SELF APPRAISAL REPORTshivalikprimaryschoolsociety.com/ShivalikEducation/NA… · · 2015-12-20Teacher Education (NCTE) ... methodology for assessment and accreditation of TEIs and

SHIVALIK COLLEGE OF EDUCATION

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SELF APPRAISAL REPORT

PREPARED BY

SHIVALIK COLLEGE OF EDUCATION,

GURDASPUR, PUNJAB

Submitted to:

National Assessment and Accreditation Council

(An Autonomous Institution of the University Grants Commission)

P.O. Box No. 1075, Nagarbhavi, Bangalore, Karnataka-560072


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Shivalik College of Education Gurdaspur, Punjab

All rights reserved. No Part of this report may be reproduced , stored in the retrieval

system or transmitted , in any form or by any means-Electronic, Mechanical,

photocopying, Recording or otherwise without the prior permission of the Shivalik

College of Education, Gurdaspur, Punjab.

Report for Submission in:

NAAC, PO 1075, Nagarbhavi, Bangalore, Karnataka

& for Internal Circulation only

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The National Policy on Education (NPE 1986) and the subsequent Programme of

Action (PoA 1992) laid great stress on the quality of education at every level. Both the

National Assessment and Accreditation Council (NAAC) and the National Council for

Teacher Education (NCTE) are the

NPE and PoA. While the enactment of the NCTE Act by the Parliament in 1993 marked

the most purposeful and determined action taken at the National level to place teacher

education at a high pedestal, the esta

Commission (UGC) in 1994, signaled an equally lofty resolve in uplifting the quality of

Higher Education.

In fulfillment of the provisions laid down in the NCTE Act 12(k) “to evolve suitable

Performance appraisal systems, norms and mechanisms for enforcing accountability on

Recognized institutions” and for quality assurance of Teacher Education Institutions

(TEIs), the NAAC and the NCTE have entered into assessment and accreditation of all

TEIs coming under the provisions of the NCTE Act.

The efforts of NCTE and NAAC to ensure and assure the quality of TEIs in the country

are complimentary to each other. Combining the expertise of NCTE in teacher

education and the quality assurance expertise of NAAC, the NAAC develo

methodology for assessment and accreditation of TEIs and the “Manual for Self

appraisal of Teacher Education Institutions”.

The Shivalik College of Education decided to invite the Assessment

Council (NAAC) for Accreditation process

faculty members, who were involved in various activities of the Department. The team


PREFACE

Education (NPE 1986) and the subsequent Programme of



Teacher Education (NCTE) are the outcome of the recommendations contained in the

and PoA. While the enactment of the NCTE Act by the Parliament in 1993 marked

purposeful and determined action taken at the National level to place teacher

high pedestal, the establishment of NAAC by the University Grants

1994, signaled an equally lofty resolve in uplifting the quality of


systems, norms and mechanisms for enforcing accountability on



visions of the NCTE Act.



education and the quality assurance expertise of NAAC, the NAAC develo


appraisal of Teacher Education Institutions”.

The Shivalik College of Education decided to invite the Assessment

Council (NAAC) for Accreditation process. The process began by selecting a team of


K COLLEGE OF EDUCATION

Education (NPE 1986) and the subsequent Programme of



outcome of the recommendations contained in the

and PoA. While the enactment of the NCTE Act by the Parliament in 1993 marked

purposeful and determined action taken at the National level to place teacher

blishment of NAAC by the University Grants

1994, signaled an equally lofty resolve in uplifting the quality of


systems, norms and mechanisms for enforcing accountability on





education and the quality assurance expertise of NAAC, the NAAC developed the


The Shivalik College of Education decided to invite the Assessment accreditation

. The process began by selecting a team of



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comprises of coordinator and two members. The choice of team was based on their

interpersonal skills and ability to complete the work effectively. The team studies the

entire process by reading NAAC publication, newsletters and talking to various

institutes who have conducting NAAC accreditation process successfully. Everyone in

the College was made aware about the enormity of the entire job and creates the feeling

in their mind that the impending paper work is not a waste of time. A committee was

formed of four members to look into criterion wise input and criterion wise evaluative

report. This committee member was ably supported by other members of the college.

The entire information was compiled during various meetings and first draft of self

study report was prepared. This was again checked and discussed at various levels and

final SSR emerged. During this process the various activities of college passed through

the guidelines provided by NAAC. Through this process we were able to look at our

strength, weakness, opportunities and threats objectively.

The Shivalik College of Education looks forward for the visit of the PEER team of

NAAC and exchange of ideas with the team of experts from NAAC. We look forward

to improving further to benefit to all the stakeholders the students/faculty/ academician/

industries/ Alumni and society at large.

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S.No.

1. Self Appraisal Report

2. Preface

3. SWOT ANALYSIS OF THE INSTITUTION

4. INSTITUTIONAL DATA

5 EXECUTIVE SUMMARY

6. CRITERION – WISE ANALYSIS

1. CURRICULAR ASPECTS

2. TEACHING LEARNING AND EVALUATION

3. RESEARCH, CONSULTANCY AND EXTENTION

4. INFRASTRUCTURE AND LEARNING RESOURCES

5. STUDENT SUPPORT AND PROGRESSION

6. GOVERNANCE AND LEADERSHIP

7. INNOVATIVE PRACTICES

7 TEACHER EDUCATION SCENARIO IN PUNJAB

8 MAPING OF ACADEMIC ACTIVITIES (2014

9 ACADEMIC CALENDAR

10 SYLLABUS

11 BUILDING PLAN OF SHIVALIK COLLEGE OF EDUCATION

12 BUDGET PLAN

13 BALANCE SHEET

14 NCTE APPROVAL

15 UNIVERSITY RESULT

16 ANNEXURES

17 SOCIETY PAPERS

18 DECLARATION BY THE HEAD OF THE INSTITUTION


SHIVALIK COLLEGE OF EDUCATION INDEX

Topic

SWOT ANALYSIS OF THE INSTITUTION

INSTITUTIONAL DATA

EXECUTIVE SUMMARY

WISE ANALYSIS

CURRICULAR ASPECTS

TEACHING LEARNING AND EVALUATION

CH, CONSULTANCY AND EXTENTION

INFRASTRUCTURE AND LEARNING RESOURCES

STUDENT SUPPORT AND PROGRESSION

GOVERNANCE AND LEADERSHIP

INNOVATIVE PRACTICES

TEACHER EDUCATION SCENARIO IN PUNJAB

DEMIC ACTIVITIES (2014-15)

ACADEMIC CALENDAR

BUILDING PLAN OF SHIVALIK COLLEGE OF EDUCATION

UNIVERSITY RESULT

DECLARATION BY THE HEAD OF THE INSTITUTION


Page

7-8

9-45

46

48

48-56

57-75

76-88

89-101

102-115

116-135

136-141

142-148

149

150-151

152-261

262

263

264

267

269

272-289

290-295

297-298

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The College has its own vision, mission and goals. The Institute helps the Student

Teachers develop Leadership Qualities by encouraging and motivating them by ac

participating in various cultural, and competitions at inter college levels university

levels and state levels.

· The College has well qualified and dedicated staff members.

· The teaching methods followed by the college are student

· The college is actively involved in organizing college seminars and camps.

· Encouraging students and staff to participate in such programs with full zeal and

interest.

· The Trust members are highly educated with vast teaching, administrative and

Research experience in the field

· Democratic values and decentralization of powers Cordial relationship with

teaching practice schools

· Cordial relationship with teaching practice schools.

· A serene campus, graced by nature.

· A beautiful Building with well ventilated room

· Availing of the services of experts in related fields.

· A network with the neighboring

· Establishing various committees and implementing various programs.


SWOT ANALYSIS


Teachers develop Leadership Qualities by encouraging and motivating them by ac


The College has well qualified and dedicated staff members.

The teaching methods followed by the college are student

ely involved in organizing college seminars and camps.

Encouraging students and staff to participate in such programs with full zeal and

The Trust members are highly educated with vast teaching, administrative and

Research experience in the field of education

Democratic values and decentralization of powers Cordial relationship with

Cordial relationship with teaching practice schools.

A serene campus, graced by nature.

A beautiful Building with well ventilated room

iling of the services of experts in related fields.

A network with the neighboring

Establishing various committees and implementing various programs.



Teachers develop Leadership Qualities by encouraging and motivating them by actively


ely involved in organizing college seminars and camps.

Encouraging students and staff to participate in such programs with full zeal and

The Trust members are highly educated with vast teaching, administrative and

Democratic values and decentralization of powers Cordial relationship with

Establishing various committees and implementing various programs.


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OUR STRENGTH

· A lush Green Environment

· A Beautiful well constructed Building

· A good and cordial relationship with neighboring Schools.

· Various Committees for various works.

WEAKNESS

· Mainly Rural Students lacking In English Communication

· No Grants Available from Govt Sources

· Shortage of Well Qualified Staff.

OPPORTUNITIES

· Scope for better skill enrichment beyond the syllabus prescribed by the Affiliating

University

· Scope for Research Projects.

· Scope for Implementation of various Community Programme to serve the weaker

Section of the Society,

THREATS

· Financial burden on management due to lack of Admissions.

· Maintaining Quality of Education.

· Sustaining and Retaining qualified Staff.

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A. Profile of the Institution

1. Name and address of the institution:

2. Website URL : http://shivalikprimaryschoolsociety.com/

3. For communication: Officials

Name Telephone Number with STD Code Head/Principal 9814901156Dr. Ritu

Self - appraisal coordinator Simi Nanda 9815646843


PART –I

INSTITUTIONAL DATA

Name and address of the institution: Shivalik College of Education Village Mustafabad, Jattan,

PO-Babehali, Tehsil/DisttPunjab - 143521

http://shivalikprimaryschoolsociety.com/

Officials

Telephone Fax No E-Mail AddressNumber

with STD Code

9814901156 [email protected]

9815646843 [email protected]


College of Education Village Mustafabad, Jattan,

Babehali, Tehsil/Distt-Gurdaspur

Mail Address

gmail.com

[email protected]


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Residence

Name Telephone Mobile Number

Number with STD Code Head/Principal 9814901156 Dr. Ritu

Self - appraisal Co-ordinator Siminanda 9815646843

4. Location of the Institution:

Urban Semi-urban Rural Tribal

Any other (Specify and indicate)

5. Campus area in acres: 6. Is it a recognized minority institution? Yes No 7. Date of establishment of the institution: Month & Year

1.25 ACRES

ü

MM YYYY

May 2005

ü


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8. University/Board to which the institution is affiliated: 9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year 2F Month & Year 12B

10. Type of Institution

A. By funding

I. Government

ii. Grant-in-aid

iii. Constituent

IV. Self-financed

v. Any other (Specify and indicate

B. By Gender

i. Only for Men

ii. Only for Women

iii. Co-education

GURU NANAK DEV UNIVERSITY, AMRITSAR

MM YYYY NO NO

MM YYY

NO NO

ü

ü


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C. By Nature

i. University Department

ii. IASE

iii. Autonomous College

iv. Affiliated College

v. Constituent College

vi. Dept. of Education of Composite College

vii. CTE

viii. Any other (specify and indicate)

11. Does the University / State Education Act have provision for autonomy? Yes No If yes, has the institution applied for autonomy? Yes No 12. Details of Teacher Education programs offered by the institution:

Sl. No.

Level Programme/ Course

Entry Qualificatio

n

Nature of Award

Duration Medium of instruction

i) Primary Elementary

D.El.Ed

UG Degree

Diploma 2 Year Punjabi

ii) Secondary / Sr. secondary

B.Ed Graduation Degree 2 Year English/ Hindi/ Punjabi

ü

ü

ü


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13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)

Level Programme Order No. & Date Valid upto Sanctioned Intake

Primary Elementary

D.El.Ed

F.NRC/NCTE/F-3/PB-335/2006/7673

Permanent

50

Secondary / Sr. secondary

B.Ed F.NRC/NCTE/F-3/PB-214/1961

Permanent 100

Other (specify) - - - -

B) Criterion-wise inputs

Criterion I: Curricular Aspects 1. Does the Institution have a stated

Ø Vision

Ø Mission

Ø Values

Ø Objectives

2. Does the institution offer self-financed programme(s)? If yes,

Ø How many programmes?

Ø Fee charged per programme

Yes ü No

Yes ü No

Yes ü No

Two

B.Ed - 45000 P.A

D.EL.ED – 40000 P.A

Yes ü No

ü


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3. Are there programs with semester system

4. Is the institution representing/participating in the curriculum development/ revision processes of the regulatory bodies?

If yes, how many faculty are on the various curriculum development/vision committees/boards of universities/regulating authority.

5. Number of methods/elective options (programme wise)

D.EL.Ed.

B.Ed.

M.Ed. (Full Time)

M.Ed. (Part Time)

Any other (specify and indicate)

6. Are there Programs offered in modular form

B.ED - YES (SEM)

D.EL.ED - Annual

One

Yes ü N

2

Yes ü No

Num 1

One

-

-

-


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7. Are there Programs where assessment of teachers by the students has been introduced

8. Are there Programs with faculty exchange/visiting faculty

9. Is there any mechanism to obtain feedback on the curricular aspects from the

Ø Heads of practice teaching schools

Ø Academic peers

Ø Alumni

Ø Students

Ø Employers

10. How long does it take for the institution to introduce a new program me within the

existing system?

11. Has the institution introduced any new courses in teacher education during the last

three years?

12. Are there courses in which major syllabus revision was done during the last five yrs.?

Yes No ü

ONE YEAR

Yes ü No

Number 1

Number 1

Yes ü No

Yes ü No

Yes ü No

Yes ü No

Yes No ü

Yes No ü

Number -

Yes ü No

Number All


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13. Does the institution develop and deploy action plans for effective implementation of

the curriculum?

14. Does the institution encourage the faculty to prepare course outlines?

Criterion II: Teaching-Learning and Evaluation 1. How are students selected for admission into various courses?

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the

University/Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate)

Yes No

Yes No

ü

ü

ü


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2. Furnish the following information (for the previous academic year):

a) Date of start of the academic year

D.El.Ed B.Ed M.Ed 17 July, 2015 23 July, 2015

b) Date of last admission

D.El.Ed B.Ed M.Ed 25 Sept, 2015 14 Aug, 2015

c) Date of closing of the academic year

D.Ed B.Ed M.Ed MaY 2017 Aug 2017

d) Total teaching days

D.El.Ed B.Ed M.Ed 200 days 180 Days e) Total working days

D.El.Ed B.Ed M.Ed

220 Days 225 Days (Yearly)


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3. Total number of students admitted (2014-15)

Programme Number of

Reserved

Open

Students

M F Total M F Total M F Total D..El.Ed. 2 11 13 3 3 2 8 10 B.Ed. 9 90 99 1 14 15 8 76 99

4. Are there any overseas students? Yes No If yes, how many?

5. What is the „unit cost‟ of teacher education programme? (Unit cost = total

annual recurring expenditure divided by the number of students/ trainees

enrolled).

a) Unit cost excluding salary component

b) Unit cost including salary component

(Please provide the unit cost for each of the programme offered by the institution as

detailed at Question 12 of profile of the institution)

ü

-

40887

16110


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6. Highest and Lowest percentage of marks at the qualifying examination considered for

admission during the previous academic session

Open Reserved

Programmes

Highest Lowest Highest Lowest

(%) (%) (%) (%) D.El.Ed. 50 45

B.Ed

50

45

7. Is there a provision for assessing students‟ knowledge and skills for the programme (after admission)?

Yes No

8. Does the institution develop its academic calendar?

Yes No

9. Time allotted (in percentage) Programmes Theory Practice Teaching Practicum D.El.Ed. 50% 30% 20% B.Ed. 75% 25%

10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days

b) Minimum number of pre-practice teaching

lessons given by each student

ü

ü

1 0

1 0


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11. Practice Teaching at School

a) Number of schools identified for practice teaching

b) Total number of practice teaching days B.Ed

c) Minimum number of practice teaching lessons given by each student

(Lessons)

12. How many lessons are given by the student teachers in simulation and pre-practice teaching in classroom situations?

No. of Lessons in Simulation No. 10

No. of Lessons Pre-Practice Teaching No. 10

13. Is the scheme of evaluation made known to students at the beginning of the academic session?

Yes No 14. Does the institution provide for continuous evaluation? Yes No 15. Weightage (in percentage) given to internal and external evaluation

Programmes Internal External

D.El.Ed. 40% 60%

B.Ed. 20% 80%

ü

ü

1 0

4 5

6 0


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16. Examinations

a) Number of sessional tests held for each paper

b) Number of assignments for each paper 17. Access to ICT (Information and Communication Technology) and technology.

Yes No

Computer ü

Internet ü

Software/Courseware (CDs) ü Audio Resources ü

Video Resources ü Teaching Aids and other related materials ü

Any other (specify and indicate) ü 18. Are there courses with ICT enabled teaching-learning process?

19. Does the institution offer computer science as a subject?

Yes No

If yes, is it offered as a compulsory or optional paper?

Compulsory Optional

0 2

0 3

Yes ü No

Number 1

ü ü

ü


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Criterion III :

Research, Consultancy and Extension

1. Number of teachers with Ph. D and their percentage to the total faculty strength

2. Does the Institution have ongoing research projects?

If yes, provide the following details on the ongoing research projects

Funding agency Amount (Rs) Duration

(years)

Collaboration, if

any

Not Applicable

- - - -

- - - -

- - - -

(Additional rows/columns may be inserted as per the requirement)

3. Number of completed research projects during last three years.

4. How does the institution motivate its teachers to take up research in education? (Mark üfor positive response and X for negative response)

Ø Teachers are given study leave

Ø Teachers are provided with seed money

Ø Adjustment in teaching schedule

Ø Providing secretarial support and other facilities

Ø Any other specify and indicate

Number 2 1 1

-------

ü

-

ü

ü

-

Yes No ü


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5. Does the institution provide financial support to research scholars? Yes No

6. Number of research degrees awarded during the last 5 years.

a. Ph.D.

b. M.Phil.

7. Does the institution support student research projects (UG & PG)?

Yes No

8. Details of the Publications by the faculty (Last five years)

Yes No Num

International journals ü

- 1

National journals – referred papers

Non referred papers

ü

- 6

Academic articles in reputed magazines/news papers

-

Books ü

- 1

Any other (specify and indicate) - - -

9. Are there awards, recognition, patents etc received by the faculty?

Yes No

-

-

ü

ü

ü


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10. Number of papers presented by the faculty and students (during last five years):

Faculty Students

National seminars

International seminars

Any other academic forum

11. What types of instructional materials have been developed by the institution? (Mark `ü’ for yes and `X’ for No.)

Self-instructional materials

Print materials

Non-print materials (e.g. Teaching

Aids/audio-visual, multimedia, etc.)

Digitalized (Computer aided instructional materials)

Question bank

12. Does the institution have a designated person for extension activities?

Yes No If yes, indicate the nature of the post.

Full-time Part-time Additional charge

13. Are there NSS and NCC programmes in the institution?

Yes No

ü

5

-

2

-

-

-

ü

-

ü

ü

ü

ü

ü

ü


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14. Are there any other outreach programs provided by the institution?

Yes No

15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs on Campus

16. Does the institution provide consultancy services? Yes No

In case of paid consultancy what is the net amount generated during last 3 years.

17. Does the institution have networking/linkage with other institutions/ organizations?

Local level YES

State level YES

National level YES

International level NO

-

ü

NO

ü


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Criterion IV: Infrastructure and Learning Resources

1. Built-up Area (in sq. mts.)

2. Are the following laboratories been established as per NCTE Norms?

a) Methods lab Yes No

b) Psychology lab Yes No

c) Science Lab(s) Yes No

d) Education Technology lab Yes No

e) Computer lab Yes No f) Workshop for preparing Teaching aids Yes No

3. How many Computer terminals are available with the institution?

4. What is the Budget allotted for computers (purchase and maintenance) during the

previous academic year?

5. What is the Amount spent on maintenance of computer facilities during the previous

academic year?

6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year?

7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year?

8. Has the institution developed computer-aided learning packages?

Yes No

2500 Sq. Mts.

ü

ü

ü

ü

ü

ü

20

Rs. 20000

Rs. 15000

Rs. 10000

Rs. 400000

ü


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9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

11. a. Number of regular and permanent teachers Open Reserved (Gender-wise)

Lecturers

Readers

Professors

b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)

Open Reserved

Lecturers

Readers

Professors

M F M F

3 5 - -

M F M F

- -

M F M F

- -

M F M F

- - - -

M F M F

- - - -

M F M F

- - - -

M F M F

3 5 - - 3 - - -

M F M F

- - - - - - - -


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c. Number of teachers from Same state

Other states-

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.El.Ed. 1:10

B.Ed. 1:14

M.Ed. (Full Time) _

M.Ed. (Part Time) _

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants Permanent

Temporary

14. Ratio of Teaching – non-teaching staff

15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure)

M F M F

3 - -

M F M F

6 - -

M F M F

1 - -

M F M F

- -

8 0

1:2

67%


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16. Is there an advisory committee for the library?

Yes No

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

Yes No

19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books

b. Magazines

c. Journals subscribed

- Indian journals

- Foreign journals

- Peer reviewed journals

- Back volumes of journals

ü

9:00 am to 4:00 pm

9.00 am to 2:00 pm

9.00 am to 01:00

ü

5280

428

2

18

-

-

-


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d. Information resources

- Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes

- Audio Cassettes

20. Mention the

Total carpet area of the Library (in sq. mtr.)

Seating capacity of the Reading room

21. Status of automation of Library

Yet to intimate

Partially automated

Fully automated

22. Which of the following services/facilities are provided in the library?

Circulation

Clipping

Bibliographic compilation

Reference

Information display and notification

Book Bank

Photocopying

Computer and Printer

-

10

-

2

-

102.23 sq.mtr

100

-

-

ü

ü

ü

ü

ü

ü

ü

ü

ü


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Internet

Online access facility

Inter-library borrowing

Power back up

User orientation /information literacy

Any other (please specify and indicate)

23. Are students allowed to retain books for examinations?

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

facility) to the number of students enrolled

25. What is the percentage of library budget in relation to total budget of the institution

ü

ü

ü

-

ü

-

Yes ü No

15

30 Days

7 Days

Books - 08

Books - 02

1:33

270

1%


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26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.

I

2012 - 2013

II

2013-2014

III

2014-2015

Number Total cost (in Rs.)



Text books 41 6826 32 5200 65 38226

Other Books

Journals/ Periodicals

8 6200 8 6200 8 6200

(Additional rows/columns may be inserted as per requirement)

Newspaper & Magazine

3 5200 3 5200 3 5200


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Criterion V: Student Support and Progression

1. Programme wise “dropout rate” for the last three batches

Programmes Year 1 Year 2 Year 3

D.El.Ed. - - -

B.Ed. - - -

M.Ed. (Full Time)

M.Ed. (Part Time)

i. Does the Institution have the tutor-ward/or any similar mentoring system?

If yes, how many students are under the care of a mentor/tutor?

ii. Does the institution offer Remedial instruction?

iii. Does the institution offer Bridge courses?

iv. Examination Results during past three years (provide year wise data)

B. Ed

2012-2013 %

2013-2014 %

2014-2015 %

Pass percentage 100 100 100

Number of first classes 84 85 63

Number of distinctions - - 37

Exemplary performances (Gold Medal and university ranks)

- - -

Yes ü No

10

Yes ü No

Yes No ü


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v. Number of students who have passed competitive examinations during the last three years (provide year wise data)

NET

SLET/SET

Any other (TET)

vi. Mention the number of students who have received financial aid during the past three years.

Financial Aid 2012-2013

2013-2014 2014-2015

Merit Scholarship

Merit-cum-means scholarship

Fee concession 58000 30000 54000

Loan facilities

Any other specify and indicate

(Additional rows may be inserted as per requirement)

vii. Is there a Health Centre available in the campus of the institution?

viii. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

ix. Does the institution provide Hostel facility for its students?

2012-13

-

-

2013-14

-

-

2014-15

-

-

- 2 -

Yes ü No

Yes No ü

Yes ü No

Yes No ü


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If yes, number of students residing in hostels

Men

Women

x. Does the institution provide indoor and outdoor sports facilities?

Sports fields

Indoor sports facilities

Gymnasium

xi. Availability of rest rooms for Women

xii. Availability of rest rooms for men

xiii. Is there transport facility available?

xiv. Does the Institution obtain feedback from students on their campus experience?

xv. Give information on the Cultural Events (Last year data) in which the institution

participated/organized.

Organized Participated

Yes No Number

Yes No Number

Inter-college - - - - -

Inter-university - - - - - -

Yes ü No

Yes ü ,

Yes No ü

--

--

Yes ü No

Yes ü No

Yes ü No

Yes ü No


36 | P a g e

National - - - - - -


- 2

INTER COLLEGE

COMPETITION

- - - -

(Excluding college day celebration

17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.

Participation of students

(Numbers)

Outcome

(Medal achievers)

State - -

Regional - -

National - -

International - -

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment

19. Does the institution have a Student Association/Council?

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

Yes ü No

2012-13

Yes ü No

Yes No ü

Yes ü No


37 | P a g e

22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years

2012-13 %

2013-14 %

2014-15 %

Higher studies 40 35 45

Employment (Total)

Teaching 10 10 20

Non teaching

23. Is there a placement cell in the institution?

If yes, how many students were employed through placement cell during the past three

years.

2012-2013 2013-14 2014-2015

5 7 4

24. Does the institution provide the following guidance and counseling services to

students? Yes No

Ø Academic guidance and Counseling

Ø Personal Counseling

Ø Career Counseling

Yes ü No

ü

ü

ü


38 | P a g e

Criterion VI: Governance and Leadership

1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any

other similar body/committee

Yes No

2. Frequency of meetings of Academic and Administrative Bodies: (last year)

Governing Body/management One in every four months

Staff council One in every month

IQAC/or any other similar body/committee Once in half years

Internal Administrative Bodies contributing to quality improvement of the institutional processes. (mention only for three most important bodies)

1. Academic committee

2 faculty development committee

3. Guidance and counseling committee

3. What are the Welfare Schemes available for the teaching and non-teaching staff of the

institution?

Loan facility

Medical assistance

Insurance

Other (specify and indicate)

4. Number of career development programs made available for non-teaching staff during the last three years

ü

Yes No ü

Yes ü No

Yes No ü

Yes - No -

-- --


39 | P a g e

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement Program of the UGC/NCTE or any other recognized Organization

b. Number of teachers who were sponsored for professional development programs by the institution

National

International

c. Number of faculty development programs organized by the Institution:

d. Number of Seminars/ workshops/symposia on curricular development,

Teaching- learning, Assessment, etc. organized by the institution

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

Any other areas (specify the programme and indicate)

6. How does the institution monitor the performance of the teaching and non-teaching staff?

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)

a. Are the faculty assigned additional administrative work?

0 0 1

Not applicable

0 1

0 0

0 0 1

0 0 1

0 0 6

- - -

Yes ü No

Yes ü No

Yes ü No

Yes ü No -

Yes - No -

Yes ü No


40 | P a g e

If yes, give the number of hours spent by the faculty per week

b. Provide the income received under various heads of the account by the institution for

previous academic session

Grant-in-aid

Fees

Donation

Self-funded courses


c. Expenditure statement (for last two years)

Year 1 Year2 2013-14 2014-15

Total sanctioned Budget

% spent on the salary of faculty 67% 65%

% spent on the salary of non-teaching employees 9% 10%

% spent on books and journals 1% 1.3%

% spent on developmental activities (expansion of

building)

0% 0%

% spent on telephone, electricity and water 0.85% 0.36%

3 Hrs Per Week

Not applicable

Rs. 7366200

-

-

-


41 | P a g e

% spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.

0% 8.47%

% spent on maintenance of equipment, teaching aids, contingency etc.

0.23% 1.43%

% spent on research and scholarship (seminars, Conferences, faculty development programs, faculty exchange, etc.)

0.25% 0%

% spent on travel 0.24% 0%

Any other (specify and indicate) 1.38% 5.35%

Total expenditure incurred

i. Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below)

Surplus in Rs. Deficit in Rs.

2012-13

2013-14

2014-15

ii. Is there an internal financial audit mechanism?

Yes No

12. Is there an external financial audit mechanism? Yes No

1385876.50

364342.00

808990.73

-

-

-

ü

ü


42 | P a g e

ICT/Technology supported activities/units of the institution:

Administration

Finance

Student Records

Career Counseling

Aptitude Testing

Examinations/Evaluation/

Assessment


Interview

1. Does the institution have an efficient internal co-coordinating and monitoring

mechanism?

Yes No

a. Does the institution have an inbuilt mechanism to check the work efficiency of the

non-teaching staff?

Yes No

b. Are all the decisions taken by the institution during the last three years approved by a

competent authority?

Yes No

c. Does the institution have the freedom and the resources to appoint and pay

temporary/ ad hoc / guest teaching staff?

Yes No

Yes ü No

Yes ü No

Yes ü No

Yes ü No

Yes ü No

Yes ü No

Yes ü No

Yes ü No

Yes ü No

ü

ü

ü

ü


43 | P a g e

d. Is a grievance redressal mechanism in vogue in the institution?

a) for teachers

b) for students

c) for non - teaching staff

19. Are there any ongoing legal disputes pertaining to the institution?

Yes No

20. Has the institution adopted any mechanism/process for internal academic audit/quality checks?

Yes No

21. Is the institution sensitized to modern managerial concepts such as strategic planning, teamwork, decision-making, computerization and TQM?

Yes No

ü

ü

ü

ü

ü

ü


44 | P a g e

Criterion VII: Innovative Practices

a) Does the institution has an established Internal Quality Assurance Mechanisms?

Yes No b) Do students participate in the Quality Enhancement of the Institution?

Yes No

1. What is the percentage of the following student categories in the institution?

Category Men % Women %

a SC 1 8

b ST -

c OBC

d BC 6

e Physically challenged

- -

f General Category 8 76

g Rural 100 100 100%

h Urban

i DNC

ü

ü


45 | P a g e

2. What is the percentage of the staff in the following category?

Category

Teaching staff %

Non-teaching

staff %

B.Ed D.El. Ed a SC 2 3

b ST

c OBC/BC 2 1

d Physically challenged

e General Category 6 6 2

f Rural 100%

g Urban 100% 100%

5. What is the percentage incremental academic growth of the students for the last two batches?

Category At Admission On completion of the course

2013-14 2014-15 2013-14 2014-15

B.Ed M F

B.Ed M F

B.Ed M F

B.Ed M F

SC 1 8 1 8 1 8 1 8

ST

OBC & BC 1 2 6 1 2 6

Physically Challenged

General Category 4 83 8 76 4 83 8 76

Rural

BOA 1 1

Total 6 94 9 90 6 94 9 90

46 | P a g e

EXECUTIVE SUMMARY

With a view to cater to the educational needs of rural students in general, the Shivalik College of Education was established in the year 2005 under the

The Shivalik College has in continuing with its vision and Mission has come a long way

since then, and has helped various students to achieve success through the sincere efforts

of the dedicated staff and management of the Shivalik College in

and obstacles. in addition to taking regular classes, are constantly involved in the overall

development of the students by counseling them in academic and non

The Shivalik College being run under the

child of Sh Satwinder Singh Sandhu who had a very Clear vision of Imparting Quality

Education.

The shivalik College was Established in 2005 with the Following Vision and Mission

Our Core Values : Ø Promoting the culture of

Ø Sensitizing the teacher & students towards social realities.

Ø Empowering the students and staff with creative mind and professional skills so as to excel as a group in future.

Ø Striving for quality in all endeavor

Ø Developing the spirit of international brotherhood and a sense of commitment to the nation.

Ø Balanced development of mind and hearts towards an

Ø Moulding the teacherculture for the (younger) future ge


EXECUTIVE SUMMARY

With a view to cater to the educational needs of rural students in general, the Shivalik College of Education was established in the year 2005 under the Shivalik Primary Sch

Society.



of the dedicated staff and management of the Shivalik College inspite of various hurdles


development of the students by counseling them in academic and non-academic matters.

The Shivalik College being run under the Shivalik Primary School society was the brain


The shivalik College was Established in 2005 with the Following Vision and Mission

ure of questioning, analyzing & learning.

Sensitizing the teacher & students towards social realities.

Empowering the students and staff with creative mind and professional skills so as to excel as a group in future.

Striving for quality in all endeavors of teaching-learning process.

Developing the spirit of international brotherhood and a sense of commitment to the nation.

Balanced development of mind and hearts towards an egalitarian

Moulding the teacher-students to be the touch-bearer and the carrier of culture for the (younger) future generation


With a view to cater to the educational needs of rural students in general, the Shivalik Shivalik Primary School



spite of various hurdles


academic matters.

society was the brain


The shivalik College was Established in 2005 with the Following Vision and Mission :

Empowering the students and staff with creative mind and professional

learning process.

Developing the spirit of international brotherhood and a sense of

egalitarian society.

the carrier of


47 | P a g e

MISSION.: Ø To mould and motivate the would-be teachers towards vision of excellence.

Ø To import a sound formation in all levels such as academic, social, physical, emotional and religious.

Ø To help them develop their potentials and enhance their self-image

Ø To cultivate more self-confidence

Ø The strengthen their ability in communicating their views effectively.

Ø To impart the values of brotherhood, social justice and dignity of labour

RELATIONSHIP WITH PRACTICE TEACHING SCHOOLS The Institute, over the various years have developed a very healthy and cordial relation

with various Schools and with their cooperation the college is organizing good number of

programs for the benefit and welfare of the college and the society. Besides academic

activities, the faculty efforts are directed towards extracurricular activities l and

Community service.

The institution operates under the control of regulatory bodies that include the National

bodies, U.G.C and N.C.T.E. In addition to this, the Guru Nanak Dev University, Amritsar,

the Shivalik Primary School society and the Local Management Committee also exercise

control over the institution for providing complete educational quality management. The

Shivalik College of Education has put in all the best efforts to sustain the Quality of

education keeping in mind the entire criterion as has been provided by

The authorities and NAAC. The criterion being followed are relating to the Curriculum

aspects of the B.Ed Course, the Methods of teaching, learning and Evaluation, Student

progress and support, Governance and Leadership in the College, Innovative Practices

being followed the detailed explanation to these have been provided in the following

chapters.

48 | P a g e

2. CRITERION

CURRICULAR ASPECTS

1.1 Curricular Design and Development 1. State the objectives of the institution and the major considerations addressed by them?

(Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self

development, Community and National Development, Issue of ecology and

environment, Value orientation, employment, Global trends and demands, etc.)

The Objectives

· To promote higher education among rural youth.

· To provide professional education to rural wo

· To develop self esteem and self confidence among the weaker sections especially

women.

· To provide quality education to the youth for today and tomorrow

To inspire students for lifelong learning.

· To inculcate moral values among the student teachers. 2. Specify the various steps in the curricular development processes. (Need assessment,

development of information database pertaining to the feedback from faculty,

students, alumni, employers and academic experts, and formalizing the decisions in

statutory academic bodies).

The curriculum and the agenda for teaching and the yearly calendar are prescribed

and developed in a prepared in a most Professional manner by the Guru Nanak Dev

University, Amritsar by their experts in various streams of Teache

this is communicated to the Colleges which are affiliated to this University. The

Experts directly involved in preparation and finalization of the syllabus are

continuously encouraged to keep themselves updated about the latest techniques a


RION – WISE ANALYSIS CRITERION I

CURRICULAR ASPECTS

Curricular Design and Development

State the objectives of the institution and the major considerations addressed by them?


evelopment, Community and National Development, Issue of ecology and


To promote higher education among rural youth.

To provide professional education to rural women.

To develop self esteem and self confidence among the weaker sections especially

To provide quality education to the youth for today and tomorrow

To inspire students for lifelong learning.

To inculcate moral values among the student teachers.

Specify the various steps in the curricular development processes. (Need assessment,





University, Amritsar by their experts in various streams of Teache



continuously encouraged to keep themselves updated about the latest techniques a


State the objectives of the institution and the major considerations addressed by them?


evelopment, Community and National Development, Issue of ecology and


To develop self esteem and self confidence among the weaker sections especially

To provide quality education to the youth for today and tomorrow

Specify the various steps in the curricular development processes. (Need assessment,





University, Amritsar by their experts in various streams of Teacher Education and



continuously encouraged to keep themselves updated about the latest techniques and


49 | P a g e

developments in the field of teacher education which is then inculcated in the final

syllabus to be finalized.

The Students seeking admission to various colleges are also intimated about the

Syllabus to be followed The Internal assessment system for 20% marks is also

followed through continuous evaluation of the students . This enables total

transparency and credibility about the examination system being adopted and

followed. Although there is no direct role of the college in the curriculum

development process, however, the college puts forward the suggestions for making

improvements in curriculum as and when it is desired by the University.

3. How are the global trends in teacher education reflected in the curriculum and existing

courses modified to meet the emerging needs?

The curriculum and syllabi is framed by the university, the board of studies and other

academic experts while preparing and finalizing the syllabus for student teachers take

into consideration the global trends in teacher education and the latest techniques and

methods are duly taken into account and modifying the curriculum and to prepare the

students to be employed in the national level and global level.

4. How does the institution ensure that the curriculum bears some thrust on national

issues like environment, value education and ICT?

Yes,

The value education is imparted to the students during the training period. There is a

provision for ICT Lab in the syllabus and subjects are taught using ICT.

1. Moral science class and yoga class is successfully carried out

2. Communication skill is developed.

3. Classes are allocated for ICT programme


50 | P a g e

4. Free Hindi coaching is given to the interested candidates.

5. Yoga training is imparted. 5. Does the institution make use of ICT for curricular planning? If yes give details.

The institution makes use of ICT for curricular planning and teaching. To the

optimum use keeping in mind the fact that latest techniques and audio visual aids are

an important element in the present day scenario for teacher Education. ICT is used to

its maximum for:-

Year’s Plan: The Academic Calendar for the year is prepared for planning of

teaching learning of courses and related activities of the course

Practice Lesson: Planning of practice lessons, time-table of the lessons observation

for students and faculty.

Extra Curricular Activity: Time table, letters to the experts, programme agenda,

attendance and Reports

Examination: Planning, paper typing, entry of marks and results.

Various Committees plan their activities with the help of computers.

In addition to the above ICT is used in preparation of annual Reports for NCTE,

NAAC.

Thus, the institution uses ICT to the fullest for implementation of curriculum and for

academic planning.

1.2 Academic Flexibility

1. How does the institution attempt to provide experiences to the students so that

teaching becomes a reflective practice?

From the very beginning of the academic year the students are motivated to use every

opportunity to expose themselves to teaching

We have a dedicated team of Staff members who are roll model for the student


51 | P a g e

teachers who, through their demonstration classes(both Theory and Practical

Lessons) train the students in a systematic way, so that students became a replica of

the subject teachers. Various seminars debates are organized and students

continuously encouraged to actively participate in these events. Alumni feedback and

their experience is also considered

2. How does the institution provide for adequate flexibility and scope in the operational

curriculum for providing varied learning experiences to the students both in the

campus and in the field?

The management of the Institution is responsible for providing both the Formal and

Informal Teaching Experience in the Institute.

The management does all the facilities for the smooth curriculum transaction.

1. All necessary tools and equipments are provided.

2. Student and staff request regarding curriculum is full filled.

3. Actual Formal Teaching of Theory Classes

4. Simulation of Class Room Teaching

Out campus programmes like camps, environment project and field trips are arranged

by the management to compliment the knowledge and to develop the service mind of

the students.

What value added courses have been introduced by the institution during the last

three years which would for example: Develop communication skills (verbal &

written), ICT skills, Life skills, Community orientation, Social responsibility etc.

The program of teacher training in itself is a enlightening program, where the

faculty is responsible for developing and honing the various craft through various

teaching methods, use of modern techniques, seminar, panel discussion, symposium,

workshop, essay and debate competition, unit tests, home assignment etc.

Verbal Skills: Inquiring, use of audio-visual aids, Reinforcement, Stimulus


52 | P a g e

Variation, Explanation, Illustration, Narration, Analysis and Drawing Conclusion are

developed.

Written Skill: Black board writing, preparing and use of charts, models, folders,

flash .

ICT skills:

Language Learning (Its syllabus in Annexure 10)

Computer Learning (Its syllabus in Annexure 11)

Use of Audio Visual aid (O.H.P/slide projector)

Life Skills:

Sports and Games.

Organising of Blood donation camp.

Medical camps.

Celebration of various festivals/events.

Community Orientation and Social responsibility:

Social Service.

Sports (Inter College Tournament)

Awareness program

Literacy program

4. How does the institution ensure the inclusion of the following aspects in the

curriculum?

i. Multidisciplinary –B.Ed., course is offered under 10 categories based on subjects namely- English, Punjabi Maths, Physical science, Biological science, History, Commerce, Economics, Geography and Computer science & Social Sciences.

ii. Multi skill development


53 | P a g e

iii. Practice teaching iv. School experience/ internship v. Work experience /SUPW vi. Green clean campus, Obesity awareness programme, Difficulty in the darkness and

helmet rally.

1.3 Feedback on Curriculum 1. How does the institution encourage feedback and communication from the Students,

Alumni, Employers, Community, Academic peers and other takeholders with

reference to the curriculum?

The institution communicates and receives feedback from students, Alumni,

Employers, Community, Academic peers and other stakeholders regarding curriculum.

For this purpose institution receives feedback from students with the help of feedback

Performa through which student teachers rate the complete course and the curriculum

of various subjects. The feedback is also given by the alumni and other community

members in the meetings organized by the institution from time to time. Suggestion

box available in college campus is another tool where student teachers can put their

suggestions regarding curriculum. Employers of the institution also participate

indirectly in improvement of curriculum by giving their suggestions

2. Is there a mechanism for analysis and use of the outcome from the feedback to review

and identify areas for improvement and the changes to be brought in the curriculum? If

yes give details on the same.

Yes. Feedbacks received through various channels are collected/analysed and action

taken accordingly.


54 | P a g e

3. What are the contributions of the institution to curriculum development? (Member of

BoS/ sending timely suggestions feedback, etc.)

Suggestions Feedbacks received at various meetings and regular feedback, received

from staff and students are forwarded to the University in order to reflect the same in

curriculum reform.

1.4 Curriculum Update

1. Which courses have undergone a major curriculum revision during the last three years?

How did these changes contribute to quality improvement and student satisfaction?

(Provide details of only the major changes in the content that have been made).

The curriculum has been Prepared by the Shri Guru Nanak Dev University, Amritasar

and updation is also done by the University. Definitely these changes have contributed

to the quality of the syllabus.

2. What are the strategies adopted by the institution for curriculum revision and update?

(need assessment, student input, feedback from practicing schools etc.)

The College is affiliated to The Shri Guru Nanak Dev University Amritsar and there

but there are only limited provision for revision and updating the curriculum the entire

responsibility is of the university.

1.5 Best Practices in Curricular Aspects

1. What is the quality sustenance and quality enhancement measures undertaken by the

institution during the last three years in curricular aspects?

An academic calendar is prepared by the management of the college which is

prepared at the beginning of the academic year in which all the students and faculty is


55 | P a g e

encouraged to participate thereby improving and enhancing the quality of education.

Lessons are prepared by the faculty in advance to be taught to student teachers,. Even

the lecturers are also monitored by senior faculty and Principal.

The course quality enhancement measures are achieved by arranging guest lectures,

organizing seminars, conducting work experience programmes and add on

programmes. The practice of obtaining feed back on curriculum and further processing

also enhanced the quality. ISO Certification process is in advance stage. There by the

quality policy is maintained by internal auditing and the authorities.

2. What innovations / best practices in curricular aspects have been planned/implemented

by the institution?

· Election of office bearers for association meetings

· Inviting guest lectures to deliver lectures on thrust areas Arranging educational field

trips

· Motivating the students to participate in co curricular and extra curricular activities.

Organizing sports meet.

· Yoga and meditation programmes are arranged

· First Aid programme, Personality Development and citizenship training Camp are

some of the best, curriculum practices.


56 | P a g e

A course file is maintained for each subject by all faculties. It contains Syllabus,

Lesson Plan, Model Question Paper, Question Bank and evaluation record. For most of

the subjects seminar method of teaching and group discussion are adopted to create

interest among the students. Moreover seminars are organized, placement training,

Yoga training and campus interview is also provided.

Training in use of interactive board, OHP and LCD is an additional criteria.

57 | P a g e

TEACHING –

2.1. ADMISSION PROCESS AND STUDENTS PROFILE

1. Give details of the admission processes and admission policy (Criteria for admission,

adherence to the decisions of the regulatory bodies, equity, access, transparency, etc.) of

the institution?

Admission in B.Ed. course is done by Guru Nanak Dev University, Amritsar,

Admission process, admission policy and reservation policy are as per notification of

Punjab Government and NCTE.When the admission process opens up, a wide publicity

is given to the courses offered in the college and the applications are invited from

eligible candidate. Eligibility is 50% marks in Graduation or Post Graduation whereas it

is 45% for the SC students.

Admissions in B.Ed. are based on merit basis. For the admission

candidates are called for counseling in the university. After first counseling conducted

by the university, list of admitted students is uploaded on university website and three

days are given to admitted students for fee deposition in in

the institution. The institution forms admission committee of three members under the

guidance of principal. After downloading the list of admitted students, admission

committee admit the students according to their category

documents. After three days institution closes the admission and uploads the list of

admitted students and also uploads the information of vacant seats to university website.

After that university organizes next counseling a

the seats are filled. In the last, admission committee ensures that all the admissions have

been done according to NCTE norms, reservation policy and stream wise and list of

admitted students is uploaded on university


CRITERION – II

– LEARNING AND EVALUATION

2.1. ADMISSION PROCESS AND STUDENTS PROFILE

Give details of the admission processes and admission policy (Criteria for admission,





the courses offered in the college and the applications are invited from


Admissions in B.Ed. are based on merit basis. For the admission



days are given to admitted students for fee deposition in institution. Students report to



committee admit the students according to their category after verification of original



After that university organizes next counseling and same procedure is adopted till all



admitted students is uploaded on university website.


Give details of the admission processes and admission policy (Criteria for admission,





the courses offered in the college and the applications are invited from


Admissions in B.Ed. are based on merit basis. For the admission process eligible



stitution. Students report to



after verification of original



nd same procedure is adopted till all




58 | P a g e

2. How are the programmes advertised? What information is provided to prospective

students about the programs through the advertisement and prospectus or other similar

material of the institution?

In addition to the advertisement in the local news papers and national newspaper the

prospectus and details about the admission procedure and Course are uploaded on the

University website which is easily accessible to all prospective student teachers seeking

admission in the colleges affiliated by the University.

3. How does the institution monitor admission decisions to ensure that the determined

admission criteria are equitably applied to all applicants?

B.Ed., course offered by the college is self funded and eligible students are admitted

based on the marks obtained in the qualifying examination and as per the University

criteria and NCTE Norms as well as those set out by the Punjab Govt . Equal

opportunity is provided without bias, The institution follows the guidelines given in the

prospectus and ensure the authenticity of the candidates admitted, documents related to

the educational qualification, category and fee submission etc. The admission

committee monitors the process and the institution is monitoring the admission by

appointing admission committee to ensure the admission are done as per the norms.

4. Specify the strategies if any, adopted by the institution to retain the diverse student

population admitted to the institution. (e.g. individuals of diverse economic, cultural,

religious, gender, linguistic, backgrounds and physically challenged)

The Student teachers seeking admission to B.Ed course are from different economic,

cultural, religious, linguistic backgrounds backgrounds. The admission strategies are

adopted as per the norms.


59 | P a g e

Ø In case of candidates belong to SC and ST community,the pass percentage of 45% in

the relevant UG degree courses is enough for admission..

Ø In language teaching of English, Hindi, Sanskrit and Punjabi, optional papers are

made available to them as per their interest and needs (within the framework of

curriculum). Students have choice) and project work in B.Ed.

Ø Concession is given for physically handicapped and financially backward

students. Language is no bar

Ø Bilingual teaching methodology is adopted.

Ø Women cell has been established to take care of problems of female students

Separate Common Rooms have been made available for boys and Girls as well as

seperatye washrooms.

Ø Religious festivals and events are celebrated by student teachers for integration of

their faith and beliefs. Every student is encouraged to share and represent his/her

culture and sect in various cultural activities and morning assemblies. Lohari,

Diwali, Holi and Christmas are celebrated in the institution.

Ø Educational Tours are organized.

5. Is there a provision for assessing student’s knowledge / needs and skills before the

commencement of teaching programmes? If yes give details on the same.

After admission the institution adopts methods for assessing students’ knowledge, needs

and skills before the commencement of the program through marks secured by the

candidates, group discussion and personal interview.

· After the admission is confirmed the students are oriented with the college. The

orientation program provides an opportunity to identify their skills.

· Students then are divided into different clubs and assigned responsibilities as per their

ability, taste and institutional requirements. The college provides them with an


60 | P a g e

opportunity to present their curricular and co-curricular talent and extra potential.

· The college has a provision for counseling of students. The counseling is followed by

short interviews aimed at judging the aptitude/attitude of the students.

· This process helps the teacher to assess the student’s potential, academic background

and the skill .

2.2 Catering to Diverse Needs.

1. Describe how the institution works towards creating an over all environment conducive

to learning and development of the students”

The College works towards creating a learner-friendly environment conducive to

development of the student teachers. The teaching and learning process are programmed

in a systematic way so that students feel comfortable and so listening and learning is

done effectively. Most of the modern subjects are computer-based. Excursions,

discussions, trips, conference, seminars, workshops, extension lectures, panel

discussions etc. are held on regular basis, spread over the entire session. The library and

information services are upgraded to provide the current technology developments to

students. The college has a very resourceful library.

2. How does the institution cater to the diverse learning needs of the student?

The Institute in addition to the regular curriculum arranges for guest lecture,various

seminars debates ,workshops are organized at various levels for the students to interact

and learn keeping in mind the diverse needs of the students in the modern and regularly

changing environment.

Ø Lab facilities and Library facilities are Provided

Ø Computer facilities is sufficient


61 | P a g e

Ø Practical Teaching practice is given by sending them to various schools Staff

Members visit to these schools to help them to clarify their doubts

Ø INTERNET facility is provided

Ø Cultural programmes are arranged

3. What are the activities envisioned in the curriculum for student teachers to understand

the role of diversity and equity in teaching learning process?

Keeping in mind the diversity and equity in the teaching learning process for the student

teachers a learner centered approach is undertaken/adopted by the Institute. Besides the

core subject and the elective subject offered in the emerging areas for improving the

teaching learning process the institute stresses on various process like:

Co-curricular activities

Ø Seminars, workshops and training programme Challenging assignments given and

student teachers.

Ø Roll plays as evaluator by student teachers during observation of micro teaching

lesson in simulation.

4. How does the institution ensure that the teacher educators are knowledge and sensitive

to cater to the diverse student needs?

The first and foremost objective of the management of the Institution is to make

available well qualified and dedicated staff because it is these educators who will build

the future of the student teachers. Our faculties are selected by the staff selection

committee of the trust and are sufficiently knowledgeable and sensitive to cater to the

diverse needs of the students. By getting the needs from the students relevant topic and

subjects beyond the curriculum are all imparted to the students in the form of value


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added courses. Almost all the staff members a know to use LCD, Interactive Board and

OHP. Staff members’ attend various seminars and workshop to keep themselves updated

with the current scenario and environment and the latest use of modern techniques in

teaching practice. They are transformed from conventional chalk and talk method to tick

and click method.. Self appraisal formats are filled by the teachers themselves. Reviews

are conducted randomly by the management

5. What are the various practices that help student teachers develop knowledge and skills

related to diversity and inclusion and apply them effectively in classroom situations?

The institution provides a wide variety of such practices which enable student –teachers

to be knowledgeable and skilled teachers with human values Organization of different

cultural activities as celebration of national and social festivals, celebration of different

day of national and international importance etc.

· No special facilities are provided on the basis of colour, caste, class, religion etc

· Organization of seminars, workshops etc

· Democratic atmosphere is ensured and students are elected as office bearers of

panchayat and clubs.

The student teachers are encouraged to know subjects before hand and about system of

examination too. They are inculcated to the habit of lifelong learning, organizing skill

and management skill.


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2.3 Teaching – Learning Process

1. How does the institution engage students in “active learning”? (Use of learning

resources such as library, web site, focus group individual projects, simulation, peer

teaching role-playing internships, practicum etc.)

The institution has engaged students actively in learning with the help of available

resources i.e. library, internet facility in computer lab. All the students of the college are

divided into various groups while organizing microteaching, real teaching, morning

assembly groups, work experience and work education groups. It’s the priority of the

institution that all the students will interact with each other in one or the other group.

Some individual and group projects are distributed to develop the feeling of tolerance,

co-operation, brotherhood and socialization of the pupil teacher. In every teaching paper

the teacher assigns one project to the students for more interaction with the peer group

and society. Various co-curricular activities are arranged by the institution to draw out

the best from the individual and to give proper direction and platform for internship,

role playing and practicum etc.

2. How is learning made student-centered? Give a list of the participatory learning

activities adopted by the Institution and those which contributed to self –management of

knowledge, and skill development by the students?

The teaching learning process is actually student centered. The following techniques of

the participatory learning activities is adopted by the institute .

Learning is made through student centred method as discussion method, problem


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solving method, learning by doing method etc. A detail course plan for each department

is prepared in consultation with the teachers and it is given to the students. They are

also given advice on learning processes and use of reference text books, journals, and

internet. They are also encouraged to know the subject before hand which will help

them to understand the subject better and inculcate the habit of life long reading and

learning and also knowledge management skills.

Seminar method of teaching: Seminars on various compulsory papers are organized to

develop desirable skills. the students will be given some topics and the references

including the internet websites and journals.

Quiz Programme: Quiz contest, poster making, essay writing competition etc are

some of the activities which are organized by the institution to develop different skills

among student-teachers.

Co-Curricular Activities: Formation of association in each subject area and

inviting guest lectures.

Cultural Activities: By conducting these programmes the students are having

knowledge in organizing capacity and leadership.

Educational trips: Students are taken to educational trips.

Health camp helps students to get their doubts cleared regarding the health problem.

Student-teachers are motivated to organize activities as fresher’s party/ farewell party,

in which every arrangement are done by the student teacher

Student teachers and motivated to visit library regularly to keep them updated by

reading newspapers, magazine, journals, periodicals etc.

Student teachers are motivated to use language lab and computer assist learning.


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3. What are the instructional approaches (various models of teaching used) and

experiences provided for ensuring effective learning? Detail any innovative approach /

method developed and / used.

The Institute in keeping with the modern and traditional way of teaching generally

follows the following models of teaching.

· Chalk and talk method

· Using LCD – Power point presentation

· Using OHP Projector

· Audio/Video Presentation

· Interactive method

· Computer learning Experimental learning Seminar/workshop

· Discussion

· All these activities help the students in contributing self management of knowledge

and skill development.

4. Does the institution have a provision for additional training in models of teaching? If

yes, provide details on the models of teaching and number of lessons given by each

student.

Yes, there is a provision for additional training in models of teaching like science

enquiry training model, general concept attainment model and Herbert model of

teaching. In our Institute an integration of traditional as well as modernize

methodology of instructions are used to impart the instructions & providing various

learning experiences to the student teachers.

Lesson Plan: Special sessions are devoted for the preparation of lesson plan and related

requirements. Different aspects / step in lesson planning like stating objectives in


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general and behavioural terms, breaking of contents into teaching points / steps,

teaching aids and method / approaches are discussed.

The institution has a provision for additional training in models of teaching before

starting micro teaching and mega lesson in simulated conditions. Teacher educator

gives a demonstration lesson on each skill and each teaching subject. In this programme

a pupil teacher has to complete five lessons, one on each skill in each teaching subject,

five general lessons and two discussion lessons in their teaching subjects.

Student teachers are oriented to micro teaching, its related aspects like teaching skills,

simulation, modeling and feedback. After having discussion on core teaching skills, on

introduction, questioning, explaining, illustration with example and stimulus variation

discussion on different models/ aspects of teaching is held.

5. Does the student teachers use micro-teaching technique for developing teaching skills?

If, yes, list the skills practiced and number of lesson given by each student per skill

Micro-teaching technique is used in the college for developing various skills essential

for effective and efficient teaching–learning process. It is compulsory to all the student-

teachers to use micro teaching technique for developing teaching skills. Before the

commencement of the real teaching practice, every student-teacher has to practice at

least five micro teaching lessons based on any five skills in each subject. List of skills

are as follows:

· Skill of Introduction of lesson

· Skill of Questioning

· Skill of using Black board


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· Skill of Explaining

· Skill of Illustration

· Skill of Stimulus variation

· Skill of Reinforcement

All the above skills are used for all the subjects taught. They are insisted to choose

model lesson and prepare lesson plan Microteaching practice is given to students

before macro teaching class.

6. Does Detail the process of practice teaching in schools (Lessons a students gives per

day , lessons observed by the teacher educator, peers/schools teachers ,feedback

mechanism, monitoring mechanisms of lesson plans, etc.)

The details of the practice teaching process in schools are as given below

After one month from the commencement of the classes the student teacher will be

given some training in teaching the school students. To complement the theoretical

aspect of teaching methods and to provide practical training to prospective teachers,

practice teaching is organized

The usual process of practice teaching school is as follows:

Identification and selection of school for practice teaching.

Ø Students are divided into groups and school is assigned.

Ø Teaching practice session at the school lasts for 20 days in which student-teacher

deliver 40 lessons in her/his two respective

Ø It develops their future career and offers glimpses into issues. We have 5 schools

run by our related management.


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B.Ed

Total No. of Working Days 225days

No. of Days for Teaching Practice 45 days

A prescribed feed back form will be filed up by the school teachers and sent to the

institute for monitoring. In the feed back the lesson plan will be also mentioned. The

topic is covered within a period of 45 minutes duration and the elements of topic of

teaching points is analyzed. The teaching objectives and the weightage are also

determined in terms of time allotted to them.

7. Describe the process of Block Teaching / Internship of students in vogue Block

Teaching is the reorganization of the academic year into working hours.

A group of students are attach with the particular school which was selected by the

institution. In that schools are acquire knowledge about the system of school. They

acquire knowledge about admission procedure, accounts and preparation of time table,

debits, and competitions. During Block Teaching period student teachers participates in

daily morning assembly of the school, organize various activities in morning assembly,

keep the record of students attendance, learn how to manage funds & other material of

the school and also activity participate in the cultural event of the school. They

participate in co curricular activities also. In this block teaching student teachers

organize morning assembly, sports activities, celebration of important days, various

competitions etc. on the other hand they also watch teaching procedure with school

teacher and each day of block teaching they teach two lessons per day in different

classes in the presence of school teacher.


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8. Are the practice teaching sessions/ plans developed in partnership cooperatively

involving the schools staff and mentor teachers? If yes give details on the same.

The practice teaching sessions are developed in partnership co-operatively

involving the college staff and the mentor teachers. The college staff will contact the

corresponding mentor staff about the teaching and observation training to be given to

students before sending the students to the school. The college staff will visit the school

every day. Good rapport is maintained between faculty and the guide teacher.

9. How do you prepare the student teachers for managing the diverse learning needs of

students in schools?

The Institution makes all efforts in making the student teachers keep pace with the

recent developments in the Education field by the following activities:

Teacher educators provide the theoretical as well as practical knowledge of diverse

learning needs of students

· Training in Micro-teaching skills

· Enhancing the knowledge of the subject by periodically consulting the internet,

latest books and journals.

· Organizing various seminars/workshops/debates, discussion by the management

and eminent personalities are invited to give lectures.

10. What are the major initiatives for encouraging student teachers to use / adopt

technology inpractice teaching?

Keeping in mind the use of latest modern technology for teaching the Institute tries to

make use of the best modern techniques for training the Student teachers and also


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helping them keep abreast of the latest techniques by encouraging them to use the

latest ICT method of teaching including the interactive board. The student-teachers are

encouraged to prepare audio-visual aids like charts, models, slides, transparencies,

power paint presentations etc.

Library and information services are upgraded to provide current knowledge. The

college has a very resourceful library with a large number of latest books.

2. 4 Teacher Quality

1. What are the major initiatives for encouraging student teachers to use / adopt

technology inpractice teaching?

Are the practice teaching plans developed in partnership, cooperatively involving the

school staff and mentor teachers? If yes give details.

The practice teaching sessions are developed in partnership co-operatively involving in

the school staff and the mentor teachers regarding distribution of classes, syllabus to be

covered and other aspects of the school and pupil teachers are asked to talk to the

respective class in charges.. The mentor teachers will contact the corresponding school

staff about the teaching and observation training to be given to students before sending

the students to the school. The mentor teacher will visit any one of the schools every

day.

2. What is the ratio of student teachers to identified practice teaching schools? Give the

details on what basis the decision has been taken?

The ratio of student teachers to identified practice teaching school depends upon

schools available for teaching practice, infrastructural facilities provided to student-


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teachers in school, On an average the ratio of student teachers in practice teaching

schools is about 10-15 student teachers per school. The student teachers are divided

into well composed groups for practice of teaching in different schools. The ratio of the

student teachers in the practicing schools is done on the basis of the requirement of

availability of Teachers/Faculty members for observing the lessons, as well as for

smooth management of this process by teachers. Thus, ratio of student teachers to

identified practice teaching schools thus could be at variance.

3. Describe the mechanism of giving feedback to the students and how it is used for

performance improvement.

The Institution has a practice of Providing feedback to the studentteachers on their

performance during the Practise teaching sessions which are closely monitored by the

Guide teachers and mentors.A standard feedback form is designed and made available

by our institute to be filled up by the teachers of each for all student teachers.. Based

upon the feed back the student teacher will be properly advised to improve the

performance if necessary. Students are provided updated information on policy

decision, change in curriculum and current event knowledge.

4. How does the institution ensure that the student teachers are updated on the policy

directions and educational needs of the schools?

The Institute authorities/management through regular meeting of teacher educators

and school teachers for the intimation of school timetable, course covered in particular

subject, school timings, seating arrangements of student teacher, academic calendar of

schools etc. inform and expose the student teachers on the updated policy directions

and educational needs then and these decisions are communicated to all the student

teachers .


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5. How do the students and faculty keep pace with the recent developments in the schools

subjects and teaching methodologies?

There is a constant change in the educational fields weith new methods and Techniques

being used for education. The students and teachers have to keep themselves abreast of

such developments and for them to be updated they are continuously getting

information’s through newspapers and journals, and websites of NCERT and SCERT.

Internet is a a handy tool for the same. The faculty members are given opportunities to

attend and participate in seminar, conferences, workshops and extension lecturer in

colleges and Department of Education, Guru Nanak Dev University to keep pace with

the recent developments in the school subjects and teaching methodology

6. What are the major initiatives of the institution for ensuring personal and

professional/career development of the teaching staff of the institution (training,

organizing and sponsoring professional development activities, promotional policies,

etc.)

The management and the principal are encouraging the faculty to attend the

professional/career development programmes by sponsoring them with TA, DA and

Registration Fee . All the faculty members attend number of seminars, workshops

and conference of state and national level and presented research papers at many times.

7. Does the institution have any mechanism to reward and motivate staff members for

good performance? If yes, give details.

The institution is rewarding the Faculty members through regular Increments and

timely Incentives for their good Performance.


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2.5 Evaluation Process and Reforms

1. Does the institution have any mechanism to reward and motivate staff members for

good performance? If yes, give details.

How are the barriers to student learning indentified, communicated and addressed?

(Conducive environment, infrastructure, access to technology, teacher quality etc)

The Faculty through regular Interaction with the student Teachers within and outside

the Classrooms tries to identify the barriers if any.

Students are provided with calm, serene and conducive environment with good

infrastructure of playground spacious class rooms, good laborites, internet facilities

and above all qualified, dedicated and experience staff members only are recruited.

A democratic way of communication is adopted by the teachers during interaction

which enables the student teachers t freely express their views and opinions.

The Academic committee tries to ensure that no barriers are able to crop up

during the academic session. Monitoring and feedback is also done through evaluation

sheets given to the students.

Student learning is identified by test and they are provided special classes and coaching

classes based on the needs.

2. Provide details of various assessment / evaluation processes (internal assessment, mid

term assessment, term end evaluations, external evaluation) used for assessing student

learning?

The institution follows various assessment/evaluation processes for B.Ed course.

· Theory Papers · Class tests, assignments are general classroom tools for the assessment in routine

teaching sessions. · Unit test, half yearly and pre-university examinations are conducted during the


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academic session and annual theory examinations are conducted by the university and externally evaluated.

· PracticeTeaching - Practice teaching including micro teaching, simulated teaching, · discussion lessons and school teaching practice is observed and evaluated by

teachers of institution · Project Work · Assignments.

3. How are the assessment / evaluation outcomes communicated and used in improving

the performance of the students and curriculum transaction?

The assessment and evaluation out comes in yearly exams and pre university exams are

communicated by the teachers in classes and also displayed on college notice board.

The Faculty provides feedback in practice teaching session time to time.remedial

measures are produced by special classes coaching classes and counseling. Meritorious

student marks and names are displayed on the notice board.

4. How is ICT used in assessment and evaluation processes?

ICT is a useful and powerful tool in the teaching process. The computers are used for

setting of Qusetion papers, recording and analysis of the results etc.OHP and LCD are

used for used for teaching practice as well as during presentations at seminars and

workshops. Difficult area is clarified through power point presentation.


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2.6 Best Practices in Teaching – Learning and Evaluation Process

1. Detail on any significant innovations in teaching / learning/evaluation introduced by

the institution? The College is open to new ideas and welcomes innovations in

teaching practise.

The Traditional Chalk and Talk method of teaching is supplemented with other

methods as demonstration method, problem solving method, discussion method and

survey method etc. ICT is the integral part of teaching learning process. Students use

language lab to enhance their communication skill. Computer assist assignments are

also provided to the students of different subjects. The evaluation is done not only on

the basis of their conduct and participation in different co-curricular activities, so

quantitative and qualitative both type of evaluation is adopted by the institution to

assess the students.

Teachers provide learning to the students through power point presentations and with

the help of smart boards. - Before the commencement of teaching practice session,

demonstration lesson is also delivered by teachers of school on different subjects. -

Student teachers use ICT for preparation of lesson plan and to deliver the lectures. -

Institution organizes seminars and workshops on different topics at college level to

enhance the learning of students Educational trip is arranged

2. How does the institution reflect on the best practice in the delivery of instruction,

including use of technology?

Interactive board, speaker, digital camera, net facility and LCD Projector are used to

reflect best practices in the delivery of instruction.

Internal assessments are the basis for the students scoring sheet therefore we have

weekly class tests, monthly assignments and seminars and finally preparatory tests and

model examinations for assessing our student learning.

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RESEARCH, CONSULTANCY AND EXTENSION

3.1 Promotion of Research:

1. How does the institution motivate its teachers to take up research in education?

To promote research, the college gives teachers opportunity to participate in various

Seminars/ workshops/ Orientation Programmes regularly. Apart from this, the college

encourages them in many ways as given below:

Ø Special lecture series and workshops on research for faculty are arranged. Research

ideas through normal teaching and generation of innovations are encouraged.

Ø Library committee recommends references and journals for the purpos

facilities can be used round the clock.

Ø Utilize the facilities available in the college to the maximum level.

2. What are the thrust areas of research prioritized by the institution?

Staff members are motivated to go in for educational researc

· School administration.

· Use of Modern Technology.

· Management supervision and control.

· Emerging trends in teacher education.

· Evaluation techniques.

· Methods of Teaching.

· Child Psychology


CRITERION III


institution motivate its teachers to take up research in education?



n many ways as given below:

Special lecture series and workshops on research for faculty are arranged. Research


Library committee recommends references and journals for the purpos

facilities can be used round the clock.

Utilize the facilities available in the college to the maximum level.

What are the thrust areas of research prioritized by the institution?

Staff members are motivated to go in for educational research

Use of Modern Technology.

Management supervision and control.

Emerging trends in teacher education.



institution motivate its teachers to take up research in education?



Special lecture series and workshops on research for faculty are arranged. Research


Library committee recommends references and journals for the purpose. Internet

Utilize the facilities available in the college to the maximum level.


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3. Does the institution encourage Action Research? If yes give details on some of the

major outcomes and the impact.

Yes, the institution encourages Action Research. Student teachers have taken up

action research during teaching practice session, which mainly focused on immediate

class-room problems, needs of the teachers and their solution, discipline, regarding

hand writing, inefficiency in performance etc.

Our purpose is to improve school practices and at the same time, to improve those

who try to improve the practices.

4. Give details of the Conference / Seminar / organized by the faculty members in last

five years.

The lecturers have attended the State, National and conference organized by the

Guru Nanak Dev University and Self finance colleges in the district. (LIST

ENCLOSED

Seminars/Conferences Dr. Ritu

Title of Seminar/Conferences Organize by Dated Presentation/Participation

ICSSR Sponsor National Seminar on Education for peace and for

many.

Shri Satya Sai B.Ed College

26 April 2015

Paper Presentation

National Seminar on “Enculturation of Education:Some

Emerging Trends”

Malwa Central College of Education

for Women, Ludhiana

5 November 2004

Paper Presentation on “Impact of Globlization on

our Culture”

National Seminar Punjab Chapter of AIAER on “Emerging Trends in

Teacher Education

Khalsa College of Education Amritsar

12 March 2005

Paper Presentation

National Seminar on “Health & Fitness 2000”

Indian Association of Health & Fitness

22 Decem

ber 2000

Participation


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State Level Seminar on “Development of Inter Personal

Skills in Teachers”

D.A.V College of Education for

Women, Amritsar

10 September 2004

Paper Presentation on “Development of Inter

Personal Skills in Teachers”

State Level Seminar on “Capacity Building in Education

Shaheed Bhagat Singh College of

Education, Kairon, Patti

10 April 2012

Paper Presentation

Annual State Level Seminar of Punjab Chapter of AIAER on “Higher Education-Crisis &

Challenges

G.H.G.H College of Education, Sidhwan

Khurd, Ludhiana

15 Octob

er 2004

Paper Presentation

NAAC Decennial Year Lecture Series on “Quality Higher Education and Sustainable

Development” Organized by NAAC

BBKDAV College for Women, Amritsar

30 July 2004

Participation

Future Prospective for excellent in T.E organized by IQAC

DAN College of Education, Nawashar

7 March 2013

Paper Presentation

National Seminar Future Prospective for excellent in T.E

organized by IQAC

G.N. College of Education, Kapurthala

7 Decem

ber 2014

Paper Presentation

CTE Annual State Conference on “School Education,

Unversatisetion Quality Concern

Shri Guru Teg Bahadur College of Education, Maler

Kotla, Punjab

9 March 2015

Paper Presentation

International Conference in Learning Community in

Collaboration with Alpha Global Enterprises on Trends Innovative

Practices in Education, Future Implication

Ramgarhia College of Education, Phagwara

Punjab

3 March 2015

Paper Presentation

International Conference “Human Rights in the Age of

Globalization”

DAV College of Education for

Women, Amritsar

19-21 Nov., 2004

Paper Presentation Human Rights and 21st

Century National Seminar on

“Enculturation of Education Trends”

Malwa Central College of Education for Women Ludhiana

5 Nov, 2005

Paper Presentation “Transmission and

Preservation of Cultural Heritage


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Seminars/Conferences Simi Nanda

Title of Seminar/Conferences Organize by Dated Presentation/Participation

Attended UGC Sponsor National Seminar on “Disaster

Management

DAV College Batala 6 March 2012

Attended

Attended UGC Sponsor National Seminar on “Curbing

Discrimination & Crime against Women

DAV College Amritsar

27 Feb 2013

Attended

National Seminar Sponsored by 1CSSR on “Drug Addiction: A

serious problem in present decade”

Indo Global College of Education,

Abhipur Mohali

15 March 2013

Presented and Publish a Paper

National Seminar on Information Communication Technology-

Pedagogy Integration in Teacher Training

Swami Dayanand College of Education.

Bathinda

18 April 2013

Presented a Paper

UGC Sponsored National Seminar on Dr. B.R Ambedkar’s Role on

Women Empowerment

DAV College Amritsar

18 Feb, 2014

Presented a Paper

International Conference on Working Women – Emerging

Security Threats

Sri Sai Group of Institution Badhani

21-22 Feb

2014

Presented a Paper

National Conference on Redesigning Classroom

Enviroment:Road to Reform

Indo Global College of Education, Mohali

21 March 2014


National Conference on Role of Teacher in Including Values

among Students

Indo Global College of Education, Mohali

3 April 2015


3.2 Research and Publication output:

1. Give details of instructional and other materials developed including teaching aids

and/or used by the institution for enhancing the quality of teaching during the last

three years.

The student teachers in consultation with the Teacher Educators have prepared low

cost teaching learning materials and use them during the teaching practice in schools.

Power Point Presentation has been used in micro teaching by students and by faculties

during demonstration class and practice session. Preparation of notes is also done


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through internet reference and is distributed to the students.

Different teaching aids related to different subjects as charts, slides, transparencies,

working and non-working models etc. are prepared by faculty and students for

enhancing the quality of teaching

2. Give details on facilitates available with the institution for developing instructional

materials?

The Institute has a well enriched Library with good collection of Books and Study

Material. Well Equipped labs are also made available to all the student Teachers. The

Computer Lab is well equipped with Internet facility and students continuously

encouraged to make use of the latest techniques in Education.

3. Did the institution develop any ICT/technology related instructional materials during

the last Three years? Give details.

Teacher educators have prepared slides of different topics in regarding different

subjects for power point presentations

4. Give details on various training programs and/or workshops on material development

(both instructional and other materials)

Dr. Ritu

Title of Workshop Organize by Dated Presentation/Participation

National Workshop on “Fundamental of Educational Research and Data Analysis

OM Prakash Memorial Institute of Education, Kapurthala

29 Feb 2012

Participation

Intel Teach Program Workshop Khalsa College of Education, Amritsar

7 Jan 2009

Participation


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Simi Nanda

Title of Workshop Organize by Dated Presentation/Participation

Workshop on Micro Teaching Angel College of Education

15 Nov, 2015

Participation

5. List the journals in which the faculty members have published papers in the last five

years. Staffs and Principal of the institution has the following to is credit.

List of Publications as under:

1. Sustainable Future – Published by Dr. Ritu

2. Changing Role of Teachers in 21st Century – Paper Published by Dr. Ritu

3. Future Perspective for Excellency in Teacher Education – Paper Published by Dr.

Ritu

4. Souvnir International Conference – Paper Published by Dr. Ritu

5. Human Rights in the Age of Globalization – Paper Published by Dr. Ritu

6. Give details of the awards, honors and patents received by the faculty members in last

five years.

The Management awarded all the staff members and principal on behalf of ours

students state and district ranks in the Annual function..

7. Give details of the Minor / Major research projects completed by staff members of the

institution in last five years.

No majors projects have been taken by the staff. Now steps to be taken to get

major/minor projects from the university or the state government.


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3. 3. Consultancy

1. Did the institution provide consultancy services in last Three years? If yes, give

details.

For our own college students, the centres provide consultancy in many areas. The list is

as below:

Ø Consultancy in Family adjustment

Ø Educational and Vocational guidance and counselling

Ø Consultancy in Spiritual Development.

2. Are faculty/staff members of the institute competent to undertake consultancy? If yes,

list the areas of competency of staff members and the steps initiated by the institution

by the institution to publicize the available expertise.

Yes, the areas of competency are

§ Teacher training and interactive .

§ Learning disabilities

§ Guidance & Counseling

§ School Administration and Discipline

Consultancy is provided through personal interaction and college- school level

relationship.

3. How much revenue has been generated through consultancy in the last five years? How

is the revenue generated, shared among the concerned staff member and the

institution?

It is done free of cost as service. The staff menbers involved in the consultancy

services is honored in meetings during college day. .


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4. How does the institution use the revenue generated through consultancy?

Since the Consultancy service is done without any monetary benefit hence there is no

question of Revenue being Generated.

3.4 EXTENSION ACTIVITIES

1. How has the local community benefited from the institution? (Contribution of the

institution through various extension activities outreach programmes, partnering with

NGO’s and GO’s)

The Extension Programs cover a wide range of activities:

· Various types of awareness camp, rallies associated with social I Causes .

· Health care camp , blood donation camp with government organization.

· Yoga , sports and meditation programs for surrounding communities.

2. How has the institution benefited from the community? (Community participation in

institutional development, institution-community networking, institution-school

networking, etc.)

Ø The Various activities organized by the Institute helps bring the community

together. Eminent Personalities in their fields are invited and each one benefits .

Ø Local schools accommodate our students for teaching practice.

Ø There is good rapport and their suggestions helps us a lot to overcome our

difficulties.


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3. What are the future plans and major activities the institution would like to take up for

providing community orientation to students?

Computer centre and integrated courses are the future plan. The other activities which

the Institute would like to start/organize include General awareness camps relating to

current topics as well as literacy programs.

4. How has the institution involved the community in its extension activities?

(Community participation in institutional development; institution – community

networking etc)

Community members and management members are involved in the planning and

implementing many outreach activities.

5. How does the institution develop social and citizenship values and skills among its

students?

· The institution-develop social and citizenship values and skills among its students.

various skills and inculcating national integration by celebrating all the festival as far

as possible. Celebration of Social festivals

· Sports and cultural activities.

· Organizing Excursions

· Seminars & Conferences

· Inter college activities


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3.5. COLLABORATION

1. Name the national level organizations, if any, with which the institution has

established linkages in the last five years. Detail the benefits resulted out of such

linkages.

Efforts are being made to have a linkage with national level organizations to enable

the institute to contribute towards the betterment of the Society through such

collaborations.

2. Name the international organizations, with which the institution has established any

linkage in the last five years. Detail the benefits resulted out of such linkage.

IN THE PLANNING STAGE

3. How did the linkages if any contribute to the following?

Ø Linkages- Contributions

Ø Curriculum Development and Awareness. The Curriculam is prepapred and

circulated by the Shri Guru Nanak Dev University ,Amritsar . The teachers are not

directly involved in its preparation

Ø Teaching – Guest Lectures are arranged and all study material and journal of

NCTE are made available..

Ø Training & Practice teaching– Students attend fire safety workshop and first aid

training.

Ø Consultancy - Staff and students act as consultancies for the needy.

Ø Extension –

Ø Student Placement – Students who actively participate are given first preference in

placement.


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4. What are the linkage of the institution with the school sector?(Institute-school-

community networking)

MOU with various institutions for adopting our students for teacher training practice

and for inter library facility as well as various sports activities are available.

Linkages with School Sector:

5. Are the faculty actively engaged in schools and with teachers and other school

personnel to design, evaluate and deliver practice teaching. If yes, give details.

Yes, faculty actively engage in schools and with teachers there and other school

personnel to design, evaluate and deliver practice teaching.

6. How does the faculty collaborate with school and other college or university faculty?

COLLABRATE WITH SCHOOL:

The faculty members regularly visit various schools for students of B.Ed and even as

an Expert during selections process . During teaching practice, the trainees, become

part and parcel of the school and they participate in their day to day programme and in

conducting functions, programmes, shows, the sports day and school day cultural

programmes.

COLLABORATE WITH COLLEGE:

Our staff members participated in many seminars, workshops and symposium. Our

staff members acted as judges in competitions. Various students from various colleges

participated in competitions held in our college and our students have also participated

in various competitions organized by different colleges.


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3.6 BEST PRACTICES IN RESEARCH, CONSULTANCE AND EXTENSION

1. What are the major measures adopted by the institution to enhance the Quality of

Research, Consultancy and Extension activities during the last five years?

Institution encourages its faculty members to pursue research endeavours in the field of

education Major measures adopted by the institution to enhance the quality of research,

consultancy and extension activities.

· Resource materials are provided from the library. · Management is ready to sponsor and grant aids and on duty with TA and DA.

2. What are significant innovations/good practices in Research, Consultancy and

Extension activities of the institution?

Significant innovations/goodpractices in research, consultancy and extension

activities.

Ø Computer Lab facilities Ø Availability of internet facility round the clock. Ø Hands on interactive board LCD, OHP are other facilities.

Best practices in extention

The major measures adopted by the institution to enhance the quality of

extension activities.

Ø Green Clean campus” is our target.

Ø Teachers contribution in empowering adolescence learners through guidance and

counseling.

Ø Teachers are the role model.

Ø We can teach our History, and the life of Indian leaders in their own language and

develop the patriotic feeling.

Ø Educational trips are arranged.


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3. What are the major quality sustenance and enhancement measures undertaken by the

institution since the previous assessment and accreditation.

The major quality sustenance and enhancement measures undertaken by the institution

since the inception are as follows: -

Ø The college devotes 20 days for pre-practice teaching and 45 days for actual

teaching.

Ø Community based programmes are being organized by the institution.

Ø The institution also organized awareness programmes on different areas as AIDS

awareness, environment awareness etc.

Ø The college has organized different programmes for student-teachers as seminars,

workshops, extension lectures etc.

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CRITERION IV


4.1.1. PHYSICAL FACILITIES

1. Does the institution have the physical infrastructure as per NCTE norms? If yes,

specify the facilities and the amount i

Enclose the master plan of the building.

We have full fledged physical infrastructure as per NCTE norms and the regulatory

bodies. The facilities available are as under :

Ø Total Built Up Area – 2100 sq.mt

Ø Class rooms - 60-- sq.mtr(eachØ Office –22 Sq.mt. Ø Staff Room – 22 Sq.mt. Ø Women’s Common Room

Ø Science Lab – 51.79 Sq.mt.Ø Library and Reading Room100

Ø Educational Technology –Ø Computer Lab – 50 Sq.mt.

Ø Language Lab.-27 Sq.mt. Ø Multipurpose Hall – 200.74 Sq.mt.

Ø Psychology Lab.- 51.33 sq.mt.Ø Visitor Room . 12 sq.mt Ø Administrative Office- 12 Sq.MtØ Stores(6) 29 sq.mt

Ø Art And Craft Room 51.33 sq.mtØ Physical Education Room 5Ø Toilets(7) 30sq.mt

Ø


CRITERION IV


PHYSICAL FACILITIES

Does the institution have the physical infrastructure as per NCTE norms? If yes,

the facilities and the amount invested for developing the infrastructure.

Enclose the master plan of the building.


The facilities available are as under :

2100 sq.mt

sq.mtr(each-6 )

22 Sq.mt. Women’s Common Room –51.38 Sq.mt.

.79 Sq.mt. brary and Reading Room100 –Sq.mt.

– 50 Sq.mt. 50 Sq.mt.

200.74 Sq.mt.

1.33 sq.mt.

12 Sq.Mt

1.33 sq.mt Physical Education Room 51.33 Sq.MTR


Does the institution have the physical infrastructure as per NCTE norms? If yes,

nvested for developing the infrastructure.



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2. How does the Institution plan to meet the need for augmenting the infrastructure to

keep pace with the academic growth?

The Management is responsible for continuous appraisal of the need to further

enhance and improve the Infrastructure as well as facilities available for the student

teachers. Repainting work is done and additional computer is purchased. Full-fledge

library is available. In-door and out-door games facilities are available and

equipments added .

4.1.2 List the infrastructure facilities available for co-curricular activities and extra

curricular activities including games and sports.

Auditorium is fully designed and furnished. Volley Ball Court, Foot Ball Court,

Throw Ball Court, Basket Ball Court and Ball Bat Minton, Dance and music classes

are organized.

Co-curricular activities:

· Field trip/educational trip is organized

· Organization and participation in seminar/workshops

· Organizes and participates in cultural activities

· Department-wise quiz, clubs are organized.

Extracurricular activities and sports

· Provides indoor games like chess, carom

· Dance and music classes or organized.

· Yoga classes are organized.

· Green clean campus is insisted.


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4.1.3 Give details on the physical infrastructure shared with other programmes of the

institution or other institutions of the parent society or university.

The College is Exclusively running the Teacher education Program hence the

facilities available are meant exclusively for the teacher education Program Students

and is not being shared by any other Institution or Program.

4.1.4 Give details on the facilities available with the Institution to ensure the health and

hygiene of the staff and students (rest rooms for women, wash room facilities for

men and women, canteen, health center etc)

· Separate rest rooms and toilets for Girls and Boys are provided.

· Sophisticated and hygiene canteen facilities are running in a good manner

· Health education programme, first aid and fire safety awareness is created

4.1.5 Is there any hostel facility for students? If yes, give details on capacity, no of rooms

occupancy details, recreational facilities including sports and games, health and

hygiene facilities etc

No Hostel Facility is available at the present moment but the management plans to

build a Hostel for the students.,


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4.2. MAINTENANCE OF INFRASTRUCTURE

4.2.1. What is the budget allocation and utilization in the last five years for the

maintenance of the following? Give justification for the allocation and unspent

balance if any.

BUDGET ALLOCATION AND UTILIZATION LAST 3 YEARS

2012-13 2013-14 2014-15 Land - - -

Building - - -

Laboratories 10000 - 10000

Furniture 10000 7000 -

Equipments - - -

Computers 20000 10000 10000

Transport Vehicle - - -

Library 5000 20000 20000

4.2.2. How does the institution plan and ensure that the available infrastructure is

optimally utilized?

The College Building has been optimally prepared and made available as per the

NCTE and the regulatory body’s norms and the best use is made of such facilities

available.

· Seminar halls are optimally used for conduct of seminars, association meetings,

workshops, cultural programs etc.

· Play ground and canteen is open to all

· Computer laboratories are maximally utilized for net access by both staff &

students .

· The Rooms and open area is also provided for official work such as election

duties.


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4.2.3. How does the institution consider the environmental issues associated with the

infrastructure?

Water problem, sanitary problems, deficient of bench , desk and class rooms are

noted and submitted, follow up activities are taken by the in-charge and all

requirements are done with the permission of the secretary and chairman. Free

plantation is encouraged. Awareness of using CLF bulbs as created.

Clean Drinking water is made available.

4.3. LIBRARY AS A LEARNING RESOURCE

4.3.1. Does the institution have a qualified librarian and sufficient technical staff to

support the library (materials collection and media/computer services)?

Yes:- The college has well qualified and efficient librarian along with one assistant

to help out both of them . One computer, printer, photo copier machine has been

provided to the library for technical support. Internet and e-library facilities

also available in the library. National and International collection and Foreign

journals are available in the Library.

4.3.2. What are the library resources available to the staff and students? (Number of

books-volumes and titles, journals-national and international, magazines, audio

visual teaching-learning resources, software, internet access, etc.).

There are more than 5280 thousands books, more than 18 journals, periodicals,

more than twenty encyclopedia , Six educational surveys , 428 reference books, five

daily news papers , educational C.D. , Internet, Photocopy, Audio- visual

cassettes digital media, C.D. Rom , Micro films are available to benefit the

student & staff of the institute.


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4.3.3. Does the institution library have Computer, Internet and Reprographic facilities? If

yes, give details on the access to the staff and students and the frequency of use.

The Internet, photocopy facilities are available in the library in open mode for the

students and staff members.

4.3.4. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give

details.

NO

4.3.5. Give details on the working days of the library? (Days the library is open in an

academic year, hours the library remains open per day etc.)

The college library opens from 9 am to 4.00 pm at every working day from Monday

to Saturday except the Sunday and other declared holiday. How ever the provision

to open the library on Sunday & holiday is made for special circumstances such as

examination preparations, seminar, work shop organization etc.

4.3.6. How do the staff and students come to know of the new arrivals?

All the new arrivals are displayed on the separate display rack and visible show case

almirahs . The latest arrival list also displayed on library Notice Board.

4.3.7. Does the institution’s library have a book bank? If yes, how is the book bank

facility utilized by the students?

Yes: The college library has a little book bank facility as per the need students

utilized that. Book bank is organized with the books donated by pupils who leave


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the college as the end of completing course. Even the books donated by the parents /

society also accepted and preserved in the book bank.

4.3.8. What are the special facilities offered by the library to the visually and

physically challenged persons?

NO such facility is available .

4.4. ICT AS LEARNING RESOURCES

4.4.1. Give details of ICT facilities available in the institution (Computer lab, hardware,

software, internet connectivity, access, audio visual, other media and materials) and

how the institutions ensures the optimum use of the facility.

The institution has upto date computer facility and internet connectivity. The

Institute has One Computer Lab with 20 Computers.

Teachers prepare computer – aided teaching i.e., power point presentation, room

are periodically classes are being taken using LCD projector and Interactive Board.

Apart from power point presentation, OHP and slide projector is also used for

teaching earning process. Interactive board is also used. Internet connectivity is

available during the working hours. Students are permitted to use all the facilities

throughout the day.

4.4.2. Is there a provision in the curriculum for imparting computer skills to all students? If

yes give details on the major skills included.

The Curriculum designed by the Guru Nanak Dev University for B.Ed Students has

no such provision excepting for an optional paper. Wherein the basic computer


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is imparted to the students along with the use of internet facilities and net surfing.

The curriculum imparts the computer skills to all the students as follows.

1. LCD power point presentation

2. The students has to go through different websites relating to the prescribed school

curriculum

3. The students are allowed to use the internet facilities during their free hours.

4.4.3. How and to what extent does the institution incorporate and make use of the new

technologies / ICT in curriculum transactional processes?

The College Encourages both teachers and students to make full use of the latest

audio visual techniques for teaching and learning The staff members are encouraged

to make use of projectors and power point presentations. Students are allowed to

access the Internet as well

4.4.4. What are major areas and initiative for which student teachers use/ adopt technology

in practice teaching? (Developing lesson plans, classroom transactions, evaluation,

preparation of teaching aids)

A. Developing lesson plan

A lesson plan format is designed by using multimedia projector and projected for the

whole class, so that the student teachers takes notes for developing lesson plan in the

future practice teaching.

B. Classroom transaction

The student teachers prepare particular topics using film strips, transparencies which

is difficult for the students and also for proper classroom interaction.


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C. Evaluation

The achievement and diagnostic test papers are evaluated by manual, and the marks

obtained by the school students are stored in the Excel (Microsoft) by the student

teacher like rank correlation, arrangement of marks etc.

D. Preparation of teaching aids

In the class the lectures of the concern department presents the models and

preparation of teaching aids using LCD, slide projector etc. so, that the students

teachers gets idea regarding the preparation of teaching aids for future teaching

practice.

4.5. OTHER FACILITIES

4.5.1. How is the instructional infrastructure optimally used? Does the institution share its

facilities with others for e.g. : serve as information technology resource in education

to the institution ( beyond the program), to other institutions and to the community.

Total infrastructure is used for instructional purpose. The information technology

resource is used for community and near by school children

4.5.2. What are the various audio-visual facilities/ materials (CDs, audio and video

cassettes and other materials related to the program,) available with the institution?

How are the student teachers encouraged to optimally use them for learning

including practice teaching?

AUDIO – VISUAL FACILITIES

S.No Name of the items Quantity

1. OHP 1


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2. SLIDE PROJECTOER 1 3. LCD PROJECTOR 1 4. TAPE RECORDER 1 5. VIDEO CASSETTE 03 6. AUDIO CASSETTE - 7. DIGITAL CAMERA 1 8. COMPUTERS 40 9. TV 1 10. DVD 1 11 DISPLAY WHITE SCREEN 3 12. CHARTS 100 13. CD’s 125 14. TRANSPARENCY SHEET 500 15. SLIDE PROJECTOR SLIDES 125 16. HANDY CAMERA 1 17. PRINTER 3 18. INTERACTIVE BOARD 1 19. VIDEO CAMERA 1

The students are taught how to use the above audio- visual facilities, practically in

teaching – learning process. So that they are encouraged to optimally use them for

learning including their teaching practice. Individual assessment of marks is

maintained for handling the audio-visual aids in teaching – learning.

4.5.3. What are the various general and methods Laboratories available with the

institution? How does the institution enhance the facilities and ensure maintenance

of the equipment and other facilities

The various laboratories are:

Ø Lab

Ø Science lab

Ø Psychological lab


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Ø Computer lab

Ø Educational technology lab

Ø Language lab

4.5.4. Give details on the facilities like multipurpose hall, workshop, music and sports,

transports etc. available with the institution.

Ø Multipurpose Hall : It consists of 200 seating arrangements.

Ø Workshop: Departmental and general workshops are conducted for the

development of the students

Ø Sports: The sports club is well equipped with all sports kits. A big playground is

available to conduct the sports events.

4.5.5. Are the classrooms equipped for the use of latest technologies for teaching? If yes,

give details. If no, indicate the institution’s future plans to modernize the

classrooms.

Yes, there is at present only one classroom which is equipped for the use of latest

technologies for teaching. They are:

1. LCD

2. Slide projector

3. Video’s &CD’s

4. Digital camera

5. Handy camera

6. OHP

7. Interactive Board


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4.6. BEST PRACTICES IN INFRASTRUCTURE AND LEARNING RESOURCES

4.6.1. How does the faculty seek to model and reflect on the best practice in the diversity

of instruction, including the use of technology?

The faculty decides to use the teaching aids based on the size of the group of

learners or an individual learner for whom they are meant and utilized. Latest

Techniques are being tried and utilized.

Projected aids, like films, film strips, slides, OHP, LCD can be shown to above 80

-100 students at a place. Medias like radio, T.V., newspapers are utilized by the

students at a time.

4.6.2. List innovative practices related to the use of ICT, which contributed to quality

enhancement.

The following ICT are very effective and innovative teaching aids for quality

enhancement,

Ø Use of Projectors

Ø Slides for demonstration

Ø Technologies like e-mail, internet.

4.6.3. What innovations/best practices in Infrastructure and Learning Resources are in

vogue or adopted/ adapted by the institution?

The following are the innovative learning resources and infrastructure adopted by

the institution,

Ø Well equipped Language Lab

Ø Well equipped laboratory

Ø Net access during the working hours


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Ø Updated new magazines and journals, newspapers

Ø Audio – visual aids for teaching and learning.

Ø Multipurpose Hall Seminar hall

Ø Chalk and talk to Interactive board

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5.1. STUDENT PROGRESSION

5.1.1. How does the institution assess the students preparedness for the programme and

ensure that they receive appropriate academic and professional advice through the

commencement of their profession

knowledge and skill to advance) to completion?

In order to prepare student teachers for the programme and to assess the various

aspect of their personality, inherent potential and interest, various evaluatio

taken by the teacher Educators by way of exams and results analysed and progress of

the student teacher known.

Talent test, Quiz programmes, and career guidance programmes conducted by the

institution to creates the preparedness in students for the

they receive appropriate academic and professional advice through the

commencement of their professional education programme.

5.1.2. How does the institution ensure that the campus environment promotes motivation,

satisfaction, and development and performance improvement of the students?

The college is situated in a very calm and serene atmosphere and is easily

accessible . the corporation limit, it is easy to access. Serene and conducive

environment motivate the students for their d

well ventilated class rooms. Student teachers are, encouraged to participate in

seminar and inter college competition, These help provide motivation and

development for performance and improvement of the student teachers


CRITERION – V


STUDENT PROGRESSION

How does the institution assess the students preparedness for the programme and


commencement of their professional education programme (students pre

knowledge and skill to advance) to completion?


aspect of their personality, inherent potential and interest, various evaluatio



institution to creates the preparedness in students for the programme and ensure that


commencement of their professional education programme.

How does the institution ensure that the campus environment promotes motivation,

elopment and performance improvement of the students?



environment motivate the students for their development. We have spacious and



development for performance and improvement of the student teachers


How does the institution assess the students preparedness for the programme and


al education programme (students pre-requisite


aspect of their personality, inherent potential and interest, various evaluation are



programme and ensure that


How does the institution ensure that the campus environment promotes motivation,

elopment and performance improvement of the students?



evelopment. We have spacious and



development for performance and improvement of the student teachers .


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5.1.3. Give gender wise drop out rate after admission in the last five years and list possible

reasons for the drop out. Describe (if any) the mechanism adopted by the institution

for controlling the drop out?

There are no drop outs after the admission in the last 3 years.

5.1.4. What additional services are provided to students for enabling them to compete for

the jobs and progress to higher education? How many students appeared/qualified in

SLET, NET, Central/State services through competitive examination in the last

years?

Coaching classes are provided; additional information is issued through pamphlets

none appeared for NET, SLET and only a few appeared in Government examination

5.1.5. What percentage of students on an average go for further studies/choose teaching as

a career? Give details for the last three years?

S. No Year Teaching career Non-Teaching career

1. 2012 – 13 60% 19 %

2. 2013 – 14 65% 12%

3. 2014 – 15 70% 20%

2012-13 (%) 2013-14 (%) 2014-15(%)

Higher studies - 17% 19%

Employment (Total) 90% 92% 94%


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5.1.6. Does the institution provide training and access to library and other education related

electronic information, audio/video resources, computer hardware and software

related and other resources available to the student teachers after graduating from the

institution? If yes give details on the same.

At present there is no such Provision at the Institute.

5.1.7. Does the institution provide placement services? If yes, give details on the services

provided for the last two years and the number of students who have benefited?

Yes, institution has a placement cell. Many Student Teachers have benefits from

the cell. Career guidance and counseling is given to students. Eligible and willing

students were guided properly and they have got appointment in private institutions.

a) What are the difficulties (if any) faced by placement cell? How does the institution

over come these difficulties?

There are no major Problems being faced by the Placement cell which basically

includes:

Ø Language problem.

Ø Lack of I.T. knowledge.

Ø Suitable jobs for suitable students

Ø Communication Skills

Ø Personality and leadership qualities

Ø Less salary and other facilities

These problems are not to difficult and the Institute is continuously trying to

overcome these minor problems.


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b) What are the difficulties (if any) faced by placement cell? How does the institution

over come these difficulties? Does the institution have arrangements with practice

teaching schools for placement of the student teachers?

Yes the practice teaching schools on seeing the efficiency of our student

performance reserve and invite our students on their own accord.

c) What are the resources (financial, human and ICT) provided by the institution to the

placement cell?

Human resources are management members, alumni association members and

teaching faculties. ICT‘s and computer LCD are for giving directions and storing

data.

5.2. STUDENTS SUPPORT

5.2.1. How are the curricular (teaching – learning processes), co – curricular and extra

curricular programmes planned, (developing academic calendar, communication

across the institution, feedback) evaluated and revised to achieve the objectives and

effective implementation of the curriculum?

The institution plans and evaluates all the activities in its academic calendar of the

year. For effective transaction of curriculum the teacher of B.Ed programme prepare

course outlines in their concerned subjects to be taught by them. These outlines are

prepared well in advance before the commencement of the classes and monthly and

weekly planning is done.Various committees are formed and the overall objectives

of effective planning and implementation is achieved through sound coordination

amongst various committees. The whole programme is planned in such a way that


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there remains enough scope for carrying out revision of certain important topics and

conducting practical activities.

The academic calendar is planned strategically on the basis of previous year’s

experiences and decisions regarding various activities are taken through mutual

consensus in the meetings of staff council.

5.2.2. How is the curricular planning done differently for physically challenged students?

Based on the physical deformities optional classroom can be shifted. Motivation can

be given to them to overcome their inferiority complex. Special coaching classes can

be conducted. Proposed to give them free education.

5.2.3. Does the institution have mentoring arrangements? If yes, how is it organized?

Yes the institution has mentoring arrangements. The Teacher Educators after careful

analysis of the student teachers performances through evaluative measures mentor

them in the best possible way available They give them training and coaching for

extracurricular, co-curricular activities, personality development and career guidance

and counseling.

5.2.4. What are the various provisions in the institution, which support and enhance the

effectiveness of the faculty in teaching and mentoring of students?

The college allows its teachers to attend various Workshops, Seminars, Talks and

Conferences for enhancing the effectiveness of faculty like Intel Programme,

Computer Literacy, meeting regarding various aspects of their all round

development. Teachers of the college also attend Orientation courses organized by

the Academic Staff College of different University, if organized.


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5.2.5. Does the institution have its website? If yes, what is the information posted on the

site and how often is it updated?

Yes we have a website for our institution. http://shivalikprimaryschoolsociety.com

The information such as management details governing bodies, faculty profile,

results, admission details, syllabus, curriculum, infrastructure and amenities and

courses offered are posted on the site. It is updated yearly ones and as and when

necessity arises.

5.2.6. Does the institution have a remedial programme for academically low achievers? If

yes, Give details.

Yes the institution has a remedial programme for academically low achievers.

Measures are:-

· Coaching classes,

· Special classes

· Additional tests

All faculty members are involved in students counseling both academically and

personally. Tutor in-charge of each student gives counseling periodically based on

their progress. Their personal problems are also discussed. Peer groups help in the

improvement of slow learners.


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5.2.7. What specific teaching strategies are adopted for teaching?

Advanced learners:

For advanced learners challenging assignments were given. They were asked to refer

library and websites. They were asked to conduct seminar classes in their B.Ed.,

topics. Team projects were given to the students. Branch wise club activities were

conducted by the advanced learners every month. Competitions are conducted.

Slow learners:

For slow learners, interaction classes were conducted. Repeated coaching classes

were taken by the faculty members. Demonstration classes were conducted. Many

classes’ tests were conducted for the academic development. They were motivated to

actively participate in all curricular and extra curricular activities.

5.2.8. What are the various guidance and counseling services available to the students?

Give details.

The welfare measures are decided by the college council. The suggestions are

welcome through suggestion box, feed back forms and through complaint cell or in

the staff meeting organized by the principal where all suggestions are pooled up and

a final decision is taken, by the apex body in the administration consisting of the

Secretary, Principal and Vice – Principal. Recently the following activities were

carried out.

Ø Water purifier Ø Indoor recreation facility (Indoor games) Ø Canteen facility Ø Extra coaching outside the college hours for slow learners Ø Yoga classes for staff and students. Teachers give guidance and counseling to the students and in delicate situation principal takes up the lead role being a psychologist.


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5.2.9. What is the grievance redressal mechanism adopted by the institution for students?

What are the major grievances redressed in last two years?

Suggestion boxes are hooked at the end of each corridor to drop their grievance so

far students are highly satisfied with the amenities.

The management in consultation with the principal and student representatives

analyzes the grievances and takes appropriate actions.

5.2.10. How is the progress of the candidates at different stages of programs monitored

and advised?

The academic progress of the B.Ed. student teachers is monitored through daily

class room observations, unit tests, half yearly examination and pre-university

examinations, assignments, presentation in seminars etc.

Monitoring is also done by the teacher educators for co curricular activities on the

basis of participation in such events .After careful monitoring the student teachers

are advised accordingly for their betterment.

5.2.11. How does the institution ensure the students competency to begin practice

teaching (pre – practice preparation details) and what is the follow – up support in

the field ( practice teaching) provided to the students during practice teaching in

schools?

The institution ensure the students’ competency by demo classes, observation

classes, and follow-up support is collected and provided after analysis to go in

for practice teaching in schools.


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Admission

Micro-teaching

Macro-teaching

Internship training

Model tests

Theory exam

Practical exam


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5.3. STUDENT ACTIVITIES:

Observing, learning, experimenting, competing, participating, appearing for test and

preparing for placement.

5.3.1. Does the institution have an Alumni Association? If yes,

Yes

1. List the current office bearers

President : Simranjeet Singh

Vice-President : Vandana

Secretary : Hira Lal

Joint Secretary : Ritu

Treasurer : Rai Bir

Give the year of the last election 15th Feb, 2015

2. List Alumni Association activities of last two years.

a. Book donation to our juniors

b. Acts as an ambassador for admission

c. Donation to schools (fan, clock, steel bureau)

d. Blood Donation

3. Give details of the top ten alumni occupying prominent position.

a. Maninder Jeet Singh, HDFC Bank Chandigarh

b. Rajveer, ETT Lecturer

c. Hira Lal, ETT Lecturer

d. Simranjeet Kaur Work in Govt. School

e. Ajay Singh HRA International Gurdaspur

f. Jasmeet Kaur Sukhjindra Sr. Sec School

g. Pawan Kaur Sukhjindra International School


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h. Smarty, St. Soldier Gurdaspur

i. Meenakshi Gurukul Degree Lecturer

j. Simran Jeet Singh ShivalikModern Sr Sec School

4. Give details on the contribution of alumni to the growth and development of the

institution.

Suggestions are always welcomed by the institution. They give feedback for the

proper growth and development of the institution. They also share their experiences

with current students. Many old students of the institutions are holding different

responsible position in different departments. Their link with institution helps in

growth and development of the institution.

5.3.2. How does the institution encourage students to participate in extracurricular

activities including sports and games? Give details on the achievements of students

during the last two years. (Institution level / inter collegiate / inter university)

Students proficient in sports and extra curricular activities are identified at the time

of admission itself and circular to this effect is issued to the classes and interested

students are motivated to practice in their respective fields of Interest. . Based on

the interest and talent they are selected to represent the college in the inter collegiate

sports and cultural activities. evening hours. college on sports day with special

prizes and compliments.


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5.3.3. How does the institution involve and encourage students to publish materials like

catalogues, wall magazines, college magazine, and other material. List the major

publications/ materials brought out by the students during the previous academic

session.

The institution encourages students to participate in extra curricular activities

regularly and continuously because teaching should be an enjoyable experience. The

student teachers are motivated to prepare various articles and to express their views

and ideas by publishing them in various magazines etc . They are provided financial

assistance , material and guidance to help them .

5.3.4. Does the institution have a student council or any similar body? Give details on –

constitution, major activities and funding.

Yes, the institution has a student council body. Each section of B.Ed., course elect

their representative. They focus the problems, anxieties and interest of the students

to the knowledge of tutor – in - charge and the Principal, conduct association

meeting and elect office bearers like President, Vice – President, Secretary and

Treasurer. They are totally responsible for organizing various programmes through

out the year which provide a platform for students, community for exhibiting their

talents. The funds for these activities is managed by the management.

5.3.5. Give details of the various bodies and their activities (academic and administrative),

which have student representation on it.

The institution encourages and provides an opportunity to all the students from being

part of almost every activity because we have a strong hope in participatory


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management. The student teachers assist in making arrangements and in providing

their views for our Institution through the Head and our faculty members.

The student shave been divided and placed in different houses namely:

1. Tagore House – Gurbir Kaur - Roll No. - 79

2. Gandhi House - Mandeep Chauhan – Roll No. 99

3. Swami Vivekananda House – Gaurav – Roll No. 88

4. Arbindo House – Divya Puni – Roll No. 22

The various houses with students are involved in daily activities and even special

events are undertaken by various houses on regular basis.The institution believes in

participatory management. Our college has a set of office bearer for our association

activities. They help in organizing the activities in consultation with the Head of our

institution and our staff members. Students are inculcated in library committee,

sports committee and discipline committee and are being consulted and the feedback

is taken before finalizing the decisions on matters pertaining to the institutional

administration

5.3.6. Does the institution have a mechanism to seek and use data and feedback from

employers to improve the preparation of the programme and the growth and

development of the institution?

Yes. Regular feedback mechanism on teaching, course facilities is available and

feedback are taken from the students and faculty members They are individually

briefed on the outcome of the finding. Each mentor obtains feedback from the

students. Outgoing students also provide feedback on the courses. Alumni are asked

to leave their feedback. Personal interaction of teachers with parents and a general

meeting organized


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5.4. BEST PRACTICES IN STUDENT SUPPORT AND PROGRESSION

5.4.1. Give details of institutional best practices in student support and progression?

The institution has the following best practices towards students support and

progression.

· Sports students are given preference.

· Feedback from students on campus is given due consideration.

· Feedback on teachers is also considered for improving the quality of teachers.

· Feedback on course content also helps in revamping the syllabus.

· Journals are procured for the library.

· Encouraging the students to take part in inter-collegiate cultural events.

· Advanced learners are encouraged to take up the competitive examinations.

· There is an established Alumni Association

· Parents are informed about the students progress.

· Counseling is given to parents and students.

· Students dropout is nil - 100 % complete the course.

· Parents teachers meeting is conducted twice in a year.

· Management council meeting is held every month

· Staff members meet every month

· Emergency meeting is held during inspections and celebrations.

· Students are involved in students association, library committee, sports committee

and discipline committee

· Almost all functions of our country is celebrated to inculcate the integrity of our

nation.

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GOVERNANCE AND LEARDERSHIP

5.5. INSTITUTIONAL VISION AND LEADERSHIP

5.5.1. What are the institutions stated purpose, vision, mission and values? How are they

made known to the various stake holders?

The Institute Shivalik College of Education

School Society in the year 2005

OUR MISSION

· To mould and motivate the would

· To import a sound formation in all levels such as academic, social, physical,

emotional and religious.

· To help them develop their potentials and enhance their self

· To cultivate more self-confidence

· The strengthen their abilit

· To impart the values of brotherhood, social justice and dignity of labour.

VISION

Shivalik College of Education envisages a society based on brotherhood, social

justice and dignity of the downtrodden, which wou

for future citizen of India . This inturn presupposes the presence of potential and

committed teachers, who would form and mould the little ones of our country. Thus

the vision of our college is expressed in the following wa


CRITERION VI

GOVERNANCE AND LEARDERSHIP

INSTITUTIONAL VISION AND LEADERSHIP

What are the institutions stated purpose, vision, mission and values? How are they

own to the various stake holders?

Shivalik College of Education was started by the

2005 with a very clear vision and mission in mind.

To mould and motivate the would-be teachers towards vision of excellence.

To import a sound formation in all levels such as academic, social, physical,

emotional and religious.

To help them develop their potentials and enhance their self-image

confidence

The strengthen their ability in communicating their views effectively.

To impart the values of brotherhood, social justice and dignity of labour.


justice and dignity of the downtrodden, which would be possible on earth only by



the vision of our college is expressed in the following way.


What are the institutions stated purpose, vision, mission and values? How are they

was started by the Shivalik Primary

with a very clear vision and mission in mind.

ds vision of excellence.

To import a sound formation in all levels such as academic, social, physical,

image

y in communicating their views effectively.

To impart the values of brotherhood, social justice and dignity of labour.


ld be possible on earth only by




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Our College aims at the integral formation of prospective teachers and the

promotion of educational research at the service of our youth for the

establishment of a just and humans society.

VALUES:

· Promoting the culture of questioning , analyzing & learning.

· Sensitizing the teacher & students towards social realities.

· Empowering the students and staff with creative mind and professional skills so as

to excel as a group in future.

· Striving for quality in all endeavours of teaching-learning process.

· Developing the spirit of international brotherhood and a sense of commitment to

the nation.

· Balanced development of mind and hearts towards an egalitatian society.

5.5.2. What are the institutions stated purpose, vision, mission and values? How are they

made known to the various stake holders? Does the mission include institutions

goals and objectives in terms of addressing the needs of the society, the students it

seeks to serve, the school sector, educational institutions traditions and value

orientations?

Yes, The institute is committed to provide the excellence in education covering its all

aims and objective through teaching learning and extension activities based on the

society needs. Institute endeavors to impart liberal, modern and sound education in

teacher education programme inculcating the sense of humanity, sprit of values

national integration, democratic out look to develop multi dimensional personality.


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5.5.3. Enumerate the top managements commitment, leadership role and involvement for

effective and efficient transaction of teaching and learning processes(functioning and

composition of various committees and boarding of management, BOG, etc)

Board of Management

The Shivalik College of Education is a private self Financed College approved by

NCTEand affiliated to the Guru Nanak Dev University Amritsar.

Chairman

Vice-Chairperson

Secretary

Joint Secretary

Treasurer

Principal

Board Members


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COMMITTEES

• Grievance cell

• Career Guidance committee

• Library Committee

• Cultural Committee

• Staff Council

• English Club

• Quiz Club

• Science Club

• Fine Arts Club

• Placement Cell

• Sports Club

ADMINISTRATIVE DEPARTMENTS

1. Admission Department

2. Accounts Department

3. Maintenance Department

4. Purchase Department

The management is committed to provide high quality academic programmes,

training activities and research facilities in higher education.

Proper infrastructure and modern technology is given by the institution to achieve the

higher grades in teaching learning process. Sufficient buildings and well equipped

classrooms, recent innovative teaching aids, library and laboratory facilities, play

grounds are provided for students.


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5.5.4. How does the management and head of the institution ensure that responsibilities

are defined and communicated to the staff of the institution?

All matters relating to the Institution are discussed by the Management and the

Principal and all decisions taken for the Institute are conveyed to all staff members

for smooth execution of decisions. During the time of appointment, the

management explains to the person applying for the Principal job nature of the job;

prevailing rules and responsibilities are defined. The members of the staff are

assigned various duties of the curriculum and co-curricular and extra curricular

activities only by the Principal.

5.5.5. How do the management/ head of the institutions ensure that valid information

(from feedback and personal contacts etc.) is available for the management to

review the activities of the institution?

It is the duty of the Principal to collect all the information received through

feedbacks and from the student Educators. The management concentrates on all

activities of the institution. The activities of the institution are reviewed by the

management with the Principal periodically. All the necessary guidance and

valuable suggestions are given for effective functioning of the institution.

5.5.6. How does the institution identify and address the barriers (if any) in achieving the

missions/vision and goals?

For the smooth functioning of the Institute all the Barriers pertaining to it are

verified and sincere efforts are made to remove any barriers or bottlenecks in the

way of the Institute’s vision and mission.


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The Feedback received from all (Students, staff, Management, Alumini ) help us in

identifying the barriers and shortcomings which are carefully analysed and

shortcomings rectified.

5.5.7. How does the management encourage and support involvement of the effectiveness

and efficiency of the institutional process?

The management initially ensures that the best teacher educators are employed . It

encourages and supports the faculty/staff to improve the efficiency in various ways

such as:

Full freedom is given to the staff members to plan and execute curricular and co-

curricular activities. Continuous motivation and Encouragement to the the staff

members to participate in various seminars, workshops to keep themselves

updated in relation to their knowledge and latest trends and changes being made in

the field of teaching. Periodical review meetings to have a glance over their

performance.

5.5.8. Describe the leadership role of the head of the institution in governance and

management of the curriculum, administration, allocation and utilization of

resources for the preparation of students.

The head of the institution at the time of employment is appraised about his/her

duties and role. The Management clearly defines his role which are:

The principal shall be the main executive and academic officer of the college and

shall exercise general supervision and control over institutional affairs (academic,

co-academic and others).

The Principal shall be responsible for the smooth running of the activities of the


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Institution.

The principal as the head of the institution leads the students and staff towards the

vision. He fulfills this role through constant consultation and interaction with

the staff council, administrative staff and those involved in policy decision. He

motivates and inspires the faculty and supports both the staff members and the

students He acts as a bridge between the management,staff members and the

students. He conveys the message from the management to the staff members and

message from the staff members and students (particularly grievance) to the

management.

PRINCIPAL DUTY

· Creating conductive educational environment · Having a clear vision of total quality to his institution Academic planning for the

whole year · Conducting regular staff meetings and various committees and monitoring

the degree of implementation of the plans · Introducing innovative educational practices in his institution · Being a member of the interview panel, candidates with appropriate skills both

for teaching and non-teaching posts is selected. · Ensuring the organizational structures clearly define the authority and the

responsibilities and provide for required accountability · Developing appropriate mechanisms for monitoring and evaluating success

Developing skills in conflict resolution, problem solving and decision making · Educating teachers on quality concepts, team building, communication and · leadership skills · Evaluating the implemented innovation and making modifications and refinement

in the light of experience.


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ORGANISATIONAL ARRANGEMENTS

1. List the different committees constituted by the institution for managements of

different institutional activities? Give details of the meetings held and the decisions

made regarding academic managements, finance, infrastructure, faculty research,

extensions and linkages and examinations during the last year.

· Management/ governing body:- Over all management of the college.

· Academic committee:- To look into academic affairs ,preparation of academic

calendar , prospectus etc.

· Discipline committee:-Overall discipline maintenance of the college

· Cultural committee:- To arrange the resources, facilities and decide the time place

etc for extra curricular activities, programs and functions.

· Sports committee: To organize sports activity for the college.

· Library Advisory committee:-To advice for introduction of books, journals and

overall responsibility of library affairs.

· Grievance redressal committee:- To review the grievances of students and redress

them

· IQAC committee:-Enhancing and sustainability of quality

· Examination committee:- to look after all examination related affair


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2. Give the organizational structure and the details of the academic and administrative

bodies of the institution.

Shivalik Primary School Society


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3. To what extent is the administration decentralized? Give the structure and details of its

functioning (Refer 6.21)

There is a complete provision for decentralization of the administration.The Chairman

of the college is the Head of the Management. The Secretary and Principal and the

management members take care of the infrastructure and maintenance, financial

support and creation of assets. The Powers are decentralized in order of hierearchy

and there is a complete coordination amongst all .

4. How does the institution collaborate with other sections/departments and school

personnel to improve and plan the quality of educational provisions?

To Improve and plan the Quality of Education the Institute Collaborates with the :

1. The Affiliating University.

2. Deptt of Education in the University.

3. Principal and Staff of Practice Teaching Schools.

4. The Management of the Institute.

5. Alumni of the Institute and

6. The Society.

5 Does the institution use the various data and information obtained from the feedback

in decision making and performance improvement? If yes, give details.

Yes, the institution uses the various data and information obtained from the feedback

and letters from suggestion box in decision-making and performance improvement.

Data collected are analysed and practical suggestions incorporated for improving the

performance and quality of Education.


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6. What are the institutions initiatives in promoting co-operation, sharing of knowledge,

innovations and empowerment of the faculty?(Skill sharing across departments

creating/providing conducive environment)

There is a complete collaboration and cooperation amongst all the staff members. Each

staff members collaborate with one another so as to provide best quality training to

prospective teachers Faculty from each department solve the problem by inviting a

faculty from the other department on the basis of special competencies of each staff.

The teachers who have not enough knowledge of handling and using modern electronic

gadgets, equipments and computers have learned and acquired such skills from other

teachers who are well-versed in such modern technologies.

3. STRATEGY DEVELOPMENT AND DEPLOYMENT:

1. Has the institution an MIS in place, to select, collect align and integrate data and

information on academic and administrative aspects of the institution.

Yes, all the information regarding academic and administrative aspects of the institution

are collected collectively and made to optimum use for improving the quality of

education and for the smooth functioning of the Institute.

2. How does the institution allocate resources (human and financial) for accomplishment

and sustaining the changes resulting from the action plans?

The Continuous change and Requirement of Human Resource is taken care by the

management of the Institute.

The Financial aspect is taken care by way of budget allocation.


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3. How are the resources needed (human and financial) to support the implementation of

the mission and goals, planned and obtained?

Sufficient human resource and equally balanced financial resource support the

implementation of the mission and goals, which are planned and obtained at the

beginning of academic year Through advertisement and call letters candidates are

called for interview, selection panel promptly selects the experienced, qualified and

educated staff members and the vacancies is filled. Fees structure is intimated during

admission time and the balance amount due by the students is intimated through

letters and phone calls. The circular from the management is counter signed by the

principal and the accounts department. Different committee in the institution monitors

the different activities. Staff members are allotted different work like admission work,

cultural work; sports work etc., depending upon the potential.

4. Describe the procedure of developing academic plan. How are the practice teaching

school teachers, faculty and administrators involved in the planning process?

The Institute,keeping in mind the previous year shortcomings and the objectives of the

Institutuion develops the academic Plan. The principal develops the academic plan in

consultation with the management. This plan is intimated to the staff and students.

The report and feedback gathered from practice teaching school teachers are also

considered. Faculty is given full freedom to discuss on all issues and similarly the

administrative staff members are given opportunities to interact with everybody.


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5. How are the objectives communicated and deployed at all levels to assure individual

employee’s contribution for institutional development?

The individual employee has freedom of expression and is made aware of objective of

institution Every individual has responsibility and he/she is accountable for

institutional development. The objectives are communicated through notice board and

circular. Contributions of ideas by any individual is welcome in this regard. Opinions

are accepted in board meetings and suggestions are made in staff meetings.

6. How and with what frequency are the vision, mission and implementation, plans,

monitored, evaluated and revised?

The vision, mission and implementation are monitored, evaluated and revised timely.

Review will be conducted for the staff periodically by the management to ensure and

improve their efficiency in teaching. The Academic and Co curricular progress of the

student teachers is monitored by the Principal, and the staff members by periodical

tests, competitions etc . Various committees are in place for continuous evaluation and

review of various activities.

7. How does the institution plan and deploy the new technology?

Latest technologies are used for academic and administrative work of the institution.

Library is partially computerized. For office works, computers are used. Well

furnished seminar room, computer room and class rooms are available in college.


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6.4 HUMAN RESOURCE MANAGEMENT

1. How will you identify the faculty development needs and career progression of the

staff?

Faculty is given self appraisal form, peer appraisal form and finally the principal’s

comment helps in identification. staff members to attend workshop and seminar

that are fully sponsored by the management.

2. What are the mechanisms in place for performance assessment (teaching, research

service) of faculty and staff?(Self appraisal method, comprehensive evaluations by

students and peers). Does the institution use the evaluations to improve the teaching

research and service of the faculty and other staff?

Yes:- Institute has a procedure of feedback mechanism to find out improve areas of

faculty members The institution uses evaluation of performance assessment of

teaching. Feedback from students and self appraisal report from the staff members and

the principal are processed, assessed statistically through the principal.

3. What are the welfare measures for the staff and faculty?(mention only those which

affect and improve staff well being, satisfaction and motivation)

The management recognizes the values of teachers and gives almost importance to the

needs of the teaching community of the college. Several welfare measures are

provided to attract and retain the best teacher Educators such as :

Ø Free Education to two children of the staff members.

Ø Medical Assistance


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Ø Free Transport Facility.

Ø Marriage leave for 10 days with salary and Rs. 1000/- is given as complement.

Ø The female staff members are given maternity leave and after 6 months they can

rejoin

4. Has the institution conducted any staff development programme for skill –up

gradation and training of the teaching and non-teaching staff? If yes, give details.

Yes,

· For non-teaching staff, institution has provided training like computer & accounts

to improve efficiency

· Staff development programmes are conducted every year by the Principal and

resource persons in the beginning of the year.

· Orientation programmes are attended by the principal and the staff members.

5. What are the strategies and implementation plans of the institution to recruit and retain

diverse faculty and other staff who have desired qualifications, knowledge and skills

(Recruitment policy, salary structure, service conditions) and how along the institution

align with these requirements of the statutory and regulatory bodies (NCTE, UGC,

University etc.,)

The Institute advertises for the post of teaching and non teaching and the scrutinized

persons are called for an interview. Faculty is appointed on sanctioned posts on

regular basis through the procedure as per norms of govt., university, UGC and

NCTE. In selection panel, subject experts are appointed by affiliating university.

If necessary, Adhoc Faculty is appointed by the Management through selection panel

comprises management nominee, principal and subject experts. Rules and regulations

are given as handout (printed material) as per norms of the institution.


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6. What are the criteria for employing part-time/Adhoc faculty? How are the part-

time/Adhoc faculty different from the regular faculty? (eg; Salary structure,

Workload, Specialisation)

Part-time and ad-hoc faculty are recruited when regular faculty proceeds on study

leave or avails long leave on health grounds

7. What are the policies, resources and practices of the institutions that support and

ensure the professional development of the faculty? (eg. Budget allocation for staff

development, sponsoring for advanced study, research participation in seminars,

conferences, workshops etc., and supporting membership and active involvement in

local, state, national and international professional associations).

Every year a particular amount is allocated in the budget towards staff members

development, sponsorship for advanced studies, It follows the procedure on strict

basis and implement the provisions as under:-

Ø Workshop attendance mandatory for all faculty members at least once in a year.

Ø Research articles/ in magazines are mandatory for every faculty at least twice in a

year.

Ø Financial supports are provided in all terms to meet out the professional

development needs of the faculties

Ø Leave allotment and class arrangements is altered if necessary


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8. What are the physical facilities provided to faculty? (Well –maintained and

functional office, instructional and other space to carryout their work effectively?

Ø Staff room,

Ø Library facility

Ø Maternity leave,

Ø Marriage leave

Ø Study leave

Ø Comfortable chair and table

Ø Interactive boards

Ø Computer and Internet facility

Ø Fee concession for wards

9. What are the major mechanisms in place of faculty and other stake holders to seek

information and / or make complaints?

Often meetings are conducted for stake holders by the faculty. Suggestion and

complaint box, notice board circular display, institute’s, E- mail ID are available for

information/ suggestion complaints

10. Detail on the workload policies and practices that encourages faculty to the engaged in

a wide range of professional and administrative including teaching, research,

assessment, mentoring, working with schools and community engagement?

Based on the qualification, experience along with the work schedule of time table

and mentors job, staff members are involved in other curriculum work too. It is to be

decided as per the rules and regulations of the regularity bodies and it has to be

implemented in such a way so that a teacher can spare the time for all other above

maintained activities Staff members visit the teaching practice schools.


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11. Does the institution have any mechanism to reward and motivate staff members? If

yes, give details.

Yes, the institution has mechanism to reward and motivate staff members.

A staff member who participates in maximum number of seminar is appreciated. .

Sports/ games prizes are given to the winners. Special increment /promotion policy is

in place.

6.5. FINANCIAL MANAGEMENT AND RESOURCE MOBILIZATION

1. Does the institution get financial support from the government? If yes, mention the

grants received in the last three years under different heads .If no, give details of

revenue and income generated.

No, The institution is a self financed college and it does not get financial support

from the government. The main Source of income is from bank loan and revenue is

from collection of tuition fees. No donations are collected.

2. What is the quantum of resources mobilized through donations? Give information

for the last years.

No donation is collected.

3. Is the operational budget of the institution adequate to cover the day to day

expenses? If no, how is the deficit met?

Yes, there is an adequate budget to cover the day to day expenses.


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4. What are the budgetary resources to fulfill the mission and offer quality

programs?(Budget allocations over the past five years, a depicted through income

expenditure statements, future planning, resources allocated during the current year

and excess/deficit)

Ø Expenditure statement is enclosed.

Ø Are the accounts audited regularly? If yes, given the details of internal and

external audit procedures and information on the outcome of last two

audits.(Major pending audit pares. Objectives raised and dropped)

Ø The accounts are regularly audited. The internal audit is done annually and

external audit is done by the auditor. The audit reports will be kept for perusal

when the peer team visits the campus

5. Has the institution computerized its finance management system? If yes give details.

Yes, The management deputes an auditor to audit the accounts for ever financial

year .

6.6. BEST PRACTICES IN GOVERNANCE AND LEARDERSHIP

1. What are the significant best practices in Governance and Leadership carried out by

the institution?

Organization of the institution by democratic leadership system. Loan facility, free

education to the wards, PF facility and gratuity facility is made available to the staff.

All functions and organization are carried out through small committee which is

headed by the staff members convener and convener working under the guidance of

the principal.


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Ø Governing bodies function freely.

Ø Self appraisal report submitted by the staff is evaluated.

Ø Students’ evaluation on teachers is considered.

Ø The prospectus contains all the details of the college.

Ø Suggestion boxes are installed.

Ø Workshop and training programmes is organized for the teachers and they are

continuously motivated to attend .

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7.1. Internal Quality Assurance System

1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes,

give its year of establishment, composition and major acti

The Institute has a very effective IQAC which was established in the year

The Internal quality assurance cell consists of Secretary, Principal, subject expert

and academic development officer. Faculty development program is organi

every year. Every staff members activity is evaluated by questionnaire method.

Their ability and skills and analyzed by the answers. Student feedback system is

considered. All the staff members co

is carried out every year.

2. Describe the mechanism used by the institution to evaluate the achievement of

goals and objectives.

The Institute has formed various committees wherein specific work has been given

to each committee . The Committees are monitored b

supervised by the principal, help in achieving goals and objectives.

3. How does the institution ensure the quality of its academic programmes?

The Curricular part of the syllabus is framed by the University and all the affiliated

Colleges follow the curriculam . Quality of its academic programme is ensured

through tests, monthly tests, assignments, seminars, preparatory tests and model

tests. Students are engaged in SUPW work such as greetings card, files, sponge

doll, plastic bag, etc., . Talent show such as dance, music, skit, etc., were


CRITERION VII:


Internal Quality Assurance System

Has the institution established Internal Quality Assurance Cell (IQAC)? If yes,

give its year of establishment, composition and major activities undertaken.

The Institute has a very effective IQAC which was established in the year


and academic development officer. Faculty development program is organi



considered. All the staff members co-ordinate with the principal. Stock

Describe the mechanism used by the institution to evaluate the achievement of


to each committee . The Committees are monitored by the management and


How does the institution ensure the quality of its academic programmes?





, etc., . Talent show such as dance, music, skit, etc., were


Has the institution established Internal Quality Assurance Cell (IQAC)? If yes,

vities undertaken.

The Institute has a very effective IQAC which was established in the year 2012.


and academic development officer. Faculty development program is organized



ordinate with the principal. Stock-verification

Describe the mechanism used by the institution to evaluate the achievement of


y the management and


How does the institution ensure the quality of its academic programmes?





, etc., . Talent show such as dance, music, skit, etc., were


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conducted to bring out the hidden talents and develop them. Seminars and

practicals were stressed by our principal

4. How does the institution ensure the quality of its administration and financial

management processes?

The Curriculam as described above is developed and circulated by the University

and followed by the Institution. An Academic calendar is prepared by the

Institution at the start of the academic year inculcating all the academic as well as

the Extra Curricular activities. Monthly meeting is held by the management and

the governing bodies The Principal monitors and acts as bridge between

management and staff members. Staff members in turn act as a link between

students and the Principal. Feedback is collected from the students and the staff

members. Progression of the students is assessed throughout the education period.

Self appraisal report is submitted by the staff members. All the resources are

utilized to the maximum. Students are made to involve in all activities of the

college. Student’s feedback of course content is received every year. Student’s

election is conducted. Defects are rectified from the student’s evaluation report.

5. How does the institution identify and share good practices with various

constituents of the institution.

The Institution in order to identify and share good practices with various

constituents of the institution have formed various committees and there is a

proper coordination amongst all. Individual faculty members are encouraged to do

intensive practice and new ideas and practices are introduced in teaching skills and

teaching learning process and also the valuable effect of institution is its initiative

to explore in the departments to enhance the overall quality of the educational

process. Seminar/Workshop is conducted every year. Training programme like


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model preparation, teaching aids preparation and SUPW is important. Guest

lecturer is arranged. Whenever a staff member attends a seminar the information is

shared with other staff members of our institution

7.2. INCLUSIVE PRACTICES

1. How does the institution sensitize teachers to issues of inclusion and the focus

given to these in the national policies and the school curriculum.

The institution consciously makes efforts to sensitize staff members to all issues at

the Individual level and macro levels. Life long learning is encouraged by

engaging the students to utilize the library resource to the maximum.

Quality education is ensured to develop the essential skills in pupils to lead a

successful life and also make them morally conscious.

Ø Self esteem is encouraged

Ø A systematic education is provided which suits the needs of today and

tomorrow for the generation.

Ø Periodical update and innovative practices are implemented now and then.

Instead of stuffing the mind of the students the habit of enquiring and reasoning

is taught.

Ø Good environment with all physical facilities is provided. So classroom

interaction is made to the convenience and satisfaction.

2. What is the provision in the academic plan for students to learn about inclusion

and exceptionalities as well as gender differences and their impact on learning?

The students were taught to cope with the socially backwards, economically

weaker differently disabled and physically challenged students and to treat them

equally is co-education institution. The girls’ students feel secure and safe.


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3. Detail on the various activities envisioned in the curriculum to create learning environments that foster positive social interaction, active engagement in learning and self – motivation.

Ø The Institute tries to inculcate various activities in the curriculum which helps

in the overall development of the student teachers

Ø First and foremost a good environment with all physical facilities is provided.

Classroom interaction helps make the student teachers more positive.

Ø Self esteem is encouraged in order to improve the self motivation.

Ø Periodical update and innovative practices are implemented now and then. A

systematic education is provided which suits the needs of the hour.

Ø The Institute organizes educational tour, excursion at different places which

enables the student teachers to have cordial relationship with the society.

Ø Micro, Macro teaching session enables the student teachers to learn the

methodology and techniques of teaching.

4. How does the institution ensure that student teachers develop proficiency for

working with children from diverse backgrounds and exceptionalities?

The institution follows many activities to develop the proficiency for student

teachers for working with children from diverse back grounds and exceptionalities.

We celebrate almost all the festivals of our country. The Theory papers organized

by Institute covers all aspects of the student differences, special needs

5. How does the institution address to the special need of the physically & Visually

challenged and differently – abled students enrolled in the institution?

The institution has not had any physically challenged or differently abled students

enrolled in the Institution but there are a few provision for such students. The

Institute wishes to give fee concession for the physically challenged to get rid of


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their inferiority complex and encourage the students to lead a normal life. Seating

arrangements will be made to suit the needs of such students. And facilities also

provided for clean drinking water and washrooms.

6. How does the institution handle and respond to gender sensitive issues (activities

of women cell and other similar bodies dealing with gender sensitive issues)?

Our Institute is a co.ed College wherein there are no gender issues. There is no eve

teasing in the campus. The management and staff members are taking special care

for the girls students. There are separate common rooms and washrooms for both

the girls and boys .

7.3. STAKEHOLDER RELATIONSHIPS

1. How does the institution ensure the access to the information on organizational

performance (Academic and Administrative) to the stakeholders?

The institute ensures the access of all information by displaying them notice and

display boards At times stake holders are informed through telephone talk.

Advertisement is made to create public awareness about the program. . Circular

are received from the university in the name of register and vice-chancellor.

Examination intimation and doubts regarding theory and practical examination is

clarified by the controller of examination. Parents’ teacher meeting is conducted

and their opinion is collected. Steps are taken to bring the students to the comfort

zone through guidance and counseling.


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RELATIONSHIP WITH SCHOOLS:

We have cordial relationship with the following schools:

1 DAV Girls School, Gurdaspur

2 MGM School Gurdaspur

3 Guru Nanak Middle School Gurdaspur

4 SSD Sr. Sec School Gurdaspur

5 Shivalik Modern Sr. Sec School Gurdaspur

6 Didi Chand Cheema Sr. Sec School Allechak

7 DAV Boys School Gurdaspur

RELATIONSHIP WITH SOCIETY:

The needs of the society is also taken into consideration and awareness is

1. Helmet rally

2. Pasting stickers to vehicles

3. Issue of pamphlets regarding obesity and anemia

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Colleges occupy an important place in the higher education, aimed at the all rounded

development of learners. These i

features in students to enable them to bear the responsibility for development of society.

Colleges of education prepare future teachers, who are going to impart school education

to future generations, the foundation of our nation

The Education Commission (1966) considered teacher education as the most crucial

sector for development of our nation. It emphasized that, “A sound program of

professional education of teachers is essential for the qualitative impro

education.” The commission recommended having agencies, both at centre and state

levels in order to maintain high standards in teacher education. While suggesting for

other facilities in colleges of education, commission also recommended for prov

libraries. In 1973, National Council for Teacher Education (NCTE) came into existence

as an advisory body to the Centre and State Governments on all matters concerning

teacher education. The National Education Policy 1986 provided to give NCTE a

statutory status. In pursuance of the National Council for Teacher Education Act, 1993,

the NCTE came into existence as statutory body as on 17 August 1995. It lays down the

Norms and Standards for teacher training institutions in order to ensure quality

education. Each college of education in India is required to get recognition from NCTE

to run teacher education programs.

Teaching is an exciting and rewarding activity but like other professions it is

demanding. It is requires that its practitioners clearly

bring about the most desirable learning in the pupil and be highly proficient in the skills

necessary to carry out these tasks. Teaching is not the simple matter of profession one’s

message. It is complicated communicatio

techniques and devices we can solve the communication problem. Teaching methods

are means by which he teachers attempt to bring about the desired learning. A

professionally trained teacher can use different meth




development of learners. These infuse the mental, physical, emotional and social



oundation of our nation



professional education of teachers is essential for the qualitative impro



other facilities in colleges of education, commission also recommended for prov




tatutory status. In pursuance of the National Council for Teacher Education Act, 1993,



ucation. Each college of education in India is required to get recognition from NCTE

to run teacher education programs.


demanding. It is requires that its practitioners clearly understand what should be done to



message. It is complicated communication problem. Using different teaching methods,



professionally trained teacher can use different methods of teaching successfully. It is



nfuse the mental, physical, emotional and social





professional education of teachers is essential for the qualitative improvement of



other facilities in colleges of education, commission also recommended for provision of




tatutory status. In pursuance of the National Council for Teacher Education Act, 1993,



ucation. Each college of education in India is required to get recognition from NCTE


understand what should be done to



n problem. Using different teaching methods,



ods of teaching successfully. It is


143 | P a g e

really a very difficult task and only a professionally qualified teacher can do this. We

cannot expect all this from a teacher professionally unqualified. To provide professional

education for teachers, colleges of education have been established almost all over the

world.

Whereas teaching is the process by which a person helps other people to learn. It is one

of our most important activities. Teaching helps people to gain the knowledge and

attitudes they need to be responsible citizens, earn a living and lead a peaceful life. It

also provides a chief mean of passing knowledge to the next generation

KEY ACHIEVEMENTS OF THE STATE IN TEACHER EDUCATION

Punjab is one of the 28 states of India located in its north-west. It has played a

significant role in shaping up the history of the country. The Gazetteer of India (2000)

describes that “Before Independence, the former Punjab Province and its native states

spread over an area of 3,46,389 square kilometers, that is nearly seven times the area of

the present Punjab. Punjab is a small, but developed state, spread over the 1.56% of the

total area of India i.e. 50,362 sq. kms Literacy rate in Punjab has been rising

consistentlyfrom 38.69% in 1971 to 76.68 % in 2011. The gap between rural and

urban literacy has reduced from 27.95% in 1971 to 11.25% in 2011 Female literacy is

71.3% and male literacy rate is 81.5%. School teachers at all levels in Punjab are well¬

qualified. The average pupil teacher The Average Pupil teacher ratio (28, 22, 19 for

primary, upper primary and secondary schools) is fairly good. The Government TEIs

also have a high number of girl students.

Almost all the required Courses of Education are being run by different

colleges/Departments/ Centers of Education. One can study all courses like B.Ed ,

M.Ed. D.El.Ed, Nursery teacher Training. Facilities are available for pursuing M.Phil

and Doctorate In Education (Phd) as well.


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The Colleges/ departments have to abide by the Policies , and the rules and regulations

issued by the state, affiliating University and the norms laid down by the NCTE. These

Courses can be started with the permission of the state Government ., The state

Government imposes the condition of strict adherence to the rules of the state. It

regulates the number of seats , quality of teaching, budgetary provision for related

activities, availability of Infrastructure, and enjoys the right to monitor and ensure total

compliance of the rules.

The Institutions desirous of running the degree courses are to be affiliated with a

University. Admissions are done through centralized counseling on the basis of marks

obtained in qualifying exams.. The state government and University decides the fee

structure in the self financed colleges The Universities follow the UGC Norms for

selection of Teachers for the campus as well as colleges. The B.Ed colleges being run

under the self financed scheme select the teachers as per the NCTE and University

Norms. The Regulatory Body, NCTE decides and regulates the infrastructural

resources- both physical and human.

GENERAL

Punjab has a long history of formal and non formal education with a strong colonial

legacy, though the access to education was limited to the upper strata of the society. The

network of education before the partition of country was confined mostly to the urban

areas. But after independence of the country in 1947, the state government gave special

attention to the spread of education particularly in the rural areas as more than eighty

percent population of the state lived there .A large number of schools were opened

along with a few institutions of higher education. An agriculture university was

established at Ludhiana in 1956 and Punjab University was shifted to Chandigarh in

1959.Later on, two more universities i.e. Punjabi University Patiala and Kurukshetra

University Kurukshetra (now in Haryana) were opened in early 60s to give major boost


145 | P a g e

to the higher education. The Green Revolution, in the state in late sixties brought radical

transformation in all fields including education. It hastened the process of opening of

new educational institutions in urban and rural Punjab. The post-green revolution era

opened new opportunities and increased demand of workforce in skilled, semi skilled

and unskilled fields. This process provided a major boost to the overall growth in the

state as Punjab became number one state in India in economic terms. On the other hand,

the state and central governments provided liberal financial assistance to open new

educational institutions in the state. It brought rapid expansion of education particularly

in rural areas.

At present, there is a vast network of educational institutions in the state consisting of

universities/deemed universities, colleges and schools both in public and private sector.

The number of universities/deemed universities is more than one dozen including

private universities The state universities are Panjab University Chandigarh, Punjabi

University Patiala, Guru Nanak Dev University Amritsar , Punjab Agricultural

University Ludhiana, Punjab Technical University Jalandhar, Guru Angad Veterinary

and Animal Sciences University Ludhiana, Baba Farid Health University Faridkot and

Rajiv Gandhi National Law University Patiala. There is one central university at

Bhatinda, three deemed universities and five private universities including Lovely

Professional university at Jalandhar. There is strong network of colleges providing

education in all streams in both rural and urban areas. The number of schools in the

state managed by the state /centre governments and the private managements runs into

thousands. There are various categories of schools i.e. government schools, grant in

aided schools (the state government provides finances but these schools are managed by

the private managements) and public/private schools which are self –financed .The

number of such schools and colleges have increased rapidly since the liberalization

process started in the country in 1990s. The courses offered by the educational

institutions in the state are equivalent and of the same pattern as anywhere in India. The

syllabus taught at the school level is mostly of the level of the Central Board of


146 | P a g e

Secondary Education. The various departments of the universities/deemed universities

generally provide post- graduation and post-master level higher education including

research .Majority of the colleges in the state are up to the level of graduation imparting

under graduate level education. The students enrolled in the colleges are getting

education in all streams i.e. engineering, medical, science, arts, commerce, computer

science etc. There are large number professional colleges which prepare teachers for

primary, high and secondary schools. Most of these colleges have come up in the one

and half decades of privatization and liberalization of all sectors of the economy.

Growth of B.Ed. Colleges in Punjab The situation is not different in case of teachers

training colleges in the state. It needs special mention here that the total number of

B.Ed. colleges was 17 in 1971 and only one college was added till 1991. Now, there are

more than 185 B. Ed colleges in both rural and urban areas of the state. The colleges

which came into existence after 1991 are self financed colleges

At present, there are four directorates of education departments dealing with primary,

secondary, technical and higher education in Punjab. The major thrust of the education

in present times is on expansion, modernisation and reorientation of technical education

and industrial training system so as to match it with emerging technologies for ensuring

quality manpower availability to the industrial sector. For this purpose, besides opening

up new engineering colleges, polytechnics and industrial training in the emerging areas,

the existing institutions are being modernized by providing new equipment and

machinery with the assistance from central and state government. The opening of new

Punjab Technical University at Jalandhar in 1997, Baba Farid University of Health

Sciences at Faridkot in 1998 and Guru Angad Dev Veterinary University at Ludhiana in

2006 is important steps for the development of specialized education and training in

their respective fields. All these are affiliating universities in their respective areas of

education and research.


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PROBLEMS

A number of problems in the education system were identified by a working group

constituted by Guru Nanak Dev University in 2008 to make an overview of education

scenario in the state. The following problems along with suggestions to improve the

system were identified by the Committee:

• Highly inadequate financial support to educational institutions by the State;

• Lack of infrastructure in government schools/colleges particularly in rural areas

(classrooms, laboratories, playgrounds, electricity, transport, drinking water, toilets

• Acute shortage of teaching /supervisory staff and adhocism. It is important to

mention here that, as per government sources, more than 32000 posts of teachers are

vacant in the schools and three fourths of the schools are without regular heads. The

situation is worst in government colleges;

• Commercialization and very high cost of education has excluded a large section of

society from its benefit;

• Lack of commitment and non accountability of teachers in government schools/

colleges;

• Job security of teachers, largely plays a negative role, however, we have exceptions

that show that individual commitment overrides most hurdles;

• Non-academic duties given to the teachers keep them away from their teaching

responsibilities for long periods;

• English language is a major hurdle in the lives of the rural students;

• The largest majority of the students in government schools come from dalits and

other marginalized sections of the society;

• Faulty examination system up to primary level, (There is no formal examination and

students are promoted to the next class till 5th, without teaching them anything. This

leads to a very high drop rate in class 6th, as the students are unable to face the

examination); and

• Terrorism in the state (1978-1993), was a major factor, which ruined educational

system in the countryside.


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SUGGESTIONS

• Commitment of the Government’s involvement in education;

• Emphasis on the improvement of Primary/Secondary School System which is the

foundation of higher education;

• Teachers need training to impart values to the students. Development of

professionalism in their approach and total commitment;

• Regular updating of syllabi and restructuring of the examination system;

• Regular involvement of the parents (Parents Teachers Association) in meetings as per

their convenience in the rural schools;

• Provision for the regular classroom teaching (need to built mechanism of it);

• Check on the commercialisation of education and political interference starting from

grass root level to higher one;

• Zero tolerance to indiscipline in education Institutions;

• Checking the problem of drop rate in the rural schools, (illiteracy of the parents,

poverty, problems of girl students, gender bias and general perception of the rural

people towards education were identified as a few problems of high drop rate);

• Government schools must be strengthened by strengthening infrastructure;

• Involvement of Panchayats to strengthen the education environment in the schools;

• Establishment of mobile libraries in the countryside to inculcate reading habits among

the students/people;

• Private sector should be encouraged to perform its responsibility by adopting and

opening good quality schools for rural poor; and

• Provision for national and state level fellowships for deserving rural and urban poor

students.

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Shivalik College of Education

Admission and Orientation

Theory

Tutorials/ Semina

Sessional Work – Tests & Assignments

Preparation of Internship: Demonstration / Observation of lessons/ micro teaching/ simulations

Practice Teaching/ Internship

Co-curricular Activities

Working with community/ project work

End-Term Examination


MAPPING

Shivalik College of Education


150 | P a g e

SHIVALIK COLLEGE

Tentative Academic Calendar

Month Programs

August

2015

1. Theory & Practical Classes of B.Ed

2. Ardas Diwas

3. Orientation

4. Celebration of Independence Day

5. Talent Hunt

6. Sadbhawna Diwas

7. Drug – De-Addiction (Red Ribon Club, Fine Arts

Hunt)

8. Morning Assembly

9. Raksha Bandhan

September

2015


2. Teachers Day

3. Literacy Day

4. Hindi Diwas

5. Workshop Black Board Wri

6. NSS Day/Blood Group * HB Testing Camp

7. Kho-Kho Competetion

8. Morning Assembly

Oct, 2015 1. Theory & Practical Classes of B.Ed

2. Gandhi Jayanti

3. B’day of Dr. APJ Abdul Kalam

4. Dushehra

5. Morning Assembly

6. Picnic

Nov 2015 1. Theory & Practical Classes of B.Ed

2. The matic Display Power Point Presentation

3. Model Making/Aids & BB Writing & Sket

4. Diwali

5. Celebration of Education Day

6. House Examination

7. Gurpurav Shri Guru Nanak Dev Ji

8. World Environment Day

9. Feedback



Tentative Academic Calendar

Dates

Theory & Practical Classes of B.Ed

Celebration of Independence Day

Addiction (Red Ribon Club, Fine Arts

10 Aug to 31 Aug 2015

10 Aug 2015

12 Aug 2015

15 Aug 2015

21 Aug 2015

22 Aug 2015

22 Aug 2015

24 Aug 2015

29 Aug 2015


Workshop Black Board Writing

NSS Day/Blood Group * HB Testing Camp

Kho Competetion

1 to 30 Sept 2015

5 Sept 2015

8 Sept 2015

14 Sept 2015

21 Sept 2015

24 Sept 2015

26 Sept 2015

28 Sept 2015


f Dr. APJ Abdul Kalam

1 to 31 Oct 2015

2 Oct 2015

15 Oct 2015

22 Oct 2015

26 Oct 2015

31 Oct 2015


matic Display Power Point Presentation

Model Making/Aids & BB Writing & Sketching

Celebration of Education Day

Gurpurav Shri Guru Nanak Dev Ji

World Environment Day

1 to 30 Nov 2015

3 Nov 2015

6 Nov 2015

11 Nov 2015

13 Nov 2015

16 Nov 2015

23 Nov 2015

26 Nov 2015

27 Nov 2015


Aug 2015

1 to 30 Sept 2015

1 to 31 Oct 2015

Nov 2015


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Dec 2015 1. University Exams

7 to 23 December 2015

Jan 2016 1. Theory & Practical Classes of B.Ed

2. Lohri

3. State Seminar

4. Extension Lecturer (Swami Vivekananda)

5. National Girl Child Day

6. Republic Day

7. Morning Assembly

11 to 31 Jan 2016

13 Jan 2016

15 Jan 2016

23 Jan 2016

24 Jan 2016

26 Jan 2016

28 Jan 2016

Feb 2016 1. Theory & Practical Classes of B.Ed

2. Sports

3. Red Cross Visit

4. Extension Lecturer (Preparation and Research

Proposal)

5. National Science Day

6. Morning Assembly

1 to 29 Feb 2015

11 to 12 Feb 2015

16 Feb 2015

20 Feb 2015

28 Feb 2015

29 Feb 2015

March

2016


2. National Safety Day

3. National Seminar (Holistic Development)

4. Math Day

5. Unit Exam

6. Bhagat Singh

7. Morning Assembly

1 to 31 March 2016

4 March 2016

8 March 2016

1 March 2016

23 March 2016

28 March 2016

29 March 2016

April 2016 1. Theory & Practical Classes of B.Ed

2. World Health Day

3. House Exam

4. Ambedkar Jayanti

5. Morning Assembly

1 to 3 April 2016

7 April 2016

11 April 2016

14 April 2016

25 April 2016

May 2016 1. Theory & Practical Classes University Exam

2. University Exam

1 to 10 May 2016


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FACULTY OF EDUCATION

SYLLABUS

FOR

BACHELOR OF EDUCATION

(B.ED.)


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AREA A- FOUNDATIONS OF EDUCATION A 1 EDUCATION AND DEVELOPMENT

Time: 3 hrs. M. Marks: 100 Terminal: 80 Sessional: 20

Note: The question paper will consist of five UNITs. The paper setter will set three

questions from each UNIT and each question will carry 8 marks. The candidate will

attempt two questions from each UNIT.

Objectives:

A. On completion of this course the students will be able to:

B. Understand the evolution of education.

C. Analyses the social, cultural and political context of education.

D. Examine the changing emphasis on education in the context of globalization and

internationalization

E. Understand the relevance of education in relation to socio- political- economic and

cultural context.

F. Make the students understand how education helps in economic and national

development.

UNIT –I

Education as an evolving concept

1. Meaning and Concept of Education- Indian and Western Perspective, Education as

an organized and state sponsored activity

2. Concepts in education and their changing connotations: school, curriculum, teacher

and learner

3. Changing aims of education in the context of globalization


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UNIT –II

Education in Socio Cultural and Political context

1. Education as an instrument of social change

2. Interaction of education and culture in the global context

3. Education for democracy, national integration and international understanding.

UNIT –III

Education and Individual Development

1. (a) Education for self-actualization and development of individual capabilities

(b) Education for socio- political- economic and cultural awareness

2. Education for development of responsible citizens

3. Education and development of life skills of individuals for 21st century.

UNIT –IV

Education for National and Economic Development

1. National development: Meaning, scope and indicators of national development

2. Role of education for ensuring sustainable development

3. a. Education as an investment

b. Education as development of human resource

UNIT –V Learning Environment – The changing Scenario

Education for 21st Century, Four pillars of Education as recommended by UNESCO

Home, School & Community as mediators of Education.

Concept of values - importance, classification of values, sources of values, ways and

means for inculcation of values.


155 | P a g e

Sessional Work: 20Marks

Performance in House Examination- I & II 10Marks

Two Assignments on (one Indian and one Western Philosopher) 10 Marks

(a) Shri Guru Nanak Dev Ji, Vivekananda, Swami Dayananda, Tagore and Gandhi

(b) Rousseau, Dewey, Plato, Montessori, Froebel Discuss in groups the aspects of

education evolving in them. After discussions, students document their

understanding in lucid manner as a term paper.

References:

1. Aggarwal, J.C. (1993): Landmarks in the History of Modern Indian Education. Vikas

Publishing House, New Delhi.

2. Aggarwal, J.C. (2002): Development and Planning of Modern Education. Vikas

Publishing House, New Delhi.

3. Bhatia, K.K, and Narang, C.L. (1996): The Teacher and Education in Emerging

India Society. Tandon Publications, Ludhiana. 2nd rev. ed.

4. Bhatia, K.K. and Narang, C.L. (1992): Philosophical and Sociological Foundations

of Education. Doaba House, Delhi.

5. Bhatt, B.D. (2005): Modern Indian Education. Planning and Devleopment. Kanishka

Publishers, New Delhi.

6. Brubacher, John S. (1983): Modern Philosophies of Education. Tata McGraw Hill,

New Delhi (Also Pbi. Translation by Punjabi University) 4th ed.

7. Chaube, S.P. (1997): Philosophical and Sociological Foundation of Education. Ravi,

Noudarnalya, 5th rev. ed. Agra.

8. Cole Luella, A History of Education: Socrates to Montessori, Holt, Rinehart &

Winston, New York, 1950.

9. Dash, D.N. (2005): Philosophical and Sociological Foundation of Education.

Dominant Publisher, New Delhi.


156 | P a g e

10. Dewey, John. (2004): Democracy and Education. An Introduction to the Philosophy

of Education. Aakar Books, New Delhi.

11. Goal, Aruna and Goal, S.L: Distance Education- Principles, Potentialities and

Perspectives, Deep and Deep Publication Pvt. Ltd, New Delhi, 2009.

12. Humayun, Kabir (1961): Indian Philosophy of Education. Asia Publishing House,

Mumbai.

13. Lakshmi, T.K.S. and M.S.Yadav, “Education: its Evol ving Characteristics”, in New

Frontiers in Education, Vol. XXII, No.4, Oct-Dec., 1992

14. Mathur, S.S. (1997): Sociological Approach to Indian Education. Vinod Pustak

Mandir, Agra, 10th Ed.

15. Mohanty, Jagannath: Studies in Distance Education, Deep and Deep Publication Pvt.

Ltd, New Delhi,2001.

16. NCERT: (1964-66): Education and National Development: Report of the Education

Commission. New Delhi.

17. Pandey , R.S. (2001) :Principles of Education . Vinod Pustak Mandir, Agra.

18. Pandey, R.S. (1992) : National Policy on Education, Horizon Publishers, Allahabad.

19. Patik. George Thomas White (1978) : Introduction to Philosophy. Surjeet

Publications, Delhi.

20. Power, Edmund, J., Main Currents in the History of Education, McGraw Hill Book

Co.Inc., New York, 1962.

21. Rai, Digumarti Bhaskara: Distance Education- Open learning and virtual university

concepts, Authors Press, New Delhi, 2007.

22. Rao, Digumarti Bhaskara: Education for the 21st century, Discovery Publishing

House, New Delhi, 2004.

23. Safaya , R.N. and Shaida, B.D. (1983) : Principles and Techniques of Education.

Dhanpat Rai and Sons, Delhi.

24. Sahu, Bhagirathi (2002): The New Educational Philosophy. Sarup and Sons, New


157 | P a g e

Delhi.

25. Selvan, S.K . Pannear: Distance Education in the 21st century, A.P.H, Publication

Corporation, New Delhi, 2009

26. Sharma, R.A: Distance Education, Loyal Book Depot, Meerut, 2008.

27. Sharma, Ram Nath. (2005): Text book of Educational Philosophy. Kanishka


28. Sodhi, T.S. and Suri, Aruna (2006): Philosophical and Sociological Foundations of

Education. Bawa Publication, Patiala.

29. Taneja, V.R. (1987): Educational Thought and Practice. Sterling Pvt. Ltd., New

Delhi.

30. Taneja, V.R. (2006): Foundation of Education. Mahindra Capital Publishers,

Chandigarh.


158 | P a g e

A-2 CONTEMPORARY ISSUES & CONCERNS IN SECONDARY EDUCATION

Time: 3 hrs. M. Marks: 100

Terminal: 80 Sessional: 20

Note: The question paper will consist of five UNITs. The paper setter will set three

questions from each UNIT and each question will carry 8 marks. The candidate will

attempt two questions from each UNIT.

Objectives: On completion of this course the students will be able to:

Ø Know historical background of Secondary Education.

Ø Understand the constitutional obligations in relation to education.

Ø Understand the changing concepts of education in relation to changing socio,

political and economic conditions in India.

Ø Familiarize with the present educational problems of Secondary Education.

Ø Critically appraise various aspects of Secondary Education.

UNIT–I

1. Elementary Education – Concept, need, problem of un iversalization and problem

of wastage and stagnation and suggestions for their removal

2. (a) Role of Sarva Shiksha Abhiyan in strengthening Elementary Education

(b) Inclusive education, Integrated education, Alternative education

3. Right to Education and its implications

UNIT–II

1. Secondary Education – Concept, aims and problems of Secondary Education

(curriculum, instructional design, text-books) and suggestions for their removal

2. Administrative set up of Secondary Education at state and national level

3. Universalization of Secondary Education (USE): Issues and concerns


159 | P a g e

UNIT–III

1. Salient features of NPE 1986 and Revised Policy 1992

2. National Knowledge Commission(NKC) with special reference to School

Education

3. Constitutional Provisions of education in India

UNIT–IV

1. Teacher Education – Concept & aims of Pre- service and In- service Teacher

Education (According to SEC, IEC, NCF)

2. Problems of Teacher Education

3. Regulatory/ Advisory bodies: NCERT, NCTE, NAAC, UGC

UNIT–V

1. Modernization: Concept and role of education

2. Privatization and Globalization

3. HRD: Concept, need and role of education


160 | P a g e

Sessional Work: 20 Marks Performance in House Examination- I & II 10 Marks Survey related with social evils 10 Marks

References: 1. Bhatt, B.D. (2005): Modern Indian Education. Planning and Development.

Kanishka Publishers, New Delhi.

2. Goel, S.L. and Goel, A. (1994): Education Policy and Administration. Deep and

Deep Publications, New Delhi.

3. Govt. of India. (1986): National Policy on Education. Ministry of HRD, New Delhi.

4. Gupta, V.K and Gupta, Ankur (2005): Development of Education System in India.

Vinod Publication, Ludhiana.

5. Inderjeet, K. and Raj Kumar (2006): Development of Educational System in India.

21st century Publication, Patiala.

6. Jayapalan, N. ( 2002): Problems of Indian Education. H.B. Bhargava Publications,

Delhi.

7. Murti, S.K. (2004): Teacher and Education in Indian Society. Vinod Publications,

Ludhiana.

8. NCERT: National curriculum Frame work (2005).

9. NCERT: National curriculum Frame work (2005).

10. Nesla (2004): Theory and Principles of Education. Vinod Publications, Ludhiana.

11. Sachdeva, M.S and Umesh (2005): A Modern Approach to Education in Emerging

Indian Society. Vinod Publications, Ludhiana.

12. Sodhi, T.S. (2005): Development of Educational System in India. Bawa

Publications, Patiala.

13. Venkateshwaran (2004): Principles of Education . Vinod Publications, Ludhiana.

14. Vijayen,Premavathy & Geetha,T.(2006) Integrated & Inclusive Education:

DSE(VI) Manual. Kanishka Publishers.New Delhi.


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15. Walia, J.S. (1998): Modern Indian Education and its Problems. Paul Publishers,

Jalandhar.

16. Web sites:

www.education.nic.in

www.socialjustice.nic.in

www.ncert.nic.in

www.ncte.in.org

www.naac.india.com

www.ugc.nic.in,

www.nkc.org


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AREA B- PEDAGOGICAL KNOWLEDGE B 1 UNDERSTANDING THE LEARNER AND LEARNING

PROCESS Time: 3 Hrs. M. Marks: 100


Note: The question paper will consist of five UNITs. The paper setter will set

three questions from each UNIT and each question will carry8 marks. The

candidate will attempt two questions from each UNIT.

Objectives:

On completion of this course the students will be able to:

1. Understand the nature of learner.

2. Understand learners on the basis of individual differences.

3. Understand the theoretical perspective of learning.

4. Understand learning as a construction of knowledge.

5. Understand the learning in terms of learning styles and kinds.

6. Improve quality of instructions.

UNIT–I

Understanding the development of Learner

1. Importance of Education Psychology for understanding the learner. Concept

and principles of Growth & Development, factors influencing (Heredity &

Environment) Growth & Development, Erickson Theory of Psycho- Social

development.

2. Stages of development with special emphasis on Physical, Cognitive, Social,

Emotional, Moral Characteristics of Adolescents.

3. Development tasks of adolescents and its educational implications.


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UNIT–II

Understanding differences among Learners

1. Meaning and concept of individual differences, implications of individual

differences for organizing educational programmes.

2. Understanding learners with varying needs: gifted, creative, dyslexic, slow

learners.

3. Intelligence : meaning and concept, theories explaining intelligence

(Spearman, Guilford, Gardener)

UNIT–III

Theoretical Perspective on Learning- an Overview

1. Learning- concept, principles and factors affecting learning

2. Behaviorism (Thorndike and Skinner) and Cognitivism (Kohler and Koffka)

in relation to learner, teacher & teaching learning process

3. Transfer of Learning, its types and educational implications.

UNIT–IV

Learning in ‘Constructivist’ Perspective 1. Constructivism (Piaget & Bruner)

2. Learning as ‘Construction of Knowledge’ as different from learning as

‘Transmission and Reception of Knowledge’.

3. Processes facilitating ‘Construction of Knowledge’ :

- Experiential Learning - Situated learning - Cognitive apprenticeship - Meta Cognition

UNIT–V

Learning Styles and Learning 1. Concept of Learning styles- audio, visual & kinesthetic

2. Motivation: concept, types and techniques

3. Teacher’s role in motivating, strengthening and sustaining learning styles


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Sessional Work: 20 Marks

Performance in House Examination- I & II : 10 Marks

Administration and interpretation of any three psychological tests : 10 Marks

Intelligence, Personality, Interest, Learning and Achievement

References:

1. Bhatia, K.K. (2003): Bases of Educational Psychology. Kalyani Publishers,

New Delhi.

2. Bourne, L.E. (1985). Psychology: Its Principles and Meaning. Holt,

Rinehart and Winston, New York.

3. Chauhan, S.S. (2002): Advanced Educational Psychology. Vikas Publishing

House, New Delhi.

4. Clifford Morgan; King, R.R. and Weisz, John (1999): Introduction to

Psychology. Tata Mc Graw Hill Publishing Company Ltd, New Delhi.

5. Dandapani, S. (2001) Advanced educational psychology, (2nd edition), New

Delhi, Anmol publications pvt Ltd.

6. Gardner, H. (1983) frames of Mind: The theory of multiple intelligence.

New York: Basic Books.

7. Garret, H.E. (2005): Statistics in Psychology and Education. Paragon

International Publishers, New Delhi.

8. Guilford, J.P. (1967). Nature of Human Intelligence, New York: McGraw

Hill.

9. Hurlock,E.B. (1953): Developmental Psychology. Tata Mc Graw Hill

Publishing Company Ltd, New York.

10. Kakkar, S.B. (2001): Educational Psychology. Prentice Hall of India, New

Delhi.

11. Kirk, Samuel, A; Gallagher, James J. and Anasrasion, Nicholas, J. (1997):

Educating Exceptional Children. Houghton Mifflin Company, New York.


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12. Mangal S.K. (2002): Advanced Educational Psychology. Prentice Hall of

India, New Delhi.

13. Mohanty, Girish bala (1986): Educational Psychology. Kalyani Publishers,

New Delhi.

14. Sahu, Binod Kumar (2002): Education of Exceptional Children. Kalyani

Publishers, Ludhiana.

15. Segal, J.W. Chipman, S.F., & Glaser, R. (1985). Thinking and learning

skills: Relating Instruction to Basic Research. (Vol. I). Hillsdale, NJ:

Erlbaum.

16. Sidhu, Kulbir Singh (1998): Statistics in Education and Psychology.

International Publishers, Jalandhar.

17. Singh, Yogesh Kumar (2005): Guidance and Career Counselling. APH

Publishing Corporation, New Delhi.

18. Suri, S.P. and Sodhi, T.S. (2006): Guidance and Counselling. Bawa

Publication, Patiala.

19. Tiwari, Govind and Pal, Roma (1997): Experimental Psychology. A

Dynamic Approach. Vinod Pustak Mandir, Agra.


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B 2 LEARNING RESOURCES & ASSESSMENT OF LEARNING

Time: 3 Hrs. M. Marks: 100


Note: The question paper will consist of five UNITs. The paper setter will set

three questions from each UNIT and each question will carry8 marks. The

candidate will attempt two questions from each UNIT.

OBJECTIVES:

To enable the student teachers to:

Ø Understand the concept & scope of learning resources.

Ø Analyze the process of teaching & learning.

Ø Make aware of models of teaching.

Ø Keep abreast with the different innovation in learning resources.

Ø Make the students aware about the different types of assessment.

UNIT–I

1. Concept and principles of selection and utilization of learning resources

2. Human Resources: Teachers and students as learning resources

3. Material Resources: Projected aids, Non-projected aids and Activity aids

UNIT–II

1. Concept and characteristics of teaching and learning

2. Maxims and principles of teaching

3. Instructional objectives in terms of Bloom’s Taxonomy


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UNIT–III

1. Learner controlled learning resources:

a. On line resources: e-journals, e-books, blogs

b. Programmed learning: Meaning, principles, types

2. Teacher controlled learning resources: Explanation, narration, illustration,

questioning

3. CAI: Concept, modes, characteristics, role of teacher and use of CAI in

education

UNIT–IV

1. Micro teaching as a training technique: Concept, procedure and theoretical

orientation to basic skills

2. a. Simulated teaching: Concept, parameters, procedure, merits and demerits

b. Flander’s interaction analysis category system: Concept and procedure

3. Teaching models: Meaning, concept and types-

a. Glaser’s basic teaching model

b. Concept attainment model

UNIT–V

1. Concept and Types of assessment

a. Formative

b. Summative

c. Diagnostic

2. Assessment of Cognitive domain

a. Construction of various types of test items

b. Preparation of blue print

3. Assessment of Conative and Affective domain

Observations, Interview and Rating scale as tools of assessment


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Sessional Work: 20 Marks

Performance in house examination I & II = 10 Marks

Preparation of a Blue print for achievement test = 10 Marks

References:

1. Bhatia, K.K.,Narang, C.L. and Sidhu, H.S. (2001): Foundations of Teaching

Learning Process. Tandon Publishers, Ludhiana.

2. Bhushan, A. and Ahuja, M. (2002): Educational Technology. Bawa


3. Chauhan S S(2002): A Text Book of Programmed Instruction. (2nd Ed).

Sterling Publishers Pvt Ltd., New Delhi / Bangalore.

4. Dececcoo, John, P. (1977): Psychology of Learning and Instruction.

Prentice Hall of India, New Delhi.

5. Everard, K.B. and Geoffrey, Morris: Effective School Management. Harper

and Row Publishers, London.

6. Kumar, K.L. (2008): Educational Technology, New Age International Pvt.

Ltd. Publishers, New Delhi (Second Revised Edition).

7. Mangal, S.K.( 2001): Foundations of Educational Technology. Tandon

Publications, Ludhiana.

8. Mukhopadhyay, M. (1990): Educational Technology – Challenging Issues ,

Sterling Publishers Pvt. Ltd., New Delhi.

9. Mukhopadhyay, M. (1990): Educational Technology – Year Book 1988 , All

India Association for Educational Technology, New Delhi.

10. Sampath et. al. (1981): Introduction to Educational Technology, Sterling

Publishers Pvt. Ltd.

11. Sharma, R.A.(2006): Technological foundation of Education. R.Lall Book

Depot, Meerut.

12. Sharma R.A (2007): Programmed Instruction – An Inst ructional

Technology, Goyal Book Depot, Meerut.

13. Venkataiah, N. (1996): Educational technology, New Delhi: APH

Publishing Corporation.


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B 3 (A) SCHOOL MANAGEMENT

Time: 1:30 Hrs M. Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate

1. The question paper will consist of three UNITs: UNIT I, II and III.

2. The paper setter will set three questions from each UNIT I and II.

3. The candidate will be asked to attempt two questions from each UNIT. Each

question will carry 8 marks.

4. UNIT-III will be compulsory. It will consist of two short answer questions

covering the entire syllabus and carry 4 marks each.

Objectives:-

To enable students to understand

1. School as a conductive learning environment.

2. The role of teacher and the principal in ensuring a vibrant school climate.

3. The concept of Quality Enhancement and Management in school.

UNIT–I

1. School Organization and Management: Meaning, need, functions and latest

trends

2. Total Quality Management

a) Concept, need and importance

b) Significance of TQM to schools with special reference to

i. physical resources

ii. human resources

iii. healthy practices for staff and students with special reference to IQAC

3. Norms and conditions of opening a school according to CBSE/PSEB


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UNIT–II

1. Principal –The Leadership role

a. Importance

b. Qualities

c. Relation with others

d. Duties and functions

2. Mechanism for co-ordinated functioning in school.

a. Planning of annual school calendar

b. Time Table

c. Curricular Activities

3. Registers and Records

a) Meaning, need and importance

b) Stock register, Admission register, Attendance register, Cumulative record

card and Anecdotal records


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Sessional Work : 10 Marks

Performance in House Examination I & II : 5 Marks

Practical work: Preparation of any one record- : 5 Marks

Cumulative Record Card

Anecdotal records

References:

1. Mathur, S.S. (1990): Educational Administration and Management. The

Indian Press, Ambala.

2. Mohanty, Jagannath(1998): Educational Administration: Supervision and

School Management. Deep and Deep Publications, New Delhi.

3. Sachdeva, M.S. (2001): School Management. Bharat Book Centre,

Ludhiana.

4. Safaya, Raghunath and Shaida, B.D. (1979): School Organization. Dhanpat

Rai, Delhi.

5. Sarkaria, M.S, Singh,Jaspal & Gera, Manju (2008): Modern school

management. Kalyani Publishers, Ludhiana.

6. Sodhi, T.S and Suri, Aruna (2002). Management of School education, Bawa



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(B) OPTION (I) CURRICULUM DEVELOPMENT

Time: 1:30 Hrs M. Marks : 50

Terminal : 40

Sessiona l: 10

Instructions for the Paper Setter/ Candidate







Objectives:


Ø Understand the concept of curriculum.

Ø Understand approaches of curriculum development.

Ø Know various designs of curriculum.

Ø Understand the importance of curriculum change.

UNIT–I

1. Conceptual frame work of curriculum: Meaning, nature and organizing

curriculum components

2. Different approaches to curriculum theory:

a. Traditional approach

b. Learner driven approach

c. Critical Approach

3. Curriculum process and different ways of approaching curriculum theory


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a. Curriculum as product

b. Curriculum as process

c. Participatory approach

UNIT–II

1. Curriculum design models:

a. Discipline- centered design

b. Learner- centered design

c. Problem- centered design

2. Competencies required in curriculum development

3. Curriculum change: Meaning, need and factors affecting curriculum change


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Sessional Work : 10 Marks Performance in House Examination I and II : 5 Marks Project Work : 5 Marks Evaluation of curriculum of 9th or 10th standard and submission of report.

References: 1. Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and

Techniques. New Delhi. Book Enclave.

2. Aggarwal, J.C (1990). Curriculum Reform in India- World overviews,

Doaba World Education Series-3 Delhi, Doaba House, Book seller and

Publisher.

3. Arora, G.L. (1984): Reflections on Curriculum. NCERT.

4. Bhalla, Navneet (2007), Curriculum development Published by Authorpress

E35/103 Jawahar Park laxmi Nagar, New Delhi-92.

5. CIET (2006) The Process of Making National Curriculum Framework-

2005: A Video documentary both in Hindi and English, CIET, NCERT,

New Delhi.

6. CIET (2007) Curriculum Syllabus and Textbook: An Audio Interview with

Sh. Rohit Dhankar, Chairperson of the National Focus Group set up under

NCF-2005 Process, CIET, NCERT, New Delhi

7. Dewey, John (1966). The Child and the Curriculum. The University of

Chicago Press.

8.

Diamond Robert M. (1986) Designing and Improving Courses in

Higher Education:

A Systematic Approach, California, Jossey-Bass Inc. Publication.

9. Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum

Theory). New York. Teacher College Press.

10. McKernan, James (2007): Curriculum and Imagination: Process, Theory,

Pedagogy and Action Research. Routledge. U.K.


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11. NCERT (2000). National Curriculum Framework for School Education,

NCERT, New Delhi.

12. NCERT (2000). National Curriculum Framework for School Education,

NCERT, New Delhi.

13. NCERT (2005). National Curriculum Framework-2005, NCERT, Sri

Aurobindo Marg, New Delhi.

14. NCERT (2005). National Curriculum Framework-2005, NCERT, Sri

Aurobindo Marg, New Delhi.

15. NCTE (2009) National Curriculum Framework for Teacher Education.

16. Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and

Co.

17. Reddy, B. (2007): Principles of curriculum planning and development.

18. Taba Hilda (1962) Curriculum Development: Theory and Practice, New

York, Harcourt Brace, Jovanovich Inc.

19. Taba Hilda (1962) Curriculum Development: Theory and Practice, New

York, Harcourt Brace, Jovanovich Inc. Audio-Video CDs

20. Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to

Practice. Pearson Publication.


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B 3 (B) OPTION (II) DISTANCE AND OPEN

LEARNING Time: 1:30 Hrs M. Marks : 50 Terminal : 40 Sessiona: 10 Instructions for the Paper Setter/ Candidate

The question paper will consist of three UNITs: UNIT I, II and III. The paper

setter will set three questions from each UNIT I and II.

The candidate will be asked to attempt two questions from each UNIT. Each


UNIT-III will be compulsory. It will consist of two short answer questions


Objectives:


Ø Understand the distance and open modes of learning.

Ø Differentiate different modes of learning.

Ø Understand the need and importance of distance and open learning.

Ø Understand the role of mass media and other technologies in distance and

open learning.

Ø Know various evaluation techniques in distance education.

UNIT–I

1. Historical development of distance and open learning with special reference

to India

2. a. Concept, meaning , nature of distance and open learning

b. Need, importance, scope, advantages and limitations of distance and open

learning

3. a. Correspondence education: Development, objectives and modes

b. Open education learning: Development, objectives and modes


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UNIT–II

1. Role of technology in distance education

a. Printed and Non-printed material

b. Audio technology, video technology, satellite based communication

system

c. Role of mass media

d. Computer technology and Internet

2. a. Recommendations of NPE (1986) and NKC (2005) regarding distance

education

b. Professional training in distance education

c. Evaluation techniques in distance education


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Performance in House Examination I & II 10 Marks Project work : 10 Marks Survey of Distance and open learning centers in your district References: 1. Mohanty, Jagannath(2001) Studies in Distance Education. Deep & Deep

Publication.

2. Nandra, I.S. (2010): Distance and open education; century Publication,

Patiala.

3. Prarad D. Chandra (2007). Distance education, K.S.K Publishers, New

Delhi.

4. Sharma S. (2002): Modern methods of life long learning and distance

education.New Delhi.

5. Sharma, R.A. (2008). Distance Education International Publishing House,

Merrut.


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B3 (B) OPTION (III) ENVIRONMENTAL EDUCATION Time 1:30 hrs M. Marks: 50









Objectives


Ø Know the need of environmental education.

Ø Develop desirable attitude, values and respect for protection of environment.

Ø Be aware about the interdependence of plants and animals.

Ø Organize various activities at the school level to provide environmental

education.

Ø Know about changes taking place in social environment.

Ø Know various ways and means to create healthy environment.

UNIT–I

1. Environmental education: Meaning, objectives, need and guiding principles.

a. Conservation of environment: an immediate need.

b. Need for sensitizing learners towards concern of environmental

conservation.


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2. Concept of ecology, environment, biosphere, Community, population and

ecosystem. Structural and functional components of ecosystem i.e. abiotic

and biotic factors, food chain, food- web & flow of energy.

3. Pollution: Concept, types (air, soil, water, and noise pollution), sources,

effect and control of pollution, green house effect, ozone depletion.

UNIT–II

1. a. Approaches of teaching environmental education: Interdisciplinary &

multidisciplinary approach.

b. Integration of environmental education in various school subjects and in

co-curricular activities.

a. Various ways and means of protection and preservation of environment

with special reference to forestation and solid waste management.

b. Role of government and non-government organizations in protection and

preservation of environment.

2. Concept of migration, urbanization.


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Sessional Work : 10 Marks Performance in House Examination I & II 5 Marks Practical work 5 Marks Work on a project related to any issue of environmental preservation and protection. Or Preparation of scrap file. References:

1. Dani, H.M (1996): Environmental Education. Publication Bureau, Panjab

University, Chandigarh.

2. Garg, K.K and Jain, S.C.: Environment Lessons For Common Man.

Environment Society of India.

3. Ghanta R. and Rao, D.B. (1998): Environmental Education, Problems and

Prospectus. Discovery Publishing House. New Delhi.

4. Kohli, V.K. and Kohli, V. Environmental Pollution and Management. Vivek

Publishers, Ambala

5. Mukherjee, Roma (2002): Environmental Management and Awareness

Issues. Sterling Publishers Pvt. Ltd, New Delhi.

6. Rajagopalan, R. (2006): Environmental Studies From Crisis to Cure. Oxford

University Press, Delhi.

7. Reddy, K.P. and Reddy, D.N. (2002): Environmental Education. Neelkamal

Publications Pvt. Ltd, Hyderabad


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B 3 (B) OPTION (IV) HEALTH EDUCATION Time: 1:30 Hrs M. Marks: 50



The question paper will consist of three UNITs: UNIT I, II and III. The paper

setter will set three questions from each UNIT I and II.

The candidate will be asked to attempt two questions from each UNIT. Each


UNIT-III will be compulsory. It will consist of two short answer questions


Objectives


Ø Aware about the concept of health education.

Ø Know problems of defective postures.

Ø Know the importance of balanced diet.

Ø Promote an understanding of personal hygiene.

Ø Understand the techniques used to diagnose health.

UNIT–I

1. a. Health: Concept of health. principles of life as a base for positive health

b. Health Education: Meaning, need and importance and objectives, health

appraisal, organization and administrative purposes of health education.

2. a. Diet: Elements of balanced diet

b. Personal hygiene: Meaning and importance of personal hygiene

c. Communicable diseases: Meaning, causes and preventive measures

of Typhoid, Chicken pox, AIDS


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3. Posture:

a. Importance of good posture

b. Common Postural deformities

i. Kyphosis

ii. Flat foot

iii. Knock Knee

iv. Bow legs

v. Lordosis

UNIT–II

1. Common health problems –Stress, depression and Obes ity-Meaning, Causes

and preventive measures

2. Health education: Role of women in health education, social service camps,

role of village health committees, village health insurance scheme.

3. The training of teachers and supervisors in health education.


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Sessional Work : 10 Marks Performance in House Examination I & II : 5 Marks Project Work : 5 Marks Preparation of diet chart for specific health related problem/ BMI [Body Mass Index] References: 1. Prasad, Y.V.R.K, Sagar P.V, Rao, D.B (2005): Sonali publications, Ansari

Road, Delhi.

2. Singh, U.K, Nayak, A.K (2005): Commonwealth publishers Ansari Road,

Darya Ganj, Delhi


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B 3 (B) OPTION (V) MEASUREMENT AND EVALUATION

Time: 1:30 Hrs M. Marks: 50


Instructions for the Paper Setter/ Candidate 1. The question paper will consist of three UNITs: UNIT I, II and III.






Objectives

To enable student teachers to:

Ø Understand the concepts employed for evaluation of pupils.

Ø Construct different types of test items.

Ø Understand the situations in which to employ different evaluation techniques.

UNIT–I

1. Evaluation: Concept of measurement and evaluation, scales of measurement

2. Types of evaluation: Summative and formative- their merits and demerits

3. Pearson’s Product Moment co-efficient of correlation

UNIT–II

1. Construction of different types of test items- Short answer type, essay type

and objective type test items and their relative advantages and limitations

2. Preparation of blue print and question paper

3. Characteristics of a good tool of evaluation – Reli ability, Validity and

Usability, use of computer in evaluation


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Sessional work : 10 Marks Performance in House Examination I & II : 5 Marks Practical work : 5 Marks 1. Construction of a blue print and a question paper of any subject of any class.

2. Take a class of students. Take the marks of any two subjects of school

examination and find out the coefficient of correlation between these two

subjects by Pearson’s Product Moment Method.

References:

1. Anastasi, A. (1988): Psychological Testing. Macmillan Publishing Company,

New York.

2. Ebel, R.L. (1991): Essentials of Educational Measurement. Prentice Hall,

New Delhi.

3. Garrett, H.E. (2005): Statistics in Psychology and Education. Paragon, New

Delhi.

4. Linn, R.L. and Grenlund, N.E. (2003): Measurement and Evaluation in

Teaching. Pearson Education, Singapore.

5. Sahu, Binod K. (2005): Statistics in Psychology and Education. Kalyani

Publications, Ludhiana.

6. Singh, A.K. (2002): Tests, Measurements and Research Methods in

Behavioural Sciences. Bharti Bhavan Publishers, Patna.

7. Thorndike, Robert, L. (1962): Measurement and Evaluation in Psychology

and Education. John Wiley, New York.


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B 3 (B) OPTION (VI) POPULATION EDUCATION

Time: 1:30 Hrs M. Marks: 50









Objectives


Ø Understand the concept of population education.

Ø Understand various terminologies concerned with population studies.

Ø Develop an awareness of the implications of population growth on various

aspects of social functioning.

UNIT–I

1. Population Education: Concept, scope, objectives, need and importance,

misconceptions regarding population education

2. a. Approaches of population education

b. Demographic terminology, population situation in India in the world

perspective

3. Effects of population growth on:


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a) Economic development

b) Social development

c) Educational development

d) Urbanization

e) Environmental and natural resources

f) Family life

g) Health and Nutrition

UNIT–II

1. Population education agencies: Role of government and Non– government

agencies.

2. Integration of population concept in different school subjects, place of

curricular and co-curricular activities organization of population education

programmes.

3. Role of teacher in imparting population education


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Sessional Work : 10 Marks Performance in House Examination I & II : 5 Marks Any two Practical Activities : 5 Marks 1. To compare the population density of different countries/states with the help

of bar graphs.

2. Making surveys regarding progress in population education awareness

programmes in rural and urban areas.

References:

1. Aggarwal, S.N. (1985): India’s Population Problems. Tata McGraw Hill,

New Delhi.

2. Bhatia, K. (2004): Population Education. Ankur Publication, Ludhiana.

3. Gupta, V.K. (2004): Population Education. Ankur Publication, Ludhiana.

4. Khanna, H.K. (2006): Population Education. Soni Publication, Patiala.

5. Rao, D. Gopal (1974): Population Education: A Guide to Curriculum and

Teacher. Sterling Publisher, New Delhi.

6. Sharma, R.C. (1988): Population Trends, Resources and Environment.

Dhanpat Rai and Sons, New Delhi.

7. Sinha, P.C, (1998): Human Population and Related Disasters. Anmol

Publication, New Delhi.

8. Thompson and Lewis (1978): Population Problems. Tata McGraw Hill, New

Delhi.

9. Tiwari, R.P. (1986): Concept of Population Education: Urban Population

Education. Prakash Publishers, Ludhiana.

10. Walia, G.S. (2001): Population Education. Vinod Publication, Ludhiana.


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B 3 (B) OPTION (VII) VALUE EDUCATION

Time: 1:30 hrs. Instructions for the Paper Setter/ Candidate The question paper will consist of three UNITs: UNIT I, II and III. The paper

setter will set three questions from each UNIT I and II. The candidate will be

asked to attempt two questions from each UNIT. Each question will carry 8

marks. UNIT-III will be compulsory. It will consist of two short answer

questions covering the entire syllabus and carry 4 marks each.

Objectives


Ø Understand concept of value education.

Ø Understand the various strategies of value orientation.

Ø Know the nature, sources and classification of values.

Ø Appreciate culture and its strategies.

Ø Know about various methods for value inculcation.

UNIT–I

1. Meaning, importance and characteristics and hierarchy of values, reasons for

value crisis

2. Relationship between education and values

3. Culture: Concept and strategies for promoting culture among students at

elementary and secondary school stage

M. Marks: 50 Terminal: 40 Sessional: 10


191 | P a g e

UNIT–II

1. Strategies for value orientation:

a. Experimental approach b. Total atmospheric approach

c. Value clarification technique d. Value sheet method

e. Critical inquiry approach f. Role- playing technique

g.

Attitude development

technique h. Integrated concurrent approach

2. Methodology of inculcating values among students

i. Direct Method : Debates, Symposium and Brainstorming

ii. Indirect Method : Community service, leadership amps.

iii.

Incidental

Method :

Reward and punishment, real life

experiences

3. Value orientation in teacher education: The present scenario, teachers- their

roles and teacher Education Programmes


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Sessional Work 10 Marks House Examination I & II : 5 Marks Practical Work : 5 Marks Application of one strategy of value inculcation with school children and its report References:

1. Brendam Mac Carthaigh (1996): Value Education. What, Why and How.

Better yourself Book, Mumbai.

2. Dr. D Bahskara Rao (2006): value oriented education. Dr. Dayakara Reddy

and Digumarti Discovery Publishing House, new Delhi

3. Jasta, Hari Ram (1991): Spiritual Values and Education. Associated Press,

Ambala.

4. Kaul, G.N. (1975): Values and Education in Independent India. The

Associated Publishers, Ambala Cantt.

5. Keerat, Joshi (Edited) (2002): Philosophy of Value Oriented Education,

Theory and Practice. Published by Indian Council of Philosophical

Research, New Delhi.

6. Kishore, Lalit (1990): Value Oriented Education. Foundation and frontiers,

World overview. Doaba House, New Delhi.

7. Ronald, King (1969): Values and Improvement in Grammar School.

Routledge, London.

8. Ruhela, S.P. (1986): Human Values and Education. Sterling Publishers Pvt.

Ltd.New Delhi.

9. Sharma, S.R. (1999): Teaching of Moral Education. Cosmos Publishers,

New Delhi.

10. Venkatesh, N. (2005): Value Education APH Publishing Corporation, New

Delhi.


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B 3 (B) OPTION (VIII) INCLUSIVE EDUCATION

Time: 1:30 hrs. M. Marks: 50








Objectives


Ø Understand concept of inclusive education.

Ø Appreciate the need for promoting inclusive practice.

Ø Understand the nature of difficulties encountered by children.

Ø Understand the needs and magnitude of the challenges faced by children with

diverse needs.

UNIT–I

1. Inclusive education for persons with disabilities: Concept, need and

importance, purposes of inclusive education

2. Historical perspective of inclusive education

3. Legal basis of inclusive education

a. United nation convention on the rights of persons with disabilities

(UNCRPD)

b. Role of government organization and Non-government

organizations (NGOs) in taking care of special persons with

disabilities


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UNIT–II

1. Persons with sensory disabilities (Visual, Hearing): Concept, identification

characteristics, causes educational provisions and rehabilitation.

2. Persons with orthopaedic disabilities: Concept, identification, characteristics,

causes, educational provisions and rehabilitation.

3. Juvenile delinquents: Concept, identification, characteristics, causes,

educational provisions and rehabilitation.


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Sessional work : 10 Marks Performance in House Examination I & II : 5 Marks Practical work : 5 Marks The students are required to carry out any one of the following:-

1. Visit to any organization or Rehabilitation center dealing with such persons

and preparation of case study of any one person with some kind of disability.

2. Practice in teaching on school children with some kind of disabilities.

3. Conduct a survey on the type of supportive services needed for inclusion of

children with any disability of your choice and share the findings in the class.

References:

1. Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative

Learning Based Approach: National Publishing house 23 Daryaganj, New

Delhi. 110002.

2. Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing

Learning and Participation in Schools. Bristol: Center for Studies in

Inclusive Education.

3. Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually

Handicapped, Gurgaon, Old Subjimandi, Academic Press.

4. Jha. M.( 2002) Inclusive Education for All: Schools Without Walls,

Heinemann Educational publishers, Multivista Global Ltd, Chennai,

600042, India.

5. Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E.

Mysore.

6. Sharma, P.L. (1990) Teachers handbook on IED-Helping children with

special needs N.C.E.R .T. Publication.


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B 3 (B) OPTION (VIII) GUIDANCE AND COUNSELING

Time: 1:30 hrs. M. Marks: 50








Objectives:


1. Understand the meaning, nature and scope of guidance.

2. Recognize the role of guidance in attaining the goals of education.

3. Appreciate the need for guidance.

4. Understand the meaning, nature and scope of counseling.

5. Analyze the relationship between guidance and counseling.

6. Recognize the different areas of counseling.

7. Become acquainted with the skills and qualities of an effective counselor.

UNIT–I

1. Meaning purposes, assumption

2. Principles of guidance in India

3. Kinds of guidance- Educational, Vocational, and Personal

UNIT–II

1. Kinds of counseling: directive, non-directive and eclectic

2. Role of teacher and counselor, counseling interview

3. Survey of guidance programme of a secondary school


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Sessional work : 10 Marks Performance in House Examination I & II : 5 Marks Practical work : 5 Marks Survey of guidance programme of a secondary school. References: 1. Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and

Counseling, Vol. I: A Theoretical Perspective, New Delhi: Vikas.

2. Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and

Counseling, Vol. II: A Practical Approach. New Delhi: Vikas.

3. Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling

Pvt. Ltd.

4. Gazda George R.M. (1989). Group Counselling: A Development Approach.

London: Allyn and Bacon.

5. Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New

York: McMillan.

6. Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems:

Strategies for Classroom Teachers. Boston: Allyn and Bacon.

7. Mallon, Brenda (1987). An Introduction to Counseling Skills for Special

Educational Needs- Participants Manual. Manchester: Manchester

University Press, UK.

8. Mathewson, R. H. (1962). Guidance Policy and Practice, 3rd Ed. New York:

Harper and row.

9. Nugent, Frank A. (1990). An Introduction to the Profession of Counselling.

Columbus: Merrill publishing Co.

10. Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An

Introduction. Chicago: Rand McNally.

11. Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill.


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TEACHING OF ENGLISH OPTION I (C)

Time: 3 Hrs. M. Marks: 100 Terminal: 80 Sessional: 20

Instructions for Paper Setters/Candidate:- 1. The question paper will consist of five UNITS: I, II, III, IV and V.

2. The paper setter will set three questions from each UNITS I, II, III and IV.

(From the syllabus of the respective UNITS). Each question will carry 8

marks.

3. The candidate will be asked to attempt any two questions from each UNIT.

4. UNIT V will be compulsory and consist of three questions. One question will

be based on the preparation of Composite lesson plan carrying 8 marks and

two short answer questions will be from the entire V UNIT carrying 4 marks

each.

Objectives

1. To promote awareness in student teachers to create a warm & accepting

classroom environment conducive to learning.

2. To enable student teachers to understand the nature, characteristics of

Language and mother tongue as well as the use of language.

3. To enable student teachers to teach basic language skills such as listening,

speaking, reading, and writing and integrate them for communicative

purposes.

4. To introduce student teachers to some important methodologies & techniques

of teaching English.

5. To develop in student teachers insight into the form and use of English and to

give practice in lesson planning.

6. To enable student teachers to prepare and use appropriate audio- visual

teaching aids for effective teaching of English.

7. To help student teachers to use school & village resources for professional

inputs.


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UNIT–I

Teaching of English in India: Some General Principles, Methods And

Approaches

1. Teaching of English in India Today

a. Importance of English in India

b. Aims and objectives of Teaching English

c. Conditions under which English is taught and learnt, declining standards

and suggested remedies

2. Nature of Language

a. Linguistic principles of teaching and learning English Language

b. General principles of teaching and learning English Language

3. Methods and Approaches of teaching English

a. Grammar Translation Method, Direct Method and Bilingual Method

b. Structural- Situational Approach

c. Communicative Language Teaching Approach

UNIT–II

Developing Language Skills: Listening and Speaking

1. Meaning and Importance of Phonetics:

a. Phonetic Symbols

b. Pure and impure vowels and consonants

2. Features of connected speech: Stress, Rhythm, Intonation

3. Presentation Skills:

Dramatization

Declamation

Paper Reading

Extempore

Role Playing


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UNIT–III

Developing Language Skills: Reading and Writing

1. Teaching Reading Skills:

a. Teaching Mechanics of Reading & Types of Reading

b. Teaching Reading to Beginners

c. Extensive & Intensive Reading

d. Teaching Reading Comprehension

e. Teaching of Poetry

2. Teaching Writing Skill:

a. Mechanics of Writing

b. Teaching writing to Beginners

c. Teaching of composition from controlled to free practices

d. Creative writing

3. a. Teaching of Grammar:-Place of Grammar, Types and Methods of Teaching

Grammar.

b. Teaching of Vocabulary: - Levels of Meaning, Word Meaning in context,

use of dictionary and thesaurus, expansion of vocabulary, selection and

gradation of vocabulary

UNIT–IV

Evaluation and Teaching Aids

1. Evaluation: Continuous & Comprehensive Evaluation: Concept, technique

and weightage distribution (VI to VIII, IX to X)

2. Development of a Language test

3. Audio- Visual Aids

a. Educational Significance and practical use of Teaching Aids in English

b. Essential qualities of teaching Aids- with special reference to OHP, LCD

projector , Computer

c. Language Laboratory- its set up, uses and limitation

d. Language Games


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UNIT–V

Lesson Planning

1. Need & importance

2. Preparation of Macro Lessons

1. Prose

2. Poetry

3. Grammar

4. Composition

i. Message writing

ii. Letter writing

iii. Advertisement writing

iv. Article writing

v. Dialogue writing

3. Micro Lessons

i. Skill of B.B. writing.

ii. Skill of Introducing a lesson.

iii. Skill of Stimulus variation

iv. Skill of Fluency in questioning

v. Skill of Illustrating with examples.


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Sessional Work 20 Marks Performance in House Examination I & II (5+5) =10 Marks Review of at least two articles (5+5) =10 Marks References: 1. Balasubramaniam, T. (1981): A Textbook of English Phonetics for

Indian Students. Macmillan India Limited, Mumbai.

2. Bhandari, C.S. and others (1966): Teaching of English: A Handbook

for Teachers. Orient Longmans, New Delhi.

3. Bhatia, K.K. (2006): Teaching and Learning English as a Foreign

Language. Kalyani Publishers, New Delhi.

4. Bindra, R. (2005): Teaching of English.Radha Krishan Ananad and Co,

Jammu.

5. Bright,J.A. and Mc Gregor, G.P.(1981): Teaching English as a Second

Language. Longmans, ELBS.

6. Carroll, B.J. (1972): Systems and Structures of English. Oxford

University Press, London.

7. Doff, A. (1998). Teach English: A Training Course for Teachers. The

British Council and Cambridge University Press, Cambridge.

8. French, F.G. (1963): Teaching English as an International Language.

OUP, London.

9. Gokak, V.K. (1963): English In India, Its Present and Future. Asia

Publishing House,

10. Hornby, A.S. (1962): The Teaching of Structural Words and Sentence

Patterns. OUP, London.

11. Kohli, A.L. (1999): Techniques of Teaching English. Dhanpat Rai and

Company, New Delhi.


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12. Lamba, D. and Others (2007): Techniques of Teaching English. 21st

Century Publication, Patiala.

13. Manzel, E.W. (1994): Suggestions for the Teaching of Reading In

India. OUP, London.

14. Palmer, H.E. (1980): Grammar of Spoken English. Heffer, Cambridge.

15. Ryburn, W.M. (1963): Teaching of English In India. OUP, Mumbai.

16. Thompson, M.S. and Wyat, H. G. (1995): Teaching of English in India.

OUP, Mumbai.

17. Tickoo, M.L. (2005): Teaching and Learning English. Orient Longman,

New Delhi.

18. Wright, T. (1988): Roles of Teachers and Learners. Oxford University

Press, Oxford.


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TEACHING OF SOCIAL STUDIES

OPTION II (A)

Time: 3 Hrs. M. Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. The question paper will consist of five UNITs: I, II, III, IV and V.

2. The paper setter will set three questions from each UNITs I, II, III and IV.

(From the syllabus of the respective UNITs). Each question will carry 8

marks.

3. The candidate will be asked to attempt any two questions from each UNIT

UNIT V will be compulsory and consist of three questions. One question will



each.

Objectives:

Knowledge

1. To enable the pupil-teachers to understand the nature and concept of Social

Studies.

2. To enable the pupil-teachers to understand aims, objectives and values of

teaching Social Studies.

3. To develop the understanding of pupil-teachers concerning curriculum

organization.

4. To acquaint the pupil-teachers with various methods and techniques of

teaching Social Studies.

5. To acquaint the pupil-teachers with different audio-visual aids and their

utilization.

6. To develop proper understanding of Nationalism and Internationalism.


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Skills

1. To enable the pupil-teachers to express themselves clearly.

2. To take active part in meetings, debates, seminars and other activities.

3. To collect information from different sources.

4. Analysis of present day problems in the Social context.

5. To develop a skill of preparation of lesson plan and its presentation.

6. To develop a skill of preparation of question papers.

A. Attitudes:

1. To promote positive social outlook.

2. Respect for and pride in national goals and values.

3. Self reliance.

B. Teacher’s Activities:

Lecture, discussion, demonstration, questioning and seminars.

C. Student’s Activities:

Listening to lectures preparing notes, asking questions and seeking

clarifications, participation in seminars and discussions, preparing

assignments, and preparing lesson plans.

UNIT–I

1. Meaning, nature, scope and importance of social studies. Difference between

social studies and social science

2. Aims, objectives and values of teaching social studies

3. a. Curriculum: Meaning, principles of curriculum construction and

organization of curriculum (Topical, chronological and concentric)

b. Correlation of Social Studies with Math, Science, Language and Art


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UNIT–II

1. Meaning of methods: Characteristics of good and suitable method in Social

Studies

2. Types of method-Lecture, project, observation, storytelling, socialized

recitation method. (Seminar, debate, panel discussion, workshop, symposium

and dramatization)

3. Need, importance and equipments of social studies room

UNIT–III

1. Social Studies textbook: Need, importance and qualities

2. Social Studies teacher: Qualities and role

3. Audio-Visual Aids: Meaning, importance, projective and non-projective

teaching aids: Overhead projector, chalk board, maps, charts, model,

picture, graphs, globe, television, computer, films and excursions

UNIT–IV

1. Current affairs in Social Studies: Meaning, importance and utilizing current

events in teaching social studies

2. Evaluation in Social Studies: Continuous & Comprehensive Evaluation:

Concept, technique and weightage distribution (VI to VIII, IX to X)

3. Different types of tests: Essay type and objective type

UNIT–V

1 Lesson Planning: Meaning, need and importance

2 Construction of Composite lesson plan.

3 Teaching Micro-skills with special reference to five core skills: Skill of

introducing the lesson, skill of questioning, skill of explanation, skill of

stimulus variation and skill of black board writing.


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Sessional Work 20 marks Performance in House Examination: I & II (5+5) = 10 Marks Practical Work 10 Marks Practical work:

a) Review of prescribed Social Studies curriculum or text books of any class

of PSEB, CBSE or ICSE.

b) Visit to any Community resource and writing a report for the same.

References:

1. Aggarwal, J.C. (2003): Teaching of Social Studies. Vikas Publishers, New

Delhi.

2. Binning and Binning (1952): Teaching of Social Studies in Secondary

Schools. McGraw Hill.

3. Dash, B.N. (2005): Content – cum – Methods of Teac hing of Social

Studies. Kalyani Publishers, New Delhi.

4. Dhanija, Neelam (1993): Multi Media Approaches in Teaching Social

Studies. Harman Publishing House, New Delhi.

5. Kochhar, S.K. (1983): Teaching of Social Studies. Sterling Publishers, New

Delhi.

6. Kohli, A.S.(1996): Teaching of Social Studies. Anmol Publishers, New

Delhi.

7. Mehta, D.D. (2004): Teaching of Social Studies. Tandon Publishers,

Ludhiana.

8. Mofatt, M.R. (1955): Social Studies Instruction. Prentice Hall, New York.

9. Shaida, B.D. (1962): Teaching of Social Studies. Panjab Kitab Ghar,

Jallandhar.

10. Shaida, B.D. and Shaida, A. K. (2005): Teaching of Social Studies. Arya

Book Depot, New Delhi.


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TEACHING OF HISTORY OPTION II (B)


Instructions for Paper Setter/ Candidate 1. The question paper will consist of five UNITs: I, II, III, IV and V.



marks.





each.

Objectives:

Ø To enable student teachers to understand the importance of history.

Ø To enable student teachers to develop an understanding of aims and

objectives of teaching history.

Ø To enable student teachers to construct and analyze critically the curriculum

and textbooks of teaching history at secondary stage.

Ø To provide knowledge of different methods of teaching history to student

teachers.

Ø To acquaint student teachers with different audio-visual aids and latest

information technology.

Ø To make the student teachers aware about the role of history in developing

National integration and International understanding.

Ø To acquaint student teachers with different techniques of evaluation.


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UNIT–I

1. Meaning, nature, importance and scope of history with special reference to

modern concept of history

2. Aims, objectives and values of teaching history at secondary level

3. Relation of history with other school subjects (Social Sciences, Physical

Science and Languages)

UNIT–II

1. Principles of curriculum construction and different approaches to construct

curriculum: chronological, concentric and topical

2. Need, importance and criteria of an ideal text book, critical analysis of history

text book at secondary stage

3. a. Cultivation of time and space sense

b. Need and importance of local history and current events

UNIT–III

a) Methods of teaching history: Story telling, lecture, discussion, project, source,

dramatization and field trips/excursions

b) Devices of teaching history: Narration, questioning, illustration, description

and explanation

c) Qualities and role of history teacher in changing scenario

UNIT–IV

1. Need, importance, types, preparation and usage of teaching aids: Tape

recorder, radio, charts, graphs, maps, models, specimens, OHP, computer,

films, T.V., chalk board, bulletin board and News line

2. Evaluation: Need, importance and Continuous & Comprehensive Evaluation:

Concept, techniques and weightage distribution (VI to VIII, IX to X), types of

tests-their construction and uses in history


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3. Role of history in developing National Integration and International

Understanding

UNIT–V

1. Elements of a lesson plan and content analysis of a topic in terms of

knowledge, skills, attitudes in teaching of history

2. Steps of construction of lesson plan

3. Teaching Micro-skills with special reference to five skills:

i) Skill of introducing the lesson

ii) Skill of questioning

iii) Skill of explanation

iv) Skill of stimulus variation

v) Skill of black board writing.


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Sessional Work : 20 Marks Performance in House Examination: I & II : 10 Marks Practical Work : 10 Marks

1. Critical analysis of History textbook of any class.

2. To arrange a visit to a historical place and write a report of the same

References:

1. Arora, K.L. Teaching of History.

2. Bhallia, C.L. (1963): Audio Visual Aids in Education. Atma Ram and Sons,

Delhi.

3. Burton, W.H. and Green, C. W. (1962): Principles of Teaching History.

4. Chakrabarti, S.K. (1967): Audio Visual Education in India. Das Gupta and

Company, Calcutta.

5. Dobbsen, D.P. A Handbook for History Teacher.

6. Ghate, V.D. (1956): Teaching of History.

7. Gunnin, Dennis: The teaching of History.

8. Hil, C.P. (1953): Suggestions for Teaching of History. Paris Unesco, Paris.

9. Iaurwerys, I.A. (1954): History Text Book and International Understanding.

10. Johnson, Henry (1950): Teaching of History in Elementary and Secondary

School.

11. Kochhar, S.K. (1977): Teaching of History.

12. R.E.De, Kieffer and Cochran, Leeln (1966): Manual of Audio Visual

Techniques.

13. Shaida, B.D. and Singh, Sahib: Teaching of History.


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TEACHING OF POLITICAL SCIENCE OPTION II (D)


Instructions for Paper Setter/ Candidate 5. The question paper will consist of five UNITS: I, II, III, IV and V.



marks.





each.

Objectives

Ø To enable student teachers to know the concept of Political Science.

Ø To enable student teachers to know objectives of teaching Political

Science as a school subject.

Ø To enable student teachers to know various political problems which our

country is facing.

Ø To provide student teachers to know different methods of teaching Political

Science.

Ø To provide student teachers knowledge of various teaching aids.


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UNIT–I

1. Meaning, nature, scope and importance of Political Science in the Modern era

2. a. Aims, objectives and values of teaching of Political Science

b. Correlation of Political Science with other subjects (History, Geography,

Sociology and languages)

3. a. Principles of curriculum construction

b. Critical study of existing curriculum of Political Science at Senior

Secondary stage

UNIT–II

1. Meaning of Method: Traditional and New Approach, types of methods:

Lecture, Project, Socialized recitation Method, (Seminar, Debate, Panel

Discussion, Workshop, symposium, dramatization and mock parliament)

2. Current Events : Importance, principles of selection and methods of their

teaching

3. Political Science Text-Book: : Importance and qualities

UNIT–III

1. Supplementary Material: Magazines, journals, newspapers, reference books

2. Political Science Room: Need, importance and equipment

3. Political Science Teacher: Qualities and role

UNIT–IV

1. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques

and weightage distribution (VI to VIII, IX to X).

2. Different Types of Tests: Essay, Objective Type Tests and Short Answer

Types.


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3. Uses and importance of teaching aids

(Black Board, Map, Globe, Pictures, Charts, Posters, Graphs, Films, Film-

strips, Television, Field Trips, Over head Projector and Computer).

UNIT–V

1. Lesson Planning: Meaning, need and importance

2. Construction of composite lesson-plan.

3. Teaching Micro-skills with special reference to five skills:

(i) Skill of introducing the lesson.

(ii) Skill of questioning.

(iii) Skill of explanation.

(iv) Skill of stimulus - variation.

(v) Skill of black-board writing.


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Performance in House Examination- I & II : (5 + 5) = 10 Marks

Practical Work : 10 Marks

1. Preparation of the question paper for senior secondary class.

2. Preparation of two teaching models.

References:

1. Aggarwal, J .C. Teaching of Political Science and Civics.

2. Bhatia, K.K.: Narang, C.L. and Sidhu, H.S. : Teaching of Social Studies.

3. Kochhar, S.K.: Teaching of History.

4. Shaida, B.D. and Shaida, A.K. (2005): Teaching of Social Studies. Arya

Book Depot, New Delhi.

5. Shiels.: View Points in Civics Education.

6. Singh, R.L: Teaching of History and Civics.

7. Whill, E.M. Teaching of Modern Civics.


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TEACHING OF ECONOMICS

OPTION II (E) Time: 3 hrs. M. Marks: 100


Instructions for Paper Setter/ Candidate: 1. The question paper will consist of five UNITS: I, II, III, IV and V.



marks.





each.

Objectives:

A. Knowledge:

1. To provide understanding of growing concept, principles and theories of

economics.

2. To enable the pupil-teachers to develop an understanding of aims

and objectives of teaching of economics.

3. To acquaint them with various economic problems which our country is

facing.

4. To provide knowledge of different methods of teaching.

5. To provide knowledge of different teaching aids.

6. To develop interest in teaching of economics.


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B. Skills:

1. Preparation of teaching aids.

2. Use of devices and techniques of teaching.

3. Use of various methods of teaching.

4. Conducting economic survey.

5. Organize seminars, symposium and discussion.

6. Writing instructional objectives.

7. Preparation of test items of an achievement test.

8. To develop skill in making use of Educational Technology.

C. Attitude:

To promote among pupil-teacher an attitude of

1. Critical Thinking

2. Critical Analysis

3. Scientific Outlook

4. Observation

5. Wise Consumerism

6. Providing solution to economic problems.


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UNIT–I

1. Meaning, nature and scope of Economics as a teaching subject

2. a. Importance of teaching of Economics in school curriculum

b. Aims and objectives of teaching Economics as given in present school

curriculum

3. Correlation of Economics with Commerce, Mathematics, Statistics,

History, Political Science Geography and Science

UNIT–II

1. Principles of constructing curriculum of Economics and approaches of

curriculum organization - UNIT, topical and concentric

2. Critical Analysis of existing curriculum of Economics

3. Economics text book- importance and criteria of selection

UNIT–III

1. Methods of teaching: Lecture method, discussion method, project method,

survey method, inductive-deductive method

2. Techniques and devices: Assignment, seminar, illustration, symposium,

excursions and supervised study

3. (a) Economics teacher: Importance, qualities and professional growth

(b) Economics Room: Importance and equipment.

UNIT–IV

1. Teaching Aids: Importance and types of teaching aids; Radio, Charts,

Films, T.V., Graph, Maps and Computer

2. Evaluation – Continuous & Comprehensive Evaluation: Concept,

techniques and weightage distribution (VI to VIII, IX to X), types of tests-


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Essay type, short answer type and objective type

3. Concepts and current affairs: Major challenges before Indian economy,

liberalization and globalization and consumer awareness

UNIT–V

1. Lesson Planning: Meaning, need and Importance

2. Construction of composite lesson plan

3. Teaching micro skills with special reference to five skills:

- Skill of introducing the lesson

- Skill of questioning

- Skill of explanation

- Skill of stimulus variation

- Skill of black board writing


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Sessional Work : 20 Marks Performance in House Examination- I & II : (5 + 5) = 10 Marks Practical Work : 10 Marks Suggested Practical Work (any two) 1. Low cost and improvised teaching aids.

2. Surveys and Projects on a chosen theme.

3. Write up on a current economic issue.

4. Co-curricular activities in school related to teaching of economics.

5. Critical analysis of existing textbook and curriculum of Economics.

References:

1. Dhillon, Satinder and Chopra, Kiran (2002): Teaching of Economics.

Kalyani Publications, Ludhiana.

2. Kanwar, B.S. (1970): Teaching of Economics. Prakash Brothers,

Ludhiana.

3. Siddiqui, M.H. (2005): Teaching of Economics. Ashish Publishing

House,New Delhi.

4. Sidhu, H.S. (2005): Teaching of Economics.Tandon Publications,

Ludhiana.

7. Yadav, Amita (2005): Teaching of Economics. Anmol Publications, New

Delhi.


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TEACHING OF COMMERCE (OPTION III)





marks.





each.

Objectives:

Knowledge

1. To enable the pupil-teachers to understand the nature and concept of

Commerce

2. To enable the pupil-teachers to understand aims, objectives and values of

teaching Commerce

3. To develop the understanding of pupil-teachers concerning curriculum

organization.

4. To acquaint the pupil-teachers with various methods and techniques of

teaching Commerce


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5. To acquaint the pupil-teachers with different audio-visual aids and their

utilization.

6. To develop proper understanding of Nationalism and Internationalism.

Skills

1. To enable the pupil-teachers to express themselves clearly.

2. To take active part in meetings, debates, seminars and other activities.

3. To collect information from different sources.

4. Analysis of present day problems in the Social context.

5. To develop skill of preparation of lesson plan and its presentation.

6. To develop skill of preparation of question papers.

A. Attitudes:

1. To promote positive social outlook.

2. Respect for and pride in national goals and values.

3. Self reliance.

B. Teacher’s Activities:

Lecture, discussion, demonstration, questioning and seminars.

C. Students Activities:

Listening to lectures preparing notes, asking questions and seeking

clarifications, participation in seminars and discussions, preparing

assignments, and preparing lesson plans.


227 | P a g e

UNIT–I

1. Meaning, nature, scope of teaching Commerce

2. (a) Place of commerce in school curriculum

(b) Aims, value and objective with reference to Bloom’s Taxonomy

3. Correlation-Meaning and types. Correlation of Commerce with language,

economics, mathematics and public administration

UNIT–II

1. Curriculum-Meaning, principles and critical analysis of curriculum of

teaching of commerce

2. Criteria of selection of good commerce text book

3. Qualities and role of Commerce teacher

UNIT–III

1 Method - meaning and principles of selection of method

2 Types of method:

i) Lecture Method

ii) Problem-Solving Method

iii) Inductive-Deductive Method

iv) Demonstration Method

3 Method of teaching short hand and typing.

UNIT–IV

1. Commerce room-need, importance and equipment

2. Development and utilization of teaching aids (projective and non-

projective and performing arts required for commerce programme),

Community resources and its use in Commerce


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3. Evaluation – Continuous & Comprehensive Evalua tion: Concept,

techniques and weightage distribution (VI to VIII, IX to X) types of tests-

Essay type, short answer type and objective type

UNIT–V

1. Lesson Planning:Meaning, need and importance

2. Construction of composite lesson plan

3. Teaching micro skills with special reference to

five skills: - Skill of introducing the lesson

- Skill of questioning - Skill of explanation

- Skill of stimulus variation - Skill of black board writing


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Sessional Work : 20 Marks Performance in House Examination- I & II : (5 + 5) = 10 Marks Practical work : 10 Marks Two Low cost and improvised teaching aids (Model/Chart/Graph) References: 6. Aggarwal, J. C. (2003): Teaching of Commerce. Vikas Publication, New

Delhi.

7. Dema and Brinkman: Guidance in Business Education South. Western

Publishing Company, New York.

8. Douglas, Palnford and Anderson (2000): Teaching Bussiness Subjects.

Prentice Hall, New York.

9. Green, H. (): Activity Handbook for Business Teachers. Mc Graw Hill, New

York.

10. Musselman and Hann: Teaching Book Keeping and Accounting. McGraw

Hill, New York.

11. Rao, Seema, (2005): Teaching of Commerce. Anmol Publishers, New Delhi.

12. Tonne, Iopham and Freemanc: Methods of Teaching Business Subjects. Mc

Graw Hill, New York.

13. Venkatest, Warlu K. and Basha Johni and Digumarti, S.K. and Rao,

Bhaskara: Methods of Teaching of Commerce


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TEACHING OF MATHEMATICS

(OPTION IV) Time: 3 hrs. M. Marks: 100





marks.





each.

Objectives:

Ø To acquaint pupil teachers with the methods and techniques of teaching

Mathematics.

Ø To help pupil teachers in instructional planning and development of relevant

material for the teaching of Mathematics.

Ø To help pupil teachers in the process of comprehensive evaluation in

Mathematics.

Ø To acquaint pupil teachers with the use of computers in teaching of

Mathematics.

Ø To make the students aware of the value of Mathematics and relationship of

Mathematics with the other subjects.

Ø To enable the students to learn the principles, concepts and the terms in the

teaching of Mathematics and to enable them to apply the same.

Ø To acquaint them with the role of teaching aids, text books, drill work, home

work, mathematical laboratories and libraries.


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UNIT–I

1. Meaning, nature and values of Mathematics- Practical, social, moral,

aesthetic and intellectual

2. Place of Mathematics in school curriculum and relationship of Mathematics

with other school subjects such as Physical Sciences, Bio-Sciences,

Economics, Logic, Fine arts

3. (i) Aims and objectives of teaching Mathematics at Secondary Level

4. (ii) Formulation of objectives with reference to Bloom’s Taxonomy

UNIT–II

1. (i) Selection and evaluation of text book

(ii) Critical study of 10th class Mathematics curriculum

(C.B.S.E./P.S.E.B.)

2. (i) Concept of evaluation: Continuous & Comprehensive Evaluation:

Concept, techniques and weightage distribution (VI to VIII, IX to X)

(ii) Construction of test items (essay type, short answer type and

objective type)

3. Remedial measures for defects in present day teaching of Mathematics to

make it more interesting and activity based


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UNIT–III

1. Methods of teaching Inductive-

Deductive Analytic – Synthetic

Problem Solving Laboratory

2. Pedagogical analysis of different topics of Mathematics

3. (i) Qualities for Mathematics teacher and role of Mathematics teacher in

drill work and written work, supervised study and Error analysis

(ii) Mathematics laboratory: Teaching aids- charts, models, chalk

boards, OHP, LCD and computers.

UNIT–IV

1. (i) Number system.

(ii) Polynomials and equations – linear, simultaneo us and quadratic.

2. (i) Geometrical Concept: Point, line, line segment, angle and triangle.

(ii) Types of Angles, Triangles and quadrilaterals.

3. (i) Trigonometric ratios, identities, heights and distances.

(ii) Measure of central tendencies. (Mean, Median, Mode)

UNIT–V

1. Lesson planning: Meaning, importance and Herbartian steps

2. Planning of Macro lessons with special reference to Arithmetic, Algebra,

3. Geometry, Trigonometry and Statistics.

4. Concept, components and preparation of micro lesson plans for developing

teaching skills of

a. Skill of introducing the lesson

b. Skill of questioning

c. Skill of explanation

d. Skill of stimulus variation

e. Skill of black board writing


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Performance in House Examination I and II : (5 + 5) = 10 Marks

Practical Work/ Activities : 10 Marks

Suggested Practical Work (Any two) 1. Preparation of two teaching aids

2. Construction of test items

3. Analytic report of curriculum

4. Preparation of two Micro lessons plans

References:

1. Butler, C.H. and Wren F.L. (1965): The Teaching of Secondary School

Mathematics. McGraw Hill (International Student Edition).

2. Gakhar, S.C. (2006): The Teaching of Mathematics. N.M. Publications,

Panipat.

3. Kumar K. and Kaur, J. (2004): Learning Mathematics Lab. Experience.

4. Mangal, S.K. (2003): The Teaching of Mathematics. Tandon Publications,

Ludhiana.

5. Ratnalikar , D.N. and et.al. (2004): Teaching of Mathematics.

6. Sidhu, K.S. (2005): The Teaching of Mathematics. Sterling Publishers, New

Delhi.


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TEACHING OF COMPUTER EDUCATION (OPTION V)


Instructions for Paper Setter/ Candidate

1. The question paper will consist of five UNITs: I, II, III, IV and V.



marks.





each.

OBJECTIVES:

Ø To understand the concept of Computer Education

Ø To understand the values of learning computer.

Ø To understand the learning strategies.

Ø To equip them with knowledge to set up and maintain a Computer laboratory.

Ø To make them able to plan lessons and present them effectively.

Ø To acquire knowledge on latest trends in Information Technology.

Ø To enable them to use computers to enhance teaching / learning skills.

UNIT–I

1. Concept, need and importance of Computer Education, utilities of computers

in different fields with special reference to Education


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2. Place of Computer Education in School Curriculum and relationship of

Computer Education with other school subjects such as Science, Economics,

Social Sciences Languages, Art.

3. Aims and objectives of Computer Education-Meaning and formation of

a. Instructional Objectives

b. Behavioural objectives

UNIT–II

1. Methods of teaching: Lecture, Lecture cum Demonstration, Problem solving,

Project method, Laboratory Method, Computer Assisted Instructions, Web

Based Instructions

2. Computer Teacher: Essential qualifications and qualities, professional growth

and code of conduct for ethical computer teaching.

3. Need for computer laboratory, special features of computer lab, setting a

computer lab.

UNIT–III

1. Concept, importance and principles of curriculum development in Computer

Education.

2. Critical analysis of 10th class computer education curriculum(PSEB,CBSE)

3. Characteristics and criteria for selection of computer text books.

UNIT–IV


and weightage distribution (VI to VIII, IX to X), types of test items for

evaluation -Essay type, short answer type, objective type

2. Online testing.


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UNIT–V

1. Lesson plan –Meaning, need and importance

2. Steps in writing lesson plan, digital lesson plan Components and Preparation

of Micro Lesson Plan for developing teaching skills of:

Ø Skill of Introducing a Lesson

Ø Skill of Explanation

Ø Skill of Stimulus Variation,

Ø Skill of Questioning

Ø Skill of Blackboard Writing


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Performance in Home Examination- I & II : 10 Marks

Practical Work : 10 Marks

Two Low cost and improvised teaching aids (Model/Chart/Graph)

References: Ø Aggarwal, V.B.: Computer Science for Class XII. Bala Guruswamy: C++

Computers.

Ø Dayal, Dean, Gottfried, D. (1966): Computer Science for Class XI and XII,

Outline of Theory and Problems of Programming with BASIC including

expanded Micro Computer Basic Section.

Ø McGraw Hill Publication, New York.

Ø Grover, P.S. (1983): Computer Programming in BASIC. Allied


Ø Hunt, R. and SheIley, J. (1988): Computers and Common Sense. PHI

Publications, Delhi


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TEACHING OF SCIENCE OPTION VI (A)





marks.


4. UNIT V will be compulsory and consist of three questions. One question

will be based on the preparation of Composite lesson plan carrying 8 marks

and two short answer questions will be from the entire V UNIT carrying 4

marks each.

Objectives:

Ø To develop an objective attitude towards experimental evidences and to make

decisions on the basis of facts and data.

Ø To make a judicious use of National resources after their proper

identification.

Ø To correlate the knowledge of science and technology to economic and social

development of the Community.

Ø To place due emphasis on scientific knowledge in every day life.

Ø To develop instrumental, communicational and problem solving skills.

Ø To develop scientific attitude, spirit of cooperation, scientific temper and

scientific approach.


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UNIT–I

1. Meaning, nature, impact of Science on our modern living and globalization.

Science and its correlation with other school subjects.

2. a. Bloom’s taxonomy of educational objectives.

b. Objectives of teaching Science and instructional objectives.

3. a. Curriculum- Meaning, place of science in school curriculum.

b. Principles of science curriculum construction.

c. Critical study of science curriculum of 10th class (CBSE/PSEB).

UNIT–II

1. Methods of teaching Science: Lecture cum demonstration method, project

method, problem solving method and inductive and deductive method

2. Science teacher and the professional growth

3. Scientific attitude and scientific method: Concept and its development

UNIT–III

1. Instructional Media: Need and importance, characteristic and their

classification- Use of chalk board, charts, models, OHP, computers

2. Science text book- Importance, characteristics, its evaluation procedure

3. Importance and Organization of Science club, Museum, Science excursions

UNIT–IV

1. a. Need and Organization of Practical work in science

b. Improvisation of science apparatus

c. Lecture cum Laboratory plan for a high school.

d. Material –Selection, purchase and maintenance of laboratory


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and weightage distribution (VI to VIII, IX to X). Types of test items for


3. Preparation of a blue print along with the question paper in science

UNIT–V

1. Lesson Planning: need and importance

2. Herbartian approach in lesson planning

3. Micro skills

a. Black board writing

b. Introducing the Lesson c. Probing Questions

d. Explaining and illustrating with examples


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Sessional Work : 20 Marks Performance in House Tests : 10 Marks Suggested Practical Work (Any three) : 10 Marks Students will perform any three experiments (one each from Physics, Chemistry and biology) 1. To verify the laws of reflection and refraction.

2. To draw Magnetic Lines.

3. To prepare (a) mixture (b) a Compound.

4. To carry out the following chemical reactions and to record their observation

and to identify the type of reaction in each- iron and copper sulphate in water,

burning of magnesium in air, zinc with dilute sulphuric acid, heating of lead

nitrate, sodium sulphate and barium chloride in water.

5. To observe and draw any 5 preserved specimens of the animal kingdom.

6. Preparation of temporary mount of Onion peels and cheek cells.

References:

1. Das , R.C. (1989): Science Teaching in Schools. Sterling Publishers, New

Delhi.

2. Garg, K.K.; Singh, Raghuvirs and Kaur, Inderjeet (2007): A Text Book of

Science for Class X. NCERT, New Delhi.

3. Kohli,V.K. (2006): How to Teach Science. Vivek Publishers, Ambala.

4. Mangal,S.K. (1997): Teaching of Science. Arya Book Depot, New Delhi.

5. Sharma, R.C. (1998): Modern Science Teaching. Dhanpat Rai Publishers,

New Delhi.

6. Siddiqui, N. N. and Siddiqi, M. N. (1983): Teaching of Science Today and

Tomorrow. Doaba House, Delhi.

7. Thurber, W. and Collete (1964): A. Teaching Science in Today’s Secondary

Schools. Allen and Becon, Boston.

8. Vaidya, N. (1971): The Impact of Science Teaching. Oxford and IBH



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TEACHING OF PHYSICAL EDUCATION

OPTION VII Time: 3 Hrs. M. Marks: 100


Sessional: 20 Marks Instructions for Paper Setter/ Candidate 1. The question paper will consist of five UNITs: I, II, III, IV and V.



marks.


4. UNITV will consist of lesson planning. One question on lesson plan will be

framed and will carry 8 marks. Two short answer questions carrying 4

marks each will also be framed. All the questions will be compulsory.

Objectives


Ø Develop an understanding of aims, objectives and importance of teaching of

physical education in schools.

Ø Promote physical education through various means and methods of teaching.

Ø Know the importance and values of teaching physical education and the

relationship of physical education with other subjects.

Ø Understand the importance of physical education room, equipment and text

book.

Ø Make the teaching of physical education more interesting and innovative.

Ø Bring the overall awareness of values and to inculcate among students the

desired habits and attitude towards physical education.


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Ø Develop an awareness regarding the importance of physical fitness and

organic efficiency in individual and social life.

Ø Develop awareness regarding first aid.

UNIT–I

1. Physical Education: Meaning, aims and objectives of teaching Physical

Education in school curriculum

2. Relationship of Physical Education with general education, psychology and

health education


and weightage distribution (VI to VIII, IX to X), Types of test items for


UNIT–II

1. Teaching methods: Intensive study of lecture method, command method,

discussion method, demonstration method, part method, whole method and

whole part whole method, Project method

2. Audio-visual Aids: Charts, models, black-board, T.V., newspaper clippings,

magazines, computers, LCD and OHP

3. Physical Fitness: Components of physical fitness

UNIT–III

1. Qualifications, qualities and responsibilities of Physical Education teacher

2. Need, importance and qualities of a good Physical Education text book

3. Need and importance of Physical Education room and equipments

UNIT–IV

1. First Aid – Meaning, need and principles, Warming up and cooling down


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2. Motivation: Meaning, importance and types

3. Role of Physical Education in developing National Integration and

International understanding

UNIT–V

1. Lesson Planning: Meaning, need and importance

2. Construction of lesson plan

3. Micro Teaching: Concept and procedure Teaching Micro-Skills with special

reference to:

Ø Skill of introducing the lesson

Ø Skill of instructional objectives

Ø Skill of Questioning

Ø Skill of Explanation with illustration

Ø Skill of stimulus – variation


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Sessional Work : 20 Marks Performance in House Examination- I & II : 10 Marks Practical Work : 10 Marks

Suggested Practical Work (Any two) 1. Organizing sports activity in a school. 2. To help in conduct and organization of annual sports meet of the college.

3. Demonstration of any five skills of different games or teaching skills.

4. To motivate students to participate in sports activities by using different

methods.

References

1. Charles, A. Bucher (1979): Foundations of Physical Education. 8th ed. The

C.V. Mosby Company, St. Louis.

2. Fox, Edward L. (1984): Sports Physiology. CBS College Publications,

3. Haskell, W. (1982): Nutrition and Athletic Performance. Bull Publishing,

Halt.

4. Kamlesh, M. L. (1983): Psychology in Physical Education and Sports.

Metropolitan Book Company, New Delhi.

5. Kamlesh, M. L. (1988): Physical Education Facts and Foundations. P.B.

Publications Pvt. Ltd, Faridabad.

6. Kaur, Manjit and Sharma, R. C: An Introduction to Health and Physical

Education. Tandon Publishers, Ludhiana.

7. Singh, Hardyal Science of Sports Training. DVS Publications, New Delhi.

8. Singh, Ajmer and Others (2003): Essentials of Physical Education. Kalyani


9. Singh, Ajmer and Others (2004): Essentials of Physical Education. Kalyani



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10. Thomas, J.P. (): Organizations of Physical Education. Gnanodaya Press,

Madras.

11. Trinarayan and Hariharan. (1986): Method in Physical Education. South

India Press, Karaikudi

12. Voltmeter, F.V. and Esslinger, A. E. (1964): The Organisation and

Administration of Physical Education. Third Edition. The Times of India

Press, Bombay.

13. Willmore, J.H. Costall (): Physiology of Sports and Exercises. Human

Kinetics Language Book Society, Champaign. IL


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TEACHING OF FINE ART (OPTION IX)


Instructions for Paper Setter/ Candidate 1. The question paper will consist of five UNITS: I, II, III, IV and V.



marks.


4. UNITS V will consist of lesson planning. One question on lesson plan will be

framed and will carry 8 marks. Four short answer questions carrying 2 marks

each will also be framed. All the questions will be compulsory.

Objectives

To Enable Student Teachers to:

Ø Develop imagination and sense of appreciation of art and interest in teaching

of art.

Ø Develop aesthetic sense.

Ø Learn and understand the principles, concept, elements of art and to apply

them in actual teaching and daily life.

Ø Be acquainted with different techniques of painting.

UNIT–I

1. Define Art. Indian and Western concept of Art (Origin and Development of

Art), Six links of Indian Art, Elements of Art: Line, Form, colour, texture,

tone

2. Place of Art in daily life and Education

3. Principles of Art: Balance, Rhythm, Harmony, Dominance, Perspective


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UNIT–II

1. Aims and objectives of teaching Art.

2. (a) Correlation of Art with other school subjects

(b) Principles of curriculum constructions at different levels

3. Art room and its requirements

UNIT–III

1. Qualities and functions of art teacher

2. Field trips and excursions, importance of art exhibitions and competitions

among children


and weightage distribution (VI to VIII, IX to X),Types of test items for


UNIT–IV

1. Method of teaching Art

a. Direct observation Method.

b. Demonstration Method.

c. Project Method.

2. Child Art- Meaning, Importance, Stages

a. Scribbling Stage.

b. Pre-schematic stage.

c. Schematic Stage.

d. Gang Age.

e. Adolescent stage.

3. Contribution of Artists: S.G.S. Sohan Singh, Amrita Sher Gill, S.S.G.

Thakur Singh, S. Sobha Singh.


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UNIT–V

1. Lesson Planning: Need & importance

2. Preparation of composite lesson plan

a. Still life.

b. Landscape.

c. Composition.

d. Design.

e. Tie and Dye.

3. Micro Teaching Skills

a. Stimulus Variation

b. Use of Black Board

c. Demonstration

d. Introducing the Lesson


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Sessional Work 20 Marks Performance in House Examination- I & II : 10 Marks Practical Work : 10 Marks

1. Nature study -1 Full sheet

2. Composition- 1 Full sheet

3. Still Life- Half sheet

4. Poster -1 Full sheet

5. Design for Rangoli

References:

1. Arya Jaidev, Kala Ka Adhyapan, Luxmi Publication, Meruth.

2. Bharti Chetna, Teaching of Fine Arts, Kalyani Publishers, Ludhiana

3. Chawla, S.S. (1986): Teaching of Art. Publication Bureau, Panjabi

University, Patiala.

4. Dhawan, ” Appreciation and Fundamentals and History of Art, Tip Top

Trading company Ludhiana.

5. Jaswani, K.K. (): Art in Education , Atma Ram and sons, Delhi.

6. Jaswani, K.K. (): Teaching and Appreciation of Art in Schools, Atma Ram

and sons Delhi.

7. Prasad Janardan, Art Education, Kanishka Publisher, New Delhi.

8. Walia J.S, Kalaa Ke Sidhant, Paul Publisher, Jalandhar.


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ADD ON COURSE

EL - ICT INTEGRATION IN PEDAGOGY M.M. (Sessional): 25

Objectives: 1. To enable the student teachers to know about computer and its components

2. To enable the student teachers to make slide presentation.

UNIT–I

1. Introduction to Computer: Characteristics, Hardware & software, application

components of computer

2. Input devices Keyboard, Mouse, Joystick, Scanner, Light Pen and Track Ball.

Output devices

- Monitor, Printers. Memory, its Types and UNITs. Storage devices: Floppy

Disk, Hard Disk, CD-ROM and DVD.

3. Internet: Meaning, Services -E-mail, Chat

UNIT–II

(Practical Work)

1. MS-Word:

Creation, Opening and Saving of a document. Editing and Formatting

(Font Properties and Paragraph Settings, Spell Checking) Printing (Page

Setup, Print Preview). Creating a table, entering and editing text in table

and changing format of a table

2. MS-PowerPoint:

Introduction to Slides, Views, Creation of PowerPoint Presentation

(Inserting, Deleting slides, Formatting) Slide Transitions and Animation,

Creating a graph, Managing Slide show.


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Sessional work: 25 Marks

Performance in House examination 1 & 2 : (5 +5=10)

One PowerPoint Presentation : 05 Marks (Soft and Hard copy)

Viva-Voce : 05 Marks

File 05 Marks

References:

1. Modern Publisher. Sharma, L. (2006). Computer Education. Ferozepur

Cantt:

2. Wintech Publications.

3. Sinha, P.K. (1992). Computer Fundamentals. New Delhi: BPB.

4. Subramanian. N. (1988). Introduction to Computers (F lidamentals of

Computer Science). New Delhi: Tata McGraw Hill.


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E 2- LANGUAGE PROFICIENCY M. Marks (Sessional): 25

Objectives

1. To enable student teachers to acquire basic language skills such as listening,

speaking, reading, and writing and integrate them for communicative

purposes.

2. To introduce student teachers to techniques of note taking and note making.

3. To help student teachers to learn effective ways of correspondence.

4. To develop the skill of oral presentation and group discussion

UNIT–I

1. Communication: types, process, role of communication in a society and

channels of communication

2. (a) Speaking: Introduction to phonetics and organs of speech, the skills of

effective speaking, the components of an effective talk.

(b)Listening: Process, barrier to listening, effective listening skills, feedback

skills

3. (a) Reading: Process, reading purposes, models, strategies, structure of

meaning techniques

(b)Writing: Elements of effective writing styles, scientific and technical

writing

UNIT–II

1. Note taking and note making: Purposes and methods of note taking and note

making

2. Oral presentation & Group Discussion: Objects/aims, how to deliver an oral

presentation, audience analysis, occasion analysis, preparation, organizing the

preparation, practice, ten steps to a successful preparation, methods of writing

an oral presentation and group discussion.

3. Correspondence: Effective letters, faxes, e-mail, notices, agenda and minutes


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Sessional work: Performance in House examination 1 & 2 Oral presentation (English/Punjabi/Hindi) Group Discussion File References:

1. Indrajit Bhattacharya: An approach to communication 2. Singh & Bhatia: Unique communication skills.

lls.

25 Marks : (5 +5=10) : 05 Marks : 05 Marks : 05 Marks


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E 3- ART IN EDUCATION.

M. Marks (Sessional): 25

Objectives To enable student teachers to:

Ø Develop imagination and sense of appreciation of art and interest in art.

Ø Develop aesthetic sense.

Ø Prepare effective teaching aids.

Ø Have basic knowledge about colour scheme.

UNIT–I

1. Sketching of different objects related with their respective teaching subjects

2. Preparation of colour chart in file i.e Primary, Secondary, warm, cool, neutral

3. Theme based action figures i.e scene at the railway station, any sports

activity, any story, market scene, any festival

UNIT–II

1. Writing and Sketching practice on the black board in relation with their

teaching subjects

2. Alphabets in English, Gurmukhi and Hindi

3. Motto writing in 3 languages i.e English, Gurmukhi and Hindi

4. Preparation of 2 Flash cards according to their teaching subjects


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Sessional work : Marks

Performance in House examination 1 & 2 : (5 +5=10)

Teaching aids/ charts/ flash cards etc. : Marks

Sessional Work file : Marks Blackboard sketching : 05 Marks Books Recommended: 1. A.K. Dhawan: Dhawan's Art Book. B-IX 1076 Dhawan Building, Ludhiana.

2. Black Board Writing and Work Experience. Prakashan Kendra, New

Buildings, Aminabad, Lucknow.

3. Dr. Kapuria: Stick and Sketch. Khanna Printers, Phagwara Gate, Jalandhar.

4. Thames and Hudson: How to Paint and Draw. 30 Bloomsbury Street,

London.

5. Work Experience and Black Board Writing. Neeraj Publications, Rohtak.


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E 4 - PHYSICAL EDUCATION

Time: 1:30 Hrs M. Marks (Sessional): 25 Objectives: Ø To develop an understanding of aims, objectives of teaching of Physical

Education.

Ø To give awareness regarding physical fitness and its components. To

give elementary knowledge of human body.

Ø To give awareness regarding yoga for harmonious development/ de-

stress activity.

Ø To develop an awareness regarding the importance of Physical Fitness

and organic efficiency in individual.

UNIT–I

1. Physical Education: Meaning, aims, objectives and importance.

2. a. Meaning and importance of physical fitness and its components.

b. Effects of exercise on respiratory system, circulatory system and muscular

system.

3. Meaning and importance of yoga.

Yoga Asana.

a) Padma, Sidha, Vajra (Meditative)

b) Shava and Makar (Relaxive)

c) Bhujang, Ushtra, Chakra Ardhmatryendra, Pashimottar, ,

Dhanur, Sarvang (Cultural)

UNIT–II

1. Skills in games: (Any one)

Hockey, Football, Basketball, Badminton, Kho-Kho, Vollyball, Table Tennis.


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2. Fundamental Skills in Athletics

a) Races – 100m, 200m, 400m

b) Jumps-Long Jump, High Jump (any one)

c) Throws-Shot Put, Discus Throw, Javelin Throw

3. Warming up and cooling down- its meaning and importance.


259 | P a g e

Sessional Work : 25 Marks Performance in House Examination I & II : (5+5=10 Marks) Practical Work : 10 Marks File Work : 05 Marks

References:

1. Kaur, Kuldeep: Teaching of Physical Education

2. M.L. Kamlesh and Sangral: Methods and Principals of Physical

Education. S.K. Mangal: Health and Physical Education.


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E 5- CO-CURRICULUM DOMAIN

Time: 1.30 Hrs. Grade Points A- E Objectives To enable student teachers to:

Ø Perform mulfarious duties in the school and outside the school.

Ø Sensitize the studenst teachers to various social problems, issues and Ideas where

they can contribute in a meaningful way.

Ø Create an environment of work culture based on mutual work, co-operation and

Team work.

Ø Develop a deep faith in dignity of labour and life of active social involvement.

Ø Develop asthetic, creative and innovative abilities

Ø To work for the preservance, promotion and spread of cultural values & cultural

heritage.

Community Activities (Any Two)

1. Cleanliness and beautification of campus

2. Participation in NSS Activities

3. Working in social service centres like old people home, hospitals, institutions for

blind, orphan houses, savera or any other social service centre.

4. Service to the un-privilidged commUNITies of the society

5. Helping the needy- Donating Blood/eye Donation Awareness camps/Literacy

camps/HIV awareness camps

6. Tree planatation and growing of ornamental plants

Co-Curricular And Cultural Activities

1. Organising college functions

2. Participation in co-curricual activities and cultural activities


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3. Organizing an participation in morning assemblies

4. Celebration of all important days

5. Organizing and participating in educational trips and tours

Evaluation

1. The students will maintain the record of activities perform by him/her during

Community services

2. The tutor incharge will award the grade points from A-E to their wards on the basis

of their attendance and performance in the above activities during the whole session


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BUILDING PLAN OF



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BUDGET PLAN


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BALANCE SHEET

Last Three Years


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NCTE APPROVAL


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UNIVERSITY RESULT


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SHIVALIK COLLEGE OF EDUCATIONGURDAS PUR, PUNJAB

ALUMNI REGISTRATION FORM

1. Name of the Student:-………………………………

2. Father’s Name:-…………………………………….

3. Mother’s Name:-……………………………………

4 Marital Status:-……………………………………...

5. College Roll No.:-…………………………………..

6. University Roll No………………………..

Session:. ….…………….......................

7. Category (SC / BC / ST / General

8. Educational Qualification: ………………………………

9. Marks obtained in B.Ed. ………………………Percentage ………………………

10. Present Status :- (Employed / Unemployed / Studying):

11. Job: - (Govt. / Non

Teaching)………………

12. Residential Address:-…………………………………………………………

…………………………………………………………

…………………………………………………………

13. Contact No. (Resi.)………………………

Date: …………………..


ANNEXURE

SHIVALIK COLLEGE OF EDUCATION GURDAS PUR, PUNJAB

ALUMNI REGISTRATION FORM

………………………………

…………………………………….

……………………………………

……………………………………...

…………………………………..

University Roll No………………………..

:. ….…………….......................

General):-……………………………………………….

Educational Qualification: ………………………………………………………...

Marks obtained in B.Ed. ………………………Percentage ………………………

(Employed / Unemployed / Studying):-……………………

Govt. / Non-Govt.)……………. (Teaching / Non

…………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

……………………………..Mobile: …………………………

Self

Attested

photograph


……………………………………………….

………………………...

Marks obtained in B.Ed. ………………………Percentage ………………………

………………………….

Teaching / Non-

………………………………………………………………

………………………………

………………………………

……..Mobile: …………………………

Signature

Self

Attested

photograph


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FEEDBACK FORM HEAD OF TEACHING PRACTICE SCHOOL

ON PUPIL TEACHER PERFORMANCE

Name of the School : _________________________________

Address : _________________________________

Name of the Principal : _________________________________

Duration of Teaching Practice : _________________________________

Name of the Teaching In Charge : _________________________________

Association with the College : _________________________________

S.

No

Question Poor Good Average Excellent

1. Focus on the average of the syllabus

2. Organization of the co-curricular activities

3. Rapport of student teachers with school

personals

4. Preparation of teaching support material

5. Effective use of teaching support material

6. Maintenance of discipline and class control

7. Command over the subject matter

8. Maintenance of discipline in the school

campus

9. Contribution in functioning of the school

10. Contribution for welfare of the students

11. Overall performance of group

Signature


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FEEDBACK FORM

STUDENT FEEDBACK BY TEACHER OF TEACHING PRACTICE SCHOOL

Name of the School : _________________________________

Address : _________________________________

Name of the Class Teacher : _________________________________

Name of the Student Teacher : _________________________________

Class : _________________________________

Subject : _________________________________

Sr.

No

Question Poor Good Average Excellent

1. Command over the Subject

2. Use of Teaching Skills

3. Use of effective teaching aids

4. Preparation of teaching aids

5. Use of Systematic and effective,

blackboard

6. Behavior with students

7. Maintenance of discipline and class

control

8. Coverage of syllabus

9. Confidence of the student teacher

10. Overall performance of the students

teacher


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FEEDBACK FORM

PERFORMANCE APPRAISAL REPORT FOR SELF APPRAISAL

S. No

Question Outstanding Very Good

Good Average Below Average

1. Name of her Teacher

2. Academic Qualification

3. Date of Birth

4. Date of Appointment

5. Date of confirmation

6. Total Experience

7. Result of each class

compared with university

result

8. Total experience

9. Result of each class

compared with university

result

10. Has she/he shown any

initiative/innovative

techniques in teaching?

11. Has she/he attended any

Refreshment/orientation

course?

12. Any standard publication

or paper sent?

13. Participating for the

enrichment of the subject

14. Participation in university


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examination & evaluation

work

15. Is she accessible to the

students & has a good

rapport with them?

16. Have her relations with her

colleagues been cordial?

S.

No

Question Outstanding Very

Good

Good Average Below

Average

17. Participate in

Organizational

/administrative activities of

college and Dev Samaj

18. Any extracurricular work

that she/he is doing?

19. Any extension and

development activity like:

Adult Education, Special

Development Programmes,

NSS, Female Feticide,

Women Cell & any other

Social work done.

20. Whether she stays at the

college hours and during

the holidays

21. Punctuality, Discipline &

Leave record of the year


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22. Any – remark.

23. General remark and overall

assessment. The office

should be graded as A+, A,

B+, B and C (Outstanding,

Very good, Good, Average

and Below Average)

Signature


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FEEDBACK FORM

CAMPUS EXPERIENCE OF STUDENTS

S. No

Questions Very Good

Good Satisfactory Unsatisfied

1. Neat and Clean Building 2. Availability of sufficient rooms 3. Well Ventilated and adequate

light in rooms

4. Labs with proper equipments and facilitate

5. Well connected roads 6. Suggestions for improvement 7. Drinking water facility 8. Washroom 9. Well equipped library 10. ICT facilities 11. Transport (Private/ Public) 12. Hostel Accommodation 13. Spacious Rooms 14. Well equipped rooms 15. Sufficient No. of books in library 16. Seating arrangement of Library 17. Power back up 18. Space for practice of blackboard

writing

19. Space of Recreational Activities 20. Accessibility of mentors 21. Accessibility of principal and

management

22. Democratic Atmosphere well equipped canteen


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FEEDBACK FORM

PEER EVALUTION (TEACHERS)

Name of the Teacher : ________________________________

Session : ________________________________

Subject taught : ________________________________

A. Professionalism Average Good Very Good Excellent § Is committed to the profession B. Content Knowledge § Knows the subject matter C. Content specific pedagogical knowledge § Understands the conceptual distinction Between knowing their subject and Teaching their subject D. General pedagogical knowledge § Designs and implements basic course plans § Uses principals of educational psychology In the design and delivery of instruction § Uses a variety of appropriate instructional Strategies § Assesses student learning adequately, meaningfully and fairly. § Creates a learning environment based on an Understanding of the psychology of an emerging adult. § Manages a classroom. § Integrates information technology / Educational technology into the classroom E. General Awareness § Knows the current major national and international events.


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Very Average Good Good Excellent F. Personal Qualities § Co-Operative § Interpersonal relations § Efficient § Verbal communication skills § Helpful § Attitude towards community service General Remarks : __________________________________________________________________________________

__________________________________________________________________________________

_____________________________________________________________________

Signature


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CURRICULUM FEEDBACK (MANAGEMENT)

S.

No

Question General

Suggestions

1. Duration of the Course

2. Admission of criteria of the admission

3. Fee structure

4. Curriculum of the course

5. Organization of cu-curricular activities

6. Suggestions for conducting teaching practice

7. Administration of the head of the institute

8. Efficiency of faculty members and non teaching

staff


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CURRICULUM FEEDBACK (FROM STUDENTS)

1. Level of the course Difficult( ) Average( ) Easy( )

2. Quality of the course content Excellent( ) Good( ) Average( )

3. Added to your existing Knowledge Very much( ) Somewhat( ) Not much( )

4. Relevance of the course content V. useful( ) Somewhat( ) N. much( ) useful useful

5. Coverage of modern/advanced topics Yes( ) Not much( ) No ( )

6. Relevance of the course practical V. relevant( ) relevant( ) Not V. relevant( )

7. Emphasis on fundamentals Excellent( ) Good( ) Average( )

8. Availability of textbooks/study material Plenty( ) Average( ) Scarce( )

9. Usefulness of tests & assignments Little value( ) Some value( ) Greatly aided( )

10. Expectations fulfilled Fully( ) Partly( ) Not fulfilled()

· Over all rating of the course 1 2 3 4 5

· What benefit you derived from the course

__________________________________________________________________

__________________________________________________________________

· Suggestions for improvement

__________________________________________________________________

__________________________________________________________________

Signature


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TEACHING PERFORMANCE OF TEACHER (BY STUDENTS)

(TEACHER EDUCATOR)

NAME OF THE TEACHER 1. Command over the Subject Excellent ( ) Good ( ) Average ( ) Support your answer with reason

2. Speed of Teaching Well paced ( ) Fast ( ) Slow ( ) Support your answer with reason

3. Communication Skills Excellent ( ) Good ( ) Average ( ) Support your answer with reason

4. Answer to Queries Always ( ) Often ( ) Never ( ) Support your answer with reason

5. Use of Different Methods of Teaching Usually ( ) Often ( ) Never ( ) Support your answer with reason

6. Professional Qualities ____________________________________________________________________________________________________________________________________________ 7. Personal Qualities ____________________________________________________________________________________________________________________________________________ 8. Weaknesses ____________________________________________________________________________________________________________________________________________ 9. Strengths ____________________________________________________________________________________________________________________________________________ 10. Suggestions ____________________________________________________________________________________________________________________________________________

Signature

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SHIVALIK COLLEGE OF EDUCATIO

Overall Assessment of the programme and Teaching by Students

(To be filled only after the course results are declared)

Course :

Session :

The information will be used only for the improvement of the course and

in future.

You need not disclose your name if you do not wish to.

You may tick more than one answer to a question to the extent that they do not

contradict each each other.

1. Is the infrastructure of the college adequate according to the need ofcontent?

a). Cannot Say c). Poor

2. How is the curriculum of the course?

a). Dull c). Adequate

3. What is the understanding level of the course?a). Easy c). Difficult

4. In What way will you be benefited by this course in future?a). Great Extent c). Not Much

5. Does the teacher take initiative to motivate the students in class?a). Always c). Not Much



QUESTIONNAIRE


(To be filled only after the course results are declared)

Name:

Roll No :

The information will be used only for the improvement of the course and

You need not disclose your name if you do not wish to.


Is the infrastructure of the college adequate according to the need of course

b) Satisfactory d). Very Good.

How is the curriculum of the course? b) Interesting d). Inadequate

What is the understanding level of the course? b) Manageable d). V. Difficult

In What way will you be benefited by this course in future? b) Can’t Say d). Little Extent

Does the teacher take initiative to motivate the students in class? b) Sometimes d). Never



The information will be used only for the improvement of the course and teaching


course


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6. How much of the syllabus is covered in the class by the teacher? a). 80 -100% b) 60 – 80% c). 50 -60% d). Less than 50%

7. What is the teacher's approach to teaching during Teaching Learning Process? a). Interactive b) Rude c). Indifferent d). Cannot Comment

8. Is the internal assessment fair? a). Always Fair b) Sometimes Fair c). Unfair d). Cannot say

9. Does the Teacher make use of ICT during teaching? a). Always b) Sometimes c). Sometimes d). Never

10. To what extent, the reference and research material available in the library helps you?

a). Very Much b) Sometimes c). Not Much d). Adequately

11. How efficient is the teacher in giving guidance? a). Very Efficient b) Sometimes Efficient c). Not Much d). Cannot say

12. How do you assess the communication skills of the teachers? a). Very Effective b) Sometimes Effective c). Average d) cannot say

13. To What Extent does the Teacher Provide feedback on your Performance? a). Regularly b) Sometimes c). Late d). Never

14. How often did the teacher give you assignments? a). Regularly b) Sometimes c). Never d). Cannot Say


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15. Were the assignments challenging and satisfactory' lf yes' to what extent? a). Always b) Sometimes c). Never d). Cannot Say

16. Were the co-curricular activities offered by the college satisfactory ? a). Very much b) Not so Much c). Never d). Cannot Say

17. Did you have an access to language lab? a). Always b) Sometimes c). Never d). Frequently

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SHIVALIK COLLEGE OF EDUCATIONGURDASPUR, PUNJAB

(Sample of Teacher Appraisal Reports)

i) General Information

A. Name : : B. Address (Res) : C. Designation : D. Department : E. Date of Birth : F. Area of Specialization

ii) Academic Qualification

Exam Passed Board/University

High School

Higher Secondary

Bachelor’s Degree

Master’s Degree

Research Degree

Other Diploma/ Certification


VALIK COLLEGE OF EDUCATION GURDASPUR, PUNJAB

(Sample of Teacher Appraisal Reports)

Board/ iversity

Subjects Year Division/


Division/Grade


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iii) Research Experience and Training

Research Stage Title of Work/ Thesis

University where the work was Carried out

M. Phil or Equivalent Ph.D Post Doctorate Publication(Separate List) Research Guidance(name of Students guided)

Training

iv) Research Projects Carried Out

Title of Project Name of Funding Agency

Duration Remarks

Study of the Intelligence Adjustments Personal Values

v) Seminars/ Conferences/ Symposiums/ Workshops attended

Name of the Seminar Conference/Workshops etc

Name of sponsoring Agency

Place and date

Workshop In Education


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vi) Please Give a short account of your Contribution for

i). Community Work : ii). National Literacy Mission iii). Position held/ Leadership role played in organization linked with extension work and NSS and NCC or similar activity -

vii) Participation in Corporate Life

Please give a short account of your Contribution to:

a. College/ Institute/ University :

b. Co-Curricular Activities :

c. Enrichment of Campus Life (Hostel Sports games, Cultural events):

d. Memberships/ Participation in : Bodies/ Committees

e. Membership of professional Bodies :

f. Editorship of Journals :

viii) Any Other Information

Signature

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SOCIETY PAPERS


SOCIETY PAPERS



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WEBSITE PRINT OUT


WEBSITE PRINT OUT


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DECLARATION BY THE INSTITUTION


DECLARATION BY THE INSTITUTION


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UNDERTAKING BY THE INSTITUTION


UNDERTAKING BY THE INSTITUTION



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