कक्षाओं में प्रिंट भरा वातावरण कैसे बनाएँ?

यह कोर्स प्राथमिक कक्षाओं के शिक्षकों के लिए कारगर रहेगाI राष्ट्रीय पाठ्यचर्या की रूपरेखा-2005 में कक्षाओं में प्रिंट भरा वातावरण बनाने की बात पर ज़ोर दिया गया है ताकि बच्चों को लिखित भाषा का अच्छा अनुभव मिल पाएI इस कोर्स में इस बात पर ध्यान दिया है कि कैसे प्रिंट-समृद्ध माहौल में बच्चे प्रिंट के साथ जुड़ते हुए पढ़ने-लिखने की कुछ महत्वपूर्ण अवधारणाएँ खुद ही समझ लेते हैंI साथ ही, हम कोर्स में अपनी कक्षाओं के बच्चों की स्तिथियों का विश्लेषण करते हुए, यह समझ सकते हैं कि शायद कुछ बच्चों के घरों में प्रिंट को अनुभव करने के मौके हों ही नI कोर्स में हमने प्रिंट से जुड़े बहुत से उदाहरणों के बारे में बात की है जो हमारी कक्षाओं को प्रिंट भरा बनाने में हमारी मदद कर सकते हैंI कोर्स की लेखिका इस कोर्स की लेखिका श्रीमती ज्योति सिंगला हैंI उन्होंने दिल्ली विश्वविद्यालय से बी.एल.एड और एम.एड किया है और जामिया मिलिया इस्लामिया विश्वविद्यालय से एम.फिल I वह माध्यमिक कक्षाओं में भाषा की शिक्षक रह चुकी हैं I उन्होंने भाषा शिक्षण के क्षेत्र में कुछ शोध भी किए हैंI

The module is relevant for:

Medium:

  • Hindi

Applicable Classes:

  • Class 1 to 12

User Type:

  • Teachers and Educators

You will be eligible for certificate if you have accessed the content for at least one hour and secured minimum 60% in this course.

Credits

स्रोत • A Language Rich Classroom by TESS-INDIA • Axelrod, Y., Hall, A., & McNair, J. (2015). Kindergarten Through Grade 3: A Is Burrito and B Is Sloppy Joe: Creating Print-Rich Environments for Children in K–3 Classrooms. YC Young Children, 70(4), 16-25. Retrieved from http://www.jstor.org/stable/ycyoungchildren.70.4.16 • Chugh, D. (n.d.). कुछ और गतिविधियों से भाषा शिक्षण. शैक्षणिक संदर्भ, 18(75), 69-76. • Clay, M. M. (2017). Concepts about print: What have children learned about the way we print language?Portsmouth, NH: Heinemann. • Cronsberry, J. (2004). Word Walls: A Support for Literacy in Secondary School Classrooms. • Jayram, K. (n.d.). शुरूआती पठन-लेखन विकसित करने के प्रयास. शैक्षणिक संदर्भ,3(60), 75-87. • Jayram, K. (n.d.). सार्थक और सक्रिय लिखित माहौल विकसित करने के प्रयास. शैक्षणिक संदर्भ,4(61), 75-86. • Pool, J., & Carter, D. (n.d.). Creating Print Rich Learning Centers. Teaching Young Children,4(4), 18-20. • Purcell-Gates, Victoria. (1995). Other people’s words : the cycle of low literacy. Cambridge, Mass. ; London :Harvard University Press • Reading Corner, early Literacy Programme, Department of Elementary Education, N.C.E.R.T • Strickland, D., & Morrow, L. (1988). Emerging Readers & Writers: Creating a Print Rich Environment. The Reading Teacher, 42(2), 156-157. Retrieved from http://www.jstor.org/stable/20200044 • The Learning Environment by TESS-INDIA • http://www.readingrockets.org/article/literacy-rich-environments

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Job Description Academic Mentor

  • To support School Heads / Principals and strengthen the curriculum planning, delivery and class room transaction process for improved effectiveness.
  • To optimize usage and improvement of school’s infrastructure and facilities especially working toilets, functional library, computer labs, Science labs and energized classrooms.
  • To activate critical processes such as sports, drawing and other student cantered activities and events.
  • To smoothen academic operations throughout the year and also non-academic operations viz sports day, annual day, republic day, community volunteering, PTM etc.
  • To support teachers through interactive sessions.
  • To conduct subject wise week in schools for Science, English and Math linked with the annual curriculum.
  • To extend technical support to teachers on subject specific skills.
  • To support on difficult concepts and conduct specific need-based refresher training.
  • To extending support in planning the entire academic year including curriculum rollout, remedial, assessments and processes for ongoing monitoring and mentoring.
  • Candidates should aware about local language.

Job Description Senior Executive – Communication

  • To support School Heads / Principals and strengthen the curriculum planning, delivery and class room
    transaction process for improved effectiveness.
  • To optimize usage and improvement of school’s infrastructure and facilities especially working toilets,
    functional library, computer labs, Science labs and energized classrooms.
  • To activate critical processes such as sports, drawing and other student cantered activities and events.
  • To smoothen academic operations throughout the year and also non-academic operations viz sports
    day, annual day, republic day, community volunteering, PTM etc.
  • To support teachers through interactive sessions.
  • To conduct subject wise week in schools for Science, English and Math linked with the annual
    curriculum.
  • To extend technical support to teachers on subject specific skills.
  • To support on difficult concepts and conduct specific need-based refresher training.
  • To extending support in planning the entire academic year including curriculum rollout, remedial,
    assessments and processes for ongoing monitoring and mentoring.
  • Candidates should aware about local language.