Book reading ( divasvapna) ths mussoorie 2014

CASE STUDY ON TEACHING

METHOD FROM THE BOOK –

DIVASWAPNA-BY GIJUBHAI

BADHEKA

Mr. Dorjee Tshering – Introduction and conclusion

Mrs. Tsering Chokey – The Experiment Begins

Mrs. Norbu Dolma– The Progress of the Experiment

Miss Tsering Youdon – At the End of the Term.

Mrs. Pema Dolkar – The Last Gathering Mrs. Tashi Dolma – Power point

GROUP MEMBERS

• 1ST SESSION Location : Library Time :1Hr• Date : 02/06/2014• In this session all the six members gathered and discussed

on the selection of the book for the professional development and it was decided to select the book titled “DIVASWAPNA” for the book reading and group discussion.

• The group members resolved to read the book thoroughly and discuss their opinion , thoughts and views about it.

MEETING SESSIONS:TIME FRAME:- ONE MONTH

• During the second session, the group discussed the 1st chapter ‘The Experiment Begins’ under the coordination of Mrs.Tsering Chokey.

2ND SESSION Location : Library Time :1HourDate : 06/06/2014

3rd SESSION Location : Library Time : 1Hour Date : 09/06/2014

In the third session the chapter ‘The Progress of the Experiment’ was discussed by the group in the library and it was coordinated by Mrs. Norbu Dolma.

4TH SESSION Location : Library Time :1Hour Date : 12/06/2014

• In this session Miss.Tsering Youdon coordinated the group discussion on the chapter ‘At the End of the Term’.

5TH SESSION Location : Library Time : 1Hour Date : 19/06/2014In the 5th session, under the coordination of Mrs Pema Dolkar the group discussed the chapter ‘The Last Gathering’.

6TH SESSION:- Location :Library, Time :1Hr, Date : 20/06/2014

In the final session, all the members having read the book thoroughly expressed their opinion about the book and discussed the advantages and feasibility of the methods of teaching suggested in the book.

Girijashanker Badheka, generally known as Gijubhai, the most outstanding personality in the field of pre-primary education was born on November 15,1885.

He began his career by practicing as a high court lawyer.

Gijubhai BadhekaABOUT THE AUTHOR

In 1913, the birth of his son set him thinking about child upbringing and child development.

Looking for new ideas in education, he discovered the writings of Maria Montessori. So impressed was he, that he left his legal practice to devote himself to children and education.

In 1920 he founded the first preprimary school – Balmandir.

•  Divaswapna was first published in Gujarati language in 1932 and was translated into different languages subsequently.

• The book was broadly divided into four main parts • -- The experiment begins - The progress of the experiment - At the end of the term - The last Gathering

• These four chapters bring into light the concepts, the experiment, the challenges and the outcomes.

INTRODUCTION

A. The theoretical background of his experiment lies in Montessori, but his preparation and implementation are thoroughly local

B. He has put forward a new and different perspective, concept and method of his own to counter the old method of teaching

2. The challenges.

a. To win over 4th standard students.

b. Introduce new methods of teaching.

c. No support from his colleagues, teachers , headmaster and the education officer.

d. Term end examination – a big challenge.

1. The ExperimentTHE EXPERIMENT BEGINS

1. Story tellinga) A new game of silence.b) Build good relationship between teacher and

students.c) Students learned to be discipline , attentive and good

listener.

4. Games and sportsa) Conflict over the choosing of games.b) Create a competitive nature.c) Learned art of decision making and teamwork.

3. The New Methods of Teaching.

a) Took the library project.b) Idea of seeking book contribution create sense of

ownership.c) Beginning of model reading.d) Develop the habit of reading.

5. Library

1. Dictation

conduct dictation by picking up library books.

To look at teachers when he speaks and then listen carefully

and understand.

Repeat the sentence at the beginning and slowing they will

build the habit of listening.

Not to do the correction.

Model - handwriting and words

Emphasized the words “ our class”

To give transcription as homework.

THE PROGRESS OF THE EXPERIMENT.

2. Personal Cleanliness

Call parents meeting

Talk on respect of cleanliness or order.

Teaching and maintaining personal hygiene is an integral part of education

Hung mirror and comb in the school compound. Piece of cloth and scissors. Let them to watch their faces Let them to observe disorder and indiscipline while

making queue and correct them

Teaching MethodsTeaching Methods

a) Antakari :- where a boy begins with the last letter of the stanza said by the previous boy.

a) Riddles and puzzles:- to encourage their curiosity and develop to increase their knowledge.

b) Word - building games:- to say a new word beginning with the last letter said by the previous boy.

a) Use of dictionary:- to get many new words.

1. Introduction of games to enhance student’s interest:

AT THE END OF THE TERM

a) Story telling – to develop their command over language, ability to narrate, test of memory.

b) Reading - record of books read by the students and their number listed by the students themselves.

c) Magazine – students prepare a magazine by themselves filled with articles, poems, etc. which was solely written by them without teacher’s interference or correction

a) It is the most ineffective way of teaching.

b) It is ugly and soul killing.

c) Definitions of nouns and verbs could be memorized but these definitions would mean nothing to the learners.

d) It kills their creativity and innovative ideas.

e) No long retention of their learned concept.

3. Demerits of Cramming

1. Teaching Geography:- Checking students knowledge.

a) Teaching Procedure. Brought binoculars to see objects Shows stars and planets with the help of

telescope. Making story like the earth and the stars as

sisters Relate with environment – mountain, valley,

river, water, races.

To draw anything : either copy, trace or go by memory

Assign different topics to draw in their notebook

Branches, leaves, good paintings decorated in the class.

Object drawing – inkpot, inkstand, holder, matchbox

Inviting drawing teacher to draw slowly and step by step on the blackboard

Teach technique of coloring. Inviting surveyor to teach how to draw. Let them to observe draft men drawing the

map of streets, villages and forest area.

2. Teaching Drawing

•Arithmetic:

Proper method should be followed right from the stage the child begins to learn counting.

Appreciated Montessori way of teaching.

CONCLUSION