EXPERIENCING MULTI-CULTURAL

CONTEXTS IN SCHOOLS
A Project Report
Submitted to
SCHOOL OF EDUCATION,
MAHARAJA SRIRAM CHANDRA BHANJA DEO UNIVERSITY,
BARIPADA

In Partial Fulfilment of Integrated B.Ed.-M.Ed.

2ndSemester Examination 2022

Submitted By
SABYASACHI PANIGRAHI
Roll No.: 21-IBM-043(13901N212043)
Under the Guidance of
Mr. SUBHASISH MOHANTA
Faculty Member, SOE

School Of Education
Maharaja Sriram Chandra Bhanja Deo Unversity, Takatpur,
Baripada – 757003
MR. SUBHASHIS MOHANTA SCHOOL OF EDUCATION
FACULTY MEMBER, SOE MAHARAJA SRIRAM CHANDRA
BHANJDEO UNIVERSITY, BARIPADA
DATE: - ______________

SUPERVISOR’S CERTIFICATE

This is to certify that SABYASACHI PANIGRAHI has worked for his project
"EXPERIENCING MULTI-CULTURAL CONTEXTS IN SCHOOLS” under my
Supervision The project is genuinely his and fit for submission.

Mr. Shubhashis Mohanta

 ACKNOWLEDGEMENTS

Before presenting my work, I would first like to thank all those people who
have been very kind enough to extend their helping hand in completing this report
work.

First of all, I would thank the institute for giving me an opportunity to be a

part of it where I could gain knowledge and a lot of experience in the field of
Teacher Education.

I take this opportunity to express my deep sense of gratitude to my guide

Mr. Subhashis Mohanta for his invaluable guidance, constructive suggestions and
criticism from time to time during the preparation of this report in spite of his busy
schedule. I am immensely thankful to my guide for his kind help.

I am also indebted to Dr. S.K Lenka and Dr. Ramesh Kumar Parua and
other faculty members for their unwavering encouragement during the preparation
of my report, I am also thankful all my dear friends for their help and support at
various steps.

In the end I heartily convey in my deep sense to my parents for their constant
co-operation and love towards me.

SABYASACHI PANIGRAHI
 CONTENTS

1 Introduction

2. Photo Gallery

3. Physical and Instructional resources

● Building Types
● Room Facilities
● Water facilities
● Health and Sanitation
● Playground
● Ramp for Physical Handicapped Students
● Garden
● Hostel Facilities
● Student Strength
● Staff Strength
● Medium of Instruction
● Time Table
● Teaching learning Resources

4. Observation of Classroom Learning Situation 5

Curricular & Co-curricular Activities

6. One day activities of the school

7. Experience of arrangement classes

8. Case study report of a problem child

8.1 Concept

8.2 Purpose of Study

8.3 Personal background

8.4 Physical condition

 8.5 Social development

8.6 Emotional developmet

8.7 Classroom activities

8.8 Language skill

8.9 Major problems

8.10 Family support

8.11 Daily routine

8.12 Steps taken by the parents and teacher

8.13Suggestion for improvement

9. Observing Staff Relation

10. Learner evaluation and opinion of teacher and headmaster

 CHAPTER-1
INTRODUCTION
EXPERIENCING MULTI-CULTURAL CONTEXTS IN SCHOOLS

1. INTRODUCTION

We learn more and better when we experience directly. So, in higher

studies there is provision for practical work. Students experience directly through
practical work. So, in every professional course there is provision for practical
work for direct experience. Experience gives better understanding on a concept.

"Experiencing multi-cultural context in a school" is a programme

through which teacher educators get chance to experience the working principle
of different multicultural schools. Throughout this programme the teacher
educator visits different type of schools, observe availability of physical and
instructional resources, observe classroom learning situations of the regular
teacher as per the observation schedule of the school, observe the curricular and
co-curricular activities organized in the school, observe the daily activities of the
school, take arrangement classes, observe staff relations and also observe the
process of learner evaluation system. In addition to this the teacher educators
interact with the teachers, headmaster, other staff members and students.

Every teacher educator needs to experience variety of school context and

functioning to enrich themselves for meeting the professional needs of the
regular teachers. A comprehensive understanding of various school contexts
shall enable them to develop a rational approach in their profession.
 1.1 OBJECTIVES OF THE STUDY:

The programmed "Experiencing Multi-cultural contexts in schools" lays

emphasis on the following objectives.

⮚ Experience the multi-cultural dimensions in and across the different

schools Government-Non-Government, & Rural-Urban, Tribal-Nontribal,
Co-Education-Girls, English-Odia medium) in respect of availability of
physical infrastructure, human resource (academic-non-academic)
curriculum transaction process, teaching-learning sources.
⮚ Prepare a report on the experience gained in the aforesaid aspects in
comparative perspective.
⮚ Envision a functional school for facilitating an all-round development of
learner and quality learning in terms of :
❖ Designing appropriate classroom arrangement
❖ Developing meaning full teaching-learning strategies
❖ Identifying effective teaching learning resources
❖ Organizing other curricular and sport activity
❖ Drawing a realistic plan and programmed for institutional
development
❖ Preparing annual calendar of activities for the institution
Use the experience for growth of professional competency and excellence.
 CHAPTER- II
PHOTO GALLERY
 CHAPTER- III
PHYSICAL AND
INSTRUCTIONNAL
RESOURCES
Physical and instructional Resources:-

(A) SCHOOL NO 1- SCST GOVT.GIRLS HIGH SCHOOL ,

RANIBHOL

Background information:-

The school has started in 2008 from class 6th to 10th.

Physical Infrastructure:-

 Building type:

The school has a well-furnished building which have concrete roof. The walls
of the building are pakka and the floor is concrete. The shape of the school is ‘L’
shaped. The school provides good atmosphere. The building is spacious.

 Room facilities:

There are total 11 rooms in the school. There are 5 classrooms, 1 staff room, 1
store room, 1 teacher’s common room, 1 office room, 1 library cum reading room, 4
toilets, 1computer lab, 1 science lab, 1 kitchen room and 1sport room. There are no
rooms for student’s common room.

 Water Facilities:

Good water facilities for both sanitation and drinking purposes. A bore well is
there and aqua guard facility is there for drinking purpose.

 Health and Sanitation:

The health of all students checked in every month and iron tablets are
distributed on every Saturday. There are good sanitation facilities available in the
school having separate toilets for girls and staffs.

 Playground:
 There is a big playground which is generally used for multipurpose activities
like games, drill etc. There is a big stage for cultural activities and school function.
 Ramp for physical handicapped students:

There is ramp facility in the school for PH students.

 Garden:

There is a very spacious garden in front of the school filling with various types
of flowers and vegetables which increase the beauty of the school environment. The
school has different types of garden i.e. seasonal flower garden, permanent flower
garden and kitchen garden.

 Hostel facilities:

There is a hostel for the school with capacity 200. There are 12 rooms, 18
toilet and bathroom for boarder. Five cooks are appointed for cooking.

 Student strength:

There are 206 students taking their education in this institution. In this
school number of students of UR-1, ST-194, and SC-10, OBC-1.

Sr Class ST SC OBC UR Total

No.
1 VI 35 1 0 0 36
2 VII 33 0 1 0 34
3 VIII 30 3 0 1 34
4 IX 50 3 0 0 53
5 X 46 3 0 0 49

 Staff Strength:

Teachers are the backbone of the educational institution. There are total
 12 numbers of regular teachers in this school and 9 numbers of non teaching
staffs in the school.
 Medium of instruction:

The school is under the state Government and the state language is Odia &
English.

 Time table:

Activities Monday-Friday Saturday

School Reporting 10.00 AM 7.00AM

Prayer Time 10.00-10.30 AM 7.00-7.30AM
Class Time 10.30AM-4.00 PM 7.30AM-1.00PM
Recess Time 1.10PM-2.00 PM 10.10AM-11.00AM
School Closing Time 4.00 PM 1.00 PM

 Teaching Learning Resources:

To make teaching process simple effective and interesting TLMs are used in
teaching learning process. The school has various aids like map, projector, bulletin
board, charts, multimedia aids, photograph, LCD, tape recorder, model etc.

(B) SCHOOL NO 2- ODISHA ADARSHA VIDYALAYA, RANIBHOL

Background information:-

The school has started in 2016 from class 6th to 12th.

Physical Infrastructure:-

 Building type:

The school has a well-furnished building which have concrete roof. The walls
of the building are pakka and the floor is concrete. The shape of the school is
hexagonal shaped. The school provides good atmosphere. The building is spacious.
  Room facilities:

There are total 46 rooms in the school. There are 24 classrooms, 1 staff room
with 2 attached toilets for staffs, 3 store rooms, 1 teacher’s common room, 1 office
room, 1 library cum reading room, 4 toilets for students, 1computer lab, 3 science lab
(1 for physics, 1 for chemistry & 1 for biology), 1 kitchen room, 1sport room & 1 art
and craft room. There are no rooms for student’s common room.

 Water Facilities:

Good water facilities for both sanitation and drinking purposes. A water tank is
there and aqua guard facility is there for drinking purpose.

 Health and Sanitation:

The health of all students checked once in a week and iron tablets are
distributed on every Wednesday. There are good sanitation facilities available in the
school having separate toilets for girls and staffs.

 Playground:

There is a big playground where the students play different types of games like
cricket, football, volleyball, kabbadi, basket ball etc. There is a big stage for cultural
activities and school function.
 Ramp for physical handicapped students:

There is ramp facility in the school for PH students.

 Garden:

There is a very spacious garden in front of the school filling with various types
of beautiful flowers which increase the beauty of the school environment. The school
has both seasonal flower garden & permanent flower garden.
  Hostel facilities:

There are two separate hostels for boys and girls. The rooms are neat and clean.
Proper sanitation maintained in these hostels.

 Student strength:

There are 566 students taking their education in this institution.

Sr Class No. Of Students

No.
1 VI (A) 42
2 VI (B) 43
3 VII (A) 42
4 VII (B) 42
5 VIII (A) 40
6 VIII (B) 42
7 IX (A) 41
8 IX (B) 41
9 X (A) 40
10 X (B) 40
11 XI (A) 40
12 XI (B) 40
13 XII (A) 37
14 XII (B) 36

 Staff Strength:

Teachers are the backbone of the educational institution. There are total 22
numbers of regular teachers, one librarian and 4 numbers of non-teaching staffs in the
school.

 Medium of instruction:

The school is under the state Government and the state language is Odia &
English.

 Time table:
 Activities Monday- Saturday

School Reporting 9.55 AM

Prayer Time 10.00-10.20 AM
Class Time !0.20 AM- 3.25PM
Recess Time 1.00 PM – 1.30 PM
School Closing Time 3.55PM

 Teaching Learning Resources:

To make teaching process simple effective and interesting TLMs are used in
teaching learning process. The school has various aids like map, projector, bulletin
board, charts, multimedia aids, photograph, LCD, tape recorder, model etc.

(C) SCHOOL NO 3- KENDRIYA VIDYALAYA, BARIPADA

Background information:-

The school has started in 2000 from class 1 to 12th.

Physical Infrastructure:-

 Building type:

The school has a well furnished building which have concrete roof. The walls
of the building are pakka and the floor is concrete. The shape of the school is
rectangle shaped. The school provides good atmosphere. The building is spacious.

 Room facilities:

There are total 47 rooms in the school. There are 24 classrooms, 1 staff room, 1
store room, 1 nursing room, 1 office room, 1 library cum reading room, 8 toilets for
students and 4 for staffs, 2computer lab, 3 science labs (1 for physics, 1 for chemistry
& 1 for biology). There are no cooking facilities for students. Sports room, art and
craft rooms are not available in this school. There is no hostel facility for students.

 Water Facilities:
 Good water facilities for both sanitation and drinking purposes. A water tank is
there and aqua guard facility is there for drinking purpose.

 Health and Sanitation:

There is a nursing room for regular health check up. The healths of all students
are checked regularly and some medicines are available for primary treatment. There
are good sanitation facilities available in the school having separate toilets for girls
and staffs.

 Playground:

There is a big playground where the students play different types of games like
cricket, football, volleyball, kabaddi, basketball etc. There is a big stage for cultural
activities and school function.

 Ramp for physical handicapped students:

There are two ramp facilities in the school for PH students.

 Garden:

There is a very spacious garden in front of the school filling with various types
of beautiful flowers which increase the beauty of the school environment. The school
has both seasonal flower garden & permanent flower garden.

 Hostel facilities:

There is no hostel facility in the school.

 Student strength:
 There are 1078 students taking their education in this institution.

Sr Class No. Of Students

No.
1 I (A) 44
2 I (B) 42
3 II (A) 43
4 II (B) 42
5 III (A) 51
6 III (B) 49
7 IV (A) 47
8 IV (B) 47
9 V (A) 46
10 V(B) 43
11 VI (A) 46
12 VI (B) 47
13 VII (A) 46
14 VII (B) 43
15 VIII (A) 48
16 VIII (B) 45
17 IX (A) 47
18 IX (B) 47
19 X (A) 43
20 X (B) 46
21 XI (A) 45
22 XI (B) 37
23 XII (A) 44
24 XII (B) 40

 Staff Strength:

Teachers are the backbone of the educational institution. There are total 35
numbers of regular teachers, one librarian, one nurse and 6 numbers of non teaching
staffs in the school.

 Medium of instruction:

The school is under the central Government and the state language is English
and Hindi.
 Time table:
 Activities Monday- Saturday

School Reporting 6.55AM

Prayer Time 7.15-7.30 AM
Class Time 7.30 AM-1.45 PM
Recess Time 10.00 AM – 10.20 AM
School Closing Time 1.55 PM

 Teaching Learning Resources:

To make teaching process simple effective and interesting TLMs are used in
teaching learning process. The school has various aids like map, projector, bulletin
board, charts, multimedia aids, photograph, LCD, tape recorder, model etc.

(D) SCHOOL NO 4- SRI AUROBINDO PURNANGA SIKSHYA KENDRA

Background information:-

The school has started in 1976 from class 8 to 10th.

Physical Infrastructure:-

 Building type:

The school has a well-furnished building which have concrete roof. The walls
of the building are pakka and the floor is concrete. The shape of the school is I shaped.
The school provides good atmosphere. The building is spacious. There is a temple of
Sri Maa Aurobinda inside the school campus.

 Room facilities:

There are total 10 rooms in the school. There are 3 classrooms, 1 staff room, 1
store room, 1 office room, 1 library cum reading room, 2 toilets, 1 kitchen.
Laboratory, Sports room, art and craft rooms are not available in this school. There is
no hostel facility for students.
  Water Facilities:

Good water facilities for both sanitation and drinking purposes. A tube well is
there for both drinking and sanitation purpose.

 Health and Sanitation:

The health of all students are checked regularly and some medicines are
available for primary treatment. There are good sanitation facilities available in the
school having separate toilets for girls and boys.

 Playground:

There is a small playground inside the school campus which is used for
multipurpose activities like sports, drill etc.

 Ramp for physical handicapped students:

There are no ramp facilities in the school for PH students.

 Garden:

There is a very spacious garden in front of the school filling with various types
of beautiful flowers which increase the beauty of the school environment. The school
has both seasonal flower garden & permanent flower garden.

 Hostel facilities:

There is no hostel facility in the school.

 Student strength:
 There are 50 students taking their education in this institution.

Sr Class No.Of
No. Students
1 VIII 15
2 IX 20
3 X 15

 Staff Strength:

Teachers are the backbone of the educational institution. There are total 4
numbers of regular teachers, 3 numbers of non-teaching staffs in the school.

 Medium of instruction:

The school is under the state Government and the state language is Odia and
English.
 Time table:

Activities Monday- Friday Saturday

School Reporting 10.00 AM 7.00 AM

Prayer Time 10.00-10.15 AM 7.00-7.15 AM
Class Time 10.15AM-4.00 PM 7.15 AM-1.00 PM
Recess Time 1.15PM-1.45PM 10.15-10.45 AM
School Closing Time 4.00 PM 1.00 PM

 Teaching Learning Resources:

To make teaching process simple effective and interesting TLMs are used in
teaching learning process. The school has various aids like map, bulletin board, charts,
photograph, tape recorder, model etc.

(E) SCHOOL NO 5- VIVEKANANDA SIKSHYA KENDRA,

TAKATPUR
 Background information:-

The school has started in 1992 from class 1 to 10th. It is a private

organization which is situated at ward no 23, Municipality block, Baripada,
Mayurbhanj.

Physical Infrastructure:-

 Building type:

The school has a small building which have concrete roof. The walls of
the building are pakka and the floors are concrete. The school is I shaped. The
school provides good atmosphere for teaching learning process.

 Room facilities:

There are total 17 rooms in the school. There are 7 classrooms, 2 staff rooms, 1
teacher common room, 1 office room, 1 library cum reading room, 2 toilets for
students and 2 for staffs, 1 kitchen room. Laboratory, Sports room, art and craft rooms
are not available in this school. There is no hostel facility for students.

 Water Facilities:

Good water facilities for both sanitation and drinking purposes. A well and
water tank is there for sanitation purpose and an aqua guard is there for drinking
purpose.

 Health and Sanitation:

The healths of all students are checked every month and some medicines are
available for primary treatment. There are good sanitation facilities available in the
school having separate toilets for students and staffs.

 Playground:

There is a playground in the school which is used for multipurpose activities

like sports, drill etc.
 Ramp for physical handicapped students:
 There are no ramp facilities in the school for PH students.

 Garden:

There is no garden in the school. But some flowers trees are there near the
school boundary and in front of the office.

 Hostel facilities:

There is no hostel facility in the school.

 Student strength:

There are 245 students taking their education in this institution.

Sr Class No.Of
No. Students
1 I 23
2 II 21
3 III 22
4 IV 21
5 V 30
6 VI 28
7 VII 26
8 VIII 26
9 IX 25
10 X 23

 Staff Strength:

Teachers are the backbone of the educational institution. There are total 18
numbers of regular teachers, 12 numbers of non teaching staffs in the school.

 Medium of instruction:
 The school is under the state Government and the state language is Odia and
English.

 Time table:

Monday- Friday Saturday

Activities Class Class 4 Class Class 4

1to 3 to 10 1to 3 to 10
School 6.00 10.30 6.00 AM
Reporting AM AM
Prayer Time 6.00- 10.30- 6.00-6.15 AM
6.15 10.45
AM AM
Class Time 6.30- 11.00A 6.30-10.30 AM
10.30 M-4.00
AM PM
Recess Time 9.20- 1.45PM 9.20-9.50AM
9.50AM -
2.15PM
School Closing 10.30 4.00 10.30 AM
Time AM PM

 Teaching Learning Resources:

To make teaching process simple effective and interesting TLMs are used in
teaching learning process. The school has various aids like map, bulletin board, charts,
photograph, tape recorder, model etc.
 CHAPTER- IV
OBSERVATION OF
CLASSROOM LEARNING
SITUATION

OBSERVATION OF CLASSROOM LEARNING SITUATION

 The schools in which I assigned for multicultural exposure, I interacted with all
teachers of the schools and collected the routine from headmaster. I took permission
of the teachers to observe their classes. They allowed me to observe 10 lessons of
different school which mentioned below.

OBSEVATION: -01

Date: 08.09.2022
School: Govt. SCST Girls High School, Ranibhol
Class: VIII
Period: 1st
Subject: English
Topic delivered: The Tsunami
Duration: 40 minutes
Name of the teacher: Sameer Kumar Jena

The teacher delivered the lesson in a beautiful manner by using discussion

method. All the students are actively involved during the class. The teacher before
starting the lesson he asked some question related to ‘Tsunami’ for create attention
towards the topic. He used projector to show the different picture of Tsunami and used
black board to write the difficult words and their meanings, some grammatical rules
used in the topic by which the students get a clear concept about the topic. The teacher
related the content knowledge with student’s lives by giving examples. He did not
stand in one position rather moving among the students at the class and tried to keep
eye contact with them. In between his deliberation he asked some question to hold the
attention of the students and asked whether they understand or not. The teacher also
told some tricks to remember the points related to the topic. After giving the lesson he
told the question types which may be asked in their examination and some outside
questions of their book exercise which are useful for them any entrance examination.
The teacher is punctual and friendly with students. He was well dressed and his voice
was suitable for class as it can be heard from last bench.

OBSERVATION -02
Date: 09.09.2022
School: Govt. SCST Girls High School, Ranibhol
Class: IX
Period: 2nd
Subject: Mathematics
Topic delivered: Triangle
Duration: 40 minutes
Name of the teacher: Balaram Mohanta

I observed the teaching of Mr. Balram Mohanta in class IX. He was very
punctual and reached the class by time. Firstly he asked some questions for previous
knowledge testing. After getting the correct answers he went for the next lesson.
During the teaching learning process, observed that his voice was sufficiently loud
that could reach the students at last line. But his knowledge and methods of teaching
was up to mark. He used black board and smart board only as TLM. He tried his best
to clear all the doubts of the students by frequent questioning and provided minimum
wait time to answer. T was also a very good strategy to develop the thinking capacity
among the students. He was very much confidence and his level of teaching met the
level of students, so the students understood the lesson easily and gave correct
answers of the question posed by him. Some students asked their doubts related to the
lesson and the teacher also handled them perfectly by giving various examples. His
control over the class was very good during the whole period. Lastly he gave some
home task according to the level of the students and left the class by saying thanks.

OBSERVATION-03
Date: 10.09.2022
School: Odisha Adarsha Vidyalaya, Ranibhol
Class: XII-A
Period: 1st
Subject: English
Topic delivered: Indigo
Duration: 40 minutes
Name of the teacher: S K Patra

It was quite a learning experience in Mr.S.K Patra’s class. He was very punctual and
well dressed. He was on time for the class. He started his class at the right time and
closed up his lesson. The teacher assigned to take up the English class used lecture
cum discussion method to teach the students. He made specific motivation for the
lesson. So his starting was quite good and inspiring. Student involvement and
participation was not very high. He had the capability to captivate student’s attention
and everyone listened to him attentively. He motivated the students to delve deeper
into the subject by instilling a sense of curiosity about the historic incidents in the
past.

After finishing the lesson, he didn’t ask any question to the students rather gave them
questions for better understanding about the lesson taught. His classroom controlling
power is really strong. No student disturbed in the class while he gave his lesson. His
face, attitude, behaviour, talking showed that he is confident, confident about his
expertise and controlling power.

The environment was calm and quiet which is an obvious condition for an English
lesson to be taught. The environment was fear free and friendly for proper facilitation
of the learning process. Teacher student relationship was friendly..They also respect
him. The teacher is caring but not frank to the students. He explained the issues
clearly to the students with agile expression. He had a good expertise on his subject.
He has other knowledge related to his subject beyond the textbook. His voice is
suitable for the class. It can be heard from the last bench. The changing tone of his
voice created some special situations or attention in the class, which is sometimes
urgent.
The only disadvantage was that he did not use any teaching learning materials to
create interest among the students. They were less engaged during the teaching –
learning process.

OBSERVATION-04

Date: 12.09.2022
School: Odisha Adarsha Vidyalaya, Ranibhol
Class: XII-B
Period: 3rd
Subject: Zoology
Topic delivered: Allergy and Auto immunity
Duration: 40 minutes
Name of the teacher: H. Das

The teacher delivered the lesson in a beautiful manner by using discussion cum
demonstration method. All the students were actively involved during the class. The
teacher before starting the lesson asked some lessons relating to the previous class for
motivation and to create attention towards the topic to be taught on the same day. He
used blackboard to draw diagram and to write important points of the topic. He made
sure that all the students got a clear concept about the topic. The teacher related the
content knowledge with real-life examples for the students to understand. He kept
moving in the class and maintained good eye-contact with the students. In between his
deliberation, he kept asking questions to the students to hold on to their attention and
verified if they understood or not from time to time. The teacher also told some tricks
to remember certain points concerning the topic. After teaching the lesson, he
discussed the question types which can possibly be asked in their examination and
some outside question of their book exercise which could be useful for various
entrance examinations. The teacher was very friendly with the students. He was well
dressed and he had a clear and loud voice, suitable for the students of the last bench to
hear.
OBSERVATION-05

Date: 13.09.2022
School: Kendriya Vidyalaya-01, Laxmiposi, Baripada
Class: X-A
Period: 3rd
Subject: English
Topic delivered: Verb Concord
Duration: 40 minutes
Name of the teacher: Girija Shankar Mahana

I believe there was a fair balance of ‘knowing’ (competence) and ‘doing’

(performance). At first, t h e e m p h a s i s w a s l a r g e l y o n f i n d i n g o u t a b o u t
h o w t h e l a n g u a g e w o r k s : t h e t e a c h e r h a d a m o r e central role, presenting
and eliciting, stating the rules clearly, drawing out examples.
This was a very relaxed environment, allowing for freedom of expression
without fear of saying the wrong thing yet extremely productive and efficient in use of
time and in terms of focus. There were many found opportunities for humor,
engagement, attention to the students as individuals, and questions. He seemed
sincerely interested in them and conversed with them both before and after class as
they arrived and left. Overall, I was able to observe an excellent teacher who knows
and is enthusiastic about the subject/material, as demonstrated through his
presentation, is responsive to the needs of the students, and organized both in the
syllabus and in the classroom while demonstrating sincere interest in the students and
in their learning.
OBSERVATION-06

Date: 15.09.2022
School: Kendriya Vidyalaya-01, Laxmiposi, Baripada
Class: X-A
Period: 4th
Subject: Social studies
Topic delivered: Gender, Religion, Caste and Politics
Duration: 40 minutes
Name of the teacher: Mansi Bhanj

The teacher had a clearly developed lesson plan. She achieved the objective(s) of the
lesson. The various parts of the lesson connected in a coherent way, building toward
increased ability to understand or express meaning on a given topic or theme. She
used the target language in the classroom appropriately and effectively. The use of
English was appropriate to the students’ needs. The instructor’s language was natural
and very expressive. The learning activities were contextualized. The activities were
appropriate to the students’ skills level. The lesson was appropriately paced for the
level and needs of the students. The type and amount of teacher feedback was
effective Explanations were clear, brief, and accurate. There was an appropriate
balance of structured and open-ended activities with discussion of the in-text question
and answers. The activities centred on the same kind of activity: Reading out loud and
drills. This resulted in high accuracy on the part of the student and a “focus on form”
approach. There were no open or creative activities for the students’ to interact. The
instructor divided his or her attention among students appropriately. Student
participation was on task. The time allotted for activities was appropriate. The
instructor was able to deal with unexpected issues or problems both during and
outside the lesson period. There was an appropriate balance between student talk and
teacher talk. . Students were engaged but the dynamic was eminently teacher-centred.
There was active and lively participation in the classroom. Students were engaged in
the lesson. The students were comfortable and relaxed. Overall, I was captivated –
right along with the students- by the instructor’s enthusiasm and knowledgeable
comments about the concerned topic.
OBSERVATION-07

Date: 16.09.2022
School: Sri Aurobinda Purnanga Sikshya Kendra
Class: X
Period: 3rd
Subject: Mathematics
Topic delivered: Quadratic Equation
Duration: 40 minutes
Name of the teacher: Bikas Chandra Raj

At Sri Aurobindo Purnanga Sikshya Kendra, I got permission to attend and observe
the classroom teaching of Mr.Bikas Chandra Raj. I believe there was a fair balance of
‘knowing’ (competence) and ‘doing’ (performance). At first, t h e e m p h a s i s w a s
largely on knowing about the topic and the formulas involved in
s o l v i n g a q u a d r a t i c e q u a t i o n T h e t e a c h e r h a d a m o r e central role,
presenting and eliciting, stating the rules clearly, drawing out examples.

The teacher plans and manages instruction based upon knowledge of subject matter,
students, the community, and curriculum goal He understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the learner.

The teacher is a reflective practitioner who continually evaluates the effects of her/his
choices and actions on others (students, parents, and other professionals in the
learning community) and who actively seeks out opportunities to grow professionally.
The teacher communicates and interacts with parents, school colleagues, and the
community to support students’ learning and well-being.
OBSERVATION-08

Date: 17.09.2022
School: Sri Aurobinda Purnanga Sikshya Kendra
Class: VIII
Period: 3rd
Subject: Science
Topic delivered: Force
Duration: 40 minutes
Name of the teacher: Bikas Chandra Raj

The teacher delivered the lesson in a beautiful manner by using discussion cum
demonstration method. All the students are actively involved during the class. The
teacher before starting the lesson he asked some questions relating to the previous
class for motivation and create attention towards today's topic. He uses blackboard to
draw the diagrams and to write the important points of the topic. He also uses different
color chalks to clearly distinguish the different parts of the diagram by which all the
students get a clear concept of the topic. The teacher relates the content knowledge
with student's lives by giving examples from the students' lives. He is not stand in one
position rather moving among the students at the class and try to keep eye contact
with them. In between his deliberation he asked some questions to hold the attention
of students and asked whether they understand or not. The teacher also told some
tricks to remember the important points related to the topic. After giving the lesson, he
told the question types which may be asked in their examination and some other
outside questions of their book exercise which are useful for them in the entrance
examination. The teacher is punctual and friendly with students. He was well dressed
and his voice was suitable for class as it can be heard from last bench.
OBSERVATION-09

Date: 19.09.2022
School: Vivekananda Sikshya Kendra
Class: X
Period: 4th
Subject: English
Topic delivered: The Festivals Of North East India
Duration: 40 minutes
Name of the teacher: Binod Mahakud

The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these
aspects of subject matter meaningful for students.The teacher understands how
children and youth learn and develop, and can provide learning opportunities that
support their intellectual, social, and personal development. The teacher understands
how students differ in their approaches to learning and creates instructional
opportunities that are adapted to learners from diverse cultural backgrounds and with
exceptionalities.

The teacher understands and uses a variety of instructional strategies to encourage

students’ development of critical thinking, problem solving, and performance skills.

The teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active
engagement in learning and self-motivation.

He uses knowledge of effective verbal, nonverbal, and communication techniques to

foster active inquiry, collaboration, and supportive interaction in the classroom.

The teacher plans and manages instruction based upon knowledge of subject matter,
students, the community, and curriculum goal.
He understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the learner.

The teacher is a reflective practitioner who continually evaluates the effects of her/his
choices and actions on others (students, parents, and other professionals in the
learning community) and who actively seeks out opportunities to grow professionally.

The teacher communicates and interacts with parents, school colleagues, and the
community to support students’ learning and well-being.

OBSERVATION-10

Date: 20.09.2022
School: Vivekananda Sikshya Kendra
Class: VII
Period: 7th
Subject: English
Topic delivered: The Road Accident
Duration: 40 minutes
Name of the teacher: B.B Behera

The concerned teacher was able to keep the attention of the students. He could involve
students in the lesson. He stop the lesson when needed for elaborative explanation of
meanings by citing real life examples. He was aware of individual needs and could
provide positive reinforcement.

The teacher had a clearly developed lesson plan. He achieved the objective(s) of the
lesson. The various parts of the lesson connected in a coherent way, building toward
increased ability to understand or express meaning on a given topic or theme. He used
the target language in the classroom appropriately and effectively.

The teacher was comfortable with subject and questions. There was minimal reliance
on notes or slides when talking about content. He recognizes aspects of the content
that are challenging for learners. He incorporated relevant and current research to
support the content of the class when appropriate. He shares current related research to
engage students. The teacher shares current new items or events to engage students.
He planned class time effectively to explain content and allowed student engagement.
He summarized previous session(s) material and previewed class session. Current
event or new item utilized to illustrate the relevance of course content.

CHAPTER -V
CURRICULAR & CO-CURRICULAR
ACTIVITIES
CO-CURRICULAR ACTIVITIES

These are the activities through which a learner explores new abilities It
develops the strength and eradicates the shortcomings through informal guidance,
observation and self-assessment. The activities under taken to strengthen the
classroom learning as well as other activities both inside and outside the class room.

IMPORTANCE:

● This gives them confidence

● Students can learn from team spirits
● Bring a positive change in the child Co-curricular activities are the true
and practical experience received
● Co-curricular activities are to keep the students physically active by
students

School is the only place which creates opportunities for organizing such
curricular and Co-curricular activities. In my four weeks observation, I have
observed different type of curricular and co-curricular activities which are
organized in different schools. I want to explain what I have observed in the
following paragraphs.

SCHOOL NAME: GOVT. GIRLS HIGH SCHOOL, RANIBHOL

CURRICULAR ACTIVITY:
Classroom Activity:

Various classroom activities like classroom discussion & observation, scientific

observation, use of TLM, group works, examination and evaluation are organized by
the school and properly maintained inside the classroom

Library Activity:

There is a well functioned library in the school. Library activities book issue
& reading journal & newspaper reading, making notes from reference books are
organized by the school. Various story books provide moral values to the students.
Laboratory Activity:
There is no special room for science laboratory but scientific observations are
done inside the classroom by the teachers. A well functioned computer laboratory is
present in the school for the computer education of the students

Activities related to organization:

Activities like preparation of time table, list of holidays, lesson plans,
examination schedule, progress report of the students etc. are organized and
properly maintained by the school.

CO-CURRICULAR ACTIVITY:

Physical Activity:

Physical activities like games, sports, mass drill, yoga, gardening etc.
are organized by the school. Every year the school organizes Annual Sports' for
create interest of the students towards physical activity.

Academic Development Activity:

Clubs related to different subject are formed by the school. Other

activities like preparation of chant, model, TLM. projects are done by the students
of the school in presence of the teacher.

Social Activity:
School provides opportunity for the students to join Jr. Red Cross and
also organizes various social activities to develop social values among the students.

Literary Activity:
For developing literary ability of the students, the school organizes
activities like publication of wall magazine, newspaper reading, debate, essay &
poem writing competitions etc.

Cultural Activity:
Cultural activities like song, dance, one act play, drama, folk dance & song
etc are organized by the school for the development of cultural value among the
students. Every year the school organizes "Annual Function" to motive students
towards cultural programs,
Moral Development Activity:
Activities like moral lectures by the teachers, social services and celebration
of birthdays of great men are organized by the school for the development of moral
values among the individuals

Leisure Time Activity:

During the leisure time the students are engaged in art and craft, gardening,
making album using paper cuts etc.

SCHOOL NAME: VIVEKANANDA SIKSHA KENDRA

CURRICULAR ACTICITIES:

Classroom Activities:

Activities carried out inside the class room are known as classroom
activities. Only teacher and students are participating in such activities. These are
related to instruction work in different subjects such as classroom experiments,
discussion, scientific observations, use of AV aid, examination and evaluation:
maintained inside the classroom etc. In my observation, I was found that it was
properly.

Library Activity:
It deals with reading books and magazines, taking notes from prescribed
and reference books, preparing note related to the syllabus in my observation, I
found that the school has no library facility for the students there is a mom available
for the library but there is no books, magazine or any other study materials.

Laboratory Activity:
The school has no laboratory facility for the students.

Activities Related to Organisation:

The school properly maintained activities like preparation of time table, list
of holidays, lesson plans, examination schedule and progress report of the students.
CO-CURRICULAR ACTIVITIES:

Physical Activities:
Physical activities like games, sports and yoga are organized by the school.

Literary Development Activity:

For development of literary ability of the student, the school organizes
activities like publication of wall magazine, debates, newspaper reading, essay and
poem.

We had organized various types of competition among students of different

classes.

Cultural Development Activity:

The school organizes cultural activities like drawing, painting, dancing,
fancy dress, community activities, exhibition, celebration of various festivals etc.
for the betterment of the students.

Social Development Activity:

Following activities are organized by the school for the social development of
the students that are Jr. Red Cross and Scout & Guide etc.

Academic Development Activities:

Activities like formation of clubs in relation to different subjects such as
science club, history and projects graph club. Besides these other activities like
preparation of charts, models, and project.

Leisure Time Activities:

In my observation period, I did not find any leisure time activities by the
students.
Moral Development Activities:
The school organizes extra moral lectures, social service and celebration of
birthdays of great men. These bring moral development among individuals.
SCHOOL NAME: ODISHA ADARSHA VIDYALAYA, RANIBHOL
CURRICULAR ACTIVITY:
Classroom Activity:
Classroom activities like classroom discussion & observation, scientific
observation, use of TLMs, group works, examination and evaluation are organized
by the school and properly maintained in the classroom.

Library Activities:
There is a well functioned library in the school activities like book issue and
reading journal and newspaper, making notes from reference books are organized by
school. Various valuable books provide extra knowledge to the students.

Laboratory Activity:
There are different types of well functioned laboratory for different subject
separately like physics lab, chemistry lab, bio lab.

Activities Related to Organisation:

Preparation of time table, list of holidays, lesson plans, examination schedule,
progress report of the students etc. are the activities organized and maintained by the
school.

CO-CURRICULAR ACTIVITIES:
Physical Activity:
Physical activities like games, sports, mass drill, yoga and gardening etc. are
organized by the school for the physical development of the students.

Academic Development Activity:

Activities like formation of clubs related to different subject, preparation of
projects, models and charts are organized by the school for the betterment of the
students.

Social Activity:
Various social activities are organized by the school for the development of
the social value of the students
Literary Activity:
For developing literary ability of the student, the school organizes activities
like publication of wall magazine, newspaper reading, debate, essay & poem writing
competitions etc.

Cultural Activity:
Cultural activities like song, dance, one act play, drama, folk dance & song etc
are organized by the school for the development of cultural value among the
students. Every year the school organizes "Annual Function to motive students
towards cultural programs.

Moral Development Activity:

Activities like moral lectures by the teachers, services and celebration of
birthdays of great men are organized by the school for the development of moral
values among the individuals

Leisure Time Activity:

During the leisure time the students are engaged in art and craft, gardening.
making albums using paper cuts etc.
 CHAPTER – VI
ONE DAY ACTIVITIES OF
THE SCHOOLS
ONE DAY ACTIVITIES OF THE SCHOOL
Name of the school: Govt. Girls’ High School, Ranibhol

Date: 08th SEP 2022

Observation Details:
In my second day of school observation, I got a chance to observe
One day activities of the school. It was Tuesday the school gate opened at 9:30
AM. All the students came to the class room by 09:45 AM from their hostel. All
the teachers and staffs reached at school by 09:45 AM First of all the students
cleaned their respective rooms by themselves and rearranged the desk and
bench the school peon cleaned the office room. The 1 st class started on 10.30
AM. Then the proper prayer class happened and we got to know about a new
way of remembering the table of math. All the teacher takes their classes
properly. On this day math teacher was absent so I got a chance to take classes
on class viii. On 01.50 PM 30 min recess so students take their Tiffin. On 4.00
PM the final bell rang, all student goes their home after the ending prayer.
 CHAPTER- VII
EXPERIENCE OF
ARRANGEMENT
CLASSES
EXPERIENCE OF ARRANGEMRNT CLASSES

ARRANGEMENT CLASS-01

Date: 08.09.2022
School: Govt. SCST Girls High School, Ranibhol
Class: IX
Subject: Science
Topic delivered: Atoms and Molecules

My Experience

I got a chance at Govt. SCST Girls High School, Ranibhol to take an arrangement
class as their science teacher was absent. I prepared for that topic and waited for the
bell. The bell rang and entered in to the class after few minutes. All the students of the
class stood up and wished me a good afternoon. I wished them back and asked them to
sit. Introduced myself and also told the reason why came to their class. The students
are interested for a new lesson. I started by asking some questions related to the topic.
Students gave answers correctly so I moved towards a new lesson. I taught them about
laws of chemical combination i.e laws of conservation of mass and laws of constant
proportions. I drew figures on the blackboard and explained the whole thing of the
topic. During my presentation I asked some posed questions related to topic.
Maximum number of students gave correct answers. I gave some home task related to
the topic and left the class by saying thanks.
ARRANGEMENT CLASS-02

Date: 10.09.2022
School: Odisha Adarsha Vidyalaya, Ranibhol
Class: X
Subject: Science
Topic delivered: Electricity

My Experience

I got a chance at Odisha Adarsha Vidyalaya, Ranibhol to take an arrangement class as

their science teacher was absent. I prepared for that topic and waited for the bell. The
bell rang and entered in to the class after few minutes. All the students of the class
stood up and wished me a good afternoon. I wished them back and asked them to sit. I
Introduced myself and also told the reason why came to their class. The students are
interested for a new lesson. I started by asking some questions related to the topic.
Students gave answers correctly so I moved towards a new lesson. I taught them about
electric charge and current. I drew figures on the blackboard and explained the whole
thing of the topic. During my presentation I asked some posed questions related to
topic and also after presentation I asked some problems related to the topic. Maximum
number of students gave correct answers. I gave some home task related to the topic
and left the class by saying thanks.
ARRANGEMENT CLASS-03

Date: 10.09.2022
School: Odisha Adarsha Vidyalaya, Ranibhol
Class: VIII
Subject: Computer
Topic delivered: Number System

My Experience

I got a chance at Odisha Adarsha Vidyalaya, Ranibhol to take an arrangement class as

their computer teacher was absent. I prepared for that topic and waited for the bell.
The bell rang and entered in to the class after few minutes. All the students of the class
stood up and wished me a good afternoon. I wished them back and asked them to sit. I
Introduced myself and also told the reason why came to their class. The students are
interested for a new lesson. I started by asking some questions related to the topic.
Students gave answers correctly so I moved towards a new lesson. I taught them about
binary and decimal number system. I drew figures on the blackboard and explained
the whole thing of the topic. During my presentation I asked some posed questions
related to topic and also after presentation I asked some problems related to the topic.
Maximum number of students gave correct answers. I gave some home task related to
the topic and left the class by saying thanks.
ARRANGEMENT CLASS-04

Date: 16.09.2022
School: Sri Aurobindo Purnanga Sikshya Kendra
Class: IX
Subject: Science
Topic delivered: Atoms and molecules

My Experience

I got a chance at Sri Aurobino Purnanga Sikshya Kendra to take an arrangement class
as their science teacher was absent. I prepared for that topic and waited for the bell.
The bell rang and entered in to the class after few minutes. All the students of the class
stood up and wished me a good afternoon. I wished them back and asked them to sit. I
introduced myself and also told the reason why came to their class. The students are
interested for a new lesson. I started by asking some questions related to the topic.
Students gave answers correctly so I moved towards a new lesson. I taught them about
atoms, elements and their symbols. I drew figures on the blackboard and explained the
whole thing of the topic. During my presentation I asked some posed questions related
to topic and also after presentation I asked some problems related to the topic.
Maximum number of students gave correct answers. I gave some home task related to
the topic and left the class by saying thanks.
ARRANGEMENT CLASS-05

Date: 19.09.2022
School: Vivekananda Sikshya Kendra, Takatpur
Class: VI
Subject: Math
Topic delivered: Fraction

My Experience

I got a chance at Vivekananda Sikshya Kendra to take an arrangement class as their

math teacher was absent. I prepared for that topic and waited for the bell. The bell
rang and entered in to the class after few minutes. All the students of the class stood
up and wished me a good afternoon. I wished them back and asked them to sit. I
introduced myself and also told the reason why came to their class. The students are
interested for a new lesson. I started by asking some questions related to the topic.
Students gave answers correctly so I moved towards a new lesson. I taught them about
different types of fractions. I drew figures on the blackboard and explained the whole
thing of the topic. During my presentation I asked some posed questions related to
topic and also after presentation I asked some problems related to the topic. Maximum
number of students gave correct answers. I gave some home task related to the topic
and left the class by saying thanks.
 CHAPTER -VIII
CASE STUDY REPORT OF
A PROBLEM CHILD
CASE STUDY OF A UNDERACHIVER STUDENT

Concept:

Case studies are in-depth investigations of a single pension, group, event or

community Typically, data are gathered from a variety of sources and by my several
different methods (e.g., observation and interview) The research may also continue
for an extended period of time, so processes and developments call be studied as
they happen.

Purpose of the study:

The main purpose of this study is to find out the problems face by an
underachiever student and collecting the information about the cause behind it. Find
out better ways of understanding and helping the underachiever student

Personal Background
i. Name: Rajesh Kumar Behera
ii. Class: VIII
iii. School: Sri Aurobindo Purnanga Sikshya Kendra
iv. Father Name: Ramesh Behera
v. Mother Name: Sasmita Behera
vi. Father's Occupation: Peon
vii. Mother's Occupation: House wife
viii. Annual Income: 2,00,000/
ix. Date of Birth 28 May 2007
x. Address: At-takatpur, Po-Laxmiposi, Pin-757107, Dist-
Mayurbhanj, Odisha

Physical Condition
i. Height: 4 feet 10 inch
ii. Weight: 36 kg
iii. Color: Brown
iv. Motor Organs. Normal
v. Eye Site: Good
vi. Ear: Good
vii. Health Condition: Good health condition
viii. Previous Diseases. Jaundice and Malaria at early age.

Social Development
 i. Attendance Regular in class
ii. Group activities Yes
iii. Prayer Class: Yes, attend
iv. During Lunch Takes MDM with friends
v. Relation with Teacher Good
vi. Relation with Friends Good, but sometimes fights with them

Emotional Development
i. Emotionally Stable: Yes, he is emotionally stable
ii. Cry in Class: No, but sometimes he cries when friends irritate
him more
iii. Cry when Teacher ask question: No
iv. Laugh in comedy talk: Yes
v. Dealing with friends: Good
vi. When see new face He fears, stays silent and try to goes out of
there.

Classroom Activities
i. Sits in 3rd row in the class
ii. Less attentive in class
iii. Ask very less question during teaching periods.
iv. When teacher ask question, he does not give answer.
v. He always busy in gossiping and playing with friends

Language Skill
i. Read Odia, English(poor), Hindi (poor)
ii. Write: Odia. English (poor), Hindi (very poor)
iii. Speak: Odia, English (very poor), Hindi (very poor)

Major Problems
i. Low achiever
ii. Less attention in class
iii. Lack of understanding about the subject
iv. Very shy and fear to face question and teacher.
v. Less completion of home task given by the teacher.
vi. During teaching period, he often busy to talk with friends.

Daily routine of the subject:

 The subject gets late in the morning, goes for natural call, brushes his teeth.
After all this done, he opens the TV and gets busy in watching cartoons At around
8.30AM be takes bath and before 8.45AM he finishes his meal: He leaves home at
9:10AM for school and reaches before 9:30AM.

He attains the prayer class. After the prayer is over he goes to his class.
He always sits in the 3rd row with his friends. During the class period he is always
busy in gossiping with his friends and less attentive in class. At 4:00 PM he returns
to home

In the evening he takes some food and gets busy with cartoons as always
Sometimes he does some home tasks given by the teacher. After taking the dinner
he goes to bed early.

Family Support:

The subject lives at his own house at Takatpur with his father and Mother.
His father works at locality Baripada His mother is a house wife and uneducated so
she cannot help hum with his studies Other members are also uneducated or busy in
their work. So the subject never gets support from his family, but his family always
inspires him for study.

Steps taken by Teacher:

The teachers always encourage him for study and help him in weak areas.
They give extra time for his development in study.

Suggestion for improvement:

Effective strategies can improve him in study and he can get better grades.
Classroom participation is very much essential to make a student attentive in class.
So the subject should participate in classroom discussions, take notes, ask questions
for clearing doubts and interact with the teacher for his improvement.
 CHAPTER – IX
OBSERVING STAFF
RELATION
OBSERVING STAFF RELATIONS:

I have wanted even schools for experiencing multicultural context of the schools.

Govt. Girls High School Ranibhol:

In this school I found that the teachers were very cooperative and friendly
with each other. They take arrangement classes in the absence of any teacher. On
Saturday I saw that the teachers conducted different curricular activity such is song,
dance, one-act play etc. They encouraged their students to participate actively in all
these activities. The teachers also help students in gardening.

The headmaster also had a very good relationship with the teachers and other
supporting staffs. The Head master managed each and every activity of the school
smoothly.
The supporting staffs played an important role in ensuring students safety and
for the betterment of the school environment.

Odisha Adarsha Vidyalaya, Ranibhol:

In Odisha Adarsha Vidyalaya I got a golden opportunity to observe the school
and experience my views on it. First of all observe that the teachers were cooperative
with each other. The HM also had a very good relationship with them. The HM
looked after each and every activity of the school On Saturday he had organized
various competition such as Rakhi making, debate etc in which he and involved all the
teachers and students in it. The teachers also helped in to organize all the activities in
others absence the other teachers take proxy classes.
The HM also conducted PTA & MTA meeting in which he involved all
teachers and members in it and discuss veracious issue regarding their school and
students. The supporting staffs also looked after the school’s welfare.

Kendriya Vidyalaya-01, Laxmiposi, Baripada

In this school I found that the teachers were very cooperative and friendly
with each other. They take arrangement classes in the absence of any teacher. On
Saturday I saw that the teachers conducted different curricular activity such as song,
dance, one-act play etc. They encouraged their students to participate actively in all
these activities. The teachers also help students in gardening.
 The headmaster also had a very good relationship with the teachers and other
supporting staffs. The Head master managed each and every activity of the school
smoothly.
The supporting staffs played an important role in ensuring students safety and
for the betterment of the school environment.

Sri Aurobindo Purnanga Sikshya Kendra

In Odisha Adarsha Vidyalaya I got a golden opportunity to observe the school

and experience my views on it. First of all observe that the teachers were cooperative
with each other. The HM also had a very good relationship with them. The HM
looked after each and every activity of the school. On Saturday he had organized
various competitions such as Rakhi making, debate etc in which he and involved all
the teachers and students in it. The teachers also helped in to organize all the
activities. In others absence the other teachers take proxy classes.
The HM also conducted PTA & MTA meeting in which he involved all
teachers and members in it and discuss veracious issue regarding their school and
students. The supporting staffs also looked after the school’s welfare.

Vivekananda Sikhshya Kendra, Takatpur

Vivekananda Sikhshya Kendra, Takatpur, I found that the teachers were

very cooperative with other teachers, Headmaster and other staffs The teachers were
also very friendly and cooperative with their students. They spent most of the tires
for the wellbeing of the students. In the absence of any teacher in a particular
period, the other teachers take proxy classes. The students also cooperate with their
teachers and clarify their doubts by asking questions. On Saturday we found that the
teachers conducted different curricular activities such as debate, song, quiz, etc.
They encourage the students to take part actively in all these activities. From these
activities we found that the teachers were very supportive to each other for which
the activities were conducted very smoothly.

The HM also has a good relation with the teachers and other staffs and
also with the students. As the head of the school, the headmaster looks after each
and every activity of the school & solves different problems faced by the schools.
 CHAPTER- X
LEARNER EVALUATION AND
OPINION OF TEACHER AND
HEADMASTER
 All school have same type of evaluation as per government of odisha.
Evaluation Of Scholastic Area:

There are two types of modes for assessment of the scholastic subjects. One
is formative. Assessment (FA) and another is summative assessment (SA)
Homework, quizzes, may writing, projects and assignments belong to formative
assessments, but summative assessments include half yearly test, annual test which
measures how much a student learn from a class.

Term- 1 Term-2

FA1 FA2 SA1 FA FA4 SA

3 2
Weightage 10 10% 30% 10 10% 30
% % %
Term FA1+FA2+SA1=50% FA3+FA4+SA2=50%
weightage

Except syllabus students will be awarded 20 mark in extracurricular activities like

portfolio, subject enrichment, drawing, essay etc.

Co-scholastic Area:
A wide range of co-scholastic activities are organized throughout the year
as a part of the curriculum and these activities are evaluated by the teachers by the
end of the year. Students get benefited by these activities.

Opinion of the Teacher & Headmaster:

As per their teachers, the evaluation system of the school is very much
effective in measuring the learning outcomes of the students. It also helps in all
round development of the students as it evaluates both curricular and co-
curricular area. The FAs and SAs are very helpful to the students in performing
well academically Students also show interest in participating in various co-
scholastic activities.
VIVEKANANDA SIKHA KENDRA, TAKHATPUR

Scholastic Area

For evaluating the students, the school conducts monthly examinations,

half yearly examinations and annual examinations class 10, pretest, test exam are
conducted.

Co-Scholastic Area:
Different types of co-scholastic activities are arranged in the school for the
students throughout the year as a part of the curriculum and these activities are
evaluated by the teacher at the end of the year.

Opinion Of Teachers And Headmasters:

The teachers of Vivekananda Sikhya kendra opened about their evaluation

system that the different procedures that the school follows for evaluating the students
learning are really beneficial. The tests occurring at regular interval and they give
feedback to both the teachers and the students so that they remain aware about their
progress