PRACTICAL

COURSE TITLE – READING AND REFLECTING ON TEXTS

COURSE CODE- BED152

SUBMITTED BY – HRITHIK RAJ

SUBMITTED TO- Ms. PUNEET KAPADIA

ENROLLMENT NO- 00414402122

KALKA INSTITUTE FOR RESEARCH AND ADVANCE STUDIES

BACHELOR OF EDUCATION [2022-2024]

GURU GUBIND SINGH INDRAPRASTHA UNIVERSITY

 INDEX
S.NO TOPIC
1. A DESCRIPTION OF THE DIVERSITY OF TEXT FORMS
(EXPOSITORY, NARRATIVE, PERSUASIVE, TECHNICAL, SCIENTIFIC)

2. MARSCI SCALE
 INTRODUCTION
 INTERPREATATION
 CONCLUSION

3. A.
READING FOR DISCUSSION, ANALYSIS AND REFLECTION (ANY 2)
THE SILENCED DIALOGUE
 INTRODUCTION
 ANALYSIS
 REFLECTION
 EDUCATIONAL IMPLICATIONS
 CONCLUSION

B. NEP2020
 INTRODUCTION
 MAIN HIGHLIGHT OF NEP2020
(HIGHER AND SCHOOL EDUCATION)
 CONCLUSION

4. AUDIO VISUAL RESOURCE (ANY 1)

HICHKI
 DESCRIPTION
 CHARACTER ROLE
 BRIEFING
 DISCUSSION
 EDUCATIONAL IMPLICATIONS
 REFLECTION

5. OVERALL REFLECTION

DIFFERENT FORMS OF
6. REFERENCES

TEXTS
 EXPOSITORY TEXT
Definition:
Expository text / Informational text is non-fictional text which
give facts and information about a certain topic. This text has
some particular aim and objective like to share knowledge or
information.  It is not made up. Expository texts are often seen in
educational settings, but they are also found in professional
settings as well as in books that are meant to teach.
Features:
• It is non-Fictional.
• They are educational/ purposeful.
• Style of writing is simple (for extra knowledge we use
reference), concise (page limit is a criteria), formal
(selection is very precise).
• It is very organized; everything is in a structured form.
Examples:
Textbooks, Newspaper article (Expository writing style is one
such criterion), Recipe Books, Self-Help Books, Instructional
Manual

NARRATIVE TEXT
Definition:
Narrative Texts are those which narrate a certain incident character.
It is very different from expository text; the purpose of expository
 PERSUASIVE TEXT
Definition:
Non-Fictional text with the purpose of convincing a reader
with a Certain Point of View. Though there are many
techniques to write persuasively, most persuasive texts include
 TECHNICAL TEXT
Definition:
Like the expository text, the aim of Technical Text is also to share
some knowledge, and information with a slight difference that it is
related to a particular/specific field. A technical text aims to
 SCIENTIFIC TEXT
Definition:
Scientific texts are based on the use of scientific language.
Scientific texts are a result of scientific language. Scientific texts
are a result of scientific data collection and extensive research. And
MARSI
 SCALE

ABOUT MARSI
SCALE
1. The Meta‐cognitive Awareness Reading Strategy
Inventory (MARSI; Mokhtari & Reichard, 2002) was
developed to assess the type and frequency of reading
strategies that students perceive that they use while
reading academic materials in English.
2. The MARSI contains 30 items that measure three
factors: Global Reading Strategies (13 items), Problem‐
Solving Strategies (8 items), and Support Reading
Strategies (9 items).  
3. The global factor reflects strategies related to the
global analysis of the text. The problem-solving factor
includes repair strategies that are used when text
becomes difficult to read. The support factor reflects
practical strategies like taking notes and consulting a
dictionary.
4. The MARSI was designed for use with individuals or
groups with reading ability ranging from 5th grade to
college level. The primary uses of the MARSI include
the following: (a) enhancing student awareness, (b)
planning instruction, and (c) clinical or classroom
research.
 INTERPRETATION OF
THE MARCI SCALE

The overall average indicates how often you use reading

strategies when reading academic materials. The average for
each subscale of the inventory shows which group of
strategies (i.e., global, problem-solving, and support
strategies) you use most when reading. With this information,
you can tell if you are very high or very low in any of these
strategy groups. It is important to note, however, that the best
possible use of these strategies depends on your reading
ability in English, the type of material read, and your purpose
for reading it. A low score on any of the subscales or parts of
the inventory indicates that there may be some strategies in
these parts that you might want to learn about and consider
using when reading.
MY OVERALL MEAN WAS – 4 which means I fall in the
Very High category.

READING FOR
DISCUSSION
The Silenced Dialogue: Power and
Pedagogy in Educating Other People's
Children

Introduction
In 1988, Lisa Debit published her seminal
article, "The Silenced Dialogue," referring to
the lack of communication dividing Black and
White educators.
Lisa Delpit uses the debate over process-
oriented versus skills-oriented writing
instruction as the starting-off point to examine
the "culture of power" that exists in society in
general and in the educational environment in
particular. She analyses five complex rules of
power that explicitly and implicitly influence the
debate over meeting the educational needs of
Black and poor students on all levels. Delpit
concludes that teachers must teach all students
the explicit and implicit rules of power as a first
step toward a more just society. 
examines the "culture of power" that exists in
society, and, by extension, in educational
institutions / concludes that teachers must teach
all students the explicit and implicit rules of
 power as a first step toward a more just society /
sensitizes us to the ways in which academic
discourse and practice emanating from this
discourse serve to silence certain segments of the
population.
The article continues with the breakdown of the
five different facets of power we experience in
the classroom setting. The first one states an
issue of power is played out in the classroom.
This is followed by the concept that there are
codes or rules for participating in the "culture
of power."

ANALYSIS OF THE TEXT

 The lack of voice that minorities have in this
country is a huge problem. One of the main
reasons that these individuals are not heard is
because many of the beliefs that they hold to be
true go against what the majority considers to
be the norm.
 Many teachers refuse to teach Ebonics or alter
their teaching style for black students because
they feel that they will not be taught how to
survive in a white world. This is an example of
the extreme power that the educational
institution holds over society.
 The institution dictates what kind of material
students will leam as to what they feel is
necessary to survive in the dominant culture.
 agree with Delpit when she suggests that one
must use both the process and skills style of
teaching and not focus solely on one particular
method. Often Black teachers who focus on
skills are misinterpreted by their white students
and vice-versa.
 Thus, both respective groups close their realms
of communication and tune out the viewpoints
of each other. People are afraid of difference in
society and they often do not know how to cope
and react to it.
 In regards to having Black English in our
society, I can agree with some aspects of the
concept.
 The article claims that it is possible to learn both
Black and White English. I believe this can be
extremely beneficial to EVERYONE in society if
it is approached in the right manner.

REFLECTION
I got to know how so many people have to
face discrimination based on their cultural
backgrounds.
The more astonishing thing was done by the
people who call themselves educators and
teachers.
Not only the black teachers but also the
black parents go unheard and fail to
 contribute enough towards their children’s
learning experience.
I became aware of how there should be a
balance between skill-oriented teaching and
the process writing method.
I understand how the opinions of all the
teachers matter irrespective of their race,
even sometimes the ones who are
suppressed the most come out with the best
ideas and opinions.
Through this text, I feel very motivated and
inspired to always share my opinions and
how raising my voice is important, and that
we should never let others suppress us.

EDUCATIONAL IMPLICATIONS
Designing curriculum
Knowing about cultural aspects
It highlights a number of practical
resources and strategies to support
teachers in developing a dialogic
pedagogy.
Increase the positive attitudes of
learners towards school and self.
Inculcate values of Inclusion in students.
 Respect each other’s opinions and view
even if they contradict.
Construct their own knowledge and use
it effectively for the betterment of the
society.
CONCLUSION
Delpit believes that the debate between using skills
or using a process approach is basically a fallacy.
She believes that the real problem is that academics
demand that categories be divided not for the
purpose of improved teaching, but for the making of
an easier analysis. The truly skilled educator will use
both the skills and process approach which in tum
guides students to establish their own independence
and let their opinions be regarded in society.
Moreover, Relit feels that the major issue is leaming
to communicate across different cultures as well as
recognizing that there are a lot of power issues in
our society that lead to the dilemma as to whose
voices are heard in our society. Delpit arrives at the
conclusion that nothing will be gained in the
educational system if people continue to shut out
people who have different beliefs.
NEP2020
 INTRODUCTION
 Realizing one's full potential, creating a fair and
just society, and advancing global progress all
depend on education.

• The secret to India's continuous rise and leadership

in the international arena in terms of economic
growth, social fairness and equality, scientific
advancement, national integration, and cultural
preservation is ensuring that everyone has access to
high-quality education.
• The greatest path ahead for fostering and using our
nation's many skills and resources for the benefit of
the person, the society, the nation, and the globe is
through universal high-quality education.
• This National Education Policy 2020, which
aspires to answer the numerous expanding
developmental imperatives of our nation, is the first
education policy of the twenty-first century.
• In order to develop a new system that is in line with
the aspirational objectives of 21st-century
education, this Policy recommends the
modification and revamping of all parts of the
educational structure, including its regulation and
governance.
• The growth of each person's creative potential is
emphasized heavily in education policy. It is based
on the idea that education must foster the
development of not only cognitive abilities—
including "foundational" abilities like literacy and
numeracy as well as "higher-order" abilities like
critical thinking and problem-solving—but also of
social, ethical, and emotional abilities and
dispositions.

MAIN HIGHLIGHTS OF
NEP 2020
 Ensuring Universal Access at All Levels of
schooling from pre-primary school to Grade
12;
 Ensuring quality early childhood care and
education for all children between 3-6 years;
 New Curricular and Pedagogical Structure
(5+3+3+4);
 No hard separations between arts and sciences,
between curricular and extra-curricular
activities, between vocational and academic
streams;
 Establishing National Mission on
Foundational Literacy and Numeracy;
Assessment reforms - Board Exams on up to
two occasions during any given school year,
one main examination and one for
improvement, if desired
Setting up of a new National Assessment Centre,
PARAKH (Performance Assessment, Review, and
Analysis of Knowledge for Holistic Development);
 Equitable and inclusive education - Special
emphasis is given on Socially and Economically
Disadvantaged Groups (SEDGs);
 A separate Gender Inclusion fund and Special
Education Zones for disadvantaged regions and
groups;
 Robust and transparent processes for recruitment of
teachers and merit-based performance;
 Ensuring availability of all resources through
school complexes and clusters;
 Setting up of State School Standards Authority
(SSSA);
 Exposure to vocational education in school and
higher education system;
 Increasing GER in higher education to 50%;
 Holistic Multidisciplinary Education with multiple
entry/exit options.
New National Education Policy (NEP)
2020 – School Education 

 School education will witness a structural change

under the New Education Policy. Besides
introducing the 3-year pre-schooling for every
child, the NEP also focuses on skill building from
the very early stages.
 As per individual skills and interests, the students
will be provided with options for choosing
vocational courses from Class 6 itself. Further, the
students will also be allowed to do internships as
part of the vocational program. This will also help
students excel in their areas of interest.
 Another big change is the flexibility of choosing
subjects at the Higher Secondary level. As per the
New Education Policy, there will not be any
rigidity in selecting streams like Science, Arts, or
Commerce. Now, students will be able to choose a
set of subjects that they are interested in. This will
help nurture their interest and also lead to
developing critical thinking among school
students. 
 Thus, the focus will be to help students in learning
‘how to think’ instead of ‘what to think’.
  The NEP 2020 also aims at a 100% Gross
Enrolment Ratio in school education by the year
2030.
New National Education Policy (NEP)
2020 – Higher Education

 The NEP 2020 has provisions for flexible UG

courses with multiple entry and exit options for
students. For example, a student can exit just after
1st year of graduation with a certificate in hand.
Similarly, an exit option after 2nd year comes with
an Advanced Diploma, and a 3rd-year exit will be
conferred with a Bachelor’s Degree. A new
addition is the 4th year of the UG program which
comes with a tag of Bachelor’s Degree with
Research.
 The National Education Policy 2020 abolishes
multiple regulatory bodies in higher education such
as UGC, AICTE, etc. Instead, all the existing
regulatory bodies, except for those dealing in
medical and law education, will come under one
umbrella called The Higher Education Commission
of India (HECI). This central regulator will have
four arms to work on different functions –
Regulation, Funding, Standard Setting and
Accreditation. 
 Further, the new policy focuses on providing
graded autonomy to affiliated institutions over the
next 15 years. 
 The policy also makes a provision for a central
body that will work on online learning options and
enhance the use of technology in higher education
so that it becomes more accessible to masses and
also remain in sync with the evolving needs of
students. 
 CONCLUSION
• Since these policies are fundamental to the preparation of
teachers, they must be discussed in the B.Ed. curriculum.
We can comprehend the changes that need to be made to
the educational system via discussion of such policies.
• Looking at NEP 2020, it has a number of aspects that
will pave the way for fundamental reforms in India's
school and higher education institutions, allowing the
country to become a worldwide knowledge superpower.
• The move from 10+2 to 5+3+3+4 will help schools
categorize the years of study so that the focus isn't
constantly on the 10th and 12th grades, which may lead
to abrupt strain on pupils. This educational system
ensures a balanced distribution at each level of
education.
• Starting in kindergarten, will make the educational
system more versatile.
• As far as a teacher's role is concerned, this will assist a
teacher in providing consistent attention to each and
every student at each and every stage, it will assist a
teacher in changing children's attitudes toward education
and curricular activities from an early age, and this will
result in the student's overall development is greatly
enhanced.
• All the points related to school education and higher
education are covered in the NEP 2020
 • I feel that the policy looks to be wonderful on paper, but
only time will tell how successfully it is put into practise.

HICHKI

DESCRIPTION
• Hichki is a 2018 Indian Hindi-language comedy
drama film.
• The Indian realistic film Hichki focuses on the
educational reality with the simple language and
narrative mode, arousing the audience’s laughter,
tears, pain and joy, conveying a profound and
distinct theme. 
• Co-written and directed by Siddharth P. Malhotra
and produced by Aditya Chopra and Maneesh
Sharma under the former's banner of Yash Raj
Films.
• Based on American motivational speaker Brad
Cohen's autobiography Front of the Class.
• it stars Rani Mukerji in her comeback appearance
as Naina Mathur, an aspiring teacher who was
rejected by many schools because of her Tourette
syndrome until she is accepted at the St. Notker's
School, her alma mater. She is assigned to teach
• Malhotra struggled to find a studio to
finance Hichki, since the film, which had
begun scripting in 2013 after he acquired the
rights to Front of the Class, was felt to lack
the potential for the box office. Chopra and
Sharma later insisted on
producing Hichki with Malhotra as director. 
• Principal photography was handled
by Avinash Arun and took place
in Mumbai between April and June 2017,
with Meenal Agarwal as the art director
and Vaibhavi Merchant providing the
choreography.
• The film was edited by Shweta Venkat
Matthew.
•  Jasleen Royal and Hitesh Sonik composed
the soundtrack and background score,
respectively.
 CHARACTERS
• Rani Mukerji as Naina Mathur
• Naisha Khanna as young Naina
• Supriya Pilgaonkar as Sudha Mathur
• Sachin Pilgaonkar as Naina's father
• Hussain Dalal as Vinay
• Vir Bhanushali as young Vinay
• Neeraj Kabi as Wadia
• Vikram Gokhale as Khan
• Harsh Mayar as Aatish
• Asif Basra as a school peon
• Riya Shukla as Tara
• Sparsh Khanchandani as Oru
• Poorti Jai Agarwal as Tamanna
• Shagufta Shaikh as Shagufta
• Vikrant Soni as Killam
• Jayesh Kardak as Pankaj
• Benjamin Yangal as Ashwin
• Kalaivanan Kannan as Kalai
• Swaraj Kumar as Ravinder
• Siddhesh Pardhi as Omnish
• Rohit Suresh Saraf as Akshay
• Jannat Zubair Rahmani as Natasha
• Shiv Kumar Subramaniam as the school
principal
 Rani Mukerji as Naina Mathur-  a Bachelor
of Education and Master of Science, wants to be
a teacher, but is repeatedly rejected as she
suffers from Tourette syndrome, which causes her
to make uncontrollable sounds likened to
hiccups. 
 Sachin Pilgaonkar as Naina's father-
Prabhakar sees little potential in the idea and
wants Naina to take a banking job. He believes
that his daughter can’t be a good teacher and
students would make fun of her so he was not in
favor of her being a teacher.
 Supriya Pilgaonkar as Sudha Mathur and
Hussain Dalal as Vinay- mother Sudha and her
younger brother Vinay always support Naina; they
encourage and motivate her in her journey.
 Riya Shukla as Tara, Sparsh
Khanchandani as Oru, Poorti Jai Agarwal as
Tamanna, Shagufta Shaikh as Shagufta,
Vikrant Soni as Killam, Jayesh Kardak as
Pankaj, Benjamin Yangal as Ashwin,
Kalaivanan Kannan as Kalai, Swaraj Kumar as
Ravinder, Siddhesh Pardhi as Omnish, Harsh
Mayar as Aatish- these are students of 9-F (9- F
is a class allotted to students living in slum near
the school, who belongs to the underprivileged
section according to Government.
 Neeraj Kabi as Wadia- the teacher of 9A,
dislikes the 9F students. He always reminds
Naina that she made a big mistake of being the
teacher of class 9F.
 Vikram Gokhale as Khan- Naina’s favourite
teacher, who inspired her to follow her
dreams, passion without fearing the people
around her.
 Rohit Suresh Saraf as Akshay and Jannat
Zubair Rahmani as Natasha- Brilliant students of
9A, Akshay does not like 9F students especially
Aatish. And Natasha is a sweet girl who likes
the teaching method of 9F teacher- Ms. Naina
mam.
 Shiv Kumar Subramaniam as the school
principal- He is the principal of the St. Notker
School.
 BRIEFING OF
THE MOVIE

Naina Mathur, a Bachelor of Education and Master of

Science, wants to be a teacher, but is repeatedly rejected as
she suffers from Tourette syndrome, which causes her to
make uncontrollable sounds likened to hiccups. Despite
failing for five years, she is supported by her mother Sudha
and her younger brother Vinay, while her father Prabhakar
sees little potential in the idea and wants her to take a
banking job. Naina eventually receives an offer at the St.
Notker's School to teach class 9F. Once she is inducted as a
teacher, however, she realizes that the school was
desperate to find a new teacher for 9F, as all other teachers
had failed to control the class. Naina finds that the students
are unruly, misbehaved, and visibly different. Shyamlal, the
school's peon, tells her that the 9F students come from a
nearby slum and were admitted to fill the government-
prescribed quota for the underprivileged after a previous
municipality school on the St. Notker's football ground was
closed due to mounting maintenance costs.
On her first day, Naina's students imitate and mock
her. She decides to teach them interactively,
determined to show resilience. The students prank
her with liquid nitrogen which explodes, shattering
the windows. Naina prevents a mass expulsion by
saying that the prank required planning, and if that
can be guided, the class has potential. Wadia, the
teacher of 9A, dislikes the 9F students. He tells her
that his class comprises academically excellent
prefects, but she asserts that her students will earn
prefect badges as well. The school's annual science
fair project is assigned to 9A. Meanwhile, Naina
teaches her students to be brave in pursuing
knowledge and to realize their individual strengths.
Aatish, the sole student who remains cold towards
Naina, sabotages 9A's project. This is discovered by
Wadia, and the principal decides to expel 9F. Again,
Naina prevents it by promising that they will pass
their exams, but is unable to prevent their
suspension from attending school until then.
Dejected, she tells them they have shattered her
attempt to help them.
Aatish faces ridicule from the rest of 9F and
decides to apologize to Naina, and all of the 9F
students’ study diligently. Shyamlal then
supplies Aatish copies of the question paper so
they would cheat. When he presents them to
his classmates, they refuse and he gives up on
the idea as well. After the exam days, they
pass but are accused of cheating when
Shyamlal confesses to the plan, and the
principal decides to expel them during the
prefect-pinning ceremony. Akshay, one of the
9A students, reveals to Wadia that it was he
who had bribed Shyamlal to supply 9F copies
of the wrong question paper, and Wadia
realizes that 9F did not cheat. At the ceremony,
Wadia announces that he wrongfully tried to
fail the students and applauds Naina's
teaching, asking her to pin the prefect badges
to her students who ranked first. The film ends
with Naina's last day at the school after serving
for 25 years, retiring as the school principal, as
her former 9F students, who are all now
successful, reunite with her.
CLASSROOM DISCUSSION
 REFLECTION
I come to know that as a pupil teacher, I have to
change my teaching methods as in the movie Naina
Ma’am changes her way of teaching according to
the understanding of the students.
Here is a beautiful dialogue in the movie “There
are no bad students only bad teachers” as in the
movie Naina Ma’am changed the students of 9F for
good. So as a pupil teacher, there is an unseen
power that lies in the hands of teachers that can be
used to modify the behaviour of the students for
good as teachers are the agents of society and meld
the students and make them good and responsible
citizens of the society.
As a pupil teacher, I learned that being a teacher is
not easy, a teacher is a multi-tasker.
I understood that every student is different
including those who come from underprivileged
sections of society, the government has made
policies and programs for them but in reality, how
much it is effective, to some extent it lies in the
hands of schools and especially teachers.
I learned that students are raw mud and teachers
can shape them and inculcate good morale and
social values.
A most important lesson that I learned after
watching this movie is that nothing is impossible if
you follow your dreams and work consistently hard
to achieve them.
 OVERALL
REFLECTION
Through this Practical, I got to understand various
aspects of life and teaching-learning processes.
It made me capable of thinking beyond what's
general and about the things which often get
shadowed
Through the movie Hichki how I got to see how
one can turn their weakness into their biggest asset
and power.
There are never Bad students but the consequences
led by society make them behave in a certain way
which a teacher can transform with their goodness
and acceptance.
We should always be motivated towards our goal
and never get affected by the negative opinions of
others
NEP 2020 provided a very informative direction by
making us aware about what’re the contemporary
perspectives of education.
I witnessed how there are continuous changes
happening for making the teaching-learning
experience more convenient and feasible.
The Delpit text made us aware of how there are
still so many biases and discrimination happening
on the basis of race.
It taught me how we should stand against wrong
and never shy away from raising our voices and
giving our opinions.
We should always respect everyone irrespective of
their caste, creed, race, cultural background, and
other aspects.
At last, I can say that I feel more motivated
inspired, and informed after making this
assignment as I got to understand many visions and
perspectives.

REFRENCES
HICHKI MOVIE -
https://youtu.be/rnEFeXvGszc
 The Silenced Dialogue: Power and
Pedagogy in Educating Other People's
Children
 NEP 2020
 ss2_03_link_marsi (1)
in.images.search.yahoo.com
ww7.teachingeng.com
www.buddy4study.com
www.youtube.com