by the their voice command and remaining 22% experience of an individual. Temperament were of the view that there was no effect and experience together ‘grow’ in their communication skill at all. personality. Several questions related to Hence, the study shows that School perception on temperament were asked to internship programme has positive effects teacher trainees. on the physical self of the teacher trainee. Responding to the question on temperament, 72% teacher trainee Social Self mentioned that they experienced It is evident from the study that 94% improvement in their ego state during SIP; teacher trainees perceived that SIP helped 26% teacher trainee responded that SIP them to improve their social involvement, had no effect on their temperament and participation and performance and helped 2% teachers did not give any comment to in understanding the social responsibilities the question. and roles. It also helped them to improve 125 www.scertsikkim.in / July 2019

It was found that 78% teacher trainee whereas, 13% opined that professional were able to control the class and their qualification is enough to be an effective irritation level when students asked teacher. questions in the classroom whereas 22% 76% trainees believed that grades are got irritated by the students’ behavior. It is closely associated with professional seen that 100% teacher trainees felt happy success but the remaining 24% opined and motivated when they were that grades are not associated to encouraged. professional success and motivation-that Academic/Intellectual Self commitment and inspiration are required Highlighting the impact of SIP on for academic/professional success. academic/ intellectual self of teacher In response to intellectual development, trainees, 94 % trainees responded that 63% teacher-trainees perceived that there there was real gain in knowledge, skills is an impact of SIP in the intellectual and competencies. They were able to development of teacher trainees. solve the problems efficiently. However, 6% did not experience any problem- Moral self solving skills. Responding on academic Morality plays a pivotal role in one’s life. qualification, 87% opined that acquisition If the moral self is not strong enough in an of higher qualification and professional individual then he or she is unable to skills are essential to be an able decide between good or bad and right or educational practitioner or teacher wrong. Moral-self guides the morality of individual throughout life. Teachers with them to be more concerned towards a strong moral self always thinks for the academic achievement of the students. betterment of students. In relation to attitude and commitment In the response on moral self, all teacher towards the teaching profession, 67% trainees perceived that a strong morality is teacher trainees responded that they are essential in the teaching profession- 81% committed towards the teaching teacher trainees mentioned that SIP profession, whereas 33% have diverse enhanced their moral self and their views on professional commitment. They understanding of the roles and are not certain of taking up a teaching responsibility in shaping the educational profession even after the completion of attainment of children. However, 19% their D.El.Ed.Course. responded that their moral self was not enhanced according to their expectation. Overall perception of teacher trainees In answer to the question on the impact of on impact of SIP on their self-concept internship programme on moral self, 83% Coming to the overall impact of SIP, 27% teacher trainees perceived that SIP helped teacher trainee responded that the impact of SIP on their self is satisfactory, 32%

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mentioned that it was a good opportunity otherwise the purpose and objectives of for them to learn many things and to SIP may not be fulfilled. internalize the same. Whereas 37% All the sampled teacher trainees perceived that SIP brought great impact in mentioned that encouragement and their belief and understanding- it helped inspiration is essential for their efficiency them in building their capacities and in the profession. So, teacher education potentialities as a teacher. institute heads and faculties should encourage the teacher trainee to boost Discussion and suggestions them in their learning/training. Further, The present study shows that 22% teacher majority of trainees opined that verbal or trainees still face communication problem non-verbal incentives, proper guidance which means that they have problem in and suggestions are required for their communicating with students, mentors academic and professional enhancement. and teachers. This poor communication skill in a teacher trainee may lead to Conclusion problems in fulfilling the objectives of Today, the notion that ‘teachers are born’ content transaction and delivery in the has been changed to ‘teachers are made’. classroom. This is an indication for The society is in need of good and teacher educators,that they should be dedicated teachers who render their aware and be concerned towards valuable services to educate children in improving the communication skills of shaping their destiny in life. So, it would trainees through various communicative be the responsibility of teacher training exercises during the course. Such problem institutes to see and meet the requirement among students needs to be sorted out in of teacher trainees who in turn shoulder time before sending them for SIP, the future of society as the vision of each country depend on these visionary teacher

References .Arul, A.S. & Vimala, A. (2013).Self-concept and achievement motivation of high school students. Conflux Journal of Education, Volume 1, Issue 1, June 2013. Pp141-145 Baker, S. (2007) Toward a Theory of Instruction. New York: W.W. Norton.

Crous and Kevin (1981). Reflection: Self-concept Development for Teachers, Ontario Secondary School Teachers’ federation, Toronto.

Deborah, F. (2006).The status of internships/cooperative education experiences in accounting education.Journal of Accounting Education. Volume 16, Issues 3-4. 1 September. pp 507-516

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Kasli, M. (2013).The influence of problems faced during internship on interns’ views of their intention to work. Eurasian Journal of Educational Research.Issue 52.Summer.Pp79- 96. Malini,L. (2014). A study of academic achievement of B.Ed. student trainees in relation to their self- concept.International journal of Economic Review and Business Review.Volume 2.Issue 11. Pp147-150. Mehrad, A. (2016). Mini Literature Review of Self Concept.Journal of educational, health and community psychology, Vol.5, No.2. August 2016. Mishra, K. (2012). A study of self-concept and interest in teaching of pre-service teacher of secondary level. International journal of advancement in research and technology, volume 1, issue 5, October 2012 Pushpa, M. and Yashodhara, K. (2013).Emotional Intelligence and Self-concept of B.Ed. students. International journal of Education and Psychological Research. Volume 3, issue 2. pp 25-29 Sood, P. (2006). Educational choices in relation to academic stress, achievement motivation and academic self-concept.Journal of community guidance and research.Volume 23, No.2.pp141-152 Taylor, M.S. (2005). Effects of College Internships on Individual Participants,” Journal of Applied Psychology Volume 73, 393-401.

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Study on Training Needs of Teachers Teaching at Primary Level of North and East Districts of Sikkim Dhan Hang Subba Lecturer, District Institute of Educational and Training, Gangtok, East Sikkim, 737101. Abstract Justice Verma Commission Report, 2012 recommends ‘training to be designed and delivered locally, rather than reutilized implementation of trainings received from above in the cascade system’. Teacher training nevertheless needs to be strengthened to become more outcome-oriented, that is by transforming training inputs into positive changes in classroom practices and improving student learning. The paper tries to study the present practice of in- service education for teachers which is largely characterized by a ‘top down’ model and ‘fund driven’. The research paper has focused on the areas of content enrichment, content transaction, evaluation and involvement in school improvement plans of in-service primary teachers. The study covers 85 primary teachers of 17 government schools. Thefindings of the study show thatthere is a need for training especially on mathematics and in languages like English and Nepali. The findings also reveal that there is a need to support the teachers in TLMs preparations and handling of CWSN students.

Key words:Content enrichment, content transaction, evaluation and school improvement plan.

Introduction programmes cannot compensate for pre- The present practice of in-service service education of inadequate quality, education for teachers is largely teacher training nevertheless needs to be characterized by a ‘top down’ model, strengthened to become more outcome- which is ‘fund driven’ rather than ‘need oriented; that is by transforming training driven’. It is felt that this approach has inputs into positive changes in classroom been lagging in providing appropriate practices and improving student learning. training support responding to the varied National Institute of Educational Planning needs of the teachers that leads to visible and Administration (NIEPA) and National improvements in the quality of the Council of Educational Research and teaching and learning process. Training (NCERT), New Delhi conduct Although in-service teacher education teacher training programmes at national

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level, Regional Institutes of Education teacher education institutes may be (RIEs) at regional level, State Council of considered as major indicators of quality Educational Research and Training at of education. Therefore, they must keep state level and District Institute of abreast of the latest methods of classroom Education and Training (DIET) at district curriculum transactions. And in-service level. teacher training should also be conducted So far, SCERT, Institute of Advanced accordingly. Studies in Education (IASE), College of The National Curriculum Framework Teacher Education (CTE), Sarva Shilsha (NCF) 2005 lays certain concerns in the Abhiyan (SSA), Rastriya Madhyamik incorporation of constructive approach in Shiksha Abhiyan (RMSA), Block the teaching learning process. National Resource Coordinator (BRC) and Cluster Curriculum Framework for Teacher Resource Coordinator (CRC) have been Education (NCFTE) 2009states the engaged in providing in-service training transformation of existing practices programmes at the local level. Almost all towards more learner-friendly methods the programmes are implemented in a and methods suited to strengthening cascade model. However, it has been felt conceptual learning and understanding that training programmes lack a coherent rather than rote learning. Since, institutional framework and is not enrichment of content and acquaintance consistently linked and the organizing with newer pedagogical approaches add structures do not have regular improvement in the performance level of communication and information sharing teachers, it is necessary to conceive and channels. The present training approach design ways to cater the needs of teachers being the other lacuna, often leads to a based on their interest and requirement. situation that teachers repeatedly attend Justice Verma Commission Report 2012 the same training programme every year. recommends the following concerns with Consequently, training often does not lead regard to training mode and its to capacity enhancement or content implementation. enrichment and enhancing motivation 1. Training must be designed and level of teachers to bring about changes in delivered locally to the extent possible, classroom practices. rather than reutilized implementation of trainings received from above in the Rationale of the Study cascade system. Providing quality education is the 2. Cascade training models need to be responsibility of every stakeholder in the used for specific skill and information field of education. Of all the factors that related areas where there is less influence the enhancement of quality of likelihood of dilution across vertical education, quality training and support to levels. Cascade designs could also have

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spaces which are filled locally, and Objectives of the Study may also include elements which are 1. To study the difficulties in content amenable to local alteration, based on delivery amongst the teachers teaching at assessing the situation. primary level. 3. Trainings must be closely carried out 2. To find the use of various supportive based on the Cluster Resource Person’s teaching aids and other suitable assessment of needs of teachers in their alternative modes like planning, clusters and linked to a process of involvement of learners, activities, school follow-up and mentoring in Teaching Learning Materials (TLMs), which the CRPs participated or through Information and Communication 3. Self-nomination or nomination in Technology (ICT) and handling of consultation with the school head and Children with Special Needs (CWSN). teacher concerned. 3. To study the evaluation tools and techniques used by the teachers during Statement of the Problem the classroom transaction and in Based on the rationale, the problem of the assessment. study is stated as “Study on Training 4. To identify the areas or subject in Needs of Teachers Teaching at Primary which training is required. Level of North and East Districts of 5. To study the involvement of teachers in Sikkim”. school improvement plan.

Research Question Methodology i. What is the content enrichment training In order to achieve the objectives of the of teachers dealing with in the content of study, primary teachers teaching classes I the subject? to V were selected from different schools ii. What are the content transactions with of north and east districts of Sikkim regards to competencies, planning, and through purposive sampling. The study involvement of learners, activities, was conducted to 85 primary teachers of TLMs, ICT and handling of CWSN? 17Government Schools of East and North iii. What are the evaluation tools and Districts of Sikkim. An open-ended techniques used by the teachers during questionnaire (See Appendix-I) having classroom transaction? four focused areas i.e. content enrichment, iv. Which are the areas or subjects in which content transaction, evaluation and training is required? involvement in school improvement plans v. Does the teacher take part in the school prepared by DIET Gangtok was development plans? administered. The questionnaires were

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administered during the school visit by Sampling DIET faculty members for School The sampling distribution is schematically Internship Programme of pre-service presented in Table 1. trainees. Table:1. Distribution of Sample Sl.No. Name of Schools Number of Teachers 1 Pachey Secondary school 5 2 Pakyong Junior High School 5 3 Basilakha Primary School 5 4 AhopulKishan Secondary School 5 5 Namcheybong Secondary School 5 6 Malling Primary School 5 7 Rhinghim Primary School 5 8 Pakshek Junior High School 5 9 Rangrang Junior High School 5 10 Singhik Secondary School 5 11 Mangan Senior Secondary School 5 12 Upper Mangshilla Primary School 5 13 Nampatam Primary School 5 14 Namok Junior High School 5 15 Naga Junior High School 5 16 ManulSecondarySchool 5 17 Mangshilla Senior Secondary School 5 Total 17 85

Analysis and Interpretation Content Enrichment Based upon the questionnaires filled by Teacher’s content enrichment is enhanced the teachers, the analysis and through reading of the journals, searching interpretation were done by using simple innovative content themselves, attending statistical tools. in-service training, reading books and research. Since the teacher is key aspect of

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student’s achievement. Mastering on develop self-materials, upgrading content material and pedagogy, and qualifications, sharing innovative interpret student’s thinking, improve the practices of teaching, etc. Therefore, for student’s understanding about the subject this area, questions were asked to sample matter. This helps the teacher to become population to understand the difficulty in more confident in teaching practices and dealing with the content and various other also reading materials used by the teachers for their content enrichment. Table 2. Difficulty in Dealing with Content of the Subject. Sl. No. No. of Teachers Response Percentage Subject 1 16 Yes 18.90% Mathematics, English and Nepali 2 66 No 77.60% - 3 3 No Response 3.50% - Total 85 - 100% -

From table no.2, it is evident that 77.60% that the teachers teaching subjects like of primary teachers have no difficulty Nepal, English, Mathematics and Hindi with content of the subject whereas it is have more difficulty. They are facing seen that 18.90% have difficulty with problem in explaining the poem, content of the subject that they are interaction in English, reading-writing and teaching. Amongst the teachers having mathematical operations. difficulty with the content, it is found out Table 3.Use of various reading materials for content enrichment. Sl. No. No. of Teachers Response Percentage 1 78 Yes 91.76% 2 5 No 5.88% 3 2 No Response 2.36% Total 85 - 100%

In the present study, 91.76% of teachers references materials used by the teachers were found to refer to various sources of are grammar books (18.82%), Internet reading material for supplementing their (16.47%) and story books (15.29%). knowledge in the content area. Common Content Transaction

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Content transaction is the effective and the relevant content of the subject. For most desired way of implementation of this study, investigator has tried to the contents on the basis of aims and investigate whether the teachers were well objectives. Content transaction trained and equipped to prepare lesson incorporates effective planning for plans, ensure maximum involvement of providing learning experiences for tits learners, include activities while teaching, learners, implementation of the organized use TLMs, integrate ICT and confident planning and evaluation of the enough to handle CWSN. implementations by the implementer in Table 4.Confident/Competent enough and trained to take classes. Sl. No. No. of Teachers Response Percentage 1 77 Yes 90.58% 2 4 No 4.71% 3 4 No Response 4.71% Total 85 - 100%

Out of the total, 77 teachers (90.58%) of teachers were found to be confident and trained enough to take classes whereas, 4 teachers (4.71%) responded the lack of competencies (Table 4). Table 5. Prepare for the lesson before teaching.

Sl. No. Identified Areas No. of Teachers Percentage

1. Lesson Plan 51 60.00% 2. Collection of required materials 21 24.71% 3. Lesson Diary 8 9.41% 4. Word meanings 5 5.88% Total 85 100%

The study revealed that 60% of teachers prepared Lesson diary and 5.88% of were found to prepare lesson plan, teachers used word meanings before 24.71% collect required material, 9.41% teaching (Table 5).

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Table 6. Participation of learners in Classroom-Based Activities. Sl. No. Identified Areas No. of Teachers Percentage 1. Interaction 37 43.53% 2. Role Play 14 16.47% 5. Group work 10 11.76% 6. No Response 24 28.24% Total 85 100%

Based on the responses, classroom method while 28.24% of teachers were interaction was the most commonly used found not involving the students in any technique in teaching-learning processes; classroom activities (Table 6). in which43.53% of teachers use this Table 7. Use of TLMs.

Sl. No. No. of Teachers Response Percentage 1 78 Yes 91.77% 2 4 No 4.71% 3 3 No Response 3.52% Total 85 - 100%

Table 7 represents the use of Teaching 91.77% of teachers use TLMs in the Learning Materials by the teachers in classroom. classroom transactions. Out of which,

Table 8. Need for Training on preparation of TLMs.

Sl. No. No. of Teachers Response Percentage 1 37 Yes 43.53% 2 42 No 49.41% 3 6 No Response 7.06% Total 85 - 100%

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From the above table 8, it is seen that need for training on preparation of TLMs. 43.53% sample population have felt the Table 9. Use of ICT in Lesson Transaction.

Sl. No. of Teachers Response Percentage No. 1 46 Yes 54.11%

2 33 No 38.83% 3 6 No Response 7.06%

Total 85 - 100%

Table 9 represents the percentage of transacting lesson. The use of mobile sample population which uses ICT in phone is most common among teachers transacting lesson. 54.11% used ICT in during lesson transaction. This is due to availability, comfort level and accessibility.

Table 10. CWSN in Schools.

Sl. No. No. of Teachers Response Percentage 1 41 Yes 48.24% 2 44 No 51.76% 3 0 No Response 00 Total 85 - 100% Table 9 represents that 48.24% percentage of teachers responded that they have CWSN in School that have CWSN students.

Table 11. Confident enough to handle CWSN.

Sl. No. No. of Teachers Response Percentage 1 32 Yes 37.65% 2 39 No 45.88% 3 14 No Response 16.47% Total 85 - 100%

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The study reveals that 37.65% of teachers materials and the activities are designed, were confident enough to handle CWSN and accordingly classroom transaction is in classroom, while 45.88% teachers organized. After the classroom werenot equipped to handle CWSN transactions are over, the extent to which and16.47% teachers did not respond to the the expected learning outcomes have been question. achieved by the students is assessed. Assessment Assessment of learning refers to those Assessment is a process by which assessments-oral, performance and information is obtained relative to some written, or combination of two or more of known objective orgoal. On the basis of these modes-that occur at or near the end learning objectives, the teaching-learning of an instructional unit or term. Table 12.Assessment Tools used by teachers.

Sl. No. Identified Tools Response Percentage 1 Test 51 34.23% 2 Interaction 51 34.23%

3 Homework 24 16.10% 4 Observation 23 15.44% 5 Total 149 100%

Test and interaction were the most respondents respectively practicing it. The common technique of assessment found in common prescribed frequencies of this study with 34.23% respondents assessment were weekly test and test after practicing it. completion of content. This was followed by homework and observation with 16.10% and 15.44% Table 13.Initiative taken by teachers to improve students’ learning.

Sl. No. Identified Steps Response Percentage 1 Remedial classes 39 45.88% 2 Motivation 20 23.54% 3 Changing teaching strategy 13 15.29% 4 Helping them in difficult areas 13 15.29% 5 Total 85 100%

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From the above table it is clear that teachers use motivational strategy, 45.88% of sampled teachers are 15.29% change their teaching strategy and conducting remedial classes, 23.54%, 15.29% help the student in their difficult areas in order to improve students’ learning. Table 14. Areas/subjects in which training required.

Sl. No. Areas/subjects Response Percentage 1 Mathematics 23 27.06% 2 English 19 22.35% 3 Nepali 12 14.12% 4 EVS 9 10.59% 5 Languages (Limboo, Bhutia and Lepcha) 9 10.59% 5 Hindi 6 7.06% 6 No Response 7 8.23% 7 Total 85 100%

Table 14 shows that 27% of teachers require raining in Mathematics and 22.35% in English.

Teacher’s Participation in School Improvement Plan School improvement plan refers to the process of altering specific practices and policies in order to improve teaching and learning. It is a process through which schools set goals for improvement and make decisions about how and when these goals are to achieved. School improvement plan is carried through two processes: 1. Academic planning- i. Scholastic ii. Co-scholastic, and iii. Inclusive Education. 2. Administrative planning- i. Official coordination ii. Infrastructure facilities iii. Coordination with SMCs, guardians, parents, publics, Non-governmental Organization (NGO), Parent Teacher Association (PTA), etc. The study also tried to understand about the School Development Plans in schools. Questions were framed to understand the availability and processes involved in preparing the SDP.

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Table 15. Are there any school improvement plan? If yes what are the processes? Sl. No. No. of Teachers Response Percentage 1 70 Yes 82.35% 2 7 No 8.24% 3 8 No Response 9.41% Total 85 - 100%

As per the table 15, 82.35% sample schools have infrastructural improvement through different school improvement plan which shows that most processes. Most of the teachers are involved in of the schools under the study area have adopted school improvement plan the school improvement plan in academic and as they have a responsibility to conduct SMC, guardians and public in school school activities, communicating with activities. parents, panchayats, non-teaching staff,

Common responses provided by the schools as the objectives of the school improvement plan are:

Sl. No. Identified Responses

1. More involvement of students in activities

2. English speaking school campus

3. Safe and secure school environment

4. Quality education

5. To increase enrolment

6. Individual attention of the student

7. Infrastructure management

8. Mid-day meals

9. Children With Special Needs (CWSN)

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Table 16.Participation in school improvement plan.

Sl. No. No. of Teachers Response Percentage 1 75 Yes 88.23% 2 1 No 1.18% 3 9 No Response 10.59% Total 85 - 100%

On the involvement of teachers in SDP, it 3. Regarding preparation of lesson plans, is highlighted that 88.23% teachers at it is found out that 60% of teachers primary level participate in school prepare lesson plan and 9.41% prepare improvement plan. However, one teacher lesson diary. has responded that he/she has not been 4. According to the study only 43.53% of part of the SDP AND 10.59 % have not teachers use Activity based teaching responded to the question. learning process. 5. It is found that 43.53% of teachers Findings of the study have responded that they need training Following are the major findings of the on preparation of TLMs. study: 6. The study shows that only 61.17% of 1. 18.90% teachers teaching at primary teachers use ICT in teaching learning level have difficulty in dealing with processes. content of the subject basically in 7. In this study 48.24% stated that only Mathematics, English and Nepali. In 37.65% are in a position to handle this study, 27.06% teachers require CWSN training in teaching Mathematics, 8. It is found that 82.35% of schools have 22.35% in teaching English and14.12% school improvement plan and 88.23% teaching in Nepali. of sampled teachers are involved in the 2. 91.76% teachers used various reading process of SDP. materials for content enrichment and

the most commonly used resources are

grammar books, story books and internet.

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Recommendations and suggestions Based on the important findings, some recommendations are made to support the teachers in improving the teaching learning processes in the schools.

1. Professional competency is very important for teachers in the teaching

2. Learning process. Training on workshop mode is very important in all subjects. 3. Training on Activity-Based Learning must be conducted to primary teacher every year as it is the essential requirement involved in the learning processes at primary level. 4. Primary teachers should be provided with training on preparation of TLMs and use of ICT in teaching process. 5. Training with regards to CWSN is needed for an inclusive classroom. 6. Orientation training on Action Research must be conducted to all primary teachers once a year which will motivate the teachers and solve day to day problems in teaching-learning process. Hence, training needs of teachers are important for improvement in the teaching learning process to bring changes in educational practices.

References 1. Kannoth, Vijayan.2016. ‘Planning In-service Training Programme: Report of a Need Assessment Survey’, Voices of Teachers and Teacher Educators,Volume V, Issue 1, December,2016, NCERT, New Delhi. 2. NCERT (2005).National Curriculum Framework 2005, New Delhi: NCERT. 3. NCERT (2009).National Curriculum Framework for Teacher Education, New Delhi: NCERT. 4. Report of the International Conference on Issues in In-service Development of Elementary Teachers, Bhubaneswar, October 2010, MHRD. 5. Teacher Development and Management, Discussions and suggestions for policy and practice emerging from an International Conference on Teacher Development and Management held at Vidya Bhawan Society, Udaipur from 23rd to 25th February 2009, MHRD. 6. Justice Verma Commission Report 2012, Volume 1.

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IMPACT STUDY OF WORKSHOP ON CREATING PRINT RICH CLASSROOM ENVIRONMENT TO ENHANCE LITERACY IN EARLY GRADES (CLASSES I & II) 1Karma DomaKaleon and 2TsheringLhamuBhutia 1Lecturer, District Institute of Education and Training, Gangtok, East Sikkim, 737101. 2Principal, District Institute of Education and Training, Gangtok, East Sikkim, 737101.

Abstract The goals for a second-language curriculum are twofold: attainment of a basic proficiency, such as is acquired in natural language learning and the development of language into an instrument for abstract thought and knowledge acquisition through (for example) literacy.” (National Curriculum Framework, 2005). Children should acquire the basic skills of reading and writing by the time they reach class IV-V. “Within the eight years of education constitutionally guaranteed to every child, it should be possible to achieve basic English language proficiency in a span of about four years. This would include basic literacy skills of reading and writing.” (NCF, 2005) It is essential to ensure the basic working knowledge of English on which higher-order skills such as reading with inferential comprehension, and writing with conceptual clarity are built on. Recent research on the development of reading and writing skills in young children is unequivocal; the young child must begin to gain literacy skills during the very early years (3-8years) to be academically successful. One way to begin to accomplish this is for the child to be immersed in a print rich environment. However, children attending Government schools at primary level are mostly first- generation learners with little or no exposure to print environment at home. “First-generation school goers would be completely dependent on the school for inculcating reading and writing skills and fostering a taste for reading, and for familiarizing them with the language and culture of the school, especially when the home language is different from the language of school” (NCF, 2005). For this reason, a print rich environment in the school becomes an urgent necessity as it is a way in which it can facilitate learning. A Print Rich Classroom Environment refers to a classroom that has a variety of print abundantly displayed. It includes a variety of student and teacher generated print writing tools, labels, lists, poems and song charts and samples of adult and student writing. It is an environment that encourages children to read and write by virtue of the rich literacy that surrounds the children.

Key words: Print Rich Environment, Primary Schools, Mangan, Teachers, Classroom.

Background ✓ Know about different types of A Workshop “On Creating Print Rich environmental print. Classroom Environment to Enhance ✓ Learn ways to develop print material Literacy in English Language for The for classrooms. Primary Teachers Teaching English ✓ Learn ways to enable children interact Language in Primary Class” was with print. organized by SSA-RTE/HRDD/NORTH ✓ Improvise different ideas and at Mangan Senior Secondary School from ✓ Share with each other (among teachers) 20th April to 25th April 2015. using ICTs thereby forming Teacher Learning Community. The objective of the workshop was to help Around 15 School Heads and 56 Primary the Primary Teachers: Teachers of Mangan BAC were present ✓ Understand the concept and importance for the Orientation on the first day.56 of Print Rich Classroom Environment. Primary Teachers of Mangan BAC attended the 5 days’ Workshop. The

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teachers teaching in Grade I and II explore and interact with the written word especially teaching English were called (print) we must set up our classrooms to for the training. have a print rich environment throughout The topics taken up for the Workshop the whole classroom. were as follows: However, having a Print Rich Classroom ➢ Environmental Print & Classroom Environment by itself would serve little Print: Concept, Types & Importance purpose unless the students are enabled ➢ Different types of Classroom Print to interact with it. Hence, teachers’ role in ➢ Ways to Create & Enable children to enabling the children interact with print interact with Classroom Print environment is very crucial. When ➢ Development of Classroom Print teachers help children to learn to use ➢ Ways to Create & Enable Children to contextual clues such as pictures, objects, Interact with Classroom Print colour, diagrams to make sense of writing ➢ Development of Classroom Print in their environment, they will be able to ➢ Development of Classroom Print make the transition to real reading more ➢ Speaking & Reading easily. ➢ Writing This paper is an attempt to understand the ➢ Inclusive Education- Curriculum status of Print Rich Environment in 6 Adaptation Primary Schools of Mangan BAC as well ➢ Group Discussion and Preparation for as to study the reinforcement needed for Presentation (Individual Presentation) the Primary teachers .Interview Schedule ➢ Discussion and Classroom Observation Tool was ➢ Feedback & Presentation by prepared and administered to 6 Primary Participants. Schools under Mangan BAC, North Thereafter, an impact study was Sikkim, to collect data and information’s conducted after the workshop in the with regard to Print Rich Environment in schools which had representative Primary Schools. participants. The Objectives behind the Impact Study Understanding the Concept and was: Importance of Print Rich Environment ➢ To understand/ identify the status of • Environmental Print Print Rich Classroom. Environmental print is the print that we ➢ To identify the participation of schools see all around us. It is the print found on in creating a Print Rich Classroom. commercial signs, labels and billboards. Young children can usually 'read' the print Introduction due to the pictures, colors or shapes that A Print-Rich Environment allows children surround the written words. It is therefore to see that reading and writing serve real, an initial stage of literacy. It is important everyday purposes. Children observe to note that the environmental print that adults using printed materials and realize children can read is determined by prior that print carries meaning. They explore experiences. print and become motivated to try to read and write themselves. Hence, it is • Functional Print important to create and provide Functional print is the print children see meaningful print. Children learn as they around the classroom. They use functional explore, interact and have meaningful print to gain information about routines, discussion about the written word. If the procedures, and schedules. It includes the classroom is full of print then it provides print on labels and charts. Because it is the children with countless opportunities often presented before children can read to learn about letters, letter sounds and the actual words, it should be accompanied by concept of print. In order for children to pictures, color coding, and repetitive

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symbols. The purpose of functional print correspondences. These are called ABC is to help children develop the knowledge Word Walls. The purpose of the ABC that print is made up of symbols that help Word Wall is to develop phonemic people communicate. The newest research awareness and automatic recognition of on reading shows that it is imperative for basic letter-sound correspondences. young children to be immersed in Teachers can plan a weekly literacy functional print in order for them to gain activity. Examples include the reading of an understanding of the reading process. a poem or the study of a simple nursery rhyme. The teacher can choose the words • Developing print material for based on students beginning sound classrooms & enabling children to knowledge. Picture clues can be added to interact with print a word to offer students extra assistance. Print Rich Environment is beneficial for The words may be chosen on Monday, the all students particularly for early literacy beginning sounds reviewed throughout the learners. It is one of the first sources of week and the word itself added to the reading material for young children and Word Wall on the last day of the week. serves as soil for the roots of literacy. The words are placed on the wall in However, in order for the print rich alphabetical order. environment to be beneficial, it needs to However, Teacher should take care of the be implemented correctly. The teacher following: should enable the children to interact ➢ Word Walls should be built over time with many forms of print, including with shared ownership between signs, labeled centers, wall stories, word teachers and students. displays, bulletin boards, charts, poems, ➢ Words are harvested from rich and other printed materials. language context. While many of the differently abled ➢ Word Walls should be kept as simple learners may pick up basic language skills and uncluttered as possible. through normal social interactions, they ➢ Words on the Walls should be visible could additionally be provided with to everyone. especially designed materials that would ➢ What to build and when to add is based assist and enhance their growth and on student needs. Walls must be kept development. Studying sign language and developmentally appropriate. Braille could be included as options for ➢ Use of Walls as helpful references must learners with disabilities. be modeled. ➢ The goal of creating and using Word • Types of Classroom Print Walls is ultimately automaticity of Word Wall basic processes. A 'Word Wall' is a list of words that have been discussed in a class by the children • Literacy-Rich Environments with a and displayed on the wall. It may consist Theme of word chunks discussed, sight Reading books on weather vocabulary stressed each day or words of ➢ Exploring labels around the classroom particular interest to a group of children. It identifying weather vocabulary must be started anew each year, revisited ➢ Learning content on raindrops and often, and be referred to by the teacher so clouds that children may see its importance. The ➢ Drawing pictures of the different types Word Wall will look different as children of clouds proceed through the primary grades. ➢ Singing songs about the weather Types of Word Walls that we can have in ➢ Writing in their weather journals about the class are: Stress names of letters, the conditions each day forms of letters, and letter sound

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• Ways to enable interaction with Methods Print: The tool for acquiring information Teachers should take care of the included: the areas on the understanding following: of students’ interaction with the print; Co- ➢ Literacy Rich classroom: generation of classroom print both by The literacy rich classroom serves as a teachers and students as well as its impact means to build the basic skills necessary on learning. for literacy development by demonstrating to students the function and utility of Tools interview language in an intentional, purposeful, and Interview Schedule intensive way. Given the support of this • About the learning in the workshop environment, students are better prepared held (from 20-25 .4. 2015) to work on other literacy skills including ❖ What did you learn about print rich phonemic awareness, phonics, fluency, classroom environment? vocabulary, and comprehension. ❖ What steps did you take to create print ➢ Classroom Environment must include rich classroom environment? the following ❖ Do you use classroom print while ➢ Schedule teaching in the class? ➢ Alphabet Charts ➢ Clocks • Co-generation of Classroom Print ➢ Poetry ❖ Do you involve the students in ➢ Calendar generating classroom print? ➢ Posters ❖ Are your classroom prints related to the ✓ Teachers should take care of the topic(s) being taught? following: ➢ Infuse print and text learning in your • Interaction with Classroom Print classroom so as to get proficiency in ❖ How do you enable students to interact the vocabulary building and language with the classroom print? of a discipline or knowledge area. • Impact on Learning ➢ Put new words, terminology, ❖ Do you think that classroom print is vocabulary, word, labels, captions, helping you to teach your children definitions, statements and other print better? material related to the ongoing topic in ❖ How does the Print Rich classroom the places that count in the classroom. Environment address the needs of all of ➢ Put up such material created by your students? students, procured and pulled out form ❖ Do you discuss the materials to be book or print resources where it catches printed in the classroom with your students’ eyes fellow teachers? ➢ Use photographs, print outs, photocopied text for display. Add Observation tools theme or topic related vocabulary A print rich related performa was words to the wall or word string by employed to capture the data from both involving students. Create a classroom the teachers as well as the students. library. ➢ Choose or create some short poems and The Tools were administered to the simple songs on the topics or concepts teachers of the following 6 Primary to be displayed. Schools under Mangan BAC. ➢ A text-rich classroom environment is 1. Rang Rang Junior High School not only important for enhancing 2. Naday Primary School literacy but it supports content specific 3. Pakshep Junior High School learning as well. 4. Ringhim Secondary School

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5. Passingdong Secondary School Impact on Teachers 6. Mangan Senior Secondary School. ✓ Teachers’ attitude to their profession has become more positive. Result/Discussion All the 6 Primary Schools under Mangan Teachers have become more enthusiastic, BAC have tried to make Print Rich inquisitive and active. They understand that self -improvement in English Environment accessible to all children and language is a must for their own have initiated a Print Rich Environment in improvement and professional varied ways and forms. development. The impact study reveals that proper ✓ Teachers have developed an interest to execution of a Print Rich Environment teach their children in a more creative depends largely on the teachers’ attitude. manner by using classroom print. Impact on Learners ✓ Most of the Classrooms of the 6 ✓ 99% all 6 schools have made Print Rich schools have been labelled which has Classroom Environment accessible to helped both the teacher and student to all the children. learn better. ✓ Classrooms have become more vibrant and richer for the children. Conclusion ✓ Handwriting has improved especially For the institute, the learning from the with no jumbling of capital and small impact study is that the trainings will be letters while writing. more fruitful if there is less time lapse. ✓ The introduction of signing their names There is also a need for timely have made children feel important in reinforcement occasionally. As a training the class and has developed a sense of Institute, a better understanding of areas belonging. which require more reinforcement to bring ✓ Children have become more familiar about minor changes has been realized. with the classroom prints and their This will enable the existing Primary vocabulary has improved and increased School teachers to create a variety of too as most of the print were at their prints which can enrich the curriculum in eye-level. constructive and creative ways. ✓ Children developed better interaction Training for the School Heads in the area with their peers, teachers and parents. of successful implementation of Print ✓ Children attendance has improved. Rich Environment has also been planned ✓ Parents were happy and more satisfied. as a forthcoming agenda. ✓ Active student involvement in generation of print.

References 1. National Curriculum Framework, 2005. 2. earlyliteracyci5823.pbworks.com/Print-Rich + Environment. 3. https://www.teachthought.com › Literacy 4. https://books.google.co.in/books?isbn=0787745839 - 5. Jeri A. Carroll - 2008 - Education 6. https://www.childcarequarterly.com/fall03_story1a.html 7. https://www.pinterest.com/prekinders/print-rich-classroom/ 8. www.readingrockets.org/.../literacy-rich-environments

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Images of the Impact study

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COMMUNITY MOBILISATION & ON-SITE SUPPORT 1Dikila Lepcha & 2Tashi Doma Acushla

1Lecturer, District Institute of Education and Training, Gangtok, Sikkim. 2Sr. Lecturer, District Institute of Education and Training, Gangtok, Sikkim.

Abstract The DIETs have an important academic role to play at the district level. Their role is not only limited to pre-service and in-service teacher education but encompasses a wide repertoire of avenues. One of the roles of DIETs is to offer on-site support to schools. As a part of the on-site support to schools, DIET Gangtok provided academic support on ECE and Learning Outcomes in the year 2017. The journey of the on-site support to Government Senior Secondary School, Ringhim & other schools of North Sikkim on ECE began with the School Internship Programme of the pre-service D.El.Ed. Trainees in April-May 2017. It was observed during the visit of DIET to the school that the children of the Pre-primary class were in a classroom that was not developmentally appropriate for them. Consequently, upon a discussion between the Principal and the Faculty of DIET, it was decided that we, as a part of DIET Gangtok, would contribute some amount and try to set up a developmentally appropriate classroom at Government Senior Secondary School, Ringhim. Seeing our initiative in this philanthropic endeavour, the local community, the SMC members, the Joint Director (HRDD), North district and the Incharge and Pre-primary teacher of the school also contributed to the same. Later, we provided on-site support for 2 days to the pre-primary teachers of Government Senior Secondary School, Ringhim and 12 Schools under Mangan BAC. On ECE, as it was felt that they required to be equipped on the Pedagogy of ECE.

Key words:DIET, ECE, D.El.Ed., Pre- primary, On-site support, Community Mobilization.

Background District Institute of Education and As per the roles envisaged during its Training (DIET) is a nodal agency for inception, providing On-site support to providing academic and resource support Schools for better learningin school forms at the district and grassroots levels for the one of the major roles of DIETs. Hence, success of various strategies and one of the topics chosen for On- site programmes undertaken in the areas of support to school during the 2017 elementary education.The vision for the academic yearis ECE. DIETs that was articulated in the NPE 1986(modified in 1992) was for a strong Rationale of Identifying ECE as Topic district institution that would support pre- for On-Site Support service and in-service work with teachers The need for intervention in pedagogical at the elementary education level. aspect of education of Pre-school children

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was felt through observation of classes Number of Schools and Pre-Primary and interaction with pre-primary teachers Teachers (PPTs) covered and the during the schools visits made by Nature of On-Site Support Provided Principal and Faculty of the DIET. The The total of 13schools and PPTs were schools visited were the schools under identified and covered for On-site support Mangan Cluster during School Internship under Mangan Cluster. of Pre service Trainees. Two days orientation of PPTs of 12 Further, the SCERT validated the need of schools under Mangan cluster was pedagogical intervention in Pre-primary organized in Government Senior education across the State in its Study Secondary School, Ringhim. During this entitled ‘Status Study of Primary Schools’ two days orientation programme, the which ultimately resulted in Training Cum PPTs were specifically oriented in Workshop for PPT which is being Pedagogical aspects of Pre-primary organized by all DIETs. education. The PPTs were oriented on Concept, Needs and Importance, Method of teaching, and Theme based planning.

Pic.1. Showing Learning Numbers with Puppets, Activity on Physical Development and Developing Dot Dominoes. 149 www.scertsikkim.in / July 2019

Developmentally Appropriate Hence, DIET (Principal, Faculty and Classroom support by DIET to Office Staff) pooled in the resources to set Government Secondary School up developmentally appropriate classroom Ringhim for pre-primary children in Ringhim Having a developmentally appropriate School. The idea of adopting Ringhim classroom for pre-primary children is School for the logistic support is mainly essential for the better outcomes and Pre- because of the enthusiasm and inner drive Primary Teachers can use and relate their observed in the PPT of Ringhim School. learning with the available resources in the classroom during their orientation.

Pic. 2. Showing Creation of Developmentally Appropriate Classroom in Process.

Pic. 3. Orienting Teacher of GSS, Ringhim about Materials 150 www.scertsikkim.in / July 2019

Community Mobilization developmentally appropriate classroom The initiative taken by the DIET resulted was well appreciated and supported by in greater community mobilization. The SMC of the school, local gentries, idea of the institute to provide logistic teachers and officials of HRDD, North by support in setting up of a pitching in with their own contributions.

Impactof on-site support • Community mobilization and greater The on-site support provided by the DIET collaboration with local community, has immense results; the SMC members, the HRDD • Pre-Primary Teachers are confident officials of North district and the with the children of the schools under school head and Pre-primary teacher Mangan Cluster. of the school. • Creation of developmentally • Organization of Training cum appropriate classroom where children workshop for PPTs across the state. were very happy to be and learn in the new classroom environment.

Pic. 4. Pre-Primary classroom of Government Senior Secondary School, Ringhim before and after the Logistic support by DIET, Gangtok.

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A Case Study on Behavioral Problem of Diploma in Elementary Education Trainee of DIET, Gangtok Durga Shrestha Lecturer, District Institute of Education & Training (DIET), Gangtok, Sikkim, 737101.

Abstract Behavior is observable outcome of the teacher that affects student’s performance in different activities in the institution. Behavior may be positive or negative and effective or ineffective. Behavior produces the requisite results and is the action, which is different at different times. Teacher's behavior is believed to have a great impact on student’s motivation and learning. A positive behavior is important in shaping the minds of an individual. Today’s trainees are future teachers, so it is necessary that they inculcate positive and sound behavior. This case study looks into the behavioral issues of a diploma student from DIET, Gangtok. The trainee whose attendance is irregular has often been observed disturbed with an indifferent attitude. The study has been conducted with the aim of looking into possible causes for such behavioral issues while finding possible ways to resolve it. A series of interventions were planned over a couple of months. Various interventions were exercised by the researcher in course of the duration. This has resulted in a positive approach in the behavior of the teacher trainee and an improvement in her academics thereafter. Key words: behavioral problem, positive, improvement, understanding, indifferent, emotional, trainee.

Introduction others do not. The first step towards The individual character, beliefs and changing one’s behavior is to identify behavior defines the personality of a which behaviors are labeled as good, and person. Fundamentally speaking, when which ones are labeled a bad. Good these traits are positive, then his behavior comprises of actions and personality becomes positive; and when responses understood and acceptable by these are negative, then his personality is the society. They adhere to the norms of also negative. Behavior is a set of society. The outcome of such behavior is response coming from vital emotions always positive and pleasant. Bad specific to a person. People behave behavior can be categorized as (1) it differently in a given situation; some causes damage to any person, event, or behave well and appropriately, while

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thing; (2) it affects and harms society, positive relation and rapport with students including your ability to perform your are regarded to be one of the most duties and responsibilities and (3) it gives important sources in structuring students’ unnecessary negative impact to any personality development. person, event, or thing. In any case, bad The trainees of Teacher Educational behavior always results in problems, institutes like DIET are the future thought the gravity of which would teachers. Thus, sound behavior of each depend on where the behavior was shown. individual trainee is equally important in It is a challenging task to bring change preparing them as teachers in the near and correct behavioral patterns among the future. Hence, bringing positive desirable adults. Adults have a higher level of behavioral changes among the trainees understanding, more freedom or freewill, through adoption of various methods and and tend to reason out which makes it more difficult to correct the behavior. One strategies to tackle their indifferent of the main reasons for the difficulty is attitude is an essential area. that because human behavior is inhibited within an individual since their childhood, Methods the behavior is the habit which is difficult Observation was the key method applied to get ride of easily. Nonetheless, there are to study the indifferent behavior of the still chances of getting it corrected at any D.El.Ed trainee. Accordingly, various time of life. Hence, the present case study strategies were adopted to bring possible focuseson the importance of behavior in molding one’s personality. changes in the behavior of the trainee. On the basis of observation made on the Identification of the Problem behavioral issue of the concerned trainee, The problem “Behavioural Problem of various strategies were adopted to bring Diploma in Elementary Education possible changes in the behavior of the Trainee of DIET, Gangtok” was identified trainee. In the initial stage, attempts were through observation when the trainee was made to make the trainee comfortable in in 1st year. It was observed that the sharing her thoughts. behavior of the trainee was indifferent, disturbed and she was often irregular in Interventions her classes. The intervention began with sharing of short motivational videos in the beginning Need and Scope of the Study of each class. Such as- Rebirth of eagle- Behaviour plays an important role in managing change, story of Carpenter, story of Starfish, Power of word, Time shaping one’s personality and helps in waits for no one, lesson in Perseverance, building a good character. Teachers who things to remember, speech of Malala possess knowledge and skills in Yousafzai etc. All stories revolved around recognizing problems and creating the objective of the study.

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• Additional responsibility of class • Increased interaction with friends and monitor was assigned to the trainee. The batch mates. job included various responsibilities of • Shared her new interest and liking for collecting assignments & keeping the course. records. • Sharing of real-life situation stories with Few intervention methods like showing trainee. motivational videos; Counseling on right conduct, personality development; • Individual discussion with trainee and Discussion on value education; Individual counseling in regular periods. counseling; Assigning of some • Including trainee in classroom activities responsibilities may be suggested to and providing positive reinforcement address the indifferent behaviours among through constant word of encouragement the trainees. and appreciation.

Findings Conclusion The interventions undertaken to bring the Based on the foregoing findings and necessary changes in the behaviour of the discussion, it can be concluded that this trainee was successful. Many observable investigation has indeed revealed that changes in behavior were visible after the behaviours can be changed and acquired intervention. These include: at any point of life. The interventions • Improved attendance. applied in the study aimed to bring • Increased interest in study, resulting in positive desirable change in the trainee’s improvement in term-end exams. behavior. Looking at the positive result of Increased interest in classroom activity. the interventions made, there is a hope For e.g. trainee took initiative in painting that methods of behavioural changes can the classroom; (Annexure -1, pictures be addressed to the D.El.Ed trainees. wall panting); trainee participated In painting competition at ICFAI College, Gangtok.

References www.exforsy.com www.motivational.com

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DEVELOPMENT OF NEW STATE TEXTBOOKS FOR THE PRIMARY LEVEL Sekhar Chettri

Resource Person, State Council of Educational Research and Training, Sikkim, 737101.

Introduction Pedagogically speaking, textbooks are book was also initiated by SCERT in undoubtedly the most vital of all the 2018. resources, especially in rural settings The process of development of Term where there is little access to any other Books, along with the English textbooks alternate resource. The Term Book series up to Class VIII, began with the from class I to V which is being used preliminary activities of constituting core under the existing syllabus of all committee comprising of SCERT and government schools of Sikkim at the DIET officials/faculty members, primary level were introduced in the practicing teachers, subject experts from academic session 2015. The books were within as well as outside the state, experts developed and conceptualized by textbook in philosophy and psychology of writers comprising of senior officers and education and former textbook experts by faculty members of SCERT and DIET. SCERT. The entire process of The underlying principles of these Term development of text book was conducted Books were largely guided by the in collaboration with Azim Premji National Curriculum Framework 2005. University, Bengaluru as an important Other consideration like working hours academic partner. specified under RTE 2009 and the The process was initiated with the - concerns of parents and teaching learning workshop (22 24 February 2017) on the community were also some key factors in review of the Term Books prepared by selection and writing of the content. SCERT in 2015. Feedback was collated The paper intends to discuss the processes from teachers teaching at the elementary involved in the development of text books level and from potential textbook for primary level for government schools developers who were briefly acquainted of Sikkim. So far the process of with the basics of textbook writing. development of textbooks in the state of Questionnaire was developed on the Sikkim has been undertaken by the State various aspects of text books and Council of Educational Research and administered to the teachers teaching Training (SCERT), Sikkim at the primary elementary level attending the workshop. level (Classes I –III) under the aegis of the Reviewing the feedbacks of the workshop Human Resource Development in 2018, a need to develop new textbooks Department. The development of new text for the primary level was felt necessary

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and the task was undertaken by SCERT • To include hierarchy of concept so with the following objectives: that difficulty level never becomes • To develop an awareness of an issue. child’s environment through • To include more illustration – inclusion of local issues and Pictures, maps and illustrations increased contextualization (local that are more colorful, glossy, to global approach) familiar and life like so that • To inculcate hands on experience- learners can relate them to their a paradigm shift from teacher real life. controlled to learner centric • To use language that is easy, lucid • To introduce proper sequencing / and appropriate to the children’s gradation. level. • To emphasise more on After receiving the feedback and Mathematisation of a child’s suggestion from all the target groups, data thinking in the sense that a child was analyzed and useful information was should be able to view issues in extracted and compiled in the form of life through the point of view of recommendation which have been Maths. furnished below. • To limit content, if necessary, through appropriate choice in subjects like EVS.

Table 1. Text book-analysis of data (Scoring-A strongly agree, B agree, C Disagree, D Strongly disagree Q optio %age no of optio %ag no of optio %ag no of opti %ag total No n no respo n no e respo n no e respo on e nse nses nses No 1 A 8% 3 B 86% 33 C 6% 2 D 0% - 2 A 8% 3 B 76% 29 C 16% 6 D 0% - 3 A 3% 1 B 10% 4 C 65% 25 D 22% 8 4. A 30% 14 B 60% 20 C 10% 4 D 0% - 5. A 16% 6 B 57% 22 C 24% 9 D 3% 1 6. A 10% 4 B 57% 22 C 30% 11 D 3% 1 7. A 28% 11 B 42% 16 C 27% 10 D 3% 1 8. A 36% 14 B 44% 17 C 20% 7 D 0% -

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9. A 10% 4 B 57% 23 C 30% 10 D 3% 1 10. A 31% 12 B 31% 12 C 22% 8 D 16% 6 11. A 16% 6 B 68% 26 C 16% 6 D 0% - 12. A 21% 8 B 52% 20 C 24% 9 D 3% 1 13. A 3% 1 B 67% 27 C 30% 10 D 0% - 14. A 13% 5 B 60% 23 C 24% 9 D 3% 1 15. A 21% 8 B 75% 29 C 4% 1 D 0% - 16. A 3% 1 B 75% 29 C 22% 8 D 0% - 17. A 6% 2 B 69% 27 C 19% 7 D 6% 2 18. A 6% 2 B 41% 16 C 41% 16 D 12% 4 19. A 13% 5 B 76% 29 C 11% 4 D 0% - 20. A 19% 7 B 68% 26 C 13% 5 D 0% -

Findings and Recommendations comprehend and more importantly 1. Several proponents on theories of enjoy learning if the contents of the human growth and development book do not adhere to these norms. including Piaget have strongly proposed that as children pass through Therefore the first question was an effort different phases of growth and to know whether the contents of the term development, their all-round abilities books are appropriate to the age and level go on developing gradually. NCF 2005 of the child. The responses reveal that a talks of appropriateness of topics and huge majority of them (94%) are of the themes for relevant stages of child’s notion that contents are appropriate to the development. The nature and extent of age and level of the child. Only 6% of the cognitive and non -cognitive tasks they respondents do not agree with the can perform at a particular stage largely statement. Hence, it is recommended that depends on the phase of development adherence to this basic norm be given they have attained. This implies that continuity by future textbook developers contents of class I must be coherent to and writers. the type and magnitude of task a six 2. The gap between the child’s everyday year old is expected to perform, which life and content of the textbook again becomes an important accentuates the transformation of consideration while writing any knowledge into a load. Reason why textbook because children cannot the first guiding principle of NCF 2005 is to connect the knowledge gained in 157 www.scertsikkim.in / July 2019

the classroom to life outside school. further and linked it with sustainable UNESCO has coined the phrase development. authentic knowledge to elucidate it The second question was therefore aimed at eliciting responses from practicing Hence, it is recommended that instead of teachers on whether the chapters in the staring at a scenario where a lot is taught term books facilitated this initiative. 76% but very little is learnt or understood, it is of the respondents agreed, 16% disagreed much better if whatever they learn is fully and 8% strongly agreed that chapters in comprehended. As Prof Yashpal the term books actually connect with life recommended in the National Advisory outside classroom and chapters in the term Report in 1993, “more pernicious burden books are closely related to the life of the than the gravitational load of school bag is learners. Hence, it is recommended that the burden of non-comprehension” continuity be maintained in forthcoming because non-comprehension leads to editions as well. But the fact that 16% of further apathy, disengagement and the respondents were not convinced urges ultimately stagnation and dropout. us to explore additional possibilities to 4. Continuous Comprehensive Evaluation incorporate such contents wherever and (CCE) launched the concept of whenever possible. A continuous effort Formative Assessment (FA) to should be made to make learning more underscore the fact that assessment and joyful and perpetual duly acknowledging evaluation should be an enabling factor the fact that learning is not an isolated in learning rather than an impediment. activity. Being diagnostic and remedial in nature 3. While NCF 2005 advocates shedding FA holds the key to success of CCE the extra baggage in terms of what which in turn depends on Formative children carry physically and Assessment tasks for engaging the cognitively, several stake holders argue learners meaningfully. that our books are too thin in In response to the questionnaire on comparison to what the private school whether more FA activities should be children are using. included, 30% strongly agreed, 60% This prompted us to pose the third agreed and 10% disagreed. question which wanted to know whether It is thus recommended that as 90% of the chapters in the term books are too less and respondents felt that formative assessment whether more chapters should be added. tasks are sufficient so we need not The responses were 23% in favor and incorporate more such activities. 77% against the statement which implies 5. While a section of stakeholders were of that majority of the respondents are not in the opinion that exercises given in the favor of adding more chapters to the term books were too few especially in existing books. subjects like Maths where more exercises were essential to give more 158 www.scertsikkim.in / July 2019

practice to the learners, the other While responding to the question which segment felt that exercises were ample. wanted to know whether exercises are so that learners can relate them to their sufficient, 16% strongly agreed, real life. Dull, black and white pictures 57%agreed, 24% disagreed and 3% strongly disagreed. Hence, it is recommended that more on the other hand discourage children exercises be included especially in Math and create confusion. in forthcoming editions as 27% of the 28% of the respondents strongly respondents feel that existing exercises are agreed, 42% agreed, 27% disagreed not sufficient. Though majority is not in and 3% strongly disagreed that pictures favor yet the voice of 27% respondents and illustrations are attractive and cannot be ignored. colourful. Activity based learning is the buzzword It is therefore recommended that all the especially in primary section where hands maps and pictures be made bigger and on activities can help immensely to make better. It is further recommended that their learning experience more concrete pictures of locally available things and and perpetual. familiar objects be included, wherever 6. In response to the question asked to possible, so that learners can easily know whether activities given in the relate to them. book are adequate, 10% strongly 8. The quality of paper used in the books agreed, 57%agreed, 30% disagreed and is the key to its durability because they 3% strongly disagreed. are handled by small children. The Though a majority of the respondents clarity of the letters, words, sentences agreed that activities are adequate yet or content as a whole depends a great we cannot ignore the opinion of deal on quality of paper. remaining 33% who didn’t agree with It is indeed commendable that 80% of the statement. the respondents felt that paper used is It is thus recommended that of superior quality though 20% of them possibilities be explored to include did not agree with the statement. more activities in forthcoming Hence, it is recommended that superior publications. quality of paper used for printing the 7. Pictures, maps and illustrations play an pages is always maintained and never important role in attracting young compromised. learners towards the book. Ideally, 9. High quality digital printing makes pictures and illustrations ought to be reading a delight while poor print colourful, glossy, familiar and life like quality renders it tedious and thwarts learning. 159 www.scertsikkim.in / July 2019

10% strongly agreed, 57% agreed, 30% Though 67% responses are in favor yet disagreed and 3% strongly disagreed 33% respondents do not agree that print that print quality is outstanding. quality is good enough.

It is thus recommended that print It is therefore recommended that quality be maintained at all costs. continuity in this regard be maintained 10. The concept of introducing term even in impending editions. books received wide spread reactions. Here too, we had two major opinion 12. Textbooks should be versatile in the groups. While some welcomed this sense that they cater to the needs of all move as that it has effectively eased the kinds of children – talented minority burden on the child, others felt that as well as non -participating majority. even useful contents have to be done When this question was posed to the away with to prevent the book from teachers, 70% agreed while 30% becoming voluminous and disagreed that our books cater to the unmanageable. Also, loss of the book need of every child. left the child literally bookless. As 30% respondents disagree that our This question received mixed responses books do not cater to the needs of all as 31% strongly agreed, another 31% kinds of children hence it is agreed, 22% disagreed while 16% recommended that additional care be strongly disagreed that term books taken to ensure that portions should be replaced by subject wise containing challenging tasks aimed at books. testing talented children as well as As 62% of the respondents were in easier ones which even weaker ones favor of the statement hence it is can comprehend are incorporated in similarly recommended that term books future editions. be replaced by subject wise books. 13. Language used in textbooks 11. Constructivist approach of mainly at primary level ought to be learning promotes progression from essentially uncomplicated, known to unknown, easy to difficult unambiguous, lucid, fluent and and concrete to abstract. An effort was cohesive. The combined effects of therefore made to know through the these factors contribute a great deal in teachers whether our books adhered to inculcating reading habit among young these basics. fledglings early in life. The fact that 84% of the respondents In response to the question asked to agreed while 16% disagreed could be an know their opinions about above indication that our books stick to these mentioned issues, 73% concurred while vital norms. 160 www.scertsikkim.in / July 2019

27% disapproved that our books align norms so that everybody gets a feeling with these basic requisites. that our books are really learner centric. Hence, it is recommended that extra 14. Mathematics as a discipline care be taken to adhere to these crucial encompass a lot of crucial areas like

It is thus suggested that supply of 15. Mental Maths, mathematical separate grammar books be continued games, puzzles and stories which lay as earlier and the existing foundation for more complex Maths in supplementary Grammar book be future by augmenting their memory, revised to incorporate the grammar concentration, calculating skills, items as found in the main course book confidence and logical thinking. to enable more practice for the taught. In response to the query posed to Based on the suggestions, the text book ascertain whether our Maths content development process proceeded with the actually involves these indispensable creation of a team of textbook writers areas, 76% of the respondents agreed facilitated by experts from Azim Premji while 24% disagreed. University. The list of text book writers Though a majority have supported the (subject wise) members are given in statement yet the fact that 24% do not Appendix II. agree with it compels us to suggest that Development of text book took place future textbook developers leave no through series of monthly workshops from stone unturned to ensure that more such February 2018 to February 2019 ( Time activities be incorporated whenever the line given in Appendix III). The writers in books are revised. the course of text book writing were 16. NCF 2005 and various views on involved in the selection of themes, topics teaching of English Language suggest and issues connecting to students’ local that grammar should not be taught in place or community and lived experience, isolation. Rather, it should be also connecting to the respective contextualized as individual terms have influences of the ‘global on the local’ and no meaning in itself and has no use in the ‘local on the global’ (Stevenson, real life situations. But several 2007), incorporating activities to be part stakeholders wanted additional of ‘project-based learning’, employing an grammar book as a result of which approach that is not moralistic or separate grammar book was introduced prescriptive and making sustainable in the primary section. development issues and topics ‘matter’ to When the opinion of teachers was students in their everyday life. The newly sought through query 47% respondents developed textbooks has been planned to agreed that separate grammar books be used as a pilot study for 2019. The idea were not required while 53% disagreed. behind this is to get feedback and 161 www.scertsikkim.in / July 2019

suggestions for further improvement in The teachers working in pilot schools the textbooks. Forty schools from all the provides their reviews, feedback and districts will be using these text books for suggestions for the final implementation pilot study. of the textbooks to all the schools in the state. Thus this paper has tried to provide comprehensive description of the processes involved in the development of school text books in the state.

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Appendix 1 Feedback from external reviewers (Dr. Anil Sethi and Mr. ArunNaik, Azim Premji Foundation) • Keeping in mind the fact that Sikkim is a special state, local context is very important in almost all the subjects, more so in subjects like EVS where so many things can be added from its rich culture and bio diversity. Hence it was suggested that SCERT Sikkim develop its own books as much as possible since pan India NCERT books cannot cater to the specific need of state. • It was further advised that SCERT constitute a core committee comprising of SCERT and DIET officials, practicing teachers, subject experts from within as well as outside the state, experts in philosophy and psychology of education and former textbook experts. Assurance for all possible help and advisory assistance from Azim Premji University in this venture was given by the experts. • Some key considerations were identified which would guide the team in its task- i. Child’s environment-contextualization (local to global approach) ii. Hands on experience-paradigm shift from teacher controlled to learner centric iii. Focus on the development of language skills in all the languages iv. Issues like national integration to be addressed v. Sequencing / gradation. vi. Mathematisation of child’s thinking in the sense that a child should be able to view issues in life through the point of view of Maths. E g. I should not lose money etc. vii. Limiting the content-appropriate choice viii. Hierarchy of concept-difficulty level. ix. Illustration-attractive and distinct. x. Language-lucid. xi. Less burdens in terms of content.

Other considerations / bases xii. Aims of education xiii. Form and design. xiv. Inbuilt pedagogy. xv. Critical thinking xvi. Independence of thoughts and action-development of autonomous individual, to be free from external manipulation when it comes to freedom of thought or action. xvii. Aesthetics-development of aesthetic sense. xviii. To be able to contribute towards economy-become productive members of the society. xix. Respect the views of the child. xx. Ensure that children have sufficient justifications / validity/authenticity for their views in the textbook. xxi. Provide children opportunities to confront issues through textbooks. e.g. If the aim is to develop autonomy in the child.

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xxii. Please ask yourself -What are the subjects you teach in class I? What are the contents of the chapter you teach in a particular subject in class I? How do you want to teach these contents/subjects? What kind of material you want to use? There must be absolute clarity in terms of vision and objectives, content, pedagogy and materials used. Observation is a key skill in EVS. It helps to construct scientific knowledge through empirical evidences. EVS should not be loaded heavily in favour of either science or social science. Rather, a perfect balance should be struck. Lots of whys and hows were found in science section but very few of such questions were seen in social science section. Make the books intellectually exciting by seamless interplay of science and social science.

Similarly, Mathematisation has a huge impact on how Maths Book is written in primary level. Children must be able to see issues in life through the point of view of Maths. E.g. I should not lose money. Articulating on “Nature of knowledge in Social Science” the six key areas in sequential order was emphasized, namely i. Problem for analysis-Books should be so written that teachers don’t teach facts alone. They teach facts as a part of a process. So they must be made to teach processes. That’s why we have to begin by asking questions. ii. Explain-Explanation should be in the form of argumentation or narration or in the form of a story. iii. Facts-Any / every argument should be based on facts. iv. Evidences-facts should again be properly supported by evidences. But conjectural evidence is no evidence. v. Perspective-Perspective should not be confused with prejudice. It necessarily means multi vocality or multiple views. vi. Language-The language should always be interesting and unambiguous.

Appendix II

Core Group for Developmenot f Curriculum and Text Book English 1. Miss Larissa Lepcha, R. P. SCERT 2. Mr Paritosh Pathak, R. P. SCERT 3. Mrs Ranju Pradhan, Lecturer SCERT 4. Mrs Roshan Pradhan, PGT Deorali 5. Mr Karma Tempo, PGT Enchey 6. Dr Rashmi Bala Gurung, PGT Darap 7. Mrs Durga Pradhan, Lecturer Diet 8. Mrs Ambika Chettri, PGT Singtam 9. Mr Zamyang Bhutia PGT Modern 10. Ms Sujata Subba, PGT Tadong

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Maths 1. Mr S B Singh, Coordinator SCERT 2. Mr Sekhar Chettri, Resource Person SCERT 3. Mr Rajiv Philip, Lecturer SCERT 4. Mr Kuldip Sharma, Lecturer DIET Geyzing 5. Mr K B Limboo, PGT Ranipool 6. Mrs Priya Lama, TGT Modern 7. Mr Gopal Dhungel, PGT Namthang 8. Mr D B Regmi, TGT Makha 9. Mr C J Pradhan, TGT Melli Gumpa 10. Mr Ajay Subba, Lecturer DIET Namchi Science 1. Miss Mala Rai, Deputy Director SCERT 2. Dr Shantiram Adhikari, Deputy Director SCERT 3. Mr Parijit Sutra Dhar, SCERT 4. Mrs Jamuna Sharma, PGT Deorali 5. Mrs Karma Doma, PGT Deorali 6. Mr Prem Das Chettri, PGT Tnsss 7. Dr Neelima Pradhan, PGT West Point 8. Mrs Sarita Pradhan, TGT Bhusuk Jhs 9. Mr Phuchungla Bhutia HM Ghor 10. Ms Nilam Rai Enchey

Social Studies 1. Dr Pema Subba, Lecturer SCERT 2. Dr Genevive Syangbo, Asst Prof SCERT 3. Miss Anjali Rasaily, Lecturer SCERT 4. Mr Bishal Darnal, PGT Modern 5. Mr Dhan Hang Subba, Lecturer DIET Gangtok 6. Dr Keshav Gautam, PGT Ranipul 7. Ms Srijana Subba, Lecturer Soreng B. Ed. College 8. Miss Dikila Lepca, Lecturer DIET Gangtok 9. Ms Sandhya D Thapa, Asst. Prof. Geyzing 10. Mr Sawan Gajmer, TGT Ranipul

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Appendix III Time Line for the Development of Text Book 1. 10 day workshop on Understanding Curriculum, Syllabus and Textbook (all text book writers) – November 2017 2. 5 day workshop Nature of the subject and approaches to teaching of the subject (subject groups) – December 2018 3. 5 day Workshop on how to design a textbook (subject groups) – January 2018 4. Selection and creation of Content (subject groups) – February 2018 5. Two workshops on review of content and vetting of material (subject groups) – March, April 2018 6. Five 5-day workshops for class wise, chapter wise finalization of material (subject groups) – May, June, July, August. September 2018 7. Text book Editing for finalization. – October 2018 8. Lay-out and Designing – October 2018 9. Selection of Piloting School. – October 2018 10. Orientation Program for piloting School Teachers/State teachers – October 2018 11. Feedback from Piloting school Teachers/Subject expert – November 2018 12. Work on Assessment of new Text book. – December 2018 13. Revise based on the pilot and final copy of the textbooks for print – January 2019

Appendix IV

REVIEW OF TERM BOOKS FROM CLASSES I TO V Questionnaire General Instructions- 1. This exercise aims to bring qualitative improvement in our term books. 2. Your opinion / feedback are invaluable, so please give your honest feedback. 3. Please respond to all the questionnaires by tick marking ONLY ONE of the four given options in each case. 4. Please attempt the questions with open mind devoid of any inhibitions or prejudice. The questions follow- 1. The contents of the term books are appropriate to the age and level of the child. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 2. The chapters are closely related to the everyday life of the learners. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 3. The number of chapters are too less in number and hence more chapters should be added. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 4. More Formative assessment activities need be incorporated in the book to help the teachers engage children meaningfully. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 5. The exercises given in the books are sufficient.

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A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 6. Activities given in the books are adequate. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 7. Pictures and illustrations are attractive and colourful. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 8. The quality of the paper is superb. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 9. The print quality is outstanding. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 10. Term books should be replaced by subject wise books. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 11. Contents are well graded from easy to difficult. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 12. The books are activity oriented. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 13. The books cater to the need of every child – talented minority as well as the non – participating majority. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 14. The books eliminate fear and failure among the learners. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 15. Language used in the books is clear and unambiguous.

A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 16. The books facilitate performing number operations and measurements mentally. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 17. In Mathematics portion, the books have plethora of games, puzzles and stories involving numbers. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 18. Separate grammar book is not required in English as relevant grammatical concepts are already incorporated in the existing books. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 19. Contents are well graded from simple to complex. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 20. Contents are well graded from known to unknown. A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree 21. Any other suggestions (Please write in about 150 – 200 words)

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Glimpses of State Teacher Educators’ Conference 2017

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Glimpses of State Teacher Educators’ Conference 2018

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