FIELD REPORT
Quality Education Teachers Training Workshops
2nd Phase
On Child Centered Teaching
Lelep Taplejung
April 21 - 30, 2011
Compiled by: Rural Education and Environmental Development Centre
Contents
Executive Summary 3
Objectives and Expected outcomes 4
Workshop Programme 4
Need identification 4
Workshop timetable 5
Day 1 6
Social studies 6
Successes and Challenges 7
Workshop Evaluation 8
Self Performance Evaluation of Teachers in Lelep: 10 days course 9
Comments and feeling of teachers about training 11
Recommendations 11
Appendix A 12
Appendix B 14
Appendix C 15
Content in detail 15
The Continuous Assessment System (CAS) 15
Importance of the social studies in the primary level 16
Contact Detail 25
Executive Summary
This report is the second in the series describing a ten days second phase teacher-training programme in Taplejung district of Nepal by Himalayan Trust UK and REED Nepal. The programme involved conducting 10 days in-service workshops for the primary teachers.
All the teachers from the schools of the Lelep resource center and Yamphuding VDC of Taplejung district were included in 10 days second phase teacher training programme based on child centered participatory approach at Lelep of Taplejung district. The key teachers provided in school support for at least 2-3 times per year, where the classes were observed and feedback given for the improvement. Furthermore, key teachers during their visits demonstrated the model lessons when the teachers asked. The schools were given the necessary materials and reading books to practice child centered teaching learning activities.
In the teacher training, 78 teachers from 5 VDCs schools attended. The themes of the workshops were Brain gym, learning styles, Continuous Assessment System (CAS), team building, subject-wise teaching methods, techniques, approaches along with the materials preparation and use and model lesson. Curriculum studies and the importance of teacher guide was also the focus of training. The course had 2 days cycle in four different subjects. The necessary related materials were prepared during the training, assessment and evaluation and making of child centered learning materials was a main focus.
The training resulted in several outcomes. Teachers shared their experiences during the year. They learnt new understandings about learning styles, creative teaching, classroom organization and management, assessment and evaluation as well as developing new teaching skills and material development for child centered learning.
The programme continues to monitor the impact on student learning and changed teacher behaviour in the classroom through the regular Key teachers’ visits and REED trainers’ field visits.
The Himalayan Trust UK funds the teacher-training programme in Taplejung district and the Rural Education and Environment Development Center (REED) implements, monitors and supports.
The DEO and his staff continued to be very positive and supportive for the programme. The cooperation between the Himalayan Trust UK, The Australian Himalayan Foundation, Swiss Foundation, McNair Foundation, DEO, District Education Office, REED, and the teachers of Taplejung are key factors for the accomplishment of this programme.
Objectives and Expected outcomes
Objectives / Expected Outcomes1. develop child-centered teacher training methods and skills by reviewing the skills learnt in the first phase 10 day basic and 6 days refresher training / improved teaching in the classroom where children are learning actively
2. increase teacher’s understanding and knowledge in all subjects / teachers teach more effectively and confidently
3. Introduce and practice CAS / Teachers evaluate the students diagnosing the problems with the close cooperation of guardians and teaching staff
4. encourage teacher to develop and use teaching learning materials / teacher teach student preparing and using teaching learning materials
5. key teachers helps in the training and to the trainers team as well as learn to lead the sessions / Key teachers are encouraged to deliverer the training session with the help of trainers as well as support other teachers and visit the schools in their clusters
6. provide school supply materials / Teacher and student use the given materials appropriately and manage the necessary materials.
Workshop Programme
These second Phase ten days workshops was attended by 78 teachers who are teaching in the primary and lower secondary level. The workshop was conducted by the REED training team and was assisted by 8 Key teachers.
The District Education Office resource personnel (RPs) and the head teacher from the host schools were very supportive, which added the steps to accomplish this program successfully.
Need identification
Teachers’ needs and expectations were collected before launching the program. Trainers had designed the session on the basis of the needs collected in the previous training and the priority was given the major needs of the participants raised in this training as well. The expectations of the teachers included:
· How to prepare lesson plans, preparation and use of appropriate and relevant teaching learning materials
· Learn effective classroom management skills promoting child friendly atmosphere.
· Use of curriculum in all subjects while teaching to meet the learning achievement of the children
· Learn new songs and games that can be used with the children in their classrooms
· Effective way to evaluate the children through Continuous Assessment System which has been compulsory in the primary schools in Nepal from this academic session.
· Learn effective methods, techniques and strategies in teaching.
Workshop Timetable
Each day began with the Nepali National Anthem, a class song of primary level, a Nepali song and Brain Gym. The Brain Gym for the accelerated learning was clarified each morning along with its practice. Key teachers and teachers of different schools were given chance to lead the brain gym. New games were incorporated into the program according to the timetable of each subject. Participant representatives and facilitators conducted a daily evaluation of sessions.
Participants prepared short demonstration micro teaching lessons in groups. These lessons used skills emphasized in the training such as group work, questioning, discussion and using teaching materials. A teacher from each group was randomly chosen to teach the lesson. Students were found from local schools. Participants provided feedback based on the classroom teaching observation checklist. Furthermore, a general improvement in the standard of micro-teaching was noticed in the comparison to previous years.
The program had two days subject cycle for four subjects (English, Maths, Science and Social studies). All the teachers got chance to learn the teaching techniques, skills, approaches and the way of dealing the subject matter in child centred approach.
Day 1
· Registration of the participants· Distribution of name tag and materials
· Opening ceremony
· Group division (Subject groups)
· Needs identification
· Team building game (balloon relay, pulse relay)
· teachers’ self evaluation
· Review of gained knowledge and skills
· success and challenges
· Psychology and Successful behavioral management / Day 2 to 9
2 days subject cycle for 4 different subjects and practice teaching in and feedback in last day
(English, Mathematics, Science and Social Studies)
Social studies
· Strategies for teaching social studies effectively· Teaching module for season change
· Map, Atlas and Globe study
· Concept of latitude and longitude
· Picture drawing skill and practice
· ECD classroom management
· Behaviour Management of Children (Life Skills Golden Rules and Flower Pocket Book Making
· Games / Mathematics
· Maths curriculum study
· Cooperative learning
· Hundred Board
· Place value
· Graph
· Maths Game (Dice and Cards)
· Vann diagram
English Language
· Concept of teaching colors
· Teaching vocabulary
· Grammar teaching strategies
· Model lesson on adjectives, nouns and verbs
· Teaching writing
· Story teaching
· Use of songs/chants to teach English
· Language games
· Use of riddles to teach English / Science
· Effective science teaching strategies
· Scientific process
· Fire needs air
· Soluble and insoluble
· Monocot and dacoit
· State of matter
· Solar and lunar eclipse
· concept of day and night
· volume measurement of gas
Successes and Challenges
Participants discussed and recorded their successes and challenges in a variety of key areas what they had learnt in the previous trainings.
Achievement
· Teachers are habituated in using the teaching learning materials in the classrooms
· Students can use materials independently
· Group division and group works are encouraged in schools
· Games and songs for teaching has been amusing in teaching
· Project works and preparation of teachers are another success of teachers
· Students feel encouraged and enjoy in the classroom
· Teacher responsibilities evenly distributed and Curriculum and books arrived on time
· Good cooperation between teaching staff and Good cooperation between school and community
· Students are sent to school regularly as the community involved in school development
· Teachers are habituated to use teachers guide, curriculum and learning achievement is focused while teaching.
Challenges:
· Unqualified teachers and lack of enough resources
· Lack of teachers in schools and language problems in village areas because of the multilingual culture.
· Parents are not fully aware of the importance of education
· Different levels of ability and age in one classroom and students not bringing books or pencil to school
· Noisy classrooms and the teachers not able to have group work as it is supposed to do.
· Difficulties of multi-grade teaching due to room size and lack of teachers’ motivation
Workshop Evaluation
SN / Contents / Excellent % / Good % / Ok% / CBI
%
1 / Overall Training Impression / 51.3 / 47.4 / 1.3
2 / Brain Gym and Songs / 38.5 / 59.0 / 2.5
3 / Subject wise song and game / 33.3 / 60.3 / 6.4
4 / Cooperative Learning / 38.5 / 48.7 / 12.8
5 / Role of Key Teachers / 29.5 / 70.5 / 0.0
6 / Training Management / 38.5 / 47.4 / 14.1
7 / Provide Teaching Learning Materials (Receive from HQ) / 26.9 / 62.8 / 10.3
8 / Self Evaluation of Teachers / 15.4 / 71.8 / 12.8
A / Social Studies
i / Importance of Social Studies Teaching Learning in Primary Level / 29.5 / 61.5 / 9.0
ii / Vision of Powerful Social Studies Teaching and Learning / 24.4 / 66.6 / 9.0
iii / Behaviour Management of Children (Life Skills Golden Rules and Flower Pocket Book Making / 51.2 / 38.5 / 10.3
iv / Teaching Geographical Picture of Nepal (Clay and Koot modeling activities) / 48.7 / 41.0 / 10.3
v / Map work Activities / 44.8 / 46.2 / 9.0
vi / Picture Draw Skills Practice / 28.2 / 59.0 / 12.8
vii / ECD Classroom organization and management / 56.4 / 29.5 / 14.1
B / Science
i / Effective Science Teaching Strategies / 89.7 / 9.0 / 1.3
ii / Scientific Process / 71.8 / 24.4 / 3.8
iii / Fire Needs Air Activities / 70.5 / 25.6 / 3.9
iv / Acid Base and Indicator / 71.8 / 28.2 / 0.0
v / Soluble and Insoluble / 79.5 / 20.5 / 0.0
vi / Monocot and Di cot / 73.1 / 26.9 / 0.0
vii / State of Matter / 74.4 / 25.6 / 0.0
viii / Solar and Lunar Eclipse / 85.9 / 12.8 / 1.3
ix / Concept of Day and Night / 73.1 / 25.6 / 1.3
x / Volume Measurement of Gas / 80.8 / 19.2 / 0.0
C / English / 0.0 / 0.0 / 0.0
i / Teaching Language / 37.2 / 56.4 / 6.4
ii / Preposition Teaching and Preposition Book Making / 48.7 / 46.2 / 5.1
iii / Time Teaching / 37.2 / 57.7 / 5.1
iv / Reading Activities / 34.6 / 51.3 / 14.1
v / Adjective Teaching / 34.6 / 51.3 / 14.1
vi / Language Teaching with Arts (scrape Book Making ) / 35.2 / 55.8 / 9.0
D / Maths
i / Curriculum Studies / 41.0 / 50.0 / 9.0
ii / Venn Diagram / 34.6 / 53.8 / 11.6
iii / Hundred Board / 50.0 / 39.7 / 10.3
iv / Concept of addition (Card and dice game) / 50.0 / 39.7 / 10.3
v / Place Value / 56.4 / 38.5 / 5.1
vi / Graph / 38.5 / 55.1 / 6.4
Vote for next Training Venue
Lelep – 17 Persons
Tapethok- 50 Persons
5
5
Self Performance Evaluation of Teachers in Lelep: 10 days course
A performance evaluation indicator worksheet was developed and teachers had to write their feelings, work performed and the developmental activities carried out in their school for the quality education of their children in a child friendly environment during the year.
78 teachers did the self performance out of which 21 were females and 57 males.
Age level of teachers / Total teachers filled the form17 – 19 years / 2
20 – 29 years / 17
30 – 39 years / 13
40 – 49 years / 7
Total No of teachers / 39
The analysis of the teachers’ age group depicts that 3.9% teachers are below 19 years, 43.5% teachers are between 20 to 29, 32.1% teachers are between 30 to 39 years age and 20.5% teachers are 40 to 49 and plus.
The following table shows the teaching experiences of the teachers.
Below 5 years / 5 to 10 / 11 to 19 / 20 above15 / 8 / 10 / 6 / 39
38.4 / 20.5 / 25.6 / 15.3 / 100
38.5% teachers have less than Five years teaching experience, 25.6% teachers have less than 10 years experience, 19.2% teachers have less than 19 years experience and 16.7% teachers have above 20 years experience. To analyze the above data we can say that the newly recruited teachers have dominant in the schools.
23.1% teachers are totally new for this training, 25.4% teachers attended this training second time and 55.6% teachers attended REED training more than 3 years. The percentage of the new teachers in the training has been high because of the transfer system of the government, establishment of new school and appointment of new teachers.
6.7% teachers do Multi grade multi level teaching, 3.2% teachers just do grade teaching but 90.1% teachers do subject teaching in their schools. The primary schools should have run the grade teaching system but the context of Nepal has seen different that the subject teaching is still playing a greater role.