Academic Plans for the year 2016-17
Radha Narve
Dear teachers
Hope all of us have started our new academic year with full of enthusiasm and with new expectations and aspirations.
First of all I want to congratulate all the school children and teachers and HM 's who have achieved good percentage in SSLC results.
We all teachers are enthusiastic and curious to learn and receive ideas , strategies which the teachers adopted for the better performance.
On the other part it is also important to think about the children who didn't do well( what we call failed students)
It is true that all the teachers had put 100% effort but failed to get good percentage.
I request all the teachers kindly that can we really think about this ??
Can we share what are all the new plans and methods which the teacher have planned for the next academic year??
Talking about my school, from last year only we had started concentrating more on 8 th students like we do for 10 th.
Thus year we are continuing with the same but we have also planned to know and understand the academic background/ level each and every child of 8 th std
with some different types of assessments like reading / writing/ narrating/ drawing/ comprehending/ visualize skills(in all subjects) in depth and make a document by which we can understand the child better.
Also I want to put some questions hoping to get valuable feedback and answers.
1.what about a child who is a very good in sports/ drawing/ good leadership... but very poor in academics with some limitations??
Is he / she deserves to be declared as pass in sslc????
2. What about the student who just passes by taking 35% and go to college education with a great spirit but who fails in preuniversity exams??( I am thinking about a student who will be trained to get 35% but not with any particular skill development)
3. The third concern is about the urban result what we are getting .most of our school are in the same situation of handling / managing With same sort of situations.can we think about some ideas to overcome partially ??
( We know rural students perform better than urban students)
I know we are all busy with our own engagements but hoping of getting atleast one response from one teacher which would help to make our south 3 teacher community strong which in turn helps in imparting good education and more than to become self confident.
Lastly I want to thank and congratulate Aswathnarayana sir and Gulzar madam,syeda madam for the greatest contribution in STF which is helping lot of teachers .
Waiting for the response...........
Radha
GHS
Begur
Suchetha Ss
On 9 Jun 2016 13:14, "Suchetha Ss" <suche...@gmail.com> wrote:
>
> Radha mam really great thought,
>
> The plan that you are starting for 8th standard students is very much needed. One suggestion I want to give you regarding this is prepare a child profile which includes his family background which also influence student academic performance.
>
> The three questions that you are asking really one has to think. If we get right answers for these from the department most of the educational issues are solved. Why I am mentioning department here for your First question only department should suggest different assessment method.
>
> For the second that is my worry too. We are giving much importance to the scoring of marks than conceptual understanding. We only fixing minimum level of learning for the child. We are not able to find where he/she is wrong with the subject. If he gets 35% it is enough for us. This thinking must go. How let us find our new idea with 8th students will work.
>
> Thank you
>>
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Gurumurthy Kasinathan
Dear Radha Madam,
I think it is very important to create a profile for every student. This profile should contain both objective information (family background, feeding school name, joined school in which class, age, caste, sex, medium of instruction etc) and subjective information (students work in different subjects). the subjective/qualitative information should be fed in by each teacher teaching the student. Periodically (maybe once a month or even once in a quarter), the staff meeting should discuss each student and teachers must exchange notes and ideas pro-actively about each child. the aim of this discussion should not be to simply label or categorise a child (smart, dull etc) but to have suggestions, ideas on how the learning aspects could be strengthened. it is possible different students relate more to different teachers and those teachers could be designated by the school as the 'nodal teachers' for the student (or mentors) who will keep talking with the student and build a bond over time.
One of the factors for failure is likely to be the non engagement of the student - who does not see real value in the curricular content or in passing the exams. By engaging regularly with the student academically and non academically, the student engagement could be increased, which in a gradual manner will translate to better exam results...
The student profile will give a early warning of the students who are likely to fail the exams and they can get better support (not only in terms of pressurising them to study more, which I think could be negative, but to engage the student with other methods of teaching learning, including peer learning from other students, he/she is comfortable with)
I am sharing a student profile on google doc. you can visit https://docs.google.com/spreadsheets/d/1_4tb8VtFTlC1x6sqtVzRgyvtAmKbWmVOFfSI1Bt-HqQ/edit?usp=sharing
and copy the google doc to your own folder / school google drive and maintain this information on google doc. Maintaining on google doc allows all teachers to see this information and update it regularly.
This is similar to the CR for teachers - the aim is to document information for the formative assessment of ALL students.
In this document, the 'baseline' information of each student should be captured at the beginning of the year. this information should continue to be updated over the 2-3 years the student is in the school, it builds the history of understanding about the student. We should do a simple assessment at beginning of year to document their base learning (I think GHS Domlur maths teachers have done this, request Jayanti Madam and Sheela Madam to share their experiences as well as the assessment forms).
2. HM taking classes.
If the HM can regularly take classes for any section, it will certainly help in many ways. It will get better HM support for teachers and build HM understanding.
During 2015-16, Ujalabai Madam, HM GHS Ejipura took Maths classes for Class 10 and her school has done very well in Maths in recent SSLC results. She regularly checks the work of all students (across subjects). Many HMs are doing similarly and this needs to be encouraged.
3. the assessment system is under pressure from two opposite forces. On one hand, to make assessment more meaningful CCE is introduced, even in class X and hopefully the % of FA will increase over years. The opposite force is to bring back board exams in many years. While we may not be able to make big changes in assessment (as Sucheta Madam said this is the concern of KSEEB), at least we can make our FA more meaningful so that students with different skills (as Radha Madam mentioned) can be given a chance to do better in internals ...so let us not make FA also fully a written exam. GHS Thyamagondlu has done some very interesting work in making CCE/FA more meaningful, request Sucheta Madam and Gulzar Madam to share their work and suggestions.
4. I am sharing through simple graphic manner, the school-wise + subject-wise and the subject-wise + school-wise TCOL Schools SSLC results for 2016, request all to go through the same for helping you analyse how we can do better in 2016-17. if this has any mistakes please let me know.
See https://photos.google.com/share/AF1QipO7S_eSzb9UHejUcf1kATdJXuBEXVU7C7EMwazruOPFK-PxMO7919LAPTeEkPdFjA?key=UWtrczB0ZUFGdXl5NFBIandLbG5KWHViaXR4X2Zn for the SSLC results images.
regards
Guru