Handbook on Internship in Teaching

1. TEACHER EDUCATION FOR SECONDARY LEVEL
Teacher occupies a vital position in teaching learning process. The role of
the teachers has been changed from the transmitter of knowledge/ information to
facilitator of learning. Teacher also has responsibility in community development,
social change and reformation and national development. The success of
schooling mainly depends on competency, skills and effectiveness of teacher. The
education commission (1964-66) has remarked: “A sound programme of
professional education of teachers is essentials for the qualitative improvement of
education”. There is need therefore for quality teacher education for enabling
teacher to discharges their duties and responsibility successfully.
Pre-service professional teacher education is a process of transformation
of a layperson into a competent and committed professional practitioner.
According to R.H. Dave (1980) “Teacher education is a process of initial
empowerment and continuing re-empowerment of professional practitioners for
the purpose of generating competency based teaching at the level of mastery in
practically for all the children by adopting suitable aids, activities, motivational
devices and evaluation procedure”. This definition highlights all the critical
ingredients of teacher education, general as well as specific. In operational terms,
pre-service teacher education would lead to professionalism of a high degree and
if translated into action in letter and spirit at the implementation stage, it would
lead to the development of requisite skills, attitudes and values for imparting
successful learning and teaching experiences characterized by practicability,
relevance and acceptability.
When teachers are prepared for secondary school level, there are certain
specific tasks for the student teachers, relevant to the stage concerned, which
deserve special consideration and attention in the process of their preparation as
teachers during pre-service teacher education, which in term, need to be
continually stressed as part of their in-service education later on a regular school
teacher as well.
Pre-service teacher education programme is of different types on the basis of
level of school education; nursery teacher education, elementary teacher
education and secondary teacher education. In nursery teacher education, trainees
are trained to teach at Kindergarten, Montessori, Bal Vihars, Anganwadi etc. The
elementary teacher training is provided to prospective teachers to teach at primary
and upper primary schools. It is of different kinds; Basic Training, Certified
Teacher Training, Diploma in Elementary Teacher Education etc.
The secondary teacher education is meant for secondary school teacher
and higher secondary school teacher. There are different models of secondary
teacher education is prevalent in our country like one year B.Ed, two year B.Ed,
four year integrated B.A Ed and BSc Ed. Besides these general pre-service

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teacher education, there are special pre-service teacher education programmes like
B.Ed special education, B.Ed Hindi; B.Ed Sanskrit etc are also prevalent in India.
There are number of institutions which provide pre-service teacher
education for secondary level of school education. The institutions like College of
Teacher Education, Institute of Advanced Studies in Education, Regional Institute
of Education, Regional Institute of English, English Language Training Institute,
All India Institute of Speech and hearing, National Institute of Hindi, Central
Sanskrit University etc offers secondary teacher education.
One of the innovative teacher education programme for secondary level
offered by Regional Institute of Education, Bhubaneswar is Two Year B.Ed
consisting of four semester. The uniqueness of this programme is that it gives
importance to field experience and practical exposure for trainees in form of
multicultural placement, internship in teaching and field work with community.
The internship in teaching is the core of the two year B.Ed, which is longer
duration and spreads over two year.
2. CONCEPTUALIZATION OF INTERNSHIP IN TEACHING
Field experience occupies a place of importance in all professional
courses. As a part of pre-service teacher training, the field experience usually
known as practice teaching provides an opportunity for the student-teachers to
tryout the methods and techniques of teaching which they will have learnt during
the course earlier. Student teaching has been accepted as the most important and
crucial activity in teacher training. Internship is even more broad based than
student teaching. The Regional Institutes of Education, Bhubaneswar have some
experience in organizing internship in teaching for their students.
Internship in teaching is an opportunity where the student teacher
identifies himself with the school to which he/she is assigned. While practice
teaching is an important component of the programme, the student-teacher
participates in every activity of the school in the total school life. During this
period, right attitudes, interests and abilities are developed shaping the student
teacher as a teacher of tomorrow. Internship provides excellent opportunity for the
prospective teacher to learn to teach, acquire all the necessary understandings,
skills, attitudes and appreciations in a real school situation. During internship, he
learns the art of communication, the ability to solve problems, the tact to handle
situations however delicate and acquires the capacity to think and organize
educative and useful programmes for the benefit of his students. All these are
done under the supreme guidance of qualified and experienced teachers of the
school. Positive correlation between the quality and scope of experiences during
internship and success as a beginning teacher, on which there is a general
agreement, stresses the importance of student teacher’s participation in a wide
range of school programmes. In short, internship is a period for the student-
teacher in which he identifies himself with the school.

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In any professional pre-service course, the theory learnt by the student has
to be tried out in a real situation. Field experience provides this opportunity and
thereby complements the course. Teaching, especially at the undergraduate level,
is adequately challenging since it calls for the understanding of not only the
content but also the pupil who is taught. “In order to teach John, Psychology, one
has to understand both John and Psychology”. In teacher training programmes,
internship provides the opportunity where the student-teacher can find for himself
the extent to which the methods and techniques of teaching he has learnt during
the course, are useful in a real classroom situation. Internship is the period during
which the student stays in the school for a certain extended period, mingles with
the school community, gets the first hand knowledge of the school situation and
the associated problems, participate in the programmes of the school, organizes
new and productive programmes for the benefit of the school, develops in himself
the right skills, attitudes, interests and appreciations and makes best use of the
expertise and resources in the school to blossom himself as a good teacher who
could be an asset to any school providing him vocation in future.
An internee is like an apprentice working under the guidance of highly
motivated and experienced teachers of the school. For the first time he faces a
cross section of the students which is a mixture of different ability groups often
having varied social backgrounds, in a real classroom. While he will have learnt
techniques of teaching for different uniform ability groups, he will be called upon
to tailor new techniques and methods to suit mixed ability groups and this real
challenge gets the best in the internee. It is during the internship that he learns
certain time honoured tenets and ethics of teaching profession and lives a simple
and disciplined life. It is the period when he should adopt himself to the realistic
situation, make the best use of whatever resources are available, adjust himself
and his needs to whatever is available in his environment and carry on with his
duties cheerfully. Internship is the valuable transition between his training and his
vocation or career. To a great extent this transition helps him to be a successful
future teacher. Internship experience is a factor which influences, in good
measure, the way he shapes himself to be a teacher though this factor may not be
decisive.
2.1: Objectives of Internship in Teaching
General Objectives
1. To bring about a real integration of theory and practice in the education
and training of the student teacher.
2. To develop in him the ability to recall principles, relate them to practices,
study them in operation and apply them. Enrich them with meaning, and
develop them further to suit the needs and conditions of the changing
situations.

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3. To develop in him the interests, right attitudes and dispositions, including
confidence, which are so important for effective teaching and professional
growth and success, and
4. To develop in him all the desirable competencies of a good and successful
teacher.
Specific Objectives
1. To develop the ability to define clearly the general and specific objectives
of teaching the subject, the different units, and the individual lessons.
2. To develop the ability to select units and subject matter suitable to the
class, and resource material and aids - readymade, improvised - suitable to
the units.
3. To develop the ability to plan the lesson effectively with an understanding
of the principles of learning and organize the subject matter suitably
indicating the appropriate techniques and aids to be used at each stage and
for each purpose.
4. To develop the ability to prepare the pupils adequately for each lesson and
develop it in ways most suitable to the occasion and most appropriate for
realizing the objectives set forth.
5. To develop the ability to motivate the pupils sufficiently and sustain their
interest as well as maintain discipline in the class.
6. To develop the ability to adjust the programme to the varying needs
interests and abilities of the pupils, while making for maximum group
progress.
7. To develop the ability, to use different methods and techniques of teaching
and use them effectively in appropriate situations.
8. To develop the ability to plan the details of the curriculum with the pupils
(teacher-pupil planning) and work out resource units, spelling out the
experiences, activities, aids, techniques, etc.
9. To develop the ability to develop and apply different techniques and tools
for the continuous evaluation of the achievement and progress of the
pupils, taken as individuals and as a group, especially the ability to
construct and use oral, written and performance tests.
10. To develop the ability to judge the effectiveness of teaching and the
success of each programme in relation to the goals, from the participation
and performances of the pupils.
11. To develop the ability to diagnose the strengths and weaknesses and the
achievements and failures of the individual pupils, in relation to the
objectives and decide, plan and organize the reinforcement of remedial
assistance needed by each.
12. To develop the ability to correlate his subject and its teaching with other
subjects taught in the class, with other activities in the school with life, so
that, the education of the child becomes an integrated programme.
13. To develop the ability to plan, organize and glide enrichment activities and
field programmes related to the subjects taught.

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14. To develop the ability to plan, organize and guide various co-curricular
activities, which are considered as important constituents of a rich
education for the citizens of tomorrow.
15. To develop the ability to see the school as organized centre of the
community and relate the provisions and practices in the school to the
needs and conditions of the pupils and of the community.
Internship in Teaching consists of three phases such as pre-internship, internship
and post-internship spreading over two years.
2.2: Pre-Internship in Teaching: It started in the first year in form of practicing
teaching skills under guidance of faculty. Total students are divided into small
group of 10-12 members for working and practicing under guidance of a faculty.
The purpose is to develop skills and competencies of teaching for becoming an
effective teacher. The trainees are given a theoretical and practical orientation on
different skills of teaching such as skills of writing instructional objectives, skills
of developing concept map, skills of introduction, skills of questioning, skills of
explanation, skills of blackboard writing, skills of classroom management etc.
Each skill are practiced and supervised in the groups.
After developing theoretical and practical understanding on skills of
teaching, trainees are sent for Multicultural Placement for 15 days, where they
placed in rural, urban and tribal school. The main objectives is to develop
understanding about the school activities with different culture, process of
engaging students in classrooms through observing the process adopted by regular
teachers, understanding to manage a substitute class, gain experience of engaging
classroom activities and conduct case studies. Trainees conduct different activities
such as observing lesson delivered by regular teacher, observing day to day
activities of school, take substitute class etc.
2.3: Internship in Teaching: This is the real phase of internship. Trainees are
placed in different schools outside Bhubaneswar for two months. The main
objectives is to help trainees to acquire the competency and skills required for
multi level teaching, class management, evaluation of learning, organization of
curricular activities, develop professionalism and positive attitude etc.
Trainees are involved in lesson planning, teaching, observing class of
peers, conducting action research, developing achievement test, recording school
process and preparation of teaching aids etc.
2.4: Post- Internship in Teaching: It is held at the end of internship in teaching
at the Institute. The purpose is to analyze the different aspects of internship in
teaching and reflect on it for further improvement. It is helpful for Coordinator for
better organization in future.

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3. DIFFERENT ASPECTS OF INTERNSHIP IN TEACHING
Teaching is a very complex process comprising identification of objectives
and their specification in terms of pupil behaviors, selection and organization of.
Appropriate learning experiences and using suitable learning outcomes.
Effectiveness of teaching as a whole therefore depends upon how effectively each
one of its components is carried out. These different aspects of teaching will be
discussed in the following pages.
3.1: Observation of LessonDelivered by Cooperating Teacher
The first step towards becoming an effective teacher is to get acquainted
with the techniques underlying good teaching. Therefore, every trainee, before
commencing supervised teaching is required to observe a few lessons in each
subject of specialization. These lessons may be of different types, given by his
peers and teachers, preferably trained and experienced teachers.
The purpose of lesson observation is to develop a deeper understanding of
the learning process and not to assess the observed lessons. The approach should
be that of a learner who is interested in finding out what happens to pupils and
how it happens, not that’s of a supervisor or inspector. The business of the
observer is not to pass judgments but to observe and record the important
techniques, methods, experiences, and activities etc., used for developing them.
No comments need be given about the teachers personality and effectiveness of
the teaching, etc. In order to make observation effective, it is important to know
very clearly what to observe, how to observe and how to record the observations.
Look for while observing Lessons
(a) Preparation/Motivation
This is the first stage of a lesson. The following things should be noted:
How are the pupils motivated?
1. How is the aim of the lesson stated?
2. How is it made clear to the pupils?
3. How is the relevant previous knowledge tested?
(b) Development of the Lesson
This is the central and the most important part of the lesson:
1. What are the important objectives of the lesson in terms of - terms, facts,
principles, content, skills, interests etc? In other words what are the main
teaching points? How are they made clear to the pupils?
2. What activities and procedures are adopted for realizing these objectives?
How effective is the sequencing of learning experiences?
3. What is the various learning outcomes realized through them?
4. Are the methods and activities effective for realizing the objectives? Are
there better procedures which will be more suitable to the situations?
5. How appropriate, clear and effective is the teacher’s explanation?

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6. Are the questions (a) purposeful and thought provoking?
(b) Simple, clear and well-worded?
(c) Put to the whole class?
(d) Well distributed?
(e) Effective in securing good pupil participation?
7. Are the answers to the questions?
(a) Accepted wherever correct?
(b) Corrected when wrong?
(c) Explained further where necessary?
(d) Appropriately and effectively improved and emphasized?
8. What teaching aids are used? Are the teaching aids ready-made or
improvised? Are they used in the appropriate situations and effectively?
9. Is there any demonstration? Is it well structured, well explained and
effective?
10. Is the pupil’s interest sustained till the end and how? Are they enthusiastic
and attentive?
11. Do the pupils have sufficient’ opportunity to ask questions, express their
thoughts and show initiative?
12. Are they encouraged to observe, do and learn the things themselves to the
extent possible? Is there sufficient pupil activity and participation?
13. Is the sequence of the teaching points logical? Is the development of each
point psychological?
14. How are the pupils’ difficulties found out? How are they tackled?
15. How are important points emphasized?
16. How is the lesson correlated with other lessons, subjects, activities and life
situations wherever possible?
(c) Review
1. How is recapitulation of the significant points covered in the lesson done?
2. How is the black board summary built up for the benefit of the students?
(d) Assignment and Evaluation
1. How is evaluation of pupil achievement done? (Oral questions, written
test, assignments, -observation and other methods.)
2. What kind of remedial work is done?
3. Are there further assignments to be done outside the class? How
purposeful, clear, appropriate and useful are they?
(e) General Aspects
Social climates in the class Room:
1. What is the nature of relationship in the class, between teacher and pupils
and among pupils?
2. Does the teacher give pupils sufficient freedom? Is he able to maintain
order and discipline?
3. Is there an atmosphere of co-operative learning?
(f) The Teacher:
How does he tackle?

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1. Observe some lessons given by your supervisor and other teachers of the
school in your subjects of specialization.
2. Observe the required number of lessons given by your fellow trainees, in
each of the subjects of your specialization.
3. Observe some lessons in other subject areas given to the pupils whom you
are teaching. This would help in understanding to some extent the
relationship between your subject and others, the impact of the total
curriculum on the pupils, the performance of the same pupils in other
subject areas, and through this, the pupils themselves.
4. Keeping in view the following aspects of a lesson observe how the pupils
responded to its development, preparation, motivation, clarification of
objectives for the pupils, teaching points (terms, facts, concepts, skills etc.)
their development, procedures adopted, techniques used, provision for
individual differences, correlation with other subjects and like situations,
use of teaching aids teacher-pupil interaction, questioning, social climate
of the class, recapitulation, assignments, evaluation of pupil achievement
and further work on that basis, teacher’s personality etc.
Discuss with the teacher after observing the lesson about selection of
objectives, concepts, procedures; etc., and try to understand why the teacher did
things as he did. You may also discuss improvements or better procedures, but be
very polite and tactful in all such discussions. Bear in mind this is a learning
activity for you.
3.2: Teaching
Education is essentially a purposeful activity. The real value of the
educational programme lies in the realization of its aims and objectives, desirable
and attainable, as they should be. At the first level, there are the broad aims of
education, selected and defined on the basis of national objectives, philosophical
considerations and the socio-political and economic conditions of the country or
community. As means for achieving these broad aims of education, the total
school programme is developed. This, therefore, is determined by the above aims
and may consist of studies in a number of areas or subjects and different kinds of
activities like the co-curricular programme. Each course of study or subject will
have its own broad objectives. If education is essentially purposeful, teaching
which constitutes the major part of it should also be purposeful and goal oriented.
Just as an architect or a painter has a vision of the total product and sets objectives
relating to the whole product and immediate specific objectives relating to each
part of the work, the teacher also needs to have broad ultimate objectives and
immediate and specific objectives which ultimately helps in realizing broader
objectives and aims.
The first principle in teaching, therefore, is that it should be objective
based. The instructional objectives of each subject are defined in a broad way in
terms of the broad outcomes of learning in that area and they are further analysed

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into specific learning outcomes/ behavioural outcomes. If some generalization is
possible, and convenient for the sake of brevity, it may be said that in all the
content subjects the students acquire knowledge (information), ability to apply the
knowledge and understanding to new situations. It must also help develop skills in
manipulative performances relating to the subject interests, attitudes,
appreciations and values. The broad objectives can, therefore, be stated in terms
of these broad outcomes for teaching as well as testing. But, to be more specific,
each will have to be analysed into a variety of behavioural outcomes. For
example, the behavioural outcomes in respect of understanding may be seeing
relationship, discriminating, comparing and contrasting, translating from one form
to another, detecting errors, giving illustrations and so on. One who is able to
apply knowledge and understandings to new situations will give reasons, establish
new relationships, form hypothesis, studies procedures, infer, predict and do such
other things in respect of new situations. Such behavioural outcome can be
identified for the other objectives as well.
For example in the case of languages, in general, the basic objective is
often said to be the development of the basic skills of listening, speaking, reading
and writing. These when defined in terms of the broad outcomes in the pupils
would mean comprehension and expression relating to both the oral and written
forms, in addition to interest, attitudes, values, etc. Specific behavioural outcomes
can be identified for each of these objectives also.
It can be seen that there is plenty of scope for many of these ‘student
behaviours’ to be developed and evidence collected in the process of learning
itself. For example, the content subjects, particularly science and mathematics
would afford plenty of opportunities for making the pupils see relationship,
compare, discriminate, give examples, form hypothesis, verify, infer, give reasons
and so on. The content points relating to these may later be tested through recall
or recognition or other appropriate behavioural outcomes. In other words, the
student behaviour in the process of learning in a particular point of content may
be different from the behavioural
Outcomes through which the product of learning is tested. In planning, teaching
and testing, it is important to pay attention to the student behaviour in the process
of learning as well as the appropriate behavioural outcomes in the product of
learning. It is this dimension that makes teaching and testing completely
objective-based and learning-centered. It is true that this makes teaching a more
complex, and challenging task. This will enhance the quality of teaching as well
as learning.
3.3: Lesson Planning:
The effectiveness of teaching lies with one’s ability to design and
implement instruction that promotes learning. Lesson plan is means for designing
suitable learning experience for classroom teaching. It is a detailed plan of the
goals and activities for a particular class. It helps teachers to organize content,

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materials, time, instructional strategies and assistance in the classroom. In fact, it
is a blueprint which helps in the efficient, economical and smooth conduct of
teaching learning activity. Therefore all teachers need to plan lesson for all
classes, especially important for beginning teachers. When developing a lesson
plan, a teacher needs to consider the background of the students, the objectives of
the lesson, the skills to be practice, the activities, the materials and the connection
to previous and future lessons.
Lesson plan consists of statement of objectives, list of contents, learning
resources, strategy of teaching and process of assessing learning. It is simply a
road map. Each teacher is different, once you understand the basic elements of
lesson planning; you can modify the process to reflect on whatever makes you
comfortable. So find the format that works for you and your students.
The first step to plan lesson is analyze the content to be taught. It will
help to identify major idea/concepts and minor idea/sub-concepts. For better
teaching , teacher needs to develop wholistic understanding of content.
Understanding of content will be better by analysing contents. Content analyssi is
process of identifying major idea/concept and minor idea/sub concepts and
finding relations between and among concepts. It can better be done by
developing concept map.It is a tangible way to display how your mind sees a
particular topic. It helps teacher to visualise the subjet matter to be taught, which
in turn assist in effective teaching-learning.
3.4: Development of Concept Map:
The steps of developing concept map are given below.
1. Reading intensively to identify major and minor ideas/ concepts and sub
concepts. This can be done by using a pen for identifying major ideas and
pencil for identifying the minor ideas.
2. Organising phase: Spread out your concepts on a flat surface so that all
can be read easily and together, creat groups and sub groups of related
items.
3. Lay out Phase. On a large sheet of paper, try to come up with an
arrangement that best represent your collective understanding of the
interrelationship and connections among groupings.
4. Linking phase: Use lines with arrows to connect and shows the
relationship between connected items. Write a word or short phrase by
each arrow to specify the relationship.
5. Finalising the concept map: Give a title, creative and constructive by using
colors, fronts, shapes, border thikness.

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Examples of Topic/Concept Map on Diffeent Subjects
Science
Matter can be
classifed on basis
of
Physical State
Solid
Rigid &
Incompressible
Liquid
Fluid & Relatively
Imcompressible
Gas
Fluid and
Compressible
Chemical State
Element
Only one kind of
atom
Compund
Two or more
elements
Mixture
More than one
substance

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Social Science
Language: Grammar
Solar
System
Planets
Mercury Venues Earth Mars Jupiter Saturn Uranus Neptune
Satellites Comets Metors
Noun
Proper
Noun
Delhi,
India
Common
Noun
Letter, City
Collective
Noun
Class,
Crowd
Material
Noun
Water,
Gold
Abstract
Noun
Honesty,
Wisdom

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History
Story Map in English
Story Title: The Friendly Mongoose
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Beginning: A farmer, his wife and their small child lived in a village. There was
also a baby Mongoose in the house who they believed would be their son’s
companion and friend in future. One day the farmer and his wife went out leaving
the child alone with the Mongoose.
---------------------------------------------------------------------------------------------------
Middle: The farmer’s wife returned home from the market carrying a heavy
basket. She found the Mongoose an entrance of the house with blood on his face
and paws. She jumped to the conclusion that it was her sons blood, and the
Mongoose was the guilty one.
Classes of Vedic
Literature
The Vedas
Contains hymns,
prayers, charms,
litanies andsacrificial
formula
RigVeda
Collection ofhymns
Sam Veda
Collection ofsongs
Yajur Veda
Collection of
sacrificalformula
Atharva veda
Collection ofspells
and charms
The Brahamans
Contains rituals and
philosophies
Aranyanks and
Upanishads
Contains
philosophical
meditations of
hermits and ascetics

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End: The farmer’s wife was blind with rage and with all her strength brought
down the heavy basket full of groceries on the blood-smeared Mongoose and ran
inside to the child cradles. The baby was first asleep but the floor laid a black
snack torn and bleeding. She said Oh! You killed the snack! What have I done?
After that she realized and cried by touching the Mongoose who lay dead and
still, unaware of her sobbing.
The second step is to write the specific instructional objectives in
behavioral terms (behavioral terms are given below).
Action Verbs for Writing Instructional Objectives
Instructional
Objectives
Behavioral Verbs
Knowledge Defines, describes, identifies, labels, lists, matches, names,
outlines, reproduces, selects, states, recall, recognizes, repeat,
record, views,
Comprehension Converts, defend, distinguish, estimates, explains, extends,
generalizes, gives examples, infers, paraphrases, predicts,
rewrites, restates, translates, classifies, cites, discusses,
summaries,
Application Changes, computes, demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares, produces, relates, shows,
solves, uses, acts, contributes, determines, implements,
participates, reports, transfers, utilizes
Analysis Breakdown, correlates, diagrams, differentiates, infers,
outlines, points out, separates, sub divides, discriminates,
distinguishes, identifies, illustrates, relates, categories,
appraises, outline,
Syntheses Diagnose, propose, design, manage, hypothesize, summaries,
plan, formulate, arrange, organize, categories, combines,
compiles, composes, creates, devises, explains, generates,
modifies, rearranges, reconstructs, relates, recognizes, revises,
re writes, tells, write
Evaluation Appraises, compares, concludes, contrast, criticizes, describes,
discriminates, explains, justifies, interprets, relates, summaries,
supports, assesses, judges, rate, choose, decide
The third step is to decide appropriate learning resources such as
textbook, teaching aids, instruments etc required for effective interaction in the
class.
The fourth step is to design the strategy of teaching such as activity
based, experiment, co-operative , enquiry and problem based narration cum
discussion etc for effective interaction of the content.
The fifth step is to decide assessment for learning (formative) during
content transaction and at end of class for ascertain the learners understanding.

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The last step is to decide home assignment/ work that can engage learners for
furthering their understanding on the topic.
Finally prepare a lesson plan by following above steps. A format of
exemplar lesson plan is given in Appendix-A. The trainees are also develop five
teachers note which contains brief details of lesson to be taught; objectives,
strategy of teaching, evaluation questions etc. Format of teachers note is attached
in Appendix-B. Examples of lesson plans from different subjects are attached in
Appendix-C. These lesson plans are developed by trainees during internship in
teaching progrmame , 2013
.
3.5: Developing Scheme of Lesson: The trainees are required to develop scheme
of lesson on two school subjects. It will reflect the teaching assignments of
student teacher for entire internship period. It need to be develop in the first week
of the internship programme in consultation with cooperating school. The format
of scheme of lesson in given in Appendix-D.
3.6: Observation of Peer Teaching: The trainees are required to observe lessons
delivered by other student teachers. Its purpose is to learn from other co-trainees
regarding different practical aspects of teaching learning. Trainees need to sit at
backside of the class and observe intensively and record process of teaching from
introduction to evaluation of students learning. The format of peer observation is
given in Appendix-E.
3.7: Development of Achievement Test: The concept of evaluation involves
controlling the activities such as testing and teaching with reference to the
objectives. Good assessment is an integral part of any good instructional
programme. The evaluation concept emphasizes that any professional activity
cannot be carried out effectively without a clear concept of the purposes to be
served by that activity. The success of the professional activity has to be assessed
in terms of the objectives.
Education is a process by which desirable changes are to be brought about
in pupils, in respect of particular subjects studied. The class-teacher should be
clear about the purposes of each subject he teaches and the changes that should be
brought about in terms of knowledge, understanding, application, skill and
attitudes. The first question of a professional teacher, therefore, is to ask himself
what he wants to achieve.
The evaluation concept therefore emphasizes that we should clearly state
each of the objectives we want to develop. With regard to the objective,
‘knowledge’, in the context of social studies it may be stated as follows.
To enable pupils to acquire knowledge of terms, facts, principles of social
studies. This objective can be achieved through the following behavioural
specifications. A few examples are given below:
1 The pupil recalls terms, facts, and principles.
2 He sees relationship between terms, facts etc.
3 He classifies, arranges, etc.
4 He illustrates principles.
5 He distinguishes facts.
6 He selects facts with purpose.

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After doing this analysis with reference to each of the objectives such as
knowledge understanding, application, skill etc., the teacher should now proceed
to write test items with reference to each of the behaviours taking a topic.
The item generation may follow the development of a blue print which
would adequately represent the sub-topic of the topic vis-a-vis their weightages in
terms of objectives (Knowledge, Understanding, application, skill) different kinds
of items such as essay type, short answer type and objective type and the number
of questions. This needs to follow marking scheme, scoring key and item analysis.
Using the achievement test the teacher will be able to test whether he has been
able to achieve the objectives of instruction, through the performance of students.
Thus teaching and testing are like two faces of the coin.
Trainees are required to develop a test on subjects taught and administer,
score and analyse by using suitable statistical techniques. The format of reporting
achievement test is given in Appendix-F.
3.8: Action Research:
All the trainees are required to conduct action research during the internship
programme for understanding process of conducting classroom research and
reflective teaching in their concerned subjects. The format of action research is
given in Appendix-G.
3.9: School Observation and Participation:
The trainees are required to observe the school process as well as participate in
the different activities of the school. It will help them to understand the
functioning of the school and role of different personnel. The format for recording
is given in Appendix-H
3.10: Preparing Instructional Material/Aids: Learning is a process by which
individuals acquire new forms of behaviour. It is forming, strengthening the
connections between definite stimuli and specific responses. The process of
learning has been described as purposeful, active and goal directed. We learn by
thinking, feeling, doing and seeing.
Effective teaching must utilize the sensory experiences. Senses are the
gateways of knowledge. Audio-visual (AV) materials can provide rich sensory,
experiences. Use of good learning aids enable us to make ideas and concepts
clear. This can make learning more effective.
Before deciding to use a specific AV. material the teacher must determine
whether it will contribute to the realization of the basic objectives of the lesson or
not.
A teacher needs to ask himself the following questions before using AV.
material as an instructional tool:
a) Does it give a true picture of the ideas it presents?
b) Does it facilitate enhancing the content clarity?
c) It is appropriate for the age, intelligence and experience of learners?

19
d) Is there a teacher’s guide available to provide help in elective use of the
material?
e) Are the proposed audio-visual materials readily available for use by the
teacher?
AV. materials when properly used in the teaching situation can accomplish
the following:
1 They supply a concrete basis for conceptual thinking.
2 They make learning more permanent.
3 They offer a reality of experience which stimulates self activity on the part
of pupils.
4. They develop a continuity of thought; this is especially true of motion
pictures.
5 They provide experiences not easily obtained through other materials and
contribute to the efficiency, depth and variety of learning.
Every student-teacher should understand that the primary purpose of using
audiovisual materials in teaching is to improve the communication of ideas. This
can make learning more permanent. The format for recording teaching aid is
given in Appendix-I.

20
4. ROLES AND RESPONSIBILITIES OF DIFFERENT
PERSONNEL
4.1: Role of Trainees
Internship is organized to benefit the student-teachers. The success of the
internship is ensured to the extent that the student-teacher has to fulfill certain
obligations during internship, in order that the internship experience is worthwhile
and wholesome to him. The internee has a code of conduct for himself during
internship.
Knowing the School-Community: The first and one of the most important of all
the things that he should do is knowing the headmaster and the teaching fraternity
of the school, finding out the resources and facilities available in the school,
knowing the rules and regulations of the school and to impose self-discipline to
conform to these rules and regulations, knowing the students to whom he is going
to teach.
Lesson Observations: This aspect has already been discussed earlier. The
student-teacher has a lot to learn through observation of lessons of his colleagues
and senior teachers of the schools. He must be aware of what to look for in a
lesson, know how to record his observations, be able to critically examine the
lessons observed, and reason why he finds certain learning experiences
inappropriate and be able to suggest alternate and more appropriate learning
activities. He has to do the observations in a phased manner as already..”discussed
earlier and build the observation records for the perusal and evaluation by his
supervisors.
Teaching Assignments: Practice- Teaching is at the heart of internship. Here
comes the climax when the student-teacher should put to use all the theory about
teaching and learning, his understanding of students’ psychology etc. in a real
classroom situation which would be invariably far from the ideal classroom. Here
he would find the extent to which the principles and methods of teaching he has
learnt earlier during the training course are useful. He learns the art of teaching by
learning how to choose, modify and improvise teaching techniques appropriate to
the classroom situation. Obviously, it calls for an elaborate preparation on his
part. The preparation is twofold (i) equipping himself with the correct content that
he is going to teach which means knowing the content in all its depth, not just
superficially. It is this knowledge that gives him the power so sustain in the class
and the confidence to face his students. Knowledge of correct content is more
imperative since teaching incorrect concepts and processes entails the process of
unlearning on the part of the students, which process is very painful and
undesirable. (ii) Planning the lesson which effectively takes care of the art of
presentation of the content. In other words its is planning to teach. This aspect of
preparation can hardly be underestimated and has been discussed at length earlier.

21
It is very essential for the student-teacher to plan the lessons well in
advance and discuss the same with his college supervisors/Cooperating teachers
and incorporate the outcomes of the discussions in the lesson as such.
After the lesson, the student-teacher should know from his peers and the
faculty members who will have observed his lessons, the strength and weakness
in his lesson for future guidance.
Organization and effective participation in school programmes:
The scope of internship, as has already been explained, goes beyond
acquiring the basic skills and competencies required for effective classroom
teaching. It also includes training and experience in organizing various co-
curricular activities, health and physical education programmes, games and sports.
Co-curricular activities provide opportunities for pursuit of established interests,
development of new interests and for the exercise of creative abilities developing
team spirit and build morale, encourage
moral and spiritual development, strengthen the mental and physical health of
students, and thus contribute towards the all round growth.
In addition to classroom teaching, therefore, every student-teacher is
expected to participate and help in the effective organization and conduct of these
activities in the school. Since the duration of internship is not long, he has to
exercise great care and caution in deciding about the nature and extent of his
involvement in these activities. The following guidelines may be kept in view:
1. Be as punctual as a regular teacher and attend to all functions and
programmes in the school, from the morning assembly to games and other
functions in the evening.
2. First observe and study each kind of activity, and then participate in it,
with permission.
3. Participate in activities like morning assembly, various club activities,
committee meetings, staff meetings, games, scouting, health services,
campaigns undertaken by the school or clubs and other special
programmes and student activities as leader, official etc. in different
activities as and when appropriate.
4. Participate more frequently and intensively in a few selected activities
suited to your interests, tastes and abilities.
5. You may also help in the conduct of examinations, evaluation of scripts,
clerical work, and any other kind of work expected by the teachers.
6. Attend programmes like inter-school athletic meet, tournaments, youth
festivals, exhibitions etc.
7. Conduct a few well-planned sessions in physical education.
Possible activities that can be organized during internship:
The scope of co-curricular activities as far as the student-teachers
involvement is concerned are twofold. On the one hand he has to organize a
certain number of co-curricular activities on his own initiative and on the other,

22
has to critically study the organization and conduct of some activities that are
already functioning in the school, besides participating.
Of the various kinds of activities that one can think of organizing, the
following may be mentioned:
i) Clubs and Associations-
Literary (debates, essay competitions, school bulletins, magazines)
Cultural (music, folk-dance, drama, national and cultural events, fancy
dress, mono-acting), Clubs (Science, hobbies like photography, stamp
collection etc.) Excursions and visits to place of educational interest.
ii) Exhibitions
iii) School Assembly
iv) Student self-government
v) Quiz programmes
vi) Nature rambles, hiking
vii) Games, sports, athletics
viii) Parent Teacher Association.
Principles of Organisation
While organizing any new activity the following principles should be kept in
view:
1) The justification for each activity must lie in the contribution it can make
to the learning and development of the pupil.
2) The activity for each school should grow out of the needs of that school
and be adapted to the local situation.
3) Participation in student activities should be equally available to all students
with restrictions related only to competency and interest in the given
activity.
4) Co-curricular activities should furnish a rich source of motivation for class
instruction and also, wherever possible, reinforce classroom teaching.
5) Critical study of Co-curricular Activities of the School:
More important than starting or adding a new activity to the total school
programme are the intensive, scientific study of the planning, organization,
conduct and other aspects of existing activities. Such an exercise helps in
developing insight into the real purpose and significance of the activities and also
in giving you new ideas about bringing improvements in them. While studying
any co-curricular activity keep the following points in view:
1 The objectives of the activity
2 Its educational significance
3 Its organization
4 Kinds of programmes undertaken
5 Extent of student participation
6 Frequency of meetings
7 Provision for the evaluation of the activity
8. Weaknesses in the existing organization and suggestions for improvement

23
4.2: Cooperating Schools
The importance of Cooperating schools in the internship programme is
matchless and the role of the schools in the programme can hardly be over
emphasised. It is the cooperating school which provides the plank for the
activities of the student teacher to learn to teach. It is under the assuring shelter of
the cooperating schools the ‘student-teacher’ shapes himself as the teacher of
tomorrow and it is likely that the cooperating schools get the services of the
teachers thus prepared, in course of time. Thus there is a cycle which the
cooperating schools ought to perceive - the ‘student teachers’ belonging to a
region get the field experience in the schools of the region so that regions are
benefited by these trained teachers in course of time.
4.3: Principals/ HMs of Cooperating School
The heads of schools can play a vital role in a constructive way:
a) by giving the ‘student-teachers’ a sense of confidence and security.
b) by providing whatever facilities that are available-physical facilities,
consultancy and guidance from the school faculty.
c) by creating a climate where even the slow, the shy and the withdrawing are
encouraged to work.
d) by appropriate counselling.
e) by helping them through sorting out problems involving human relations
and
f) above all by looking upon the trainee as an younger brother or sister in the
profession who needs guidance, consideration and grooming.
The ‘student-teacher’ needs to be:
i) Introduced to the school community by letting him know about the
different aspects of school and its organization.
ii) Assigned to the cooperating teachers who are willing to help.
iii) Provided access to library and laboratories.
iv) Provided hostel facilities wherever they exist.
v) Encouraged to do cocurricular and extracurricular activities under the
guidance of senior teachers.
vi) Cautioned against indiscrete acts.
vii) Told to conform to the conventions and rules of the school.
4.4: Co-operating Teachers
The guidance of cooperating teachers of the schools to the ‘student-
teachers’ is very essential for the growth of the internee as a teacher. It is under
the valuable help of the cooperating teachers, the trainee shapes himself as a
teacher. The trainee learns the art of teaching by observing his cooperating
teachers’ lessons, the way the teachers handle the situations, students and so on. It
is under the instructions of the teachers, the trainee conducts and organizes
activities for the benefit of students. In a number of ways, the cooperating
teachers can help the trainees during internship. The cooperating teachers would
assist the student teachers by -

24
1 giving useful information relating to the class handled by the ‘student-
teachers’.
2 assigning as many lessons as possible.
3 letting them know the extent and depth of the content which the
‘studentteachers’ are to teach.
4 drawing their attention to books reference materials for enrichment
purposes.
5 informing the trainees in advance about the schedule of the classes which
they are going to handle.
6 helping them in planning the lessons and discussing the plans before’ the
lessons.
7 allowing the student teachers to observe the lessons of the cooperating
teachers.
8 making the library and laboratories accessible to the ‘student-teachers’.
9 observing their lessons and evaluating them as well.
10 conducting post lesson discussions for the benefit of the ‘student-teachers’.
11 giving them ideas, physical facilities and encouragement for conducting
useful co-curricula and extracurricular activities.
12 giving them appropriate advice on all matters concerning professional
interests and attitudes.
13 promptly dispatching the teaching profiles and other records, if any, to the
Institute authorities after the internship.
14 providing those facilities to conduct tests on whatever the student teachers
have taught.
4.5: Institute Supervisors:
The institute supervisor who visits the internship center and stays there for
a certain period has may duties to perform. He represents the institute and plays
the role of a liaison officer between the institute and the school. Besides assisting
the ‘student teachers’ in their activities including teaching, he has to sort out any
problem - be it of human relationship involving the student teachers and the
school community or of health and security calling for immediate action, the
Institute supervisor has to exercise utmost caution, patience and wisdom and
handle the delicate situations with tact and firmness. While there cannot be any
prescription about the way different situations are to be handled, it would be
enough to remind that the Institute supervisor’s resourcefulness, human qualities,
comprehension of the situation warranting effective and immediate action. Of the
duties and responsibilities of the Institute supervisors that are manifold, we can
enumerate some of the most important ones below:
1 Reporting to the center on the scheduled date and commencing the work
punctually and go on till the scheduled last date of his stay at the centre.
2 Visiting the cooperating schools and finding out problems of the ‘student
teachers’, the way things are going on, their progress etc. both from the
student teacher and their cooperating teachers and heads.

25
3 Conducting pre-lesson and post-lesson discussions for every observed
lesson.
4 Insisting on lesson plans.
5 Keeping the student trainee informed about his strength and weakness as
for his lessons.
6 Giving him useful cues and ideas for better classroom performance.
7 Conducting meeting of cooperating teachers and internees to discuss
problems relating to the internship at the center.
8 Suggesting organization and conduct of useful activities at the school,
looking to the available resources in the school.
9 Attending to any problem that may crop up immediately (like the health of
the trainees, the personal security of trainees, discipline problems,
problems with the school community etc.,) and keeping the concerned (viz,
the college, school authorities, the guardians/parents of the internees)
informed of the action taken at the Institute supervisor’s level.
10 Evaluating the lessons promptly and properly (by enlisting the
observations and rating in the profile) and other records (such as
observations records) for submission to the Institute.
11 Maintaining the diary (of Institute supervisor) which should show the
lessons observed with all details, for submission to the Institute.
12 Conducting in-service programmes by way of lectures, demonstrations etc.
for the benefit of school teachers, if requested.

26
5. INTERNSHIP IN TEACHING OF 3RD SEMESTER, BED, 2013
5.1: Orientation Programme
Four days orientation programme on internship in teaching was held from 25-06-
2013 to 28-06-2013 at Conference Hall of the Institute from 9.00am to 5.00 pm.
All the B.Ed-III semester students were attended the orientation programme. The
objectives of the programme was to familiarize student teachers on the different
aspects of internship in teaching and various activities to be organized in the
school. It was conducted in workshop mode under the guidance of Institute
faculty, in which trainees developed some sample lesson plan in their subjects.
The programme schedule of orientation programme is attached in Appendix-L.
Different Activities of Internship in Teaching, 2013
Sl No Activity Subject Marks
1 Teaching Subject-1 35
Teaching Subject-II 35
2 Lesson Planning Record Subject-1 10
Lesson Planning Record Subject-II 10
3 Develop of Scheme of Lesson &
Activities
Subject 10
4 Peer Lesson Observation Subject-1 10
Peer Lesson Observation Subject-II 10
5 Achievement Test Record Subject-I & II 10
6 Action Research Report 20
7 School Observation Record 20
8 Teaching Aids Record Subject-I & II 10
9 Assessment by Principal/HM 20
Total 200
5.2: School Placement
This year two centers such as Baragarh, Odisha and Durgapur, West Bengal were
selected as Internship Center. All trainees from Odisha send to Baragarh and all
the trainees from other states were send to West Bengal. The following schools
were selected for the internship.
Durgapur, West Bengal
1. D A V Model School, JM Sengupta Road
2. R P Vivekananda Vidyapith, Ramkrishna Pally, Benachity,
3. JNV, Burdhawan, Durgapur
4. K V, GC. CRPF, Durgapur
5. KV, CMERI Colony, Durgapur
6. Nepalipara Hindi Medium School, Durgapur.

27
Baragarah, Odisha
1. Vidyasagar Academy, College Road
2. AEM English Medium School
3. Rotary Public School
4. Sri Aurobindo School
5. Govt. Girls High School
6. George High School.
Trainees were placed in different school randomly for conducting different
activities of internship in teaching. The details of student placement is attached in
Appendix-M.
5.3: Post Internship Conference
The Post Internship Conference was held on 02-09-2013 at Conference Hall of the
Institute at 4.00pm. All the B.Ed-III semester students and faculty members were
attended the programme. The main objectives was to analyse the different aspects
of the internship programme by taking opinion from trainees, supervisors and
coordinators so that action can be taken for future programme.
5.4: Evaluating Teaching of Student Teacher
Even though the scope of internship is far beyond practicing classroom
teaching, student teaching is one of the most important aspects of internship on
which internship stresses. Aspects other than student teaching are difficult to
evaluate however desirable such an evaluation might be. Often the evaluation of
these aspects tend to be subjective. This makes it imperative to evaluate student
teaching during internship as far objectively as possible. The responsibility of
evaluating student teaching rests with those who guide the students during
internship. It is essential to have a proper scheme of evaluation of student
teaching. The advantages of the evaluation are many to behold. Effective
guidance is based on the knowledge, on the part of the supervisor who guides the
trainee, of the strong and weak points of the student teaching. While the
knowledge of strong points boosts the trainee’s confidence, the recognition of
defects in the student teaching helps the supervisor to suggest remedies for setting
the subsequent lessons right. Identification of the strength and weaknesses in
student teaching is possible through proper evaluation of the same.
Effective evaluation of student teaching depends on the evaluation tool
used for the purpose. Such a tool should (a) help the supervisor to identify the
strength and weakness of student teaching in respect of various teaching skills and
competencies, (b) offer concrete guidelines to the supervisor about the trainee as
for his teaching abilities, (c) assess objectively his level as a teacher. Teaching is
one of the most challenging tasks because of its complexity. Evaluation of this
calls for construction of an evaluation tool that gives an objective appraisal about
the teacher who is evaluated. Proper use of such an evaluation tool is another

28
matter, which can hardly be overlooked. The major aspects to be considered in
evaluating a lesson are-
a) The preparation, that has gone into by the student teacher before he
teaches,
b) the performance of the student teacher in the classroom situation, and
c) the personality of the teachers itself.
The components under these aspects and criteria to be used for evaluation
of the components are given in the student teaching profile (Appendix-J).Trainees
is also assessed by the Principals/HMs during the internship in teaching. The
format and criteria followed for assessing is attached in Appendix-K.
6. REFLECTIONS ON 2013 INTERNSHIP PROGRAMME
The internship in teaching programme for two year B.Ed was conducted in
Durgapur, West Bengal and Bargarh, Odisha. The Institute selected good schools
from both centre for placing student teachers. The trainees were oriented in
different activities to be undertaken during the internship programme. This time,
new format of lesson plan was introduced in which student teachers are required
to develop a Concept Map on the topic they are going to teach. The intention is
once student teacher develop concept map of the topic, they will develop
conceptual understanding on it. The second new aspect is Qualitative Feedback
from Supervisors in which supervisors/cooperating teachers will write feedback
on students teaching. The third new aspect is Anticipation and Reaction Guide,
which is attached at the end of the lesson plan, in which trainees will reflect on
their teaching for future improvement.
All these new dimensions were added with good motive to help trainee to
teach better and reflect on their teaching. It was observed all the trainees have not
developed Concept Map on the topic as they felt difficult to do so. Secondly,
supervisors have given their feedback in very brief by using single word, which
did not fulfil our purpose of giving our feedback. Thirdly, very few students have
worked with Anticipation Reaction Guide, which need to be filled before and
after teaching.
It can be said that the new initiatives was not applied by trainees during
the internship. It may be due to not proper understanding by trainees on process of
developing Concept Map, usefulness of writing Anticipation Reaction Guide. It is
urgent to train trainees in format of lesson plan especially developing concept
map and need of Anticipation Reaction Guide.

29
7. APPENDICES
APPENDIX-A
Format of Lesson Plan
Date:
Class:
Period:
Unit:
Subject:
Topic:
Learning Objectives:
Pre-existing Knowledge:
Learning Resources:
Learning Process:
Learning
Outcomes
Sequential Learning Activities
Introduction:
Presentation:
Summarization:
Evaluation:
Home Assignment:
Draw a concept map by taking
major idea/concepts and
minor ideas/sub concepts

30
QUALITATIVE FEEDBACK FROM SUPERVISOR/ COOPERATING
TEACHERS
1. Content Analysis:
2. LessonIntroduction:
3. Presenting Lesson:
4. Involvement of Students in Teaching:
5. Managing Class :
6. Assessment:
7. Overall Personality of Pupil Teacher:
Signature of the Supervisor/Cooperating Teacher

31
Reaction Anticipation Guide (To be filled by Student Teacher)
To be completed before
teaching in classroom
(Anticipation)
Plan made for Teaching
Topic decided
for Teaching
with key points
and sub-points
To be completed after
teaching (Reaction)
Your experience about
teaching (both positive
and negative)
Reaction: On basis of your experience write down
What you have learned from this lesson?
What changes you will make for the next lesson?

32
APPENDIX-B
REGIONAL INSTITUE OF EDUCATION (NCERT), BHUBANESWAR-
751022
FORMAT FOR LESSON NOTE
B.Ed-III Semester
Name of cooperating School: Date:
Name of the Pupil Teacher: Class:
Roll No with Science/Arts: Period:
Method Subject: Topic:
1. Content Analysis (Concept Map):
2. Learning Objectives:
3. Learning Process/Strategy:
4. Learning Resources/Materials:
5. Description of Teaching Learning Activities:
6. Assessment Procedure:
7. Home work/Assignments:
Signature of the Pupil Teacher
Signature of the Supervisor/ Cooperating Teacher

33
APPENDIX-C
LESSON PLAN ON ENGLISH
DATE - 25.7.2013
CLASS - VII B
PERIOD - 7th
UNIT - 3
SUBJECT –ENGLISH
TOPIC – “The Ashes that made trees
bloom”
LEARNING OBJECTIVES – After the completion of the lesson the students will
be able to
 Listen with comprehension to the teachers
reading of the story
 Read aloud the story with proper stress ,rhythm
and intonation
 Recall about a magical story which they have
listen from any source
 Summarize the story
EXISTING KNOWLEDGE – Student should have listened to many types of
magical stories or learnt from any source
LEARNING RESOURCE – Picture of Japanese couple

34
LEARNING
OUTCOMES
SEQUENTIAL LEARNING ACTIVITIES
INTRODUCTION
The teacher asks a few questions in order to check the students
previous knowledge which they have been taught in the previous
class
TQ – How did the dog help the farmer to get piles of gold?
SR – The dog began to move to and fro in the same place and
when the farmer struck his hoe on the ground they found piles of
gold.
TQ – Why did the neighbour kill the dog?
SR – As the dog did not find anything for the greedy couple the
neighbour killed the dog.
The teacher continues with the same lesson.
LEARNING PROCESS – Communicative-cum-interactive method

35
Students
differentiate
local and global
ideas.
The student’s
vocabulary is
enriched.
PRESENTATION
Loud reading by the teacher and the students carefully follows the
pronunciation, stress and pause.
Loud reading by a few students with correct pronunciation, stress
intonation and teacher monitors their reading.
Silent reading by the students, so that they understand the test and
underline the difficult words.
VOCABULARY ENRICHMENT
Teacher makes the students understand the meaning of unfamiliar
words by giving examples, creating different situations.
Some of the words will be used in sentence. Students will be
helped to construct sentences from these words.
ACTIVITY
WORDS MEANING
Palanquin Royal van
Gleefully Happily
Train Procession
Withered Bare and dry
Impertinence Disrespectful
behaviour

36
Teacher asks
so as to
access their
understanding
level.
EXPLANATION(Comprehension questions)
The teacher should explain the paragraph 1st and asks short
questions to the students.
TQ - How did the spirit of the dog help the old man in the 2nd
phase?
SR – The spirit of the dog told that take the ashes of the mill,
sprinkle them on the withered trees and they will bloom again.
TQ – How did the daimio reward the old man for his job?
SR – The daimio thanked the old man and ordered presence of silk
robes, sponge cake, fans, and other rewards.
TQ – Why did the daimio punish the greedy couple for the same
act?
SR – The greedy old man sprinkled the ash on the tree, which blew
into the nose and eyes of the daimios and they sneezed , so he
punished the greedy couple.
SUMMARIZATION
Teacher summarizes the topic very briefly so as to make the
students understand.
EVALUATION
Q1- Who were the daimios?
Q2 – How did the spirit of the dog help the farmer first ?
Q3 – Why did the daimio reward the farmer but punish his
neighbour for the same act?
HOME ASSIGNMENT
Read a magical story and write the summary of it within 50 words.

37
LESSON PLAN ON BIO-SCIENCE
Date:8/07/13
Class: IX
Time: 8:40AM
Period: 3rd
Unit: 6th
Subject: BIOLOGY
Topic: Chloroplast ( PROCESS OF
PHOTOSYNTHESIS)
Learning Points: The students must realize that the chloroplast is the vital
pigment.
P3= the relationship between photosynthesis, population, pollution.
Learning Objectives: Enable students to
-Define photosynthesis.
-Identify the location & function of chloroplast.
- To identify the chlorophyll pigment.
Pre-existing Knowledge: - The students are very well known about the definition
of photosynthesis.
-Student knows the colour of the leaves is green in colour.
-They also have studied about the pores of leaves are present on the surface are
STOMATA
Learning Resources: -Diagrams on the black/white boards.
- Power point presentation.
- Question related to day to day life.
Learning Process:-Discussion-cum-demonstration process.

38
Learning
Outcomes
Student
recognizes
the
importance
of
photosynth
esis.
Introduction:-T: From where do you get oxygen?
S: from plants.
T: How?
S: By the process of photosynthesis.
T: What is meaning of photosynthesis?
After getting answer, teacher will declare the topic and write
on the Blackboard ‘Chloroplast’
Presentation: S: It is the process by which all the green plants
synthesis food from CO2 &H2O,also In the presence of light
energy& chlorophyll pigments.
T: Yes! Good, so due to this process of photosynthesis all the
living being are able to get O2 & food. Now let us go through the
structures which are involved in this process.
T: you all know that, the leaves are green in colour, why is so?
S: due chlorophyll.
T: It means chlorophyll is green colour pigments. It is contained
in microscopic. Cell organelles called chloroplast.
S: Madam, What is chloroplast?
T:Chloroplasts are minute, oval bodies bounded membrane,& their
interior contains closely packed flattened sacs (thylakoids)
arranged in piles called Grana. Lying on a colourless ground
substance called stroma.(ground fluid). The Pigment chlorophyll
is contained in the walls of the Thylakoids.
S: What is Thylakoids?
T: Thylakoids is a highly complex substance ,composed of carbon
, Hydrogen, Oxygen, Nitrogen& magnesium. Chloroplasts are
mainly contained in,the mesophyll cells located between the Upper
& lower epidermis (In palisade &spongy cells.).where these are
mesophyll Cells. Chloroplast are also found in the guard cell of the
stomata &in the outer layers of the young stems.

39
Student
identifies
different
parts of the
leaves.
Student
will relate
the factor
of light
with that of
presence of
chlorophyll
in leaves.
STRUCTURE OF CHLOROPLAST
S: How much chloroplast is present in a leaf?
T: May be more than 50, 0000 per sq mm of a leaf surface.
S: Whether all the chlorophylls are same or any different types are
there?
T: There are about 9 types of chlorophylls are present (generally).
But chlorophyll a&b is best known& abundantly present in leaf. It
is sensitive to light. It will destroy when the intensity of light is
much more than requirement.
S: But photosynthesis occurs in presence of sunlight & chlorophyll,
then how it will destroy?
T: Good question! Listen for e.g. the grass growing in shade under
a stone turn’s yellowish due to non- formation of new chlorophyll
pigments& due to the disintegration of the older one in the absence
of light. So only green colour chlorophyll pigment is responsible
for the process of photosynthesis.

40
Summarisation: Photosynthesis is the most significant life
process. It provides food & O2 to each &
Every living being. plants are the natural
producer, specially the green leaves plant
Goes for this process. The most significant,
specific arrangement of chlorophyll is
Upper
epidermis→MESOPHYLL→lower
epidermis→chloroplast→chlorophyll.
The most abundant chlorophylls which are
involved in the process are chlorophyll a &b
It is contained in the walls of thylakoids.
Chloroplast are also found in the guard cells of stomata & in the
outer layer of young stems(plants)
Evaluation: -state about the photosynthesis?
-Draw the diagram of chloroplast & label it (6
min)
- Why some leaves turns to yellow or pale in
appearance?
-
Home Assignment:
1) Search out other types of chlorophyll.
2) How photosynthesis is affected by population & pollution?

41
(Anticipation)
Topic decided for
Teaching with key
points and sub-
points
To be completed
after teaching
(Reaction)
Your experience
about teaching
(both positive and
negative)
Though it is an ICSE course
the explanations on the topic
are more in comparison to
CBSE.
Today is my first day in the
school & in the class; I will
definitely represent my best
in order to overcome the
difficulties in the teaching-
learning process & in other
class room situation.
But still in my mind quest is
arising that what type & how
the class Is?
I will try my best to make the
class more interactive.
Will not expect much from
the student in the first class
itself.
1) Definition of
photosynthesis.
2) About
chlorophyll
pigments structure.
3) Structure of
chloroplast.
4) MESOPHYLL-
CHLOROPLAST-
CHLOROPHYLL.
I am satisfied after
taking my first class,
As the students are
seem to be disciplined
ones & cooperative.
Also I have recalled
my school days,
where my best classes
were class 9th & 10th.
Negative reaction =
I have not yet found
it, as it is the normal
class & madam
(biology teacher) has
appreciated me.
Along that give me
suggestion to use
more teaching aids &
short explanation.

42
What you have learned from this lesson?
The best thing I have learnt & realised that how our teachers were taking
pain to make us to learn. In each class, periods, moment. I just recollect my
school days, books, chapters & notes.
Further I will use some interesting teaching aids which will involve more &
more students (almost all), as this Chapter is totally at molecular &cellular
level, so will form & put more activity based questions.
REFLECTION BY STUDENT TEACHER
1. Points of satisfaction in this lesson: More participation of the students. First
class but interactive one.
2. Difficulties felt in this lesson: students are not interested in writing; we can
say writing habit is poor. For which I have to repeat the things even easy to
easy one for 2-5 times.
3. Learning experience for next lesson: more & more realistic& activity
base.try to avoid virtual learning.

43
LESSON PLAN ON SOCIAL SCIENCE
CONCEPT MAP ON THE SURFACE AND THE INTERIOR OF THE
EARTH
SEISMIC WAVES
(P,S,L WAVES) LAYERS OF THE
EARTH'S INTERIOR

44
Date: 08/07/2013 Unit: 1
Class: VII-D Subject: Social
Science
Period: 5th
Topic:
Surface and
interior of the
earth.
Learning Objectives: At the end of the lesson students will be able to:
i) Describe the features of the surface of the earth.
ii) Explain the structure of the interior of the earth.
iii) Classify the earth’s inner layer.
Existing Knowledge:
i) Students are expected to know about the meaning of surface and interior of the
earth.
ii) Students are expected to know about the characteristics of interior of the earth.
Learning Resources:
A 3D picture of surface and the interior of the earth on chart paper.
Learning Process:
Demonstration cum discussion method.

45
Learning
Outcomes
Introduction:
Teacher greets the students while entering the classroom.
Before starting the lesson, Teacher asks few questions to
introduce the topic. Such as,
T.Q.: Which planet is known as ‘Blue Planet’ in the universe?
E.S.R.: Earth.
T.Q.: In which place of the earth we live?
E.S.R.: Upper part of the earth.
T.Q.: In which place of the earth different types of natural
disturbances like earthquake, volcanism origin?
E.S.R.: Interior part of the earth.
Students will be
able to learn about
different height of
surface features.
Students will be to
know about M.S.L.
Students will be
able to learn about
measures of depth
of earth’s layer.
Students will be
able to know about
seismic waves.
Presentation:
T.Q.: Do you have any idea about the surface of the earth?
E.S.R.: Surface is mainly classified into three parts like, plain,
plateau, and mountain.
T.E.: The height of plain is 0/mean sea level to 100 mt.,
plateau is 100mt. to 300 mt. and mountain is above 300 mt.
T.Q.: Do you know about mean sea level?
E.S.R.: No.
T.E.: Mean sea level is an area where sea level interacts with
coast or land.
T.Q.: Do you know how we can measure the depth of interior
of the earth?
E.S.R.: Due to seismic waves/earthquake and occurrence of

46
Students will be
able to know about
different layers of
earth’s interior.
Students will be
able to differentiate
earth’s interior
layer.
volcanoes.
T.Q.: Do you know about the differences of seismic waves?
E.S.R.: No.
T.E.: There are three types of seismic waves like, P, S, L
wave. Primary wave passes through both solid and liquid
materials. Secondary wave passes through only solid
materials. Long wave pass through surface of the earth, and it
is destructive in nature.
T.Q.: Do you have any idea about the layers of the earth?
E.S.R.: No.
T.E.: There are three types of earth’s layer shown inside the
earth. Like crust, mantle, core.
Crust:- A thin solid layer covering the outside of the earth, is
called crust. Thickness of the crust differs from place to place.
It has two types, like SIAL (Silica+Alluminium), SIMA
(Silica+Magnasium). SIAL’s depth is approximate 35 km.
SIMA’s depth is approximate 4-7 km. beneath the SIAL.
Mantle:- Beneath the crust a very thick layer rocks called
mantle. Upper mantle’s depth is 100 km. and lower mantle’s
depth is 2800 km. from lower mantle.
Core:- The inner more part of the earth is called core. It is
mainly two types, like outer core has 2900 km. to 5150 km.
depth in interior part of the earth. Inner core has 5150 km. to
6371 km. depth in inside part of earth. Its total thickness is
3,470 km.

47
Summarization:
So today we have learnt about the
i) Features of surface of the earth.
ii) Meaning of M.S.L.
iii) Types of seismic waves.
iv) Characteristics of earth’s interior.
Evaluation:
For evaluation of the student, Teacher asks some
comprehensive and application type of questions. As follows
i) What are the differences between P wave and S wave?
ii) What are the differences between SIAL and SIMA?
iii) What is the thickness of the core?
Home Assignment:
Draw a picture of earth’s internal with appropriate instruction.

48
QUALITATIVE FEEDBACK FROM SUPERVISOR/ COOPERATING
TEACHERS
8. Content Analysis: Good.
9. LessonIntroduction: It was introduced with some common basic
question about the planet earth.
10. Presenting Lesson: It was presented as per the design of the lesson plan
with teaching aids like well planned charts.
11. Involvement of Students in Teaching: Highly interactive.
12. Managing Class : Good
13. Evaluating students understanding: Students were asked many
questions and some assignments given (diagrams) given to do.
14. Overall Personality of Pupil Teachers: Confident.

49
Reaction Anticipation Guide
(To be filled by Student Teacher)
(Anticipation)
Topic decided for
Teaching with key points
and sub-points
To be completed
after teaching
(Reaction)
Your experience
about teaching
 Greet students in
classroom.
 Introduction of topic by
asking question.
 Presentation of the topic
by demonstration cum
discussion method.
 Summarization of the
topic.
 Evaluation of the topic
by asking questions.
Key-points and sub-
points:
Surface of Earth:
i) Plain
ii) Plateau
iii) Mountain.
Interior of the earth:
i) Seismic waves.
ii) Occurrence of
volcanoes.
Layer of Earth’s interior:
i) Crust.
ii) Mantle
iii) Core
 The lesson was
delivered in a
systematic
way.
 Classroom
management
was good.
 Students were
motivated.
 Student’s
curiosity was
solved.
 Classroom
management
was not
excellent.

50
What you have learned from this class?
 Students are motivated if teacher will solve their curiosity.
 Teacher should concentrate similarly on both active and passive learner.
 Teacher should interact with all students in the classroom.
 I should have to develop my English fluency skill.
 I should have to concentrate on back benchers.
 I should have to involve all students in classroom discussion.

51
LESSON PLAN ON HINDI
क्या निराश हुआ जाए (निबंध)
निबंधकार - हजारी प्रसाद द्वििेदी
(अवधारणा योजना)
प्राचीन भारत जजसका सपना ततलक और गाांधी ने देखा
था।
वततमान समाज, जजसमें भ्रष्टाचार अपने चरम सीमा पर है।
बढ़ते भ्रष्टाचार के बावजूद समाज में कु छ
ऐसे ईमानदार लोग हैं, जजन्हें देख कर लगता है की
तनराश होने की जरूरत नही है।
सांदेश:-भारतिर्ष मे भ्रास्टाचार की जड़े मजबूत होिे के बािजूह हुमे
ऐसे उदाहरण देखिे को ममल जाते है जजससे हम ये कह सकते है
की ‘मेरे मि तुझे निराश होिे की जरूरत िही है।

52
अधधगम उद्देश्य - तनबांध के समापन पर ववध्याथी ------
(1) तनबांध के मूल उद्देश्य ‘ईमानदारी’ के बारे में जान पाएांगे।
(2) जान पाएांगे की वततमान समाज में ककतनी आराजकता है तथा
इसे ममटाने के मलए नैततक मूल्यों की क्या आवश्यकता है।
(3) ववध्यार्थतयों का चररत्र तनमातण होगा।
(4) लेखन कौशल का ववकास होगा।
पूिष जस्ित ज्ञाि - (1) ववध्यार्थतयों ने टेमलववजन, समाचार पत्र तथा आस-पास
के लोगो द्वारा समाज मे फै ली - ठगी, चोरी-डकै ती के बारे मे सुना होगा।
(2) बच्चों ने यह अनुभव ककया होगा की आज भी हमारे समाज में ऐसे ईमानदार
लोग है, जजनको देखकर लगता है की आज भी हमारे समाज में ईमानदारी और
सज्जनता व्याप्त है।
अधधगम संसाधि - समाचार पत्र तथा ऐसे र्चत्र जजससे समाज में भ्रष्टाचार
के बारे मे जानकारी ममले।
अधधगम प्रक्रिया - प्रस्तुत तनबांध को पढ़ने के क्रम मे उदाहरण, ववचार-ववमशत
तथा प्रश्नोत्तर का प्रयोग ककया जाएगा ।

53
अपेक्षित अधधगम निष्कर्ष
प्रस्तावना के प्रश्नों द्वारा मशक्षक यह
जान पाएांगे की पढ़ाये जाने वाले तनबांध
के बारे में ववध्यार्थतयों को ककतनी
जानकारी है।
पाठ की उद्घोषणा के साथ ही
अध्यापक ववध्यार्थतयों को तनबांध के ई
मूल तथ्यों के बारे मे बताएँगे।
िममक अधधगम क्रियाकलाप
ववध्यार्थतयों के पूवतज्ञान के अनुसार
उनसे तनम्न प्रश्न पुछे जाएांगे-1) अध्यापक
प्रश्न : जब आप लोग कोई काम करते हैं
और आपको उसमें असफलता ममलती है तो
कै सा लगता है? मन में क्या भाव आता है?
ववध्याथी आपेक्षक्षत उत्तर : तनराशा होती है।
2) अध्यापक प्रश्न : आए ददन समाचार
पत्रों में ककस प्रकार की खबरे छपती है?
वी.आ.उ : चोरी, डकै ती, घूसख़ोरी, धोखाधड़ी
इत्यादद। पाठ की उद्धघोर्णा
मैं आज आप लोगों को दहन्दी
सादहत्य के प्रमसद्ध लेखक तथा तनबांधकर
की एक प्रमसद्ध कृ तत ‘क्या तनराश हुआ
जाए ‘ तनबांध पढाने जा रही हूँ । जजसमें
तनबांधकर द्वववेदी जी ने स्वयां अपने ववचार
तथा अपने साथ घदटत घटनाओ का
वववरण ददया है और यह बताने का प्रयास
ककया है कक, यधपी आज हमारे समाज में
बेईमान लोगों की सांख्या बहुत बढ़ गयी है,
कफर भी समाज में ऐसे ईमानदार लोग हैं
जजनकी वजह से हम ये कह सकते है कक,
आज भी लोगों में ‘मानवता’ ववध्यामन है।
श्यामपट्ट पर ‘पाठ’ तथा ‘लेखक’ का नाम

54
मलखना। पाठ — ‘क्या तनराश हुआ जाए’
तनबांधकर - आचायत हजारी प्रसाद द्वववेदी।

55
अपेक्षित अधधगम निष्कर्ष िममक आधधगम क्रियाकलाप
अध्यापक द्वारा पहले आदशत
वाचन ककया जाएगा जजससे
ववध्यार्थतयों में प्रस्तुत अांश को
पढ़ने तथा शब्दों को सही ढांग से
उच्चररत करने की प्रेरणा ममलेगी।
अनुकरण वाचन करते समय
अध्यापक ध्यान से सुनेंगे की
ववध्याथी कहाँ-कहाँ अशुद्र्धयाँ
कर रहे है।
ववध्यार्थतयों की अशुद्र्धयों को
ठीक करने से वे अनुच्छे द को
अपेक्षाकृ त ठीक ढांग से पढ़ने
लगेंगे।
मौन वाचन से ववध्याथी पाठ के
भाव तथा उसमें तनदहत मशक्षा को
समझ पाएांगे ।
कादठन्य तनराकरन द्वारा मशक्षक
तनबांध मे आए कदठन शब्दों के
अथत को ववध्यार्थतयों को
पाठ का विकास
संदभष संके त
मेरा मन कभी कभी बैठ जाता
है......................अनेक घटनओां से अर्धक
शजक्तशाली है ।
आदशष िाचि
सवतप्रथम अध्यापक पाठ के आरांमभक
अांशों का आदशत वाचन करेंगे जजसमें, उच्चारण
की शुद्धता, बालाघात, उच्चारण के उतार चढ़ाव
पर ववशेष ध्यान ददया जाएगा।
अिुकरण िाचि
कक्षा के कु छ ववध्यार्थतयों से आदशत
वाचन के उपराांत अनुकरण वाचन करवाया
जाएगा ।
अशुद्धध निराकरण
अनुकरण वाचन करने के क्रम में
ववध्यार्थतयों से हुई अशुद्र्धयों को अध्यापक
ध्यानपूवतक ठीक करेंगे / सुधारेंगे।
मौि िाचि
अध्यापक के तनदेश पर ववध्याथी पदठत
अांश का मौन वाचन करेंगे।
काठठन्य निराकरण

56
बताएँगे,जजससे उन्हे पाठ को
समझने मे मदद ममलेगी।
पाठ मे आए कदठन शब्दों के अथत वाक्य
प्रयोग के माध्यम से स्पष्ट ककए जाएांगे ।
वाक्य प्रयोग ववध्यार्थतयों से करवाए जाएांगे।
श्यामपट्ट कायष
वाक्य-प्रयोग शब्द
माहौल - वातावरण।
फ़रेब – धोखा।
उपेक्षा - अनदेखी।
त्रुदटया - गलततयाँ।
आक्रोश - क्रोध
पदात-फ़ाश करना - सामने लाना।
माहौल — बच्चे अपने आस-पास के माहौल से
मशक्षा ग्रहण करते है।
उपेक्षा — हमें गरीब लोगो की उपेक्षा नही करनी
चादहए ।

57
कथ्य प्रस्तुतत को ग्रहण करके
ववध्यार्थतयों को तनबांध को समझने में
मदद ममलेगी तथा तनबांध में व्याप्त
मशक्षा से भी आवगत होंगे।
कथ्य प्रस्तुनत / विचार प्रस्तुनत
प्रस्तुत तनबांध में यह बताने का
प्रयास ककया गया है की आज समाज में
भ्रष्टाचार इतनी बढ़ गयी है, कक समाज में
हर व्यजक्त सांदेह की दृजष्ट से देखा जा रहा
है। जो जजतने ही ऊां चे पद पर है, उसमें
उतने ही अर्धक दोष ददखाये जाते हैं। आज
हमारा समाज पता नहीां ककस गतत मे डूबता
जा रहा है? वो भारत जजसे मभन्न-मभन्न
आदशो के ममलन-भूमम तथा ‘महान महा-
समुद्र’ कहा गया है, वो आज जैसे सूखता
जा रहा है। लोगों में नैततक मूल्यों की कमी
होती जा रही है। ईमानदारी को आज-कल
मूखतता समझी जाती है तथा सच्चाई के वल
बेबस लोगों के दहस्से पड़ी है।
ककन्तु इस समाज में अब भी एक
ऐसा वगत है जजसके मलए कानून आज भी
आस्था है, धमत है। आज भी ऐसे लोग इस
भारतवषत में है, जो सच्चाई, ईमानदारी,
सेवा तथा आध्याजत्मकता के मूल्यों से भरे
हुए है। समाचार पात्रों में भ्रष्टाचार के प्रतत
जो आक्रोश है, यही साबबत करता है।

58
मूल्याांकन से प्राप्त तनष्कषत के आलोक में
अध्यापक अपनी मशक्षण प्रकक्रया का आांकलन
कर पाएांगे।
गृहकायत के प्रश्नों के उत्तर मलखने के क्रम में
ववध्याथी तनबांध को पुनः पढ़ेंगे जजससे वे
तनबांध के भाव को और भी अच्छी तरह
समझ पाएांगे ।
मूलयांकि
प्रस्तुत तनबांध को ववध्यार्थतयों
ने ककतना आत्मसात ककया है इसकी
जानकारी के मलए अध्यापक द्वारा
कु छ प्रश्न पुछे जाएांगे –
(1) पाठ का शीषतक कहाँ तक साथतक
है।
(2) गाांधी तथा ततलक ने कै से भारत
की कल्पना की थी?
(3) आपके सपनों का भारत कै सा
होना चादहए?
(3) क्या आप लोगओां ने ककसी की
तनःस्वाथत भाव से मदद की है?
(4) आप लोग बड़े होकर कै से इांसान
बनना चाहते है?
गृहकायष
ववध्यार्थतयों को गृहकायत हेतु
कु छ प्रश्न ददये जाएांगे जजसका
उल्लेख श्यामपठ पर ककया जाएगा।
(1) ककसी ऐसे महापुरुष की जीवनी
मलख कर लायें जजन्होंने अपना सारा
जीवन मानवता की भलाई में लगा
ददया हो ।
(2) पाठ में आए कदठन शब्दों को
कां ठस्थ करे।

59
LESSON PLAN ON PHYSICAL SCIENCE
Date:5/8/13
Class: VII
Period: 7th
Time: 11:35am
Unit: 4th
Subject: physics
Topic: Thermos flask
Learning Objectives: 1) Student will outline the structure of thermos flask.
2) Student will discover the principle of thermos flask.
Existing Knowledge:1) student will outlines the structure of thermos flask.
2) student will revive the structure of thermos flask
Learning Resources: 1) thermo flask, diagrams
Learning Process: Inductive & Demonstrating method.
Learning Outcomes Sequential Learning Activities
Introduction: T: During winter season, where does
the hot milk & tea is being kept?
S: Thermo flask / container/ bottles.
T: Good! Yes in the thermos flask.
Students are interested to
know the exact structure of
thermos flask.
Students derive the structure
of thermos flask.
Presentation: T: A thermos flask is also known as
DEWAR after its inventor. ok students you all very
well know. That why it is used for. Now tell why the
things remain hot inside thermos flask?
S: It can store liquids with a very little change in
temperatures over a long period of time.
T: Yes! It can keep hot liquids hot & cold liquid cold.
Again think, how?
S: No idea!
T: It is the principle of thermos flask is to check all
the 3 modes( conduction ,convection, radiation) of
heat transfer.
S: What is its exact structure?
T: it is consisting of a double walled glass vessel
fitted securely inside a metal or plastic case.
Both the inner & outer walls of the vessel are silvered
like a mirror & the region in between is evacuated.
S: How the flask stops heat transfer?
T: Good question.
T: The flask stops heat transfer in the following
ways : i) the silvered line walls reflects all the
radiation, this stop the transfer of heat by radiation.
ii) The vacuum between the walls prevents
convection, since convection requires a fluid. As glass

60
is bad conductor, heat transfer through the walls is
minimized. Also the vessel has cork stopper & rubber
supports at the top & bottom. Both rubber & cork is
bad conductor of heat.
Summarization: Thermos flask can check the three
modes of HEAT transfer.
Student will discover how
thermos flask stops heat
transfer.
Evaluation:
1) Explain the structure of thermos flask.
2) How the transfer of heat reduce to minimum in
such type of thermos flask.
Home Assignment: 1) Draw the diagram of thermos
flask & label it.
2) Collect the types & names of
thermos flask that are used in our life.

61
To be completed before teaching
in classroom (Anticipation)
Topic decided for
Teaching with key
points and sub-
points
To be completed
after teaching
(Reaction)
Your experience
about teaching
(both positive and
negative)
Today Will complete the chapter
& will discuss the question &
answer.
Focus on the last bench students,
they must give answer.
Today make the class to involve in
teaching –learning process.
-Thermos flask
-Its structure
-Principle
-uses
Class is interactive
one .Most of the
students respond to
the question.
Still few students are
creating disturbances
by not making
physics note book &
notes.
But I don’t expose
my irritation.
Towards the student.
As we always must
try to respond
towards other
instead of get
reacting.
What you have learned from this lesson? Teachers are only act as guide,
facilitator & cooperating person. Students are learning themselves most of the
time. Teachers are really co-learners.
What changes you will make for the next lesson? Planning & creating more
teaching aids ,preparing power point presentation as they have requested.

62
REFLECTION BY STUDENT TEACHER
1. Points of satisfaction in this lesson: completion of chapter at right time,
most of the students participated
2. Difficulties felt in this lesson: few students are very indiscipline.
3. Learning experience for next lesson: more reflective thinking & creative
questions along with more teaching aids.

63
LESSON PLAN ON SOCIAL SCIENCE
(Types)
(Types)
Sudden
forces
(Agents) (Agents)
Volcano Building
River
Earthquake Mountains
wind
Landslides sea-waves
Glaciers
Earth Movement
Exogenic ForcesEndogenic Forces
Erosional DepositionalDiastrophic
forces

64
Date:06.07.13
Class:VII ‘B’
Time:
Period:2nd
Unit: 3
Subject: Geography
Topic: Our Changing Earth
Learning Objectives: After completion of the lesson the Student will be able to :
-Distinguish between endogenic and exoenic forces
-Explain the agent of earth movements
-Interprets the erosional and depositional forces
Pre-existing Knowledge: Students having basic ideas about Earth.
Learning Resources: Flow diagrams on chart paper.
Learning Process: Discussion cum lecture method and Questioning answering
method would be follwed.
Learning
Outcomes
The student get
some basic ideas
about the earth ,
lithosphere and its
plates
Introduction:
T.Q:- What is the name of our planet?
E.S.R:- Earth
T.Q:- Why night happens after the day?
E.S.R:- May or may not be (due to earth’s movement)
T.Q:- Everything which you see around yourself are fixed
or not?
E.S.R:- Not.
Announcement of the topic:-
Teacher will declare the name of the topic:-
“Our Changing Earth” and write on the Blackboard
Presentation:
T.Q:- What do you mean by changing?
E.S.R:- Anything which is not in its actual form that is
changing. It is related with color, shape & size. There are
mainly two types of change
1) Long period change 2) Short period change.
T.Q:- What is Lithosphere?
E.S.R:- Lithosphere is the outer most shell of the earth
which covering entire of the earth.
T.Q:- What are plates?
E.S.R:- Solid crustal layers are technically called plates.
T.Q:- What is Lithospheric plate?
E.S.R:- May or may not be (lithospheric plates are the
plates which consist the fractured surface of the earth.

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