Annual Report 2015-16
Many events marked the Academic Year of the District Institute of Education and Training (DIET), Thadlaskein for 2015-16. First on the line was the annual admission to the two year Diploma in Elementary Education Course. Screening of the applications was done in the last two weeks of January 2015. Out of a total number of 152 applicants, 113 were shortlisted to appear for the counseling which was held on the 4th, 5th and 6th of February, 2015. Altogether 104 candidates appeared for the counseling, out of which 82 of them were considered for admissions leaving a shortfall of 18 considering that the intake capacity of the DIET is 100. This was due to the fact that some candidates who appeared for the counseling were second year graduate students. They were counseled to first complete their graduation and then to reapply again for the D. El. Ed. Course the following year. Block-wise allotment of the seats quota of the institute was done in direct proportion to the number of elementary schools in the respective block based on the DISE data of 2014-15.
The DIET Week for the year 2015 was conducted for the 25th May to the 1st June 2015. The DIET Week was a special time for the trainees of both the 1st Year and 2nd Year to get acquainted with each other and work together for the benefit of the DIET. It also was the time for the trainees to utilize the opportunities that the DIET Week offers to sharpen their skills and talents in the varied co-curricular activities ranging from sports, singing, dancing, entertaining, personality development, artistic expression etc. A Cleaning Drive and Tree Plantation Programme preceded the DIET Week. The cleaning drive culminated in an oath taking ceremony. The Social Forestry, Forest Department donated the saplings for the tree plantation programme. This was followed immediately by the DIET Week in which the following activities were conducted:-
This year a Pre-independence Flag Hoisting Ceremony was held in the DIET, Thadlaskein on the afternoon of the 14th of August, 2015. The tri-colour was hoisted by the principal of the DIET in the presence of the Academic and Non-academic faculty of the DIET along with the Principal, BTC and his teaching and non-teaching staff together with the teacher-trainees and the teachers and students of the BTC Practising School and the DIET SSA UP School. This was followed by the march past by the teacher-trainees and students of the two schools. A speech by the DIET Principal along with patriotic and devotional songs were also presented/performed in the occasion.
In the months of September and October, 2015, the DIET facilitated the holding of Workshops in connection with the ‘New Education Policy 2015’. On 23rd September, 2015, a preliminary one day Workshop was held in the Training Hall of the DIET to orientate and familiarize various stakeholders of the endeavour i.e. Principals/Headmasters of Colleges/Schools, BMCs, CRCs and selected teachers to carry out similar Workshops at the Block and Cluster levels. A second concluding Workshop was held in the DIET on the 15th of October, 2015 to consolidate and finalize the recommendations forthcoming from the workshops at all levels to be sent to the DERT, Shillong. All the faculty members took active part in these Workshops.
Also in the month of October, the Academic Faculty of the DIET also facilitated as Resource Persons in 2 NIOS centres in the district. The two centres where the lecturers of the institute conducted academic sessions for the D. El. Ed. students-teachers were Church of God Higher Secondary, Ummulong and Krist Syiem Secondary School, Namdong, West Jaintia Hills District.
The final examinations of the teacher-trainees were held on the 20th November, to the 8th December, 2015. To the credit of the PSTE branch, the examinations as was in the other years went off smoothly and likewise the 2nd year teacher-trainees also performed well as evident from the results which recorded 98 percent success with 33 trainees passing in the 1st division, 41 in the second and 4 in the third division. There was 1 failure.
To conclude I would like to place in record my appreciation and gratitude to both the Academic and Ministerial staff of the DIET who have worked tirelessly throughout the year performing their individual roles to the best of their ability to make the year 2015-16 a satisfactory one. Words of gratitude also goes to the Principal and Instructors of Basic Training Centre, Thadlaskein who also provided valuable inputs to the Academic endeavour of the institute throughout the year. This booklet contains the activities and programmes conducted by the faculty during the year.
TABLE OF CONTENTS
THE TRAINING PROGRAMME ON SCHOOL INSPECTION AND
SUPERVISION FOR HEADS OF SCHOOLS, BRP’s & CRP”S OF JAINTIA HILLS DISTRICT
Target Group: 59 Heads of Schools, 15 BRP’s &CRP’s from all the blocks of Jaintia Hills Districts.
It has been observed that in most parts of the country particularly in Jaintia Hills Districts, the process of Supervision and Inspection functions more in an authoritarian way, i.e. directing, instructing and bossing over the personnel immediately responsible for doing work. The supervisors consider improvement of teaching – learning as their remote responsibility of controlling people and issuing the higher authoritative directives. There are few direct contacts of the schools with the supervisors and even between the heads and the teachers. Less effort is made to control and modify teachers’ behaviour introducing any effective system of reward and punishment. Over the years the concept has undergone much change theoretically, however, the newer development have not been uniformly translated into practice. As a result of this the Planning & Management branch of D.I.E.T. Thadlaskein has designed specific training modules based on the local requirements specific to the district of Jaintia Hills
The programme-covered areas identified by the P& M Branch specific to the district’s requirements. These areas were as follows:
There are also sub-themes like – Principles of Good Inspection, Defects in the present Supervision & Inspection, and Suggestion for removing defects of supervisory practices and Efforts for improvement of Inspection in India. Flander’s Interactional Analysis, Supervision of class work given to students by teachers, Supervision of Assignment given to teachers by the Principal of the institute.
Instructional methodology was based on lecture discussions, case studies, practical exercises, and group discussions. The Resource Persons involved in the entire Programme are-
The following is the report based on the feedback extracted from the participants of the Second phase of the Training Programme on School Supervision & Inspection elicited through interview schedules administered to them towards the end of the programme:
Apart from the above positive feedback from the participants they are also of the opinion that the duration of the training is too short. And in order to translate the theoretical concept of Supervision & Inspection into practice a follow-up programme is of immediate need to monitor the effectiveness and efficiency of this training programme. Based on this fact, the Planning & Management Branch has proposed a follow-up programme to monitor the effectiveness of this programme on those schools who have attended the training programme and also the Planning & Management Branch has proposed for similar other programmes with an increasing budget to serve the purpose of the schools and the communities in the district.
SOME PHOTOS TAKEN DURING THE TRAINING PROGRAMME:
THE TRAINING PROGRAMME ON CCE FOR THE HEADS OF SCHOOL AND TEACHERS FOR THE ELEMENTARY LEVEL (CMDE BRANCH)
A ten dayTraining cum workshop programme was conducted by the CMDE Branch of The DIET, Thadlaskein from 28thSeptember to 9th October 2016 on the Continuous and Comprehensive Evaluation (CCE).The targeted number of teachers called for this programme was 50 teachers out of which only 37 of them attended.
Continuous and Comprehensive Evaluation is a process of assessment, mandated by the Right to Education Act, of India.CCE refers Continuous & Comprehensive Evaluation, a system of school based assessment that covers all the aspects of a student’s development. It was designed to reduce the student stress related to board exams, and to introduce a uniform and comprehensive pattern for student evaluation across the country. It emphasizes on two broad objectives: (a) Continuity in Evaluation and (b) Assessment of broad based learning. Clearly, it attempts to shift emphasis from ‘testing’ to ‘holistic learning’ with an aim of creating young adults, possessing appropriate skills and desirable qualities in addition to academic excellence. This approach to assessment has been introduced by state governments in India. The main aim of CCE is to evaluate every aspect of the child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to sit for multiple tests throughout the year, of which no test or the syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching, provided it is implemented accurately.
As a part of this new system, student's marks will be replaced by grades which will be evaluated through a series of curricular and extra-curricular evaluations along with academics. The aim is to decrease the workload on the student by means of continuous evaluation by taking number of small tests throughout the year in place of single test at the end of the academic program. Only Grades are awarded to students based on work experience skills, dexterity, innovation, steadiness, teamwork, public speaking, behavior, etc. to evaluate and present an overall measure of the student's ability. This helps the students who are not good in academics to show their talent in other fields such as arts, humanities, sports, music, athletics, and also helps to motivate the students who have a thirst of knowledge.
This programme on CCE was conducted to achieve the following objectives:-
v To sensitize teachers on the concept of continuous and comprehensive evaluation.
v To orient teachers on the scheme of CCE of Meghalaya.
v To equip the teachers with the necessary skills and expertise to implement CCE in their schools.
v To equip the teachers with the skill of assessment in both formative and summative manner.
v To provide teachers with multiple techniques and tools of evaluation.
v To help develop skills of recording and reporting.
v To help develop cognitive, psychomotor and affective skills.
v To lay emphasis on thought process and de-emphasized memorization.
v To make evaluation an integral part of teaching-learning process.
v To use evaluation for improvement of students’ achievement and teaching – learning strategies on the basis of regular diagnosis followed by remedial instruction.
v To use evaluation as a quality control device to maintain desired standard of performance.
v To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment.
v To make the process of teaching and learning a learner-centered activity.
Identification and procedure for engaging Resource Persons: The resource persons for the training programme were identified and selected from the Institute itself .These Resource Persons have themselves undergone training and capacity building programmes as master trainers in handling CCE training in the previous years in the state and outside the state and are thus experts in CCE.
The following Faculty members were the RPs during the programme:
Training cum Workshop on Action Research for elementary school teachers of Thadlaskeiñ and Laskeiñ Blocks from 12th October 2015 to 3rd November 2015.
1. Introduction to the programme
2. Need and Justification
Action Research can also be used to analyze some of the characteristic of the teaching profession thereby facilitating thinking and introspection for making changes in attitudes, behavior etc. To help the elementary teachers and heads of institution find solution to classroom problems, training on Action Research need to be organizing so as to equip them with the procedures and methods on how to conduct such studies. Teachers during the training need to have a hands-on approach with the guidance of the resource persons, on the steps of conducting action research. They also need to follow up on the actual work which they will have to perform in their school and submit on the specified date to be given by the DIET.
Only two blocks of Jaiñtia Hills were selected for the programme, since it would involve the actual practical work on how to conduct action research in the respective schools of the teacher participants. The resource persons from the DIET will supervise the performances of the teachers in their respective schools. However, the same programme for the elementary teachers of the other blocks will be covered in the coming years.
3. Objectives of the programme
a) To enable the teacher participants to gain knowledge and understanding on the concept of Action Research.
b) To enable the teacher participants to learn the various steps in conducting Action Research.
c) To enable teacher participants to predict, analyze and provide solutions to their actual classroom problems.
d) To encourage teacher participants to conduct Action Research in their own schools in order to improve the quality of teaching and learning.
Note:There were four sessions every day. For the first five days and altogether the number of resource persons were four each day. Every day the session starts at 10 am and ended at 4.30 pm.
5. Activities during the other 15 days of the programme(Part II)
The part II of the programme consisted of the field work by the teachers in their respective schools. The work started immediately after the end of part I. Resource persons also went to the respective schools of the teachers to supervise the work done by the teachers. In all there were 5 resource persons supervising the work on Action Research done by the teachers. After completing the work the teachers prepared a report of the Action Research already performed in their schools. The reports were submitted to DIET by the teachers. The reports were then edited at the DIET and compiled in a form of a book. A number of copies were prepared to distribute to each teacher participant.
All the objectives of the programme were covered in the training-cum-workshopon Action Research for elementary school teachers of Thadlaskeiñ and Laskeiñ Blocks from 12th October 2015 to 3rd November 2015. The programme was found useful for elementary school teachers since most of them had expressed that they could use it for solving the classroom problems in the future.A number of copies compiling the reports of action research conducted and distributed to participants will be of great help for teachers in solving most of the classroom problems.
REPORT ON THE 10 DAYS WORKSHOP ON ART EDUCATION FOR THE IN SERVICE PRIMARY SCHOOL TEACHERS OF WEST AND EAST JAINTIA HILLS DISTRICTS.
Brief summary of the Workshop
A ten day Workshop on Art Education was conducted by the Work Experience Branch of The District Institute Of Education and Training from 7th March to 18th March 2016 for the In Service Primary Schools Teachers of both East and West Jaintia Hills Districts.
The programme was designed with the objectives to:-
(1) Acquaint the student-teachers with the various art forms namely the visual art, the performing art and the integration of art in the day to day transaction of the curriculum.
(2) To cherish and value the local art form and cultural tradition
(3) To draw linkage between art and everyday life.
(4) To develop aesthetic values and appreciation of beauty in nature.
(5) To take pride in the local art and one’s own culture.
The participant teachers took active part in the programme as was evident in their enthusiasm, their involvement in all the activities, their active response as well as the cooperation, their discipline and punctuality throughout the programme. Most of the participants have come for the first time for any programme on Art Education.
The targeted numbers of teachers called for this programme was 40 teachers out of which only 32 of them could attend.
The breakup of the teachers called and attended are as per the following table:
The Resource Persons for the Visual Art are drawn from the faculty members of the Institute itself. They are Smt. L. Shullai from the Planning and Management Branch, Smt. B. Nongsiej from In Service Field Interaction and Coordination Branch and Smt. N. Laloo from Curriculum and Evaluation Branch.
In the Performing Arts section the Resource persons are the local performing artists of Jaintia Hills namely Shri H. Sungoh and Smt. R. Lyngdoh, who happen to be teachers themselves. It may be mentioned here that Shri H. Sungoh belonged to the second batch of the earlier In Service Teacher Trainees of the DIET, Thadlaskein who is currently the Headmaster of Khatarnor Upper Primary School of Shangpung village West Jaintia Hills District. Smt. R. Lyngdoh is a teacher of Khonshnong village and a prominent performing artist of the district
Programme and Activities during the Workshop
Ø Two Dimensional Art Form-Definition and Meaning-Sketching,Drawing,Painting, Designing,Printing,Collage.Three Dimensional Art Form-Meaning and Definition-Puppetry, Mask making, Clay work.Assessment in Art. Display of Art work and Art room.
“Development & Use of Teaching-Learning Materials”
for Upper Primary School Teachers
The Educational Technology branch of the DIET Thadlaskein, West Jaintia Hills had conducted a 6 days Training programme on “the Development & Use of Teaching-Learning Materials (TLMs) for 50 (fifty) Upper Primary Teachers” of Jaintia Hills District from 21st – 30th March 2016. Shri B. Lyngdoh, Senior Lecturer, Educational Technology branch was the Co-coordinator of the Training Programme.
The following are the names and designations of Resource Persons for the said training
Need and Justification
Teaching-Learning Materials (TLMs) are important for the teachers in teaching his/her lesson effectively as it help him/her to a better interpretation and appreciation of the concepts, contents as well as the subject matter. TLMS also enables the students to proceeds towards concrete learning. It increases knowledge of the learners, arouses interest and enriches the imagination and thinking power of students; as a result, they enable the students to learn faster, remember longer and gain more accurate information.
Many rural schools as well as some urban schools suffer badly for want of adequate funds to procure the equipment and TLMs available commercially. TLMs with simple materials available in the immediate school environment may be utilized and involving the rural artisans if need be, would make learning effective.
It is for the teacher to know whether there is any need for the aid, which depends on the learner’s need. Accordingly, learning activities can be planned while considering their accessibility and relevance in a given situation. The learners feel interested only when he/she participates actively in the learning process. It is therefore important for teachers to know how to prepare and use the low cost TLMs so that their class room interaction becomes meaningful.
1. Understand the concept of teaching-learning materials (TLMs)
2. Understand the importance of teaching aids in teaching-learning situations.
3. Describe the material available in the environment for preparation of simple aids for the better comprehension of difficult concepts
4. Develop and implement the TLMs in their teaching
5. Appreciate the advantages of using TLMs in teaching-learning
Methodology: Group work, Individual Projects, Practical
Exercise, Demonstration and Lecture Methods
Altogether there were 43 Upper Primary School Teachers participated in this training programme drawn from different schools of the District. The Resource Persons during the training programme was the Lecturers of this institute.
On the 1st day, Registration starts at 10:00am followed by a brief introduction about the training programme by the Programme Co-ordinator. Training programme starts from 10 am till 3.30 pm everyday with a thirty minutes break in between where the participants were served with refreshment.
Classes taken by Resource Persons during the training programme
Materials used: Paper fastener, Hole puncher, Colour Chart papers, paper cutter, sketch pens, pencils, erasers, scales etc
Materials used: Colour chart paper, drinking straw, paper cutting, adhesive like cello tape etc
Materials used: colour chart paper, pencil, sketch pens, scale, different types of Pulses etc.
Shri S.Blah, Principal BTC, demonstrated to the participants how to develop and use TLMs while teaching Mathematics.
Materials used: Colour chart paper, sketch pen, scale, scissor, square copy sheet etc.
Some of the TLMs developed by participants during the training
During the training, there were individual and group works where participants were asked to give a presentation of what they have developed and also how to use them as teaching-learning materials.
Presentation by participants on how to use TLMs in classroom transaction during the training
Group discussion and other activities during the training
Group photo at the end of the training
Early Childhood Care and Education Centre under In-service, Field Interaction and Innovation Co-ordination (IFIC) Branch .
Title of the scheme: Set up of Early Childhood Care and Education centre Thadlaskein.
Introduction: The ECCE centre is located within the campus of the District Institute of Education and Training (DIET) Thadlaskein, West Jaintia Hills District, Meghalaya and is under the supervision of the In-Service , Field Interaction and Innovation co-ordination. (IFIC) Branch. The centre was founded in the year 2007 which was financially funded by the Central government under Centrally Sponsored scheme.
Strength of Staff and their qualification: There are two teaching staffs with one helper and the qualification of the teachers is Class XII passed with Diploma in Elementary Education whereas the helper is of class VIII standard.
Salary and funding: The teachers enjoy a salary which is almost equivalent to the SSA teachers of the State which is funded by the central government under the CSS Scheme. They are paid for 10 months only since the inception of the centre on a contractual basis till 2014. In 2015, all staffs were paid for a full year and hence every year a proposal is to be made by the DIET for retention of the post and continuation of the centre.
Physical Infrastructure: The building is of Assam type and consists of 5 rooms which are (i) Activity room, (ii) Dining room, (iii) Mini library, (iv) Writing room and (v) Rest room.
Playground: The centre has a small playground in the front of the centre with a mini park where slides, seesaw and swings are kept.
Water facility and toilet: Water facility was there in the other building but no washing place for the kids is available. Toilet facility is available but not so close to the building. Kids have to walk for few metres away.
Room Description and lighting facility: All room size is of 15 by 12 feet which are neatly carpeted, well ventilated but no lighting facility. The room description can be elaborated as follows:
(i) The Writing room: The writing room comprises of attachable sitting and writing table made of plastic, movable and light in weight. Charts of different information are hung around the classroom which is a little bit too high for the kids. A white board is attached on one side of the wall and in one corner there is a sand tray for writing preparation.
(ii) The Dining room: This room is arranged with child friendly dining furniture with some charts of food and eatables. Kids bring their own Tiffin box and sit around in this room during lunch hour.
(iii) The Mini library: This room contains Bookshelves where story books, number books and health books are kept. Apart from this, moveable furniture for reading like tables and chairs are kept and the room is well ventilated.
(iv) The Activity room: This room is where children explore their toys, games and doing indoor games. The children were given with play materials and under the guidance and facilitating role of the teacher, they learn how to play and socialize themselves.
The Time table and School Duration: The centre follows a time table which is almost of the primary school level which consists of just number work, writing activity, reading preparation, songs, games and a little language development activities is being given. However, the duration of each period is flexible when it comes to practical. The school follows a timing of 3 hours starting from 9 am till 12.30 pm. It also includes the lunch break and the morning greetings.
Clienteles: The kids are those coming from the adjacent areas within a distance of 1 km. Most of the parents are engaged in farming and a handful of them are working in government offices. Some of them have siblings.
Curriculum: There is a prescribed curriculum in this centre which is followed as per the curriculum of the Certificate course in Early Childhood care and Education programme. The teachers are doing the activities based on a the guidance from the lecturers’ in charge which is more aligned to the context of the area..
Apart from this, teachers are taught how to make their children accountable for the cleanliness of their school and surroundings.
III. Advocacy Meeting for Parents:
The meeting was held on the 13th and 14th October 2015 at the centre itself. About 15 parents turned out and the programe is as follows:
These are some of the pictures taken during parents’ advocacy meeting.
Outcome of the programme:.
I. A model for ECCE centres during 2007-2009 under SSA: During those two years, the trainings of teachers for early childhood care and education under SSA, were undertaken and monitored by the DIET, so this centre has been a hub for Internship programme during their trainings.
2. A model for North East Regional Institute of Education (NERIE) during 2014-2015: NERIE (NCERT), Umiam, used to visit and assess the centre, during the internship of their students who undergo certificate course in ECCE. For two consecutive years they have been sending their students for visits and carried out their projects in the centre.
Below are some of the photographs taken during their visit.
3. Effects on the clienteles:
In relating to teacher’s training, there was a positive impact on the entire system of management and planning. They have developed a plan which was based on theme teaching and their first theme was on fruits, which are locally available.
Above all, the parents advocacy meeting was the most outstanding one, where majority of parents turned out and took part in giving feedback, discussed the problems encountered by them and their kids relating to the school management.
Feedback and Comments by the parents: After a thorough discussion on the problems faced by the parents, they finally come out with the following comments. That-
I. The use of comprehensive evaluation is what they liked and appreciated.
II. The availability of progress report made them see their child’s progress in all field.
III. The adoption of two language formula at the earliest (Khasi and English) of which English is introduced at the later part of the years, was really helpful to the kids to gauge themselves with the primary schooling.
IV. The availability of sufficient space for every room.
V. The acculturation of reading habits for the kid with good reading materials and facilities.
VI. The availability of comfortable and secure furniture which are child friendly.
VII. The maintenance of cleanliness in and around the school.
Monitoring and supervision: The centre has been monitored and supervised by the two lecturers under IFIC Branch. This monitoring that pertains to designing of school activities, evaluation, training of teachers and so on was maneuvered by the branch throughout the year.
Conclusion: The centre has been of great help to the parents who are staying around the place, where they can send their children to this centre for preparation of schooling. The DIET, has also made an attempt, to send the teachers for a certificate course in Early childhood care and education in order to enable them to cope and adjust with the changing context of the area.
Activites taken up by the Pre-service Teacher Education Branch during 2015-16.
Training for Teachers on Pedagogy.
Education is a futuristic practice is geared towards transformation of a society based on certain ideals. The certain broad aims of Education have been identified in the National Curriculum Framework (NCF-2005). These include independence of thought and action, sensitivity to others’ well being and feelings, learning to respond to a new situation in a flexible and creative manner.. The NCF 2005 has identified 5 guiding principles as a means of improving the system of education. (i) Connecting knowledge to life outside the school. (ii) Ensuring that learning shifts away from rote methods. (iii) Enriching the curriculum so that it goes beyond textbooks. (iv) Making examinations more flexible and integrating them with classroom life and (v) nurturing an overriding identity informed by caring concerns within the democratic polity of the country. To translate this guiding principle into the actual classroom transaction, there is a need for teachers to employ critical pedagogy in their approach to teaching-learning process so as to strengthen and foster democracy as a way of life in the classroom itself.
v To plan teaching-learning process by identifying concrete steps using different methods through which the children will be made to go through.
v To enable teachers to apply the concepts or ideas learnt to real life of students and to understand how such issues are connected to their lives.
v To enable the teachers to create conditions such that students are empowered that to reflect critically on the issues in that confront them everyday.
The method adopted for the Training Programme is Lecture-cum -Demonstration Method and Activity Method.
Block wise Distribution of Participants was as follows :
Plan and utilisation and dissemination of the end product:
(a) Reports was submitted to the Planning and Management Branch
(b) Manuals were prepared and distributed to the participants and to all faculty members of the institute for reference.