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(ANNEXURE 1)
REPORT

COMMUNITY DEVELOPMENT PROJECT

ON
SOCIAL AWARENESS

In partial fulfillment for the requirement of the award of the degree

of
LOCAL ORGANIZATION/NGO

FIGHTAGAINST CORRUPTION& WELFARE TRUST

Lovely Professional University
Phagwara, Punjab.
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UNDERTAKING OF THE STUDENT

I Aakanksha, Registration Number 12221973 from BBA(GEN). Hereby declare that the
information provided by me in the above format are complete and true to the Best of my
knowledge, belief and information. I hereby undertake to present the recordings of the Sessions
for verification immediately upon demand by the concerned authorities of the University. In case
any of the above-mentioned information is found wrong or incorrect then disciplinary action can
be initiated against me by the university.

DATE: 21st JULY2023

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ACKNOWLEDGEMENT
I would like to express my gratitude and appreciation to all those who gave me the opportunity to complete this project. A special
thanks to SNEHA BHARTI for giving me an opportunity to work for them and to complete my project.

A special thanks to SNEHA BHARTI for allowing me to work with them and for supervising and supporting me to learn new things
in this project. A deep and special thanks to all the staff members WELFARE AND FOUNDATION Society for helping me in this
project. You all made me to complete this project successfully.

Lastly, I would like to give special thanks to LOVELY PROFESSIONAL UNIVERSITY to encourage and giving me this
wonderful opportunity to gain experience and knowledge that will surely help me in the future. And a thanks to all those who are
left for helping me directly and indirectly to complete this project.

The name of the NGO in which I volunteered is PURNKUTI Society located in Barh district, Patna, Bihar works for the
development of those children who are unable to get education due to many circumstances like financial crisis, illiterate parents.

They provide classes to teach every basic subject to the student and they work to create a value of education in the eyes of the
children. They taught the importance of education in today’s era.
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1. Introduction.
CONTENT
2. Problem Identification and the Cause of the Problem.
3. Objective to be achieved.
4. Various Steps taken to achieve the objectives.
5. Effectiveness of the Project.
6. Conclusion.
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INTRODUCTION
Social Awareness is the ability to take the perspective of and empathize with others from diverse backgrounds and
cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community
resources and supports.

Social and emotional learning (SEL) is <the process of developing the self-awareness, self-control, and
interpersonal skills that are vital for school, work, and life success= (Committee for Children). Research shows that
SEL can lead to increased academic achievement, improved behavior, and a host of other benefits. Therefore, by
bringing SEL awareness to the classroom, educators are helping students better prepare for their future. With social
and emotional skills, students will be able to cope better during difficult times.

Social awareness is a crucial component of appropriate classroom behavior, which contributes to an environment
conducive to learning. Social awareness is also widely established as an important factor in workforce success. One
recent employer survey conducted by the Partnership for 21st Century Skills demonstrates that four of the five most
important skills for high school graduates entering the work force are linked to social awareness: professionalism,
collaboration, communication, and social responsibility.
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CAUSE OF THE PROBLEM

Schools experience various problems every day that in turn, affect student learning negatively. Although school
administrators and teachers strive to resist these challenges, it is usually hard. Irrespective of the techniques
employed by schools, some factors may never be removed. This notwithstanding, schools must work towards
reducing the effect of these problems while improving students’ learning. Teaching students is a difficult
responsibility because there are lots of natural barriers that impede learning.

BAD TEACHERS
Most of the teachers are great at what they do, but mixed up with the good are bad teachers. Although these bad
teachers make up a small fraction of the body of educators, they draw attention the most. For most teachers, this is
discouraging because they work hard to guarantee that they offer high-quality education to their students with little
publicity.
A bad teacher can cause a student or class of students to experience significant setbacks. They can make the job
more difficult for the next teacher by creating notable learning gaps. A bad teacher can cultivate an atmosphere with
so much indiscipline and chaos, thus developing a pattern that cannot be broken easily. Lastly and unfortunately,
they can destroy the morale and self-confidence of a student. This can cause tragic and irreversible effects.
For this reason, administrators must strive to make smart decisions while hiring. These decisions must be taken
seriously. An equally important process is that of teacher evaluation. Every year, when keeping teachers,
administrators must consider the evaluation system to make informed decisions. They can’t feel scared to put in the
effort necessary to discharge a bad teacher that can harm students in the district.
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DISCIPLINE ISSUES
The performance of a student is highly influenced by funding. Lack of funding results in having more students in a
class and fewer technology as well as curriculum materials. When the number of students in a class is high, the
teacher will be unable to give individual attention to each child. This becomes very notable when the class is made
of 30 to 40 students.
Teachers must have all the tools needed to cover the principles they are expected to teach. Technology is an
amazing academic tool, but it is expensive to purchase, maintain and improve. In general, the curriculum constantly
changes, and it needs to be revised, but many states’ curriculum adoption operates in five-years progressions. At
the end of every progression, the curriculum becomes obsolete and physically drained.

INADEQUATE STUDENT MOTIVATION

Most students are not excited about going to school neither are they interested in studying hard to maintain their
grades. It is really saddening to see so many students going to school not because they want to but just because
they have to be there. A student that is not motivated to study may be on grade level at first, but as time goes on,
they will find themselves far behind the class and it might be too late to meet up.
School administrators and teachers can only try their best to motivate a child but the main work lies in the child’s
decision to change. Sadly, there are many students in schools nationwide with great potential who decide not to
live up to the expectation.
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POOR PARENTAL ASSISTANCE

Normally, parents have the greatest influence in every area of a child’s life. This is particularly true when it has to do
with education. Generally, if education is of great value to the parents, then their children will be successful in that
area. Parental involvement is very crucial to educational success. Parents who take out time to prepare their
children before school starts and remain involved all through the school year will definitely enjoy the benefits as
their children will succeed.
On the other hand, parents who are rarely involved in their children’s education have a notable negative impact. This
can be really disappointing for teachers, and it leads to a continuous complication. Most times, these children are
often lagging behind when school starts because of a lack of orientation, and it becomes really hard for them to
meet up in class. These parents are usually of the opinion that it’s the school’s responsibility to teach and not theirs
when
,in reality, both parties have a role to play in a child’s success.

POVERTY
Poverty has a significant effect on student learning. A lot of research has been done to back up this theory. One
such study shows that students living in wealthy, well-educated homes and communities are more likely to be
successful in school, while students living in poverty are usually behind.
Poverty is a hard obstacle to resist. It flows from generation to generation and becomes the acceptable norm,
making it really difficult to break. Though education is an important aspect of breaking free from poverty, most of
these students are so far behind in school that they may never have the opportunity to succeed.
Children belonging from the backward areas don’t know the value of education in today’s world because of their parents
who are illiterate and in spite of sending their children to government school, they send them to work at an early age for
household survive. By this, Children also become illiterate as their parents were.
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OBJECTIVE TO BE ACHIVED
STUDENT ACADEMICAND BEHAVIORAL DEVELOPMENT
To improve students’ academic performance
To instill students with intrinsic motivation to learn
To assist the school, i.e., administrators, teachers, students and support staff, to reach their academic and behavioral
benchmarks and goals
To instill Positive Action principles into students’ cognitive, affective and behavioral learning domains
To contribute to the teaching and achieving of core performance standards and outcomes - To improve students’
behavior
To develop students’ character
To develop well-rounded students: including physically, intellectually, socially and emotionally
To develop thinking skills, and the use of the six units as a framework for thinking
To promote good mental health in students

SCHOOLWIDE CLIMATE
To assist the school, i.e., administrators, teachers, students and support staff, to reach their academic and behavioral
benchmarks and goals
To achieve a violence and drug free school
To create a positive learning environment throughout the school
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To teach that all activities and curriculum in the school are positive actions, including content area learning (reading,
writing, math, etc.)

TRAINING ANDSTAFF DEVELOPMENT

To develop teachers who use positive approaches to instruction and classroom management
To develop administrators who use positive approaches to leading and school management
To develop a support staff who use positive approaches to supporting students and school personnel
To understand research-based theories of learning, education, behavior change, and their relationships to Positive
Action

PARENTS AND COMMUNITYINVOLVEMENT

To involve parents in their children’s education
To involve community members in education by providing support and resources to the school
To involve community members in developing a positive community for children and youth

MULTILEVELGOALS
To unify the individual, school, family and community with a universal philosophy and a common language
To encourage accountability across the social strata
To develop adults who model and practice the positive actions they are teaching students and expecting them to use
To teach the intuitive philosophy that you feel good about yourself when you do positive actions
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STEPS TAKEN TO TEACHING

TOP5 INNOVATIVE TEACHING STRATEGIES
1. Differentiated Instruction: Learning Stations. Differentiated instruction strategies allow teachers to engage
each student by accommodating their specific learning styles.
2. Cooperative Learning: The Jigsaw Method.
3. Utilizing Technology in the Classroom.
4. Inquiry-Based Instruction
5. Graphic Organizers
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NNOVATIVE LEARNINGSTRATEGIES FORMODERNPEDAGOGY

1. Crossover Learning
2. Learning Through Argumentation
3. Incidental Learning
4. Context-Based Learning
5. Computational Thinking
6. Learning By Doing Science (with remote labs)
7. Embodied Learning
8. Adaptive Teaching
9. Analytics Of Emotions

10. Stealth Assessment

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TEACHING AS A PROCESS
Teaching is fundamentally a process, including planning, implementation, evaluation and revision. Planning and
teaching a class are familiar ideas to most instructors. More overlooked are the steps of evaluation and revision.
Without classroom assessments or some other means of receiving feedback on a regular basis, it is surprisingly easy
to misunderstand whether a particular teaching method or strategy has been effective. A teacher can create an
environment of mutual trust and respect by relying on students for feedback -- students can be a valuable resource for
verifying whether the class pedagogy is (or isn't) working. Self-examination with feedback from your students and the
instructor are key to improving your teaching.

PLANNING
There are many different levels of setting goals for teaching, from the scale of an entire semester (syllabus) to a single
class (lesson plan). You have the overall task of helping your students learn how to think critically and to understand
the basic concepts and tools of your discipline. You should also have more specific day-to-day goals, such as
examining the social context of Victorian women writers or demonstrating how to integrate partial differential
equations. As a graduate TA you probably will not be responsible for designing an entire course, but you should think
about how your day-to-day teaching fits into the larger goals of the course.

REVISION
Revising your pedagogy will help your students learn... and keep you interested. If you keep your focus on student
learning, you will find a richer meaning to the typical lecture/discussion/test/grade process. Instead of an adversarial
relationship, the teaching process encourages a relationship of cooperation and mutual discovery. Ernest Boyer
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helped redefine the notion of scholarship, in fact, by including the scholarship of teaching as a culminating activity
of the research process of discovery, integration, and application of knowledge (Boyer 1990).

ASSESSMENT
Regular assessment of your students and yourself is critical to your success as a teacher. To really understand
whether you are teaching effectively and your students are learning effectively, it is crucial that you actively and
regularly assess what your students have learned. If you are able to solicit meaningful feedback from your students
and the professor on a regular basis (not just at the end of the semester), you can modify and improve your teaching
strategies. Assessments do not need to be overly complex or involved. In fact, the more focused you are in the
assessment, the more impact your changes will have.

IMPLEMENTATION
The best plans are meaningless if you don't try them. Although most of the work in teaching comes in planning and
preparation, many great ideas are never implemented because it was easier to just keep doing the same thing.
Don't be afraid if you have and idea you want to try. If something hasn't been working right, why not change what
you are doing and try something new? Unless you are willing to change and experiment, you will find it difficult to
improve your teaching skills.
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EFFECTIVENESS OF THE PROJECT

TEACHER EXPERIENCE
Several studies have found a positive effect of experience on teacher effectiveness; specifically, the <learning by
doing= effect is most obvious in the early years of teaching.

TEACHER PREPARATIONPROGRAMS ANDDEGREES

Research suggests that the selectivity/prestige of the institution a teacher attended has a positive effect on student
achievement, particularly at the secondary level. This may partially be a reflection of the cognitive ability of the
teacher.
Evidence suggests that teachers who have earned advanced degrees have a positive impact on high school
mathematics and science achievement when the degrees earned were in these subjects.
Evidence regarding the impact of advanced degrees at the elementary level is mixed.

TEACHER CERTIFICATION
Research has demonstrated a positive effect of certified teachers on high school mathematics achievement when the
certification is in mathematics.
Studies show little clear impact of emergency or alternative-route certification on student performance in either
mathematics or science, as compared to teachers who acquire standard certification.
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TEACHER COURSEWORK
Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes.
Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels, particularly when coupled
with content knowledge.
The importance of content coursework is most pronounced at the high school level.
While the studies on the field experience component of teacher education are not designed to reveal causal
relationships, they suggest positive effects in terms of opportunity to learn the profession and reduced anxiety among
new teachers.

TE ACHERS’ OWN TE ST SCORES

Tests that assess the literacy levels or verbal abilities of teachers have been shown to be associated with higher
levels of student achievement.
Studies show the National Teachers Examination and other state-mandated tests of basic skills and/or teaching
abilities are less consistent predictors of teacher performance.
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SOCIAL AWARENESS OF PLANTING TREES &

STEPS TAKEN FOR PLANTING OF TREES
ENVIRONMENTAL & SOCIALBENEFITS OF TREE PLANTING
Tree planting offers a wide range of environmental and social benefits. Here are some key points outlining
these advantages:
Environmental Benefits:
1. Carbon Sequestration: Trees absorb carbon dioxide (CO2) during photosynthesis, helping to mitigate
climate change by reducing greenhouse gas levels in the atmosphere.
2. Air Quality Improvement: Trees act as natural air filters, absorbing pollutants such as ozone, nitrogen
oxides, sulfur dioxide, and particulate matter, thereby improving air quality.
3. Erosion Control: Tree roots help stabilize soil, preventing erosion and reducing the likelihood of landslides.
4. Biodiversity Support: Trees provide habitat and food for a variety of species, contributing to biodiversity
conservation.
5. Water Quality Enhancement: Tree roots aid in water filtration by absorbing pollutants and reducing
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runoff, leading to improved water quality in streams and rivers.

6. Microclimate Regulation: Trees create shade and transpire water, cooling the surrounding environment
and reducing the urban heat island effect.
7. Flood Mitigation: Trees can help mitigate the impact of floods by absorbing excess water through their
roots and reducing runoff.
8. Sustainable Resource: Trees can be sustainably managed for timber, fuelwood, and other forest products,
reducing the reliance on non-renewable resources.
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BENEFITS
There are numerous benefits that the project brings to the community:
Builds community spirit and unity
Educates communities about the benefits of trees and nature
Brings economic benefits to an area by reducing green-space maintenance costs and by raising house prices on
aesthetic grounds
Positive impact on mental health and wellbeing, reducing stress and encouraging outdoor activities
Removes and stores Carbon from the air
Reduces flood risk
Creates wildlife
habitat Improved
aesthetics Provides
shade
Reduces green space maintenance
costs Provides oxygen
Cleans the air, absorbs odours and pollutants
Prevents soil erosion
Provides food; Apples, Pears, Cherry’s, Plums
Increases pollinator numbers
Trees benefit the soil conditions
Reduces pollutants
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EDUCATION
Forest for Peterborough provides local communities with the opportunity to plant trees and learn about nature and
woodlands. Tree planting days are designed to educate and enable the public to play a part in establishing a Forest for
Peterborough. During event days people are taught how to plant a tree use tools correctly and have general
conversations around the importance of biodiversity and how they can develop and protect a woodland environment,
as well as teaching the important role trees have played through the centuries and their relevance today. In addition to
learning tree planting skills, communities learn about all aspects of tree maintenance and care, as well as the different
species being planted, and further knowledge around pest and diseases, land management and conservation.
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EFFECTIVENESS OF THE PROJECT

36%
before our initiative
after our initiative

64%
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CONCLUSION
Runco and Albert (1990) say that the thinking of the children at all levels of ability is significantly influenced by the
type of opportunities they are given. Offering learners the right chances to develop their cognitive and creative
potential should be a priority in the design of curricula. A curriculum is a way in which domains of knowledge are
made available to students (Craft, 2005), and it establishes a vision of the kind of society which policymakers want and
envisage for the future (Williamson & Payton, 2009).

Students vary in their financial status, social class, family circumstances, and age; their previous educational
experience, reasons for attending higher education, and aspirations and ambition; their religion, ethnicity, and
nationality; and their abilities, disabilities, and special needs. The innovative strategies need to be implemented and
should be modified according to the students’ needs.

we have undertaken have proven to be instrumental in fostering positive transformation and growth within our
community. Through our collective efforts and commitment to education, we have witnessed significant
improvements across various aspects of community life.

First and foremost, education has empowered individuals within our community, equipping them with knowledge,
skills, and confidence to take charge of their futures. As a result, we have seen an increase in entrepreneurial
endeavors, improved employability, and a greater sense of agency among community members.
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Furthermore, the emphasis on education has contributed to poverty alleviation and economic development. By
providing access to quality education, we have enabled individuals to break free from the shackles of poverty and
create sustainable livelihoods for themselves and their families.

Our focus on education has also strengthened social cohesion and inclusivity. Through increased understanding
and tolerance, we have built stronger bonds among community members, fostering a sense of unity and solidarity
that transcends differences.

Health and well-being have seen marked improvements as education has raised awareness about health issues and
encouraged healthy practices within the community. This has resulted in better overall health outcomes and a higher
quality of life for our residents.

Our commitment to education has also nurtured a spirit of civic engagement and active participation in local
governance. As community members become more informed and aware, they have been actively involved in
decision-making processes, advocating for their needs, and driving positive change.
Moreover, education has sparked innovation and problem-solving capabilities within our community. By fostering
critical thinking and creativity, we have been able to tackle challenges effectively and find innovative solutions to
complex issues.
The impact of our educational initiatives is not limited to the present but extends to future generations. Through our
investment in education, we are sowing the seeds of progress and ensuring a legacy of continuous development for
generations to come.
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In conclusion, the community development efforts centered around education have laid a strong foundation for a
more sustainable, equitable, and prosperous future for our community. As we move forward, let us continue to
prioritize education as a driving force behind positive change, striving to unlock the full potential of each individual
and the collective strength of our community. Together, we can build a brighter tomorrow where education remains
at the heart of our progress.

And after the community development efforts many parents were coming up with their children for the admission in
the school.
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