ACKNOWLEDGEMENT

Presentation inspiration and motivation have always played a great role

in the success of my venture. I would like to take this opportunity and
express my gratitude to Miss. Manvi Bhandari for her constant Support
and guidance throughout our assignment. Her Open door policy being
welcomed at any time of the day and their willingness to give advice
and point in the right direction was highly appreciated.
A special thanks to all the teaching and non-teaching staff of the
department of B.Ed of St Lawrence College of Higher Education for their
timely help and encouragement for the fulfillment of assignment
CERTIFICATE

This is to certify that Anshi Sharma a student of B.Ed has made the
'Preliminary school engagement' under my supervision. She has taken
interest and shown sincerity in the completion of this file-Preliminary
school engagement-2 to my full satisfaction

Miss Manvi Bhandari

INDEX

Acknowledgement
Certificate

Observation
 Nature of observation
 School observation
 School principal
 School infrastructure
 Role of teachers and non-teaching staff
Reflection per day

Co-curricular activities
 Types of co-curricular activities
 Benefits of co-curricular activities
 Importance of co-curricular activities in schools

CCE
 Benefits of CCE
 Disadvantages of CCE
 CCE pattern
 Outcomes of CCE
 Teachers facing problems during CCE

Subjects practices
 Learning and teaching
 Historical and sociological foundations of education
 Assessment of English
 Teaching of social science
Conclusion
WHAT IS OBSERVATION?

Observation is the active acquisition of information from a primary

source. In living beings, observation employs the senses. In science,
observation can also involve the perception and recording of data via
the use of scientific instruments. The term may also refer to any data
collected during the scientific activity. Observations can be qualitative,
that is, only the absence or presence of a property is noted, or
quantitative if a numerical value is attached to the observed
phenomenon by counting or measuring.
For example, let us suppose that an observer sees a parent beat their
child; and consequently may observe that such an action is either good
or bad. Deductions about what behaviors are good or bad may be
based on preferences about building relationships, or study of the
consequences resulting from the observed behavior. With the passage
of time, impressions stored in the consciousness about many, together
with the resulting relationships and consequences, permit the
individual to build a construct about the moral implications of behavior.
"Observe always that everything is the result of a change, and get used
to thinking that there is nothing Nature loves so well as to change
existing forms and to make new ones like them."

— Meditations. iv. 36. – Marcus Aurelius

NATURE OF OBSERVATION

Observation of nature finds the notion realized in inorganic nature,

laws, whose moments are things which at the same time are in the
position of abstractions. But this notion is not a simplicity reflected into
self. The life of organic nature, on the other hand, is only this self-
reflected simplicity. The opposition within itself, in the sense of the
opposition of universal and individual, does not make its appearance in
the essential nature of this life itself with one factor apart from the
other. Its essential nature is not the genus, self-sundered and self-
moved in its undifferentiated element, and remaining at the same time
for itself undifferentiated in its opposition. Observation finds this free
notion, whose universality has just as absolutely within it developed
individuality, only in the notion which itself exists as notion, i.e. in self-
consciousness.

1. Laws of Thought

When observation now turns in upon itself and directs itself on the
notion which is real qua free notion, it finds, to begin with, the Laws of
Thought. This kind of individuality, which thought is in itself, is the
abstract movement of the negative, a movement entirely introverted
into simplicity; and the laws are outside reality.
2. Psychological Laws

In the active practical reality of consciousness, observation thus finds

opened up before it a new field. Psychology contains the collection of
laws in virtue of which the mind takes up different attitudes towards
the different forms of its reality given and presented to it in a condition
of otherness. The mind adopts these various attitudes partly with a
view to receiving these modes of its reality into itself, and conforming
to the habits, customs, and ways of thinking it thus comes across, as
being that wherein mind is reality and as such object to itself; partly
with a view to knowing its own spontaneous activity in opposition to
them, to follow the bent of its own inclinations, affections, and
emotions, and carry off thence what is merely of particular and special
moment for itself, and thus make what is objective conform to itself. In
the former it behaves negatively towards itself as single and individual
mind, in the latter negatively towards itself as the universal being.

3. The Law of Individuality

In telling over these various faculties observation keeps to the universal

aspect: the unity of these multifarious capacities is the opposite aspect
to this universality, is the actual concrete individuality.
To take up again thus the different concrete individualities, and to
describe how one man has more inclination for this the other for that,
how one has more intelligence than the other — all this is, however,
something much more uninteresting than even to reckon up the
species of insects, mosses, and so on. For these latter give observation
the right to take them thus individually and disconnectedly because
they belong essentially to the sphere of fortuitous detailed particulars.
To take conscious individuality on the other hand, as a particular
phenomenal entity, and treat it in so wooden a fashion, is self-
contradictory, because the essential nature of individuality lies in the
universal element of mind. Since, however, the process of
apprehending it causes it at the same time to pass into the form of
universality, to apprehend it is to find its law, and seems in this way to
have a rational purpose in view, and a necessary function to fulfil.

CLASSROOM OBSERVATION
A classroom observation is a formal or informal observation of teaching
while it is taking place in a classroom or other learning environment.
Typically conducted by fellow teachers, administrators, or instructional
specialists, classroom observations are often used to provide teachers
with constructive critical feedback aimed at improving their classroom
management and instructional techniques. School administrators also
regularly observe teachers as an extension of formal job-performance
evaluations. Systematic classroom observation is a quantitative method
of measuring classroom behaviors from direct observations that
specifies both the events and behaviors that are to be observed and
how they are to be recorded. Generally, the data that is collected from
this procedure focuses on the frequency with which specific behaviors
or types of behavior occurred in the classroom and measures their
duration. There are several elements that are common to most
observational systems.
 a purpose for the observation
 operational definitions of all the observed behaviors
 training procedures for observers
 a specific observational focus
 a setting
 a unit of time
 an observation schedule
 a method to record the data
 a method to process and analyze data (Stallings and Mohlman,
pp. 469–471)
Prior to the use of systematic observational methods, research on
effective teaching typically consisted of subjective data based on
personal and anecdotal accounts of effective teaching. In order to
develop a scientific basis for teaching, researchers began to use the
more objective and reliable measures of systematic classroom
observation. In the last quarter of the twentieth century, several
hundred different observational systems have been developed and
used in classrooms. There have similarly been hundreds of studies that
have used classroom observation systems since the 1970s.
Some of the major strengths of using classroom observation allow
educators to do the following: (1) permit researchers to study the
processes of education in naturalistic settings; (2) provide more
detailed and precise evidence than other data sources; and (3)
stimulate change and verify that the change occurred. The descriptions
of instructional events that are provided by this method have also been
found to lead to improved understanding and better models for
improving teaching.
Classroom observation has many valid and important educational
purposes. This section summarizes three important purposes or areas
where systematic classroom observation has been widely used: (1)
description of instructional practices; (2) investigation of instructional
inequities for different groups of students; and (3) improvement of
teachers' classroom instruction based on feedback from individual
classroom or school profiles.
the observational feedback was intended to be used as a guide for
teachers with which they and their colleagues could reflect about their
practices on their own and decide what action to take. Professional
services and university courses are some of the possibilities that
teachers could choose if they wanted to continue to collaborate with
the researchers in order to help them improve their instruction. In
summary, the use of feedback from classroom observations appears to
be a potent strategy that can improve instructional behaviors in specific
classrooms and schools.
CO-CURRICULAR ACTIVITIES
Co-curricular activities (CCAs) earlier known as Extracurricular Activities
(ECA) are the components of the non-academic curriculum that helps to
develop various facets of the personality development of the child and
students. For all-round development of the child, there is a need for
emotional, physical, spiritual and moral development that is
complemented and supplemented by Co-curricular Activities.
Co-curricular Activities are defined as the activities that enable to
supplement and complement the curricular or main syllabi activities.
These are a very important part and parcel of educational institutions
to develop the students’ personality as well as to strengthen classroom
learning.
These activities are organized after the school hours, so known as extra-
curricular activities. Co-curricular Activities have a wide horizon to cater
to the cultural, social, aesthetic development of the child.
Non-academic activity in the form of co-curricular one provides support
to students to venture into professional fields like fashion, music,
painting, art, acting, photography, printing and many more. That’s why
students need co-curricular activities, which helps in enhancing many
skill developments. Importance of co-curricular activities have
increased manifold in modern life. However, co-curricular meaning
varies to little bit as per place, time and space. Importance of co-
curricular activity in school curriculum has been widely acknowledged
by many countries in their respective Curriculum Frameworks. The
same case is also noticed with National Curriculum Framework (NCF) of
India.

TYPES OF CO-CURRICULAR
ACTIVITIES
(1) Activities for Physical Development:
Drill, P.T., indoor and outdoor games, sports, exercise, NCC, athletics,
etc.

(2) Activities for Intellectual Development:

School magazine, science club, world affairs society, debates, seminars
and discussions, essay and story writing competition, poetry recitation,
newspaper reading, etc.

(3) Activities for Social Development:

Co-operative society, scouting and guiding, games and sports, school
council activities, celebration of special festivals, conducting morning
assembly, etc.

(4) Activities for Psychomotor Development:

Tailoring, carpentry, toy-making, soap-making, candle and incense-stick
making, embroidery, knitting, spinning, gardening, sculpture making,
leather work, clay work, weaving, book-binding, etc.

(5) Activities for Cultural Development:

Annual day programmes, music and dance, drawing and painting, fancy
dress competitions, etc.
(6) Picnics/Excursions/Tours:
Hiking, rock/mountain climbing, visits to museums, zoo, aquarium,
planetarium, Nehru science centre, visits to exhibitions, etc. For
primary school children, visits to a bank, a post-office, a hospital, a
police-station, a garden, LIC office, government offices or mantralaya,
an air-port or a sea-port, etc.

(7) Activities for Development of Civic Values:

Celebration of social, religious and national festivals, school parliament
election, co-operative stores, cleanliness drive, AIDS awareness
programme, drug and liquor/alcohol abuse programmes, World
Environment Day celebrations, environmental protection drive, etc.

BENEFITS OF CO-
CURRICULAR ACTIVITIES
i. Co-curricular activities stimulate playing, acting, singing,
recitation, speaking and narrating in students.
ii. Activities like participation in-game debates, music, drama, etc.,
help in achieving the overall functioning of education.
iii. It enables the students to express themselves freely through
debates.
iv. Games and Sports help to be fit and energetic to the child.
v. It helps to develop the spirit of healthy competition.
vi.  These activities guide students on how to organize and present
an activity, how to develop skills, how to co-operate and co-ordinate in
different situations-all these helps in leadership qualities.
vii. It provides the avenues of socialization, self-identification, and
self-assessment when the child comes in contact with organizers, fellow
participants, teachers, people outside the school during cultural
activity.
viii. Inculcate the values to respects other’s views and feelings.
ix. It makes you perfect in decision making.
x. It develops a sense of belongingness.
xi. CCA provides motivation for learning.
xii. CCA develop values like physical, psychological, Ethical, academic,
civic, social, aesthetic, cultural  recreational and disciplinary values
IMPORTANCE OF CO-
CURRICULAR ACTIVITIES IN
SCHOOL

Proper Education – Since, co-curricular activities are merged with

academics therefore, it ensures that students get to learn effectively.
Science or Computer Lab practical, experiments and projects are part of
co-curricular activities.
Cultural Values - Students get to learn by cultural
events including national events and traditional events from different
faiths including Gandhi Jayanti, Indepedence Day, Republic Day, as well
as Diwali, Eid, Baisaki, Onam, Raksha Bandhan, and many other cultural
events. Students get to learn about these events through books as well
as co-curricular activities based on different cultures organized by
Schools.
Personality Development – Students perform co-curricular activities in
schools, which help them sharpen their communication skills,
expression skills, public speaking, participation and sense of
belongingness through different activities like debates, recitation. Art
and craft, creative art competitions, classroom activities like reading,
group discussions etc.
Physical and Mental Health – Co-curricular activities require students
to stay active at school by participation since, students have no option
to skip these activities as it’s a part of their curriculum. Students have
to be a part of co-curricular activities like athletics, gymnastics, yoga,
indoor games, and meditation etc. These activities are beneficial for
students’ physical fitness as well as mental health and they are relieved
from academic stress.
Learning Experience – Co-curricular activities are good for improving
students learning experience at school which improves
their attendance at school and increases participation rate by students
in co-curricular activities. Of course, students get a really good excuse
for a break from academics.
Team Leadership Skills – Co-curricular activities at school are designed
in groups so that students can participate along with their classmates.
This helps students develop leadership skills, team
integrity and coordination skills.
Moral Values – The students through co-curricular activities
learn essential ethical values about different cultures, religions, events
of national and international importance as well as discipline and
school life ethics. They learn to understand different religions, values,
social ethics, patience, empathy, motivational skills, compatibility
and contentment.
Continuous and
Comprehensive
Evaluation
Continuous and Comprehensive Evaluation (CCE) was a process of
assessment, mandated by the Right to Education Act, of India in 2009.
This approach to assessment was introduced by state governments in
India, as well as by the Central Board of Secondary Education in India,
for students of sixth to tenth grades and twelfth in some schools. From
this the smaller classes student would have a practice to face the exam
of board in younger age The Karnataka government introduced CCE for
grades 1 through 9 later it was also introduced for 12th grades
students. The main aim of CCE was to evaluate every aspect of the child
during their presence at the school. This was 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 was claimed to bring enormous changes
from the traditional chalk and talk method of teaching, provided it is
implemented accurately.
As a part of this system, student's marks were replaced by grades which
were evaluated through a series of curricular and extra-curricular
evaluations along with academics. The aim was 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 were awarded to students based on
work experience skills, dexterity, innovation, steadiness, teamwork,
public speaking, behaviour, 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.
BENEFITS OF CCE

 Encourages the learning of students by including new teaching

techniques and methods
 Explores the learning needs as well as potential of the students
 Identifies the continuous learning progress of students on smaller
content portions on a regular basis
 Recognizes as well as deals with the certain needs of those
students who are not academically sound
 Encourages students to participate in extra-curricular activities
instead of focussing largely on academics
 Divides the huge CBSE portion into smaller chunks and reduces
pressure of enormous studying
 Leads to holistic education, which calls for overall student
development on various aspects
 CCE exam scheme allows students to make better and well-
informed choice of subjects in 11th class, depending upon their
academic performance, liking, aptitude and interests
 Encourages additional life skills, emotional skills and thinking
abilities
 Includes long-text reading, which means that the students are
asked to inculcate the habit of novel reading
DISADVANTAGES OF CCE

 The grading system is its biggest disadvantage because students

scoring 90 and 99 marks are both kept in Grade A+. There is no
segregation
 Grouping together of a large number of students is another
disadvantage
 A lot of people argue that CCE makes the students take their
boards lightly
 Students are forced to study all round the year, which in a way, is
like giving no rest to them. Each and every activity is monitored
constantly
 The internal exam papers are evaluated by school teachers, which
means that there is a huge possibility of favouritism
 Endless projects and students’ dependency on the Internet is
hampering their creativity in a way, with no outside knowledge
 The students have a casual approach towards re-evaluation as this
option is readily available for them
 There has been an introduction of language labs for conducting
listening and speaking classes in Hindi and English. However, a lot of
schools do not have the infrastructure and facility for the same
CCE PATTERN
Unlike CBSE's old pattern of only one test at the end of the academic
year, the CCE conducts several. There are two different types of tests.
Namely, the formative and the summative. Formative tests will
comprise the student's work at class and home, the student's
performance in oral tests and quizzes and the quality of the projects or
assignments submitted by the child. Formative tests will be conducted
four times in an academic session, and they will carry a 40% weightage
for the aggregate. In some schools, an additional written test is
conducted instead of multiple oral tests. However, at least one oral test
is conducted.
The summative assessment is a three-hour long written test conducted
twice a year. The first summative or Summative Assessment 1 (SA-1)
will be conducted after the first two formatives are completed. The
second (SA-2) will be conducted after the next two formatives. Each
summative will carry a 30% weightage and both together will carry a
60% weightage for the aggregate. The summative assessment will be
conducted by the schools itself. However, the question papers will be
partially prepared by the CBSE and evaluation of the answer sheets is
also strictly monitored by the CBSE. Once completed, the syllabus of
one summative will not be repeated in the next. A student will have to
concentrate on totally new topics for the next summative.
At the end of the year, the CBSE processes the result by adding the
formative score to the summative score, i.e. 40% + 60% = 100%.
Depending upon the percentage obtained, the board will deduce the
CGPA (Cumulative Grade Point Average) and thereby deduce the grade
obtained. In addition to the summative assessment, the board will offer
an optional online aptitude test that may also be used as a tool along
with the grades obtained in the CCE to help students to decide the
choice of subjects in further studies. The board has also instructed the
schools to prepare the report card and it will be duly signed by the
principal, the student.

 Deductive Method - What does the student know and how can he
use it to explain a situation.
 Co-relation with a real-life situation - Whether the situation given
matches any real-life situation, like tsunamis, floods, tropical
cyclones, etc.
 Usage of Information Technology - Can the problem be solved
with the use of IT? If yes, how?
In addition to that, various assignments can be given such as projects,
models and charts, group work, worksheet, survey, seminar, etc. The
teacher will also play a major role. For example, they give remedial
help, maintain a term-wise record and checklists, etc.
OUTCOME OF CCE

The outcome of the CCE system at the initial level varies. Though most
of the schools implemented it quickly, teachers and students who were
accustomed to the older system of evaluation and examination faced
difficulties coping with the changes. The main aim of CCE is to reduce
pressure on students who are unable to effectively participate in the
educational system and leave it dejected and with low self-confidence.
However, the system has also been criticised for focussing more on
projects and activities than actual learning. Critics also state that
students' workload has not actually gone down because even though
exams have been reduced, stressed students wrestle with projects and
oral tests all the year round. Students are required to participate in
activities even if the syllabus is not covered. Despite these criticisms,
the outcomes of this system were projected to be better that the rote
learning of the previous system, which placed an undue emphasis on
memory and facts instead of understanding and creating a learning
environment.
PROBLEMS FACED BY
TEACHERS WITH CCE
CCE believed to help reduce the pressure on the child during/before
examinations. After a discussion with few teachers we have identified
some problems which teachers may face in implementation and
execution of CCE system. These are:-

 Increased volume of work: As students have to sit for multiple

tests throughout the year, it has led to increase of burden on both
teachers and students .collecting, checking and marking projects
require extra efforts on the part of teacher as compared to written
tests. Teachers feel that their work has increased tremendously with
assessments having additional ‘descriptive indicators’. The increased
volume of work further affects teaching effectiveness
 Time Constraints: Continuous Comprehensive Evaluation requires
us to spend more time evaluating individual students. While the
advantages of this include a broader view of the child’s progress and
more interaction with the child’s parents, it can put additional strain
on us that negatively influences their ability to assess students.
Student conferences are more frequent under this system, requiring
us to add more hours to their work day
 Negligent attitude of parents: Some parent specially uneducated
parents do not support the CCE system. They think of CCE activities as
a waste of time, money (amounts spent in making projects) and
efforts. Many of them favour the traditional approach of terminal
examination. Parent lack of support affects the performance of child
adversely and further makes the tasks of the teacher tougher. There
are many financial constraints associated with it as it may not suit the
pocket of every child.
 Large number of children in class: Most teachers find it difficult to
execute CCE in large classes. In such cases CCE activities become time
consuming and unmanageable and teachers are not able to give
individual attention. Due to be over crowded classes, sometimes CCE
becomes only show off.