6
admission is based based on the total score obtained obtained from his/her Secondary, Secondary, H.S, Graduation and and PostGraduation. Relaxation of the percentage of marks for reserved category candidate will be as per State Govt. rules. Intake capacity is as per NCTE, State Govt. & other statutory bodies. 3. Registration: As per University guidelines. UNIFORM CURRICULUM STRUCTURE AND EXAMINATION PATTERN FOR 2 YEAR B.Ed. PROGRAMME IN WEST BENGAL FOLLOWING FOLLOWING NCTE REGULATIONS, REGULATIONS, 2014
COURSE & CODE
MARKS
COURSE NAME
y r o e h T
e d h m i t l e e i g w F a s g t e n n h E t
SEMESTER-I Course-I (1.1.1)
Childhood and Growing Up (1 st&2nd half)
50+50
25
Course-II -II (1 (1.1.2)
Contemporary In India an and Ed Education (1 (1 st&2nd half)
50+50
25
Course-IV (1.1.4)
Language across the Curriculum
50
50
Course-V (1.1.5)
Understanding Discipline and Subjects
50
50
CourseEPC-1 (1.1EPC1)
Reading and Reflecting on Texts
25
25
325
175
TOTAL
) t i d e r C ( s k r a M
g n i h c r a u e o T H s s a l C
100+25 (4+1) 100+25 (4+1) 50+50 (2+2) 50+50 (2+2) 25+25 (1+1)
64+32
500( 500(1 13+7) 3+7)
208+ 208+2 224
64+32 32+64 32+64 16+32
Full Marks: 500 (Credit : 20) SEMESTER-II Course-III (1 (1.2.3)
Course-VII-(A) (1.2.7A) Course-VIII-(A) (1.2.8A) Course-IX -IX (1.2.9) CourseEPC-2 (1.2EPC2)
Learning an and Te Teaching (1 (1 st& 2nd half) Pedagogy of a School Subject Part-I Knowledge Knowledge and CurriculumCurriculum- Part-I st
50+50
25
50
50
50
25
50+50
50
25
25
325
175
nd
Asse ssessment for Learning (1 & 2 half) Drama and Arts in Education TOTAL
100+25 (4+1) 50+50 (2+2) 50+25 (2+1) 100+50 (4+2) 25+25 (1+1) 500( 500(1 13+7) +7)
64+32 32+64 32+32 64+64 16+32 208+ 208+22 224 4
Full Marks: 500 (Credit : 20) SEMESTER-III Course Course-VI -VII-(B I-(B)) (1.3.7B (1.3.7B))
Pedag Pedagogy ogy of a School School Subje Subjectct- Part-I Part-III School Internship TOTAL
50
100
50
350 450
50+100 (2+4) 350 (14) 500(2+18)
32+128 448 32+576
Full Marks: 500 (Credit : 20) SEMESTER-IV Course-VI -VI (1.4.6)
Gender, School and Society
50
25
Course Course-VI -VIII(B II(B)(1 )(1.4 .4.8B .8B))
Know Knowled ledge ge and Curri Curricul culum um-- Part-I Part-III
50
25
Course-X (1.4.10)
Creating an an In Inclusive Sc School
50
25
Course-XI (1.4.11) Optional Course-XI (1.4.11) Optional Course-XI (1.4.11) Optional Course-XI (1.4.11) Optional Course-XI (1.4.11) Optional Course-XI (1.4.11) Optional CourseEPC-3 (1.4EPC3) CourseEPC-4(1.4EPC4)
Vocational/Work Education
50
25
50
25
50+25 (2+1)
32+32
50
25
50+25 (2+1)
32+32
50
25
50+25 (2+1)
32+32
50
25
50+25 (2+1)
32+32
50
25
50+25 (2+1)
32+32
50
50
50+50 (2+2)
32+64
50
50
50+50 (2+2)
32+64
300
200
500( 500(1 12+8) +8)
192+ 192+25 256 6
Health and Physical Education Peace Education Guidance and Counselling Environmental and Population Education Yoga Education Critical Understanding of ICT
Yoga Education: Self Understanding and Development TOTAL
50+25 (2+1) 50+25 (2+1) 50+25 (2+1) 50+25 (2+1)
32+32 32+32 32+32 32+32
Full Marks: 500 (Credit : 20)
Total Marks: 2000 (Credit : 80) Note: a) *Optional Courses can be from a mong the following-Vocational/ following-Vocational/Work Work Education, Health and Physical Physical Education, Peace Education, Guidance and Counselling, and Environmental and Population Education, Yoga Education.
7
b) Course codes are abbreviated in the following manner: 1st Digit –Course 2nd Digit – Semester 3rd Digit/ Digits – Course No. Example: 1.4.11 – 1(B.Ed).4 1(B.Ed).4 (4th Semester). 11(Course No. XI).
Semester means effective teaching work of 16 weeks excluding admission and semester end examination period. One credit of teaching activities means one hour effective teaching of theory course in each week for 16 weeks: Total 16 hours teaching per credit. One credit for Practicum / Field work / Internship means two hour effective work in each week for 16 weeks. Total 32 hours of practicum per credit.
SEMESTE SEMESTER R -WISE DETAILS DETAILS CURRICUL CURRICULUM UM AND ASSESS ASSESSMEN MENT T PATTERN: PATTERN: 1st Year
Semes Semeste terr- I: Full Full Marks Marks 500 500 (Cre (Credi ditt - 20) 20) e s e r u d o o C C
Marks
Credit
Class Teaching Hours
Internship
Internal Assessment Weightage (in %)
External Assessment Weightage (in %)
Course Name
1.1.1
Childhood and Growing Up
50+50
4
64
-
30
70
1.1.2
Contemporary India and Education
50+50
4
64
-
30
70
1.1.4
Language across the Curriculum
50
2
32
-
30
70
1.1. 1.1.5 5
Unde Unders rsta tand ndin ing g Disc Discip ipli line ness and and Subjects Reading and Reflecting on Text
50
2
32
-
30
70
1.1. 25 1 16 EPC1 Practicum Practicum/Hand /Handss on Experience Experience// Students Students Activity Activity /Seminar/ /Seminar/Works Workshop hop etc.
-
60
40
Engagement with the Field (Credit-7) (Marks = 175) ( 224 Hours) Childhood and Growing Up (Credit-1= 25 Marks) Contemporary Contemporary India and Education (Credit-1=25 (Credit-1=25 marks) Language across the Curriculum (Credit-2=50 marks) Understanding Disciplines and Subjects (Credit-2=50 Marks) Reading and Reflecting on Text (Credit1 =25 Marks) NOTE: All practical activities will have both Internal as well as ExternalAssessment ExternalAssessment (Internal-60%, (Internal-60%, External-40%)
SemesterSemester- II :Full Marks: Marks: 500 (Credit (Credit - 20) e s e r u d o o C C
Marks
Credit
Class Teaching Hours
Internship
Internal Assessment Weightage (in %)
External Assessment Weightage (in %)
50+50
4
64
-
30
70
Course Name
1.2.3
Learning and Teaching
1.2. 7a 1.2. 8a 1.2.9
Pedagogy of a School Subject- I
50
2
32
-
30
70
Knowledge and Curriculum- I
50
2
32
-
30
70
50+50
4
64
-
30
70
1.2. Drama and Art in Education 25 1 16 EPC2 Practicum Practicum/Hand /Handss on Experience Experience// Students Students Activity Activity /Seminar/ /Seminar/Works Workshop hop etc. Engagement with Field (Credit-7) (Credit-7) (Marks = 175) ( 224Hours) Learning and and Teaching (Credit (Credit -1 = Marks 25) Pedagogy of a School SubjectSubject- I (Credit-2 =Marks 50) Knowledge Knowledge and CurriculumCurriculum- I (Credit-1 =Marks 25) Assessment for Learning (Credit-2 =Marks 50) Drama and Art in Education (Credit-1= Marks 25)
-
60
40
Assessment for Learning
NOTE: All practical activities will have both Internal as well as External Assessment (Internal-60%, External-40%)
8
2nd Year
SemesterSemester- III: Full Marks: Marks: 500 (Credit: (Credit: 20) e s e r u d o o C C 1.3. 1.3.7b 7b
Marks
Credit
50
2
32
350
14
-
Course Name
Peda Pedago gogy gy of a Sch Schoo ooll Sub Subje ject ct –II School Internship
Class Teaching Hours
Internship
448
Internal Assessment Weightage (in %)
External Assessment Weightage (in %)
30
70
50
50
Practicum Practicum/Hand /Handss on Experience Experience// Students Students Activity Activity /Seminar/ /Seminar/Works Workshop hop etc. Engagement with the Field Field (Credits-4) (Marks = 100) ( 128 Hours) Pedagogy of a school Subject (Credit-1 = Marks 25) Community-based Activities (Credit-3 = Marks 75) NOTE: All practical activities will have both Internal as well as External Assessment (Internal-60%, External-40%)
Semester- IV:Full Marks: Marks: 500 (Credit: 20)
1.4.6
Gender School and Society
50
2
32
-
Internal Assessment Weightage (in %) 30
1.4. 1.4.8b 8b
Know Knowle ledg dgee and and Curr Curric icul ulum um –II
50
2
32
-
30
70
1.4.10
Creating an Inclusive School
50
2
32
-
30
70
1.4.11
Optional Course*
50
2
32
-
30
70
1.4. EPC3 1.4. EPC4
Critical Understanding of ICT
50
2
32
-
30
70
Understanding the Self
50
2
32
-
30
70
e s e r u d o o C C
Marks
Credit
Class Teaching Hours
Internship
Course Name
External Assessment Weightage (in %) 70
Practicum Practicum/Hand /Handss on Experienc Experience/ e/ Students Students Activity Activity /Seminar/W /Seminar/Works orkshop hop etc. Engagement with Field (Credit8) (Marks = 200) ( 256 Hours) Gender School and Society (Credit 1= Marks 25) Knowledge and Curriculum –II (Credit 1 = Marks 25) Creating an Inclusive School (Credit 1= Marks 25) Optional Course* (Credit 1 = Marks 25) Critical Understanding of ICT (Credit 2 = Marks 50) Understanding the Self (Credit 2= Marks 50) NOTE: All practical activities will have both Internal as well as External Assessment (Internal-60%, External-40%)
*The Optional Courses are : 1.Vocational/Work Education 2. Health and and Physical Education 3. Peace Education 4. Guidance and Counsellin Counselling g 5. Environmental and P opulation Education 6. Yoga Education
4. Examina Examinatio tion n policy: policy:
a. Pattern of questions for theoretical examination: (For (For 50 mark marks) s) 2 marks X 5 Objective type questions (Out of 7) = 10 marks 5 marks marks X 6 Short Short type/Sh type/Short ort note note ques question tionss (Out (Out of 8) = 30 marks marks 10 marks X 1 Essay type question (Out of 3) = 10 marks (For 25 Marks)
2 marks X 5 Objective type questions (Out of 7) = 10 marks 5 marks X 3 Short type/Short note questions (Out of 5) = 15 marks b. The Semester Semester examination examination will will be conducted conducted in the combination combination of Semeste Semesterr I/III along along with Semester II/IV (Supplementary (Supplementary)) in December and Semester Semester II/IV along with Semester I/III (Supplementary) in June of the year.
9
c. Spot evalua evaluation tion proce procedur dures es are to be follow followed ed for examinin examining g the theory theory course course in respec respective tive semester and the result for each semester is to be published before commencement of following semester. d. A candidate candidate shall shall have to to clear his B.Ed B.Ed course of studies studies within within the Six (6) consecutive consecutive chances (i.e within three year year from his/her date of admission). admission). e. A candida candidate te shall shall have to secure secure 40% 40% marks marks separa separately tely in in each each course course of each each Semest Semester er to be be declared as successful in B.Ed. Examination. f. A Candidate Candidate shall have have to secure the requisite requisite pass pass marks marks (50%) (50%) in the the theory theory paper paper / practicum/ viva (in each module) separately. g. A candida candidate te who who fails fails to secure secure 50% marks marks in one or two two courses courses in a semeste semesterr shall shall be declared declared as back candidate candidate in that semeste semester. r. h. A candidat candidatee who fails fails to secure secure 50% marks marks in more more than than two cours courses es in a semeste semesterr shall be be declared as failed in that semester. i.
A candida candidate te if failed failed in a partic particular ular seme semester ster shall shall have have to appea appearr the whole whole semeste semester. r. In case case the candidate passes in practicum and viva-voce in any Semester examination then his /her practicum/ viva-voce marks may be carried forward.
j.
A candidate candidate who has duly duly filled in his examination examination form and and paid the fees, fees, but remain remain absent in any course(s) of any of the semester examinations will be deemed to have failed in that/those course(s).
k. If any any candida candidate te does does not not enrol enrol himself himself for for appear appearing ing at any Semeste Semesterr examina examination tion he/she he/she shall shall be deeme deemed d to have lost one one chance chance.. l.
A back back paper paper candida candidate te shall shall have have to clear clear his/he his/herr back back course( course(s) s) within within two more more conse consecuti cutive ve chances such such that his/her total number number of appearance appearance in all the semester never be more than than six(a six(ass state stated d in 4 b). b).
m. In any stage it is found found that the candidate candidate cannot cannot complete all the the semesters semesters within stipulated stipulated six chances, immediately the candidate will be declared as Disqualified (DSQ) candidate and the candidate shall have to leave or discontinue the course. n. After After appeari appearing ng at any Semester Semester exami examinati nation, on, a candid candidate ate may may opt opt for cancella cancellation tion of his/he his/herr enrolment at the said examination for which he has to write to the Controller of Examinations through the Head of the Institution to which he is attached within 15 (fifteen) days of completion completion of theory examination examination as well as before the publication publication of the result. o. Each Each candidate candidate appea appearing ring in the the B.Ed. B.Ed. examinat examination ion shall shall submit submit the examin examinatio ation n form duly duly filled in together with prescribed fees within stipulated time period before each semester. p. A candid candidate ate should should get get enroll enrolled ed /registe /registered red for the first first semester semester examinat examination. ion. If enrolment/registra enrolment/registration tion is not possible owing owing to shortage of attendance attendance beyond condonation condonation limit / rules prescribed OR belated joining OR on medical grounds, such candidates are not permitted to proceed to the next semester. Such candidates shall redo the semester in the subsequent term of that semester as a regular student; however, a student of first semester shall be admitted in the second semester, if he/she has successfully kept the term in first semester. q. The propos proposed ed curricul curriculum um of B. Ed. progra programme mme as per per NCTE Regul Regulatio ations, ns, 2014 2014 shall replac replacee the existing content content and structure structure of B. Ed. programme. programme. r. Notwithstanding anything covered in the above regulations, Hon’ble Vice Chancellor shall have the authority authority to exercise his/her decretory power power from time to time.
10
5. School School Intern Internshi ship: p: nd
•
No external external evaluation evaluation during during the Internship Internship of one month(2 month(2 semester)
•
In 3 Semester Semester 150 marks to be awarded awarded by University University appointed appointed External External Examiner.
•
Internal Evaluation Evaluation 150 marks ( Method teacher-100, teacher-100, Principal/ Principal/ Head of the Institution Institution -50)
•
Files/re Files/repor portt submitte submitted-50. d-50.Bot Both h external external and and interna internall examiner examinerss shall shall sign the the files files and
rd
evaluation will be made by them with equal weightage.
Six point grading system for evaluation evaluation is adopted, adopted, which which is as follows: follows: Performance Excellent Very Good Good Average Fair Failed 6. Duratio Duration n of Examinat Examination ion::
% 90-100 80-89.99 70-79.99 60-69.99 50-59.99 Below 50
Letter Grade A B C D E F
Grade Points 5 4 3 2 1 0
In writt written en exam examina inatio tion n for for B.Ed., B.Ed., all all 50 marks marks pape paperr will will be of two two hours hours and and all all 25 mark markss paper paper will be of one hour hour duration. duration. 7. Medium of instruction instructionss & writing writing in examination examination::
In all the examinat examinations ions,, question question papers papers shall shall be framed framed bilingually bilingually (excep (exceptt Languag Languagee method)a method)and nd answers answers should be written in English or Bengali Bengali (except Language). Language). 8. Eligibilit Eligibility y for appearing appearing semester semester exams: exams:
As per University & NCTE guidelines. Condonation: Student must have have 80% of attendance attendance in Theory and 90% attendance attendance in practicum practicum in
each course for appearing the examination. Students who have 79% to 65% of attendance shall apply for Condonation Condonation in the prescribed prescribed form with with the prescribed prescribed fee. fee. Students who who have 64% to to 50% of attendance attendance shall apply apply for Condonation Condonation in prescribed prescribed form form with the prescribed prescribed fee fee along with the Medical Certificate/ any other certificate with reasonable ground. Students who have below 50% of attendance are not eligible to appear for the examination. th
•
In addition to the above clause, for B.Ed., to be eligible for filling up forms of 4 examination candidate should complete 16 weeks of internship programme.
semester
•
Submission of all the components of internal assessment (assignments, projects etc.) is the essential precondition for appearing semester end examinations under normal circumstances.
9. Promotion Promotion to to the next semester: semester:
The student student will automatically automatically be promoted tothe tothe next and subsequent subsequent semester semester immediately immediately after after completion of one semester course irrespective of the performance at the examination concerned provided he/ he/ she has appeared appeared in the preceding preceding semester semester examinations examinations or filled up the the form for that that particular semester examination. 10. Rules Rules for for Rev Revie iew: w:
Candidates seeking review may apply to the Institution in a prescribed form along with requisite fees within 7 working days from the date of issue of mark-sheet subject to the following conditions: a.
Application Application for review shall be restricted restricted to theoretical theoretical papers only, and no application for reexamination in any practical / oral / internal assessment / dissertation / project / seminar/field work, etc. , shall be entertained.
11
b.
A candidate will have the option of getting his answer scripts reviewed in not more than one full paper or not more than two half papers of a semester if he secures at least 40% of the total marks in remaining papers/half papers of that semester.
c.
In case marks awarded in a paper on review exceeds the original marks obtained by more than 15% of the total marks in the paper or falls more than 15% of the original marks in the paper, the script will be referred to a third examiner and the candidate will be awarded based on the average of the best two of the marks awarded awarded by the two examiners.
11. Rules and procedure procedure for providing providing the Photocopy(ies Photocopy(ies)) of assessed assessed answer book/s: book/s:
Photo copy/ies copy/ies of assessed assessed answer-book/s answer-book/s to the examinee is is extended a. The facility of showing Photo with a view to bring transparency in the examination system and ensure its credibility. b. This facility shall be applicable for theory papers only. c. The prescribed application form for showing Photocopy/ies of answer books shall have to be
filled and signed by the applicant examinee only. d. Collection & submission of application form along with requisite fees should be within seven
working days from the declaration of results 12. Supplem Supplement entary ary Examina Examinatio tion: n: 12.1. If a candidate is unsuccessful at the examination on account of failure to secure pass marks or
unfit for appearing the examination for unforeseen situation, there will be a provision of supplementary examination. If the candidate obtains pass marks in the subject(s) at the supplementary examination examination he shall be declared declared to have passed passed the examination examination as a whole. whole. For seeking seeking supplementary examination candidate should apply to the Controller of Examinations, in a prescribed form along with requisite fees. st
12.2. If a candidate is unsuccessful at the 1 semester semester examination he/she he/she can apply for supplementary supplementary rd
examination held during 3 semester examination provided he has obtained at least 40% marks in the aggregate of other theoretical papers (Passed) excluding the marks of failed subjects. If the candidate is unsuccessful at the 2
nd
semester examination examination then he/she can apply for appearing appearing in the 4
th
semester
examination. examination. If he/she passed passed in it he shall be declared to have have passed the examination examination as a whole without losing his his year but he shall lose his/her rank of merit.
12.3. If a candidate is again unsuccessful in 1
st
semester supplementary examination then he/she can
apply for appearing appearing next semester examination examination and if he/she passes in it he/she shall be declared declared to pass the examination as a whole and his/her rank of merit shall be lost.
12.4. If a candidate is again unsuccessful in the first supplementary examination he/she will apply for
appearing supplementary examination which will be held along with: 1 session for 1
st
semeste semesterr Course/p Course/pape apers rs and 2
nd
st
sem. sem. Examina Examination tion in next next
semes semester ter Exami Examinat nation ion in next next sessi session on for for 2
nd
sem.
Course/papers.
candidate shall shall be required required to clear all back back papers papers within within three academic years from from the 12.5. The candidate year of the admission into the programme. If however, those who fail to clear within the above period,
12
they shall be required to appear all the papers in subsequent years as per the rules and regulation prevalent during that period but their internal assessment marks shall be carried over.
12.6. If a candidate is unsuccessful in any practical papers in first semester examination he/she can
apply for supplementary examination held along with next semester end examination. His/Her previous semester end end examination examination marks marks (Theory) shall be carried carried over. over.
rule): Rules for for the Tabulation Tabulation of Results Results (One mark deficiency rule):
If a candidate fails in any course (Theory/ practicum/ viva voice) by 1 mark only then he/she shall be awarded that deficient deficient mark to pass the examination examination and that shall not be shown in the mark-sheet mark-sheet but shall be shown shown in the Tabulation Tabulation Rolls by adding (+) 1 mark mark to the Course/ Course/ Practicum / Viva-voce score. The candidates who have failed in one or more subjects for deficiency of one mark only or missed st
to obtain 60% (1 class) or 55% in aggregate(in all the semesters)by one mark only, be given one mark and allowed to pass in the subject/s or be placed in the aforesaid status. One mark should be added by plus sign in the subject/s or in the aggregate in the tabulation sheet but in the mark-sheet only totalized marks should be shown. The same shall be applicable for SC/ST candidates only, who have missed to obtain 50% marks in aggregate by one mark only. 13. 13. Issu Issuan ance ce of Degr Degree ee::
After declaration declaration of final final result of the B.Ed. B.Ed. program each each successful successful candidate shall shall receive receive a Degree/Certifica Degree/Certificate te in prescribed format format with the seal and signature signature of the Vice-Chancellor Vice-Chancellor of the University. 14. Revision Revision of regulation regulation and and Curriculu Curriculum: m:
The competent authority may from time to time revise, amend and change the regulations and the curriculum, if found necessary. 15. 15. Disc Discip ipli line ne::
All students shall be required to conduct themselves in a manner befitting the students of a
•
national institution of high reputation, within and outside the precincts of the institution. Unsocial activities like ragging in any form shall not be permitted within or outside the
•
precincts of the institution and the students found indulging in them shall be dealt with severely and dismissed from the institution. COURSE COURSE DETAILS: DETAILS:
Course-I (1.1.1) st
1 Half
Objectives
Childho Childhood od and Growing Up
SEMESTER-I Theory Engagement With the Field 50+50 25
Credit
4+1
Class Hours
64+32
Development and its Characteristics
The student student teachers will be able to :1. Expla Explain in the conce concept pt of grow growth th and and devel develop opme ment nt and and stag stages es of of development with special reference to the stage of adolescence. 2. Know about about the devel developm opmenta entall charact characteris eristics tics 3. Be aware aware of influence influence of heredity, heredity, environment environment including socio cultural factors on developmental process 4. Develop the skills skills of of applying applying the principles principles of developm development ent in improving the teaching learning process.
13
COURSE CONTENT /SYLLABUS
Unit I
Unit II
Unit III
Unit IV
Unit V
Suggested Readings
7 hrs. Growth and developmental pattern of learners: Concept of growth and development • General characteristic characteristicss of Growth and Development Development • Stages and sequence of Growth and Development • Social factors that affect growth and development-poverty, • lack of opportunities, deprivation, disrupted family, poor neighborhood, poor housing Stages of development: Differen Differentt stage stagess of of deve developm lopmentent- infancy infancy,, childh childhood, ood, 7 hrs. • adolescence, Adulthood. AdolescenceAdolescence- Physical Physical development, development, Emotional development, development, • Cognitive development. Needs and problems of adolescents, their guidance and • counseling Different types of Development: Cognitive development- Piaget’s theory and its educational 7 hrs. • implications. Freud’ss Theory. Theory. Psycho-sexual development – Freud’ • Erikson’s theory theory of psychosocial psychosocial Psycho social development – Erikson’s • development. Moral and pro social development- Kohlberg’s theory • Development of self-concept and personal identity • Communication Communication and speech speech developmentdevelopment- paralinguistic paralinguistic and • linguistic stages of development. Individual differences: Role of heredity heredity,, environment environment including including physical physical and socio 5 hrs. • cultural factors, Nutrition, • Child rearing practices and Family. • Development of personality: 6 hrs. Concept of Personality,types and traits of personality, • Trait theories ( Eysenck and Cattell’s 16 factor, Five factor) • Measurement of personality (Self-report and projective • techniques). t 1. Berk, Berk, L. E. (200 (2005). 5). Develo Developme pment nt throug through h life span. span. 6 ed. Pearson. 2. Berk Berk ,L. E ( 2006 2006 ) Child deve developm lopment. ent. Pear Pearson son and Allyn Allyn.. 3. Ray, Ray, Sushil. Sushil. (2012). (2012). Shiksha Shiksha manovi manovidya dya.. Kolkata Kolkata : Soma Book Book Agency. 4. Ghos Ghosh, h, Aru Arun: n: Shi Shiks ksha hashrai Monobigyan. 5. Sengu Sengupta pta,, Pramodb Pramodban andhu dhu & Shar Sharma ma,, Prasan Prasanta ta:: Shiks Shiksha ha mano manobig bigya yan. n. 6. Rog Rogoff, ff, B., et. al. (1995). Development through participation in sociocultural activity. New Directions for Child and Adolescence Development. Vol. 67; 45-65. 7. Saraswati, Saraswati, T. S. (1999). (1999). Adult Adult child child continuity continuity in India: India: Is adolescence adolescence a myth or an emerging reality? In T. S. Saraswati, (Ed). Culture, socialization and human development: Theory, research and applications in India. New Delhi: Sage. 8. Chak Chakra rabo bort rty y,U (201 (2014) 4) Bise Bisess Cha Chahi hida da Samp Sampan anna na Shis Shisu u O Antarbhu Antarbhuktim ktimulak ulak Shiksha, Shiksha,Aah Aaheli eli Publish Publishers. ers. 9. Sharma, Sharma, N. (2003). (2003). Understa Understandin nding g adolescen adolescence. ce. NBT. NBT. India. India. 10. Sternberg, Sternberg, R. J. (2013). Intelligence, Intelligence, competence, competence, and expertise. expertise. In A. J. Elliot & C. S. Dweck, (Eds). Handbook of competence and motivation. Guildford Publications. 11. Chakraborty Chakraborty Pranab Kumar (2006). Siksha Monobijnaner Monobijnaner Ruprekha. K. Chakraborty Publications. Kolkata. 12. Chakraborty Chakraborty Sonali (2009). Sikshar Sikshar Monosttawik Monosttawik Vitti. B. B. Kundu Publications. Kolkata. 13. ChakrobortyP ChakrobortyP.K.,SarkarB .K.,SarkarBijan(201 ijan(2014), 4), ShikhonOMonobidya,AaheliPubli
14
nd
2
Half
Objectives
sher 14. Ghosh Sanat Kumar (2010). (2010). Nirdeshanamulak Nirdeshanamulak Monovidya. Monovidya. Classics Books. 15. Mondal Bhimchandra Bhimchandra (2015). Adhunik Siksha Siksha Monovidyar Ruprekha. Ruprekha. Rita Book Agency Aspects of Development The student student teachers will be able to :1. Know about about various various aspects aspects relat related ed to develo developmen pment. t. 2. Acquain Acquainted ted with with theo theories ries,, types types and and factors factors of motiva motivation tion,, attenti attention on and interest. 3. Understand Understand the nature of intelligence intelligence and and know know various various theories theories related related to it. 4. Develop Develop skills skills for for identify identifying ing and nurtur nurturing ing creati creativity vity.. COURSE CONTENT /SYLLABUS
Unit I
Unit II
Unit III
Unit IV
Unit V Engagement with Field / Practicum
Various aspects related to development: Instincts and Emotions • Emotional Intelligence • Attitude and attachment • Motivation: Extrinsic and Intrinsic Motivation • Theories Theories of Motivation- Maslow, Weiner and and McClelland. • Factors affecting Motivation –Self Efficacy, Locus of • Control, Anxiety, Curiosity and their classroom implications. Attention and Interest: Concept of attention, determinants of attention and their class • room application Attention span and its fluctuation, distraction • Interest and its relation with attention Intelligence: Concept and nature, nature, its distribution acr across oss population population • Factor theories of intelligence (Guilford, Thurston and • Gardner’s theory of Multiple Intelligence,) Measurement of intelligence (Verbal and and non-verbal tests of • intelligence) Intelligence quotient and education • Creativity: Concept of creativity • The components of creativity • Its identification and nurturance. • Any one of the following :i. Observ Observee the variou variouss age group group childre children n (Early (Early childhoo childhood, d, Later Later childho childhood, od, Adoles Adolescen cent) t) in variou variouss situatio situations ns like like in the classroom, playground, at home, with parents, friends, siblings and list down the characteristics of them in physical, social, emotional and intellectual domain. ii. List List down differ different ent maladj maladjuste usted d behaviou behaviours rs of adolesc adolescents ents which you could identify from the classroom and out-side classroom. Take interview of a few and try to understand the factors that may be responsible for their behaviour. iii. Visit Visit a school school (Pract (Practice ice Teachi Teaching) ng) and and find out out the differ different ent measures/activitie measures/activitiess taken taken by school or teachers teachers for healthy healthy mental health of the children by interviewing school teachers. iv. Develo Developme pment nt of Questio Question n Box activi activities ties (can (can be carr carried ied out out by student trainees during practice teaching). (a)To provide provide authentic information information on physical, physical, physiological physiological and psychological changes and development during adolescence and interpersonal relationship issues pertaining to adolescents. (b)To list down the instances of peer pressure which may have harmful consequences for the students and the ways adopted by
6 hrs.
7 hrs.
6 hrs.
7 hrs.
6 hrs.
32 hrs
15
v.
vi. vii. viii.
Mode of Transaction
Suggested Readings
Course-II (1.1.2)
st
1 Half
Objectives
them to face or cope with these unfavourable situations. (Smoking, injecting drug etc.) Find Find out the the plug-in plug-in points points from from your your school school subjec subjects ts and link link it with the components of Adolescence Education. Also plan out supplementary co-curricular activities for the same. Observ Observee some some success successful ful indiv individua iduals ls and and list down the behavioural characteristics which impress you. Take Take intervie interview w of five low low achiev achievers ers and and five high high achiev achievers ers and find out their ways of learning. List List down few few (classro (classroom) om) learn learning ing situation situationss involving involving insightful learning.
Lecture, Discussion, Case Study, Experiments, Problem solving, AudioVideo, Film Show. 1. Bhatia, H. R. (1973). Elements of Education Educational al Psychology, Psychology, 5th edition, edition, Orient Orient Longman Longman.. 2. Bigge, M. L. (1982). (1982). Learning Learning Theories Theories for Teachers, Teachers, (4th (4th edition). edition). New New York, Harper and Row Publishers, P.P. 89-90. 3. Chauhan Chauhan S. S. (2004). Advanced Advanced educational educational psychology. psychology. New Delhi :Vikas Publishing House. 4. Mangal, S. K. (2008). Advanced Advanced educational educational psychology. psychology. New Delhi : Prentice Hall of India. 5. Snowman, Snowman, J. and and Biehler, Biehler, R. R. (2002). (2002). Psychology Psychology applied to teaching. teaching. New York : Houghton Mifflin. th 6. Woolfolk Woolfolk A. R. (1995) (1995).. Educatio Educational nal psyc psycholog hology. y. 6 ed. Boston: Allyn & Bacon. 7. Ghosh Sanat Kumar (2014). Sikshar Monostatwik Monostatwik Vitti. Vitti. Classics Classics Books. 8. Skinner, E. C. (1984). Education Educational al Psychology-4 Psychology-4th th Edition. Edition. New New Delhi: Delhi: Prentice Hall of India Pvt. Ltd. Contemporary India and Education
Theory 50+50
Engagement With the Field 25
Credit
4+1
Class Hours
64+32
Education in Post-Independent India
The student student teachers will be able to :1. Comprehend Comprehend the various constitutional constitutional provisions provisions 2. Develop the knowledge about the recommendations of various commissions and National Policies Policies of Education. Education. 3. Examine the problems and solutions of elementary and secondary education and find out probable solution. 4. Acquire the skill to eradicate inequality, discrimination and marginalization in education. 5 Develop an idea about National Values. COURSE CONTENT /SYLLABUS
Unit I
Unit II
Unit III
7 hrs. Educational provision in the Constitution of India: Fundamental Rights • Directive Principles of State Policy • Fundamental Duties • Centre-State Relationship • Languag Languagee Issues Issues • Recommendations of various commissions commissions after independence: 8 hrs. rs. Indian University Commission(1948-49) • Secondary Education Commission(1952-53) • Indian Education Commission(1964-66) • National Policy of Education(1986,1992) • Equalization Equalization and universaliz universalization ation of Elementary Elementary and Secondary 5 hrs. rs. Education: Concept • Problems •
16
Probable solutions Views of Swami Vivekananda • Inequality, Discrimination and Marginalization in education: 6 hrs. rs. Concept • Causes • Probable solutions • Issues of Contemporary relevance and National Values: 6 hrs. Concept • Characteristics • Relevance in education • Relation with international understanding. • Views of Swami Vivekanada in case of the followings: • a)Mass a) Mass Education b)Women Education c) Technical and Vocational Vocational Education d) Culture and Education Education 1. Banerje Banerjee,J.P e,J.P(201 (2010) 0) History History of Education Education in India,Ko India,Kolkat lkata. a. 2. Chaube,S Chaube,S.P(2 .P(2008 008)) History History and and Problem Problemss of Indian Indian Education,AgarwalPublications,Agra 3. Chaudhry,N.K(2012) Indian Constitution and Education,SHIPRAPublications,New Delhi 4. Chakrab Chakraborty orty,A&I ,A&Islam slam,N(2 ,N(2014 014)) SiksharI SiksharItiha tihass O SampratikGhatanaprabaha,ClassiqueBooks,Kolkata 5. Ghosh,R( Ghosh,R(201 2014) 4) YugeYugeB YugeYugeBhara haraterS terSiksh iksha,So a,Soma ma Book Agency,Kolkata 6. Sharma,R.N(2010) Sharma,R.N(2010) History of Education Education in India,Atlan India,Atlantic,New tic,New Delhi 7. Thakur,D.K.&Haque Thakur,D.K.&Haque S.H(2010) AdhunikBharatersiks AdhunikBharatersiksharDhar harDhara,Rita a,Rita Book Agency,Kolkata 8. Mukhopa Mukhopadhy dhyay,D ay,D,, Sarkar, Sarkar, B and Halder,T Halder,T(201 (2014) 4) Bharo Bharoter ter chala chalaman man Ghatanabali,Aaheli Publishers,Kolkata. 9. Halder,K Halder,K.. & Nath,I (2014)B (2014)Bharo harotyer tyer shiksha shiksharr Samprotik Samprotik Bisoy.K.Chakrabor Bisoy.K.Chakraborti ti Publications,Kolkat Publications,Kolkata. a. 10. Tarafdar,M Tarafdar,M (2012) Swadhin Bharater Bharater Siksha Bikasher Bikasher Dhara,K.Chakroborty Publications,Kolkata •
Unit IV
Unit V
Suggested Readings
nd
2
Half
Objectives
Policy Fr Framework ffo or Ed Education in in In India
The student Teachers Teachers will will be able to :1. Realize the policy policy framework framework for Education Education in India 2. Know the contemporary contemporary issues in education education 2. Develop the knowledge about various policies on education 3.Examine the role and functions of different monitoring agencies of education 4. Understand community participation and development in education 5. Acquire skill to develop educational planning and management. COURSE CONTENT /SYLLABUS
Unit I
Unit II
Unit III
Contemporary issues of education: Unemployment • Poverty • Population explosion • Student unrest • Policies on education: SSA • RTE (2009) • NCF (2005) • NKC(2009) • RMSA • NCF-TE (2009) • Monitoring agencies: UGC • NAAC •
7 hrs.
7 hrs.
6 hrs.
17
NCTE NUEPA • NCERT • IASE • CTE • SCERT • DIET • Community Community participati participation on and development: development: Women education • Dalit education • Tribal education • Adult and Continuing Education • Distance and Open Education • Government initiatives towards educational policies • Educational Planning and Management: Educational Planning • Institutional Planning • Leadership • Administrative structure of Secondary Education • Quality Management • Supervision • Any one of the following :i. Study Study the impact impact of Right Right to Educati Education on Act Act on schools schools ii. Critical Analysis Analysis of Different Different Committees Committees and Commissions Commissions on Education iii. Study of Educational Educational Process in Private Private Schools Schools iv. Planning and Implementation Implementation of Activities Activities – Eco-Club, • instructional material to inculcate values, • field visit to vocational institutes to make reports, • awareness development about population explosion in • rural / slum areas, creating awareness among SC/ST students about various • schemes and scholarships available to them, survey of schools to see the implementation of various • incentives of government to equalize educational opportunities Preparing a presentation on rich cultural heritage of India • •
Unit IV
Unit V
Engagement with Field / Practicum
Mode of Transaction
Suggested Readings
Course-IV (1.1.4)
6 hrs.
6 hrs.
32 hrs
Lectures, discussions, assignments, films on educational thinkers 1. Aggrawal,J.C. (2010). Educational administration and management. New Delhi : Vikas Pub. House. 2. Ahuja,R. (2013) Social problems in India. New Delhi :RawatPublications. 3. Chakraborty,D.K. (2010). Sikshay byabsthapana o parikalpana. Kolkata :K. Chakraborty Publications. 4. Dash,B.N. (2013). School organization, administration and management. New Delhi :Neelkamal Publications. 5. Mohanty,J. (2012). Educational administration, management and school organization. New Delhi : Deep &Deep Publications. 6.Pal,D. et al. (2014) Siksha byabsthapana. Kolkata :Rita Book Agency. 7.Sing,R.P. (2007). Educational finance and the planning challenge. New Delhi :Kanishka Publishers. 8. Mondal & Kar (2012). Sikshay Byabasthapona o Prjukti vidya, Rita Book. 9.Bha 9.Bhatia tia,, K. & Bhati Bhatia, a, B. (198 (1983) 3).. The philosophical and Sociological foundation of Education. New Delhi: Doaba House. 10. Siddiqui, M. H. (2009). Philosophical and Sociological foundation of Education. APH Publishing Corporation, APM Publication Corporation, New Delhi. Language across the Curriculum
Theory
Engagement With the Field
Credit
2+2
18
50
Objectives
50
Class Hours
32+64
The student student teachers will be able to :1. Recogn Recognize ize nature, nature, functi function on and role role of langua language ge across across the the curricul curriculum um 2. Acquaint Acquaint with obstacles in language language usage while while using using the the language language and ways to overcome them. 3. Unders Understand tand import importance ance and and use of first first and second second languag language, e, multilingualism and impact of culture. 4. Acquire knowledge about the the communicati communication on process process and and verbal verbal and and nonverbal communication skills. 5. Familiarize the students with of barriers to (Listening, Speaking, Reading, Writing) LSRW skills and activities for developing these skills COURSE CONTENT /SYLLABUS
Unit I
Unit II
Unit III
Unit IV
Unit V
Engagement with Field / Practicum
Mode of Transaction Suggested
Theoretical Background of Language Usage: Language – Meaning and Concept • Functions of Language • Role of Language across curriculum • A brief historical background of language development. • Theories of language development – Bloomfield, Chomsky, • Saussure Theoretical understanding of Multilingualism. • Understanding the Language Background: Understanding home language and school language. • Power dynamics of ‘standard’ language vs. ‘home language’. • Dialects. • Different Strategies for Language Development: Nature of classroom classroom discourse. discourse. • Develop strategies for using language in the classroom – oral • and written Discussion as a tool for learning. • Language Interaction in the classroom: Nature of questioning in the classroom. • Teachers’ rs’ role. role. Types of questions – Teache • Teachers’ role. Multicultural classroom – Teachers’ • Nature of Reading Comprehension in the Content Areas: Reading proficiency in the content areas – Social Sciences, • Sciences, Mathematics. Schema Theory. • Different Texts – Expository, Narrative, Transactional. • Reflexive. Any two of the following :i. Schoo Schooll Visit Visit to Find Find out out Comm Communi unica catio tion n Problem/Apprehension in Students ii. Desig Designin ning g Game Gamess and and Exerci Exercises ses for for Devel Develop oping ing Liste Listenin ning, g, Speaking, Reading and Writing Skills iii. Assignm Assignments ents on Develop Developing ing Writing Writing SkillsSkills- Summary Summary,, Letter, Letter, Paragraph, Essays, Speech iv. Assignm Assignments ents on Develop Developing ing Speakin Speaking g Skills Skills – Oral Presentations, Debate, Elocution, Discussion, Brain-storming v. Assignments on Developing Listening Skills – Listening to speech, directions.
7 hrs.
7 hrs.
6 hrs.
6 hrs.
6 hrs.
64 hrs. hrs.
Lecture, discussion, exercises, assignments, language games In pedagogy of school subjects, illustrations on content based methodology may be provide provided d 1. Bennett Bennett,, W.A. (1969) (1969).. Aspects Aspects of of language language and and langua language ge teachi teaching. ng.
19
Readings
London : Cambridge University Press 2. Braden, Braden, K. K. (2006). (2006). Task Task based based language language educa education tion:: From From theory theory to to practice.London: Cambridge University Press. 3. Britt Britton on,, James. James. (1973 (1973). ). Lang Languag uagee and learn learnin in g. Londo London: n: Peng Penguin uin Books. Books. 4. Byrnes Byrnes,, Heidi (2006 (2006). ). Advance Advanced d language language lear learning: ning: The The contrib contributio ution n of Halliday and Vygotsky. Continuum International Publishing Group. 5.Pearson, 5.Pearson, J. .C. et al. al. (2011). Human Communication. (4th ed.). ed.). New York: McGraw Hill Hill Companies Companies Inc. 6.Floyd 6.Floyd,, K. (2009). (2009). Interpersonal Communication. New New York York:: McGraw McGraw Hill Hill Companies Inc. th 7.Fromkin, V, Rodman, R &Hyms, N. (2011). Introduction to Language. (9 ed.). Canada: Cengage Learning. 8.Akmajian, A. et al. (2010). Linguistics: Introduction to Language and th Communication. (6 ed.). Cambridge: MIT Press. 9.Fasold, R. &Connor-Linton, J. (2013). An Introduction to Language and th Linguistics. (6 ed.). Cambridge: Cambridge University Press. Theory
Cour Course se-V -V (1.1. (1.1.5) 5)
Unde Unders rsta tandi nding ng Disc Discip ipli line ne and Subjects
50
Engagement With the Field 50
Credit
2+2
Class Hours
32+64
The student student teachers will be able to :-
Objectives
•
Know the basis of knowledge and branches of emerging emerging knowledge.
•
Be aware of the emergence emergence of various various disciplines disciplines
•
Develop among the teacher trainees an understanding of science as a discipline.
•
Understand nature of Mathematics as a discipline.
•
Develop among the teacher trainees an understanding of language as a discipline.
•
Develop among the teacher trainees an understanding of social science as a discipline. COURSE CONTENT /SYLLABUS
Unit I
Unit II
Unit Unit III III
Unit IV
Discipline and Subject: Education as Inter-disciplinary Field of Study • Nature and Characteristics of a Discipline • Emergence Emergence of of Various Disciplines Disciplines from from Education Education • Merger of Various Disciplines into Education • Interrelation and Interdependence amongst Various School • Subjects Science as a Subject and Discipline: Nature and history of science • Scientific method; a critical view • Knowledge, understanding and science • The socio cultural perspective and the ethical consideration • Science as a discipline, place of scientific knowledge in the • schema of school curriculum Study of emergence of school science in relation to the social • political and intellectual and historical context. • Curriculum syllabus and textbooks ; the paradigm shifts in the discipline , the changing notion of scientific knowledge and the need to redefine school science Language as a Subject and Discipline: Centrality of language in education • Role of language in children’s intellectual development and • learning Language in the school curriculum; aims issues and debates • Policy issues and language at school • Language Language as a Medium of Communicatio Communication n • Phases of Language Development • Math athema ematics as a Su Subj bjec ectt and Discipline:
6 hrs hrs.
6 hrs hrs.
6 hrs.
20
7 hrs hrs.
Nature and History of Mathematics Place of Mathematics in School Curriculum • Mathematics in Day-to-day life • Relationship Relationship of Mathematics Mathematics with Other Subjects Subjects • Social Science as a Subject and Discipline: Discipline: Nature and Philosophy of Social Science • •
Unit V
Engagement with Field / Practicum
Mode of Transaction
Suggested Readings
•
Social Science as an Area of Study
Need of Studying Social Science through Interdisciplinary Perspectives Place and and Relevance Relevance of Social Science Science in School Curriculum Curriculum • Any two of the following :i. Polic Policy y analy analysis sis Natio Nationa nall curr curricu iculum lum frame frame works works ii. Iden Identif tific icati ation on of of core, core, hidd hidden, en, null null and and late latent nt curr curricu iculum lum in textbooks. iii. Review of the books books for constructing constructing an activity curriculum. curriculum. •
64 hrs.
Group discussion, lecture-cum –discussion, pair and share , group work, panel discussion, symposium, assignments, field visits and sharing of experiences In pedagogy of school subjects, subjects, illustrations illustrations on content based based methodology methodology may be provided 1. Nationa Nationall Curriculu Curriculum m Frame Work. Work. 2005. 2005. New Delhi: Delhi: NCERT NCERT.. 2. Nationa Nationall Curriculu Curriculum m Frame Work Work Teacher Teacher Educatio Education. n. 2009. New New Delhi : NCTE. 3. Purkait Purkait,, B. R. (2010) (2010).. Milestone Milestoness of ancie ancient, nt, mediaev mediaeval al educat education ion in India. Kolkata: New Central Book Agency. 4. Purkait, Purkait, B. R. (2010). (2010). Milest Milestones ones in modern modern Indian Indian educa education tion.. Kolkata: New Central Book Agency. 5. Mukhopa Mukhopadhy dhyay, ay, Nrisingha Nrisingha Prasad Prasad.. Ancient Ancient Indian Indian education education 6. Mukherje Mukherjee, e, R. K. Ancient Ancient Indian Indian educatio education. n. 7. Chakra Chakravart varti, i, U. (1998). (1998). Rewritin Rewriting g history: history: The The life and times times of Pandita Ramabai. Zubaan. 8. Ghosh, Ghosh, S. C. (2007) (2007).. History History of educat education ion in India India.. Rawat Rawat Pub. 9. Sidh Sidhu, u, K. B. (197 (1974) 4).. The Teaching of Mathematics. New Delhi: Sterling Pub. (p). Ltd. 10. Sharma, Sharma, R. C. (2006). Modern Modern Science Science Teaching. Teaching. New Delhi: Delhi: Dhanpat Dhanpat rai publishing comp. 11. Binning A.C. & Binning Binning A.H. : Teaching Teaching Social Social Studies in Secondary Secondary Schools, New York, McGraw Hill & Co.
Theory Course EPC –1 (1.1EPC1)
7 hrs.
Reading and Reflecting on Texts
25
Engagement With the Field 25
Credit
1+1
Class Hours
16+32
The student student teachers will be able to :• •
Objectives
• •
• •
Know the meaning, process, importance importance and characteristics characteristics of reading. Appreciate Appreciate and apply different different levels, types, techniques and methods of reading. Acquaint with the skills of reading different types of texts. Develop different types of reading skills through various activities and met cognition Learn the skills of reading comprehension and to enhance vocabulary. Acquaint with the problems of reading across curriculum COURSE CONTENT /SYLLABUS
Unit I
Unit II
Introduction to Reading: Reading – Meaning and Process • Importance of Reading across Curriculum • Characteristics of Reading • Reading Skills:
3 hrs.
3 hrs.
21
• •
• •
Levels of Reading- literal, interpretative, interpretative, critical and creative Types of Reading – intensive and extensive reading, Oral &Silent Reading Reading Techniques – Skimming and Scanning. Methodology of Reading
Reading the Text: Unit III
•
•
Types of Texts – Narrative, expository, descriptive, suggestive, empirical, conceptual, ethnography, policy documents, field notes Importance of Different Texts in Curriculum
Developing Reading Skills: •
Unit IV
• • •
Engagement with Field / Practicum
Mode of Transaction
Suggested Readings
•
Developing Reading Comprehension Developing Vocabulary for Reading
•
Problems of Reading
•
3 hrs.
Developing Critical Reading Skills Developing Reflective Skills Activities for Developing Reading Skills Developing Metacognition for Reading
Reading Comprehension: Unit V
4 hrs.
3 hrs.
Any one of the following :32 hrs. i. Divide Divide the class class in in small small grou group p and and prov provide ide diffe differen rentt kinds kinds of texts and instruct them to read and reflect according to the nature of text ii. Divide Divide the group group and and prov provid idee one one text text and and sugge suggest st stude students nts to make different interpretations iii. iii. Desig Design n voca vocabu bulary lary games games to enha enhanc ncee your your vocab vocabula ulary ry iv. Read Read the the text text and and provi provide de a five five word wordss summ summary ary to eac each h paragraph v. Read Readin ing g and and comp compre rehe hens nsio ion n exer exerci cise sess vi. Skim Skim thro throug ugh h the the text text and and give give suit suitab able le title title to the the text text vii. vii. Comple Complete te give given n text text in in stipu stipulat lated ed time time and and summ summar arize ize it in in 6/7 lines with a suitable title. Lecture, Lecture, Discussion, Exercises, Exercises, Games, round table study circle, circle, Reflective questioning, Creative literary activities, journaling, writing diary etc 1. Bright, J. A., and and McGregor, McGregor, G. P. (1970). Teaching English as a Second Language. ELBS: Longman. 2. Doff Doff,, A. (198 (1988) 8).. Teach Teach Englis English: h: Train Training ing Course Course for for Teache Teachers. rs. Cambridge: Cambridge University Press. 3. Hill, Hill, L. A., and Dobby Dobbyn, n, M. A. (1979). (1979). Training Course, Trainer’s Book. London: Cassell. 4. Hubbard Hubbard,, P., and Hywel, Hywel, J. J. et al. (1983). (1983). A Training Course for TEFL. Oxford University University Press.. 5. Mukalel, Mukalel, J. C. (1998). (1998). Approaches to English Language Teaching. New Delhi: Discovery Publishing house. 6. Mukalel, Mukalel, J. C. (1998). (1998). Creative Approaches to Classroom Teaching. New Delhi: Discovery Publishing house. 7. Mukalel, Mukalel, J. C., and and Ahmed, Ahmed, S. B. (1984). (1984). Teaching English in India. New Delhi: Arya Book Depot. 8. Nagaraj Nagaraj,, G. G. (1996 (1996). ). English Language Teaching Approaches, Methods and Techniques. Calcutta: Orient Longman. 9. Richard, Richard, J., and Theodore, Theodore, S., and and Rodgers, Rodgers, T. T. S. (1968). Approaches and Methods Methods in Language. Language. Cambridge University Press. 10. Venkate Venkateswar swaran, an, S. (1995 (1995). ). Principles of Teaching English. New Delhi: Vikas Publishing House. 11. 11. Willis Willis,, J. (1981) (1981).. Teaching English through English ELBS. England: Longman Ltd.
