ASSIGNMENT COURSE CODE- B.ED- 01 TITLE:- CHILDHOOD AND GROWING UP SESSION:- 2022-23 (JANUARY) SUBMITTED BY:- NAME :- JAYAKRUSHNA BEHERA COURSE:- B.ED ROLL NO:- D22BED913 ENROLLMENT NO:- 22-76158 STUDY CENTRE:- JSC-WB-01. BHAKTABALA B.ED COLLEGE, WESTBENGAL, Signature of Student:. JoyCourse Title — Childhood and Growing Up Course Code - B.Ed. 01 Maximum Marks-30 Note: Attempt any three questions from the following. All questions carry equal marks. 1. var 6. Explain the term growth and development. Bring out clearly the difference between these two. ‘What are the various functions that a community performs as an agency of education? ‘What are the difference stages of Erkison’s theory? Explain. . Explain Kohiberg’s theory of moral development. _ Deseribe the positive and negative impacts of urbanization on the construction of adolescents and childhood. Write short notes on any two of the following a) Helen Keller b) Impact of Preschool education on child development c) Corporal Punishment ) Scaffolding .[ course code B.Ed - of TrHe — CHILDHOOD AND GROWING UP -1 - Khat ave the Various quacton thet @® commun: a education : eae A ey + as Com manly Role 05 Fefucattoo L A Commente 3 a gory o People Levi ng, wth a KE Col arta | hang deference - Pkat-and abr dFig Live +o as neiglebord. (nH cas Q tben tay tHe ora Maat 4 2) commurchy dot a p Sputatin @ commeany Lives mM 4 Tene tin ® Lemmunchy hoy a Acgronces Renta : &) Commun Gey provides ok fer t oy Rawvicrx AY nH Menbeny heough K vosowy crypctatreo. @) To number wy the Conny] & Cerpevatog ane Aef eath othyy 6 tiny Me eed: p Ale Cy cd ucechdo fdeconmay Carn oy A" tracd ow Commmanh) — - Commande Asan Arprfant . Agency sh education. 13 a CR battywhich Provides Km feat h ' prow Ferd leornieg Cxpesane Sf Ar ferent kt oth 2H inion | vats Is ma Supplenet haart - Community Qoetatles If ate @ eh "Vache ut amepitutron vertqts loncredt, Seseth Lr ano = “ : epee and nena ger the loner’ hate Yd commentry 0. Aeron are Secibte cto$ ot on ox cofecatten The AW Use ta [ho prec ass eoluect oro baedley aa teratery oy the fom a afb teeveinetes atu effets oy Vea oer eure aw the fret op eeecot7or) Ip weer teks Leviera4 Shes Ampriveenet frojeets ft exfabiches pibrarts Dd Greta) off. Centres © H fakes bey ad Promoting. foro cx adtifuas ed fle fleopee Harry ‘ 9© |i Copuvate wth the Schasf oy frvideg, betfer effective “feahirg Seacenirg DPW ares commen hy Served 1 “The barn urcy fo pavers vaio nde Deel tastes QS) whatare the Alheret Stayer oy Tb wing h They Replay 7 ex Cikgoy Theory oy fey chofoes| Gegeos Z In gare Evixgeds theory sy eked Aevelopment fre emnpreasst As Coersy temelopment mtrer they Brietare| fucken Ly Chager~ He hoy aerate His be llewimsy feu mngiy <4 Levels men - Me geaey fine biteeny Stage) ~ ASenee 0p fra Vewsus mis qrunf bh Ther Sma rages dam bi ip | AR L1ghtern TOM Vy TSR,ley penk oy hevelop the bape Sense } pouet én Ate - a ATS Covi ynom ot - — Fy +o ont vat x wmptet oye cen be regione be eo! qr bo ol 0 et vorepfes- ho te gore frre 485 fener oy Gute & mee berdp ove Barn = te Core & fy % Late] almeg oferty thos fered: Spaye-li- # Lanee ap dhinnsany Vol a Ce & Oe shown Tus Stoge covet the fesed befor) le 2eyten monn? fo fw oy Three Gaal elope As Re. Sp cupric chat] ofotrasy Love tring baly forme ott He files He ae hemp § kes, veo puiey tho Sage ft can help huey pte Simla! a henbtay » ewer exten I aerate - Porn deed W = oy fredlenm oy freer iy Mt COMA wervetrny Te COMIN or ert Bhar ene oy nbtte—e rut ow * 907 Spee Yenrts fren three Cent neues to Sa eon N end oo rer wate 5, ye ue en ae pride, ot toe - an eoopine| otc- [ore Grardtlo enperf sso ere u[acct nerge tn Dekaron uhek Colled oncrispive They begin 0 cfevetop a Gerse ‘b asytt GD we B fo feetog oY Yeolt “ey — by moyrhetvre eo hier bd duekp a fpeebs -1 bodnerys CH ray to abet fpeiv Hanae taf Havnke En en Bacpenctery Gre . Sage we 4 Sdwe ial Mewses a Setk] ay. tafpero etry > Ths Stage Stergn fom Cxyems cors| contanwe UP fo-twelve yeory 29. “le 1 Chefs ho emermert, Aub . ompv4+7n evt anol to the Comapeny OY fer on? therga ~ feverctes4 te Pontes Achld become reery po af bly Kemeelt} peat Kkéllard fortes, shuts 92 be boys Te eld ror f hoe Peevey La donk A feat of znersy ard dot olffep b frodues FL oe eae be certs YY ¢ COHlf Ther Loasts to eggocsoryy Coneple : 9 Ket bem fheny ne mary Deve ph & Baylet mene Ph ba beryace Joviurnee td delemmas pe Yuly mo meron yaa on bs reser oh M Coretta “fey ceases ear A Ang propre be CI Kit deur, Tica al &knns Gemen cota. 4 BIS cated al ferpee pg Trans ’ hefe The Mages ay Cone Ste yp od There WW TY ereplorre] cm -fable- lever (Ase -4-Ioy move] cpermeny te peered hy ae ow Level | C4aqe— Level-1- Pre- Convantroned Ptest-1- Puccthmenr - lect lyelowinnr tot aver Due POS Gl clo) muy toy be Punthawt . See 2 eT Sele onter av | Wher B ws wee ape Ie jot feR-Y -IntepenorU Horereny PRY gory me DMA en _Lorcern Th wile heperr tert DD he more foe - Leet Conpraprt Rees @ Cow IgV" Arrr# Le Secse}y One ar] te Sant ke hl On Atk rw’ ra oe incl Sea, et & Crit edim oy kant bere? Theory + Same ore port cu ttot Crean ele omy and mere} pehovOV are af.. There ve cliffeccnue 89 Me mys Men od mont ren qen Fo MA) ArTemon Aewnps rphataie oy Cor ad. oLeH Wy fetes en coloonss il b v OT) Juste Wels » Fyds\id ef htt Ahern zttrtt, ate Se9 ert les wer ren ACR tb a Gera} Onl fund ‘ny domouh - Tey z Cuda ot teal Sobel —Jorrucurhres Benen: Name Count colt Ma Poo] ~ 01 pelt Lo — > Eeyel|rent Mem Coni- Set wrt ol] rotten bate Bea} cellny— use %ASSIGNMENT COURSE CODE-B.ED -02 TITLE-CONTEMPORARY INDIA AND EDUCATION SESSION-2022-2023 (JANUARY) SUBMITTED BY- NAME- JAYAKRUSHNA BEHERA COURSE- B.ED ROLL NO,D22BED913 ENROLMENT NO. 22-76158 STUDY CENTER-JSC-WB-01 (BHAKTABALA B.ED COLLEGE ,WESTBENGAL) SIGNATURE OF STUDIENT Faryosrashna Behera.Course Title Contemporary India and Edueation Course Code-B.Ed.02 Maximum Marks ~30 Note: Attempt any two questions from the following, All questions carry equal marks. 4. ‘Diversity isthe beauty of Indi.* In the light ofthe statement elaborate upon different kinds of diversity and explain with example how it can be used in the classroom scenario? 2. Why understanding upon equality of educational opportunity bothers the world of academia? Elaborating upon the causes of inequality, give measures to bridge the gap of inequality in education? 3. Elaborating upon the importance and needs of Universalization of education, discuss the Physical and social obstacles in achieving Universalization of education. 4. Discuss the salient features of the Constitution of India in details, Enumerate upon the Constitutional provisions of education as enshrined in the Constitution of India. 5, Discuss the salient features of Wardha Scheme (1937) of education. Evaluate how far basic education is relevant in today's scenario.—Topye - contempergry India hed Belucation | / Cousse Code > BEd oy | Note» Atkempt any wo questions F009 the | Fallowcng Pil Buertions comey equel a, Rue-1.* Diversity 1S the beauty India” eg) the di the Statement Clabovat Tporn tkberent kinds Diverse anf ertplacn with epomple Asw et can bd wed tn the Classroom Senavid 7 Indian eultuve 6 one of the mot ancézot cultures potsent cn the world The courte fe qe oliverse and *¥ home +p Several communtiies each Of whom has theéy own exlture ang traditions tt re thie combination of Vayiouws Apleneid atlture thot moke Inolia one 6f a kind. The Inoliag eulture diverty ry What Inekia Unigue and beaseti bel - [nottg 13 4 Land of ol’vertify each grmte & the countay (TS dome td Several communities whe live C9 harmon oth enh Other whelePretevving aod upkeldeng their ov9 Aicttant euldure ond trations «The tout T$ alto home ty Soyaral hisfuaien! manumerd “hich add dy varios herritog CI eelin- Todia hos Diversity én Anrebitedtive i Tmdés ts a countay that i cneredill | A vevsi feed and thet of Indien architect haltay architectures continues to olivers® thro Continzouly wererting ty aps ovets | “hile maéntaéning eurrent trends. Enolia hos Diversity efot ing & Indiont vaet ard boundless awoy of tradctional dren +5 [ull cl a eethene . Deaeety. Made fprm mang Yates of the \ countey are fabriet / weaving Procewes embellish mantis 2s and aecewones of multiple Sovh- compelling epee abo Crraffenantip , GelEunes ory tel a Hory °Q Lath pieed -Che Land ' a Centre herttoge mode. lts divertity wed a more ber a nombos Ob ndfouple connsicceus aryila in addition qo fe welternPinan ee sme ene mini enema othe i » lnoliaas have thety ousy ethnic / Athever “poke ahote, Kurt, Sari chervan® | tusben edes , Piverssty €) Ineliar food » Inagan rove | oN Sh the woelol moyt tasteprel and aucce There M mo flavour homo jenckty betusee9 Nowts anol Couth or Bott and west bet Dathov than Mmerectihle wehmey fh toHG One. Of Inctia’s assets a8 es cusinary Atvensity Diversity 79 Rekigion £ In todia weligi@ bencets and practices ave distco weroh or) by diverbity Ceceetariim In aydlio’ means Hae ite ols tyeotment by the state? bor all qpekegions toy the U9" tanatt tut mend ment pet 2n 196 India Ht a Seeubaw Afeate. The Right +e preeelens oF TeLLG?) has beed proclaimed a an eusenhial ovat by the tndliten conspifution Inelcan TeLighrys Aave tofluenced ang Shaped the “netic eulfunt-[Diversdly 4 Indran Language te Thoug Hence ts the mostly common used La og! om Inotia , thety oxitt many ether fon Hoo, Ay diverke the Countyy 7, each “oe | as olistenet Langues e dash as Kannod Spoken y Karnataka) | Malagodam(spiKto Keral) Tamil ( s0ke9 cn! Tamél ntact) Apert from the poet that each ofate kod as own lan wage , rs ake worth Mmasmtoinind trot Some g4apes D India have wore one and hkomefimear mT kan three Prtvefent fangeage .puet? ARES F would nof Lome 08 a Surprise mot Inoliens are bile oY Lomefemed muttiqner and can Toohey hand move oe or two Conquage : Divernity i Inolian Aart fowms > the Lntque and koplencltd art fort oF [notin have a Significant position oy the etdture 6 Indlia -Lachk $feahe B Sheyed with fs taatgne or} farma TT &nol atiffova tenticlerablg boom thal of | als neighbour. Thoegh af 7s csorth while Ly wibke thot mong ant porns sf In blo Bre ty Come wary The Amalgamati) ther arp [ovens beornwer bron ne. Neigh bourne states. from the elegant Mohiotattam which Fors 09 the cfegamt ano qraceh movements of the lance” +> the Ghoomar , a kot lance Rojostan, ithe ame from very gre 202h thay put re equally beoutifelly one magread - Diversity m Indian fertivats the feetivals of [noli@ too, Ane wrerth mete A Satd canlier cath spate has af 029 bestived« from the bragrant on are the Bestival ob Kerala which it ehawneterized the making oY the Pforad Carper to the ‘|pehela boighakh Cre onset new year according to the eengoti Calender ') the beehvals are both eolorfel and eqpaaiig Mereot tte . All above Satd oliverstty tat Luce ch make (nolea aifferert anofbeactifet Cam Ofbey Qouneries on. the Wovtd . piveraity rs the beauty of Indi Diverat{y Hy efaysyoor & To defene aovereds &) the elaysroom, sf helps T° Understand what ceversity ry Goel of afsell, Siople put, event & everything phat make people efferent fron each ofhery Such a Ce ethacteitg gender, Senteal, Orentatirn , eckdo- econo Hayes, abll Ov vellgned belief « All there fretore, Wark together to Chfoo ow) Cfeclents anol teachers encounter dre wyovlol - In the Chanroom, Suclenhs com frm Variouk oléverritd ond Aivern & the elasrve) helps Muclenh cevely’ Pocéal awamences whith helps Mec appreccate oéfferent perspectives ano) Aran Stronger Coneclunrny - Divert Oh the elamrvom olozsaol such cmporvid- soccat kill - Its trprvea ervifreal thonks SH ana 2n Courage Acacenre, C0" hrolen esLL Um a ee (fo peneeeencrneenesnensiinis ship MOON.) pene ante SA OS tte catipe pre tas om In the Same Wa for a teothy a | Atverte elayia0® helps +o Understand Hudends needt, onterert ete. Teaches, co VWe@ the efapsrr0m @4 a Weleomen Space Hat Promote? a positive learnén Envernement - Teacher can used Vvertely leaveing mates aod teackemng abel aecorcing +o Ctucleat and Helphes 27 make deacheng oliversty (m the efows— stom Poynmofera ereetive as elf as better efucatien , 04 ese with déffer \tao pomt are able to collaborate Create Solute{Fran neni Gia pKa Ac aiinetieeeenenes RY) DISCUtS the Gatient features tp the tensHtfatin of India em defacls Coumevate “pon the con th tudfana| parisons } education as envhrined in the Condition of India - Indion constifuttor, 098 $ the utmost admaed eonstitul? & the world was enacted ote Ivan cating afl the knoon condifetrons K the wo 4 at that teme- Thi Conyftetioy flat w2 enacted tborgentc} farm Other eongtitutio the conghfutio oly (nda hes Salterh Features trop oliFHinguith Jt boom Comtitution. India has edlent featur |* thot omtinguich sf From conntfaray’ Oh Steyr country - fume of dao brlent Features ape liserrtee! below - Lengthiost withen conspfutidn . & wontittute? canbe clatsipred ote wotttea eosittuten Such os that x |ff nsarincscaacibntparass maar gmeplehiagasiocucecncii Wie the constitution bf Inolia 75 a written constitution kteh happens 1? be the lengthicetr wrtthen con pifed iv? % the woold . YS Comporhensive , Elabovote oad oefotlee docums3 Drown from Various Sourees -+ 1+ hos bowreweo moot of h& Poovicin from the confution of Vomiow other counts .ag well ag fiom the Government of Incite. Act 1995, Ext Stauteural part doom 1935 Independence of [acd iad Pwo USA. Fundamartad Rights tom Ush ett Though HTS boxvowed, the Inoli@9 |conseifutron makers made Cure Te borrwed feathers were made Se ty Indian condéfions . bx. Thouge We borrowed Cabinet from ok qouneeas From Usk -the caloonef Ve nod oul Supreme a tr The eal ob Wek: oo a~~ - a = Parcamble of the constifudin & | The preamble comscsts ob tho — | tdealt , objeetive oad bagie panvpats iSh the constutrg. iH aterts Inia to Se Qa Yoverergn , Soctalttt,. Le adclor, democratic , Repubtit ond o coed pare Habe commétted +p Lecure func, Lcbegty ancl Copel 407 the feope “| Foy pavmoting , frraternF! otegn of the enki videtel ans Onety, farregri"| Sk the nafisn. Democrat System z the artharilg 6h the Government Cees tepon the Coveretendy Of the fecple. The People enjoy cua) pelt Inghts . free faty and vequlay c)ecHbos Jone held Pov electing government. India se Repullit * The preamle declave Inoles Jo be | A feclewal Stott [3 & tate | ahere a countey FS clfvided mto0 | Smaller qgegirng and the goverament | 1S fuctronerg of two revel Independent Jactictony + “3 The von ttenty pageant LPOVEHE Feecti ary « In he pecdfent bagapoben Js tell niits iS eeufavitn - 9n oo other couUMey Sh WoO yl a eres weligioy Le- 2ttt oA & Indian vies Sp Sueh piversely WA44uihy guavantes Complete hyeedom Of veligan fo offs . feant drom ThS [Klean Coastefermn has mong Sthoy Lact ient features wk Indepaad ent bodiv- Emergency foo free 4rer Gober eny and ary moresEe Indran consdittetrey hot fommaladed) | Several clatwttt and apdéeles thet Posse’ a diveet | Incdivoct beoving °9 Rduectttin- The Inoltan. tonstifett0y Poovtder the jolowing poovitiogn fov wcetion ry Inolla. D free and Compulseng Poucatitn > _ Under Aaricte Lys Sf the lime Principtes 6 Otate pce the one §tate pree 2a Comp y 2o|tccetinn eReleren Until ohplefe the age WD Eduesttry minesities — ay amnovit4 based 0n teLiging 07 Lenguage, Shall Kort the vight do ish agminteter educational attnectrors F Other chev Hi) Longe Sopeguarch «— ‘As por Aagicle a9) Fp the Inoli%9 constifudi®n any Serta the extizen cericling om Ke cpap OF Inolra fering. a Alisfenct Sort OY ereltomre hae etgnt to conserve the Same - (PO Edueation for ureter Seetira> ph Shayy —[Precnt he fade from making ong angl pec eat PIOVIGON Poy the aevancene of any Cocéally | Lepineeteiatins back! ictanes! of ectizen. UB sissies Educattroo> Ud reltgrovs leclucaseon Sholl be providee ty ang ledueational In edition Ingdruetion % Preeerione ony aa t+ Hive | i607 State any echizens peng! iey the territory of; Inclia ov ang pot | there f , having a olfttenet fanguoge) [Sevph or eulture ot Gh own, Phal) have +o be ight +o conserve the Same- * Peometon ols Aenolk x Higher Lol reotttn and Research K women" edueotno: ® Edueatiny en the Uns teryidomes Submited OY Name Tay atrurne tehera Comte Code.~ Ri Bd~ 02 al MO senroll ment Oe 29.~ #61 98 Spdy Contin TLE Wn Ol nhatotehy Mb Odeye WhASSIGNMENT COURSE CODE-B.ED -93 TITLE- LANGUAGE ACROSS THE CURRICULAM SESSION-2022-2023 (JANUARY) SUBMITTED BY- NAME- JAYAKRUSHNA BEHERA COURSE- B.ED ROLL NO, D22BED913 ENROLMENT NO. 22-76158 STUDY CENTER-JSC-WB-01 (BHAKTABALA B.ED COLLEGE ,WESTBENGAL) SIGNATURE OP STUDIENT Toyakruchna Behera:Course Title - Language across the Curriculum Course Code - B.Ed. 03 Maximum Marks-15 Note: Attempt any two questions from the following. All questions carry equal marks. Q 1. Discuss Language as a tool for pedagogical decisions. Support your answer with suitable ‘examples. Q 2, What is multilingualism? List out the various ways and means to address language diversity inthe indian classroom. ‘Q3. Diseuss the Discontinuity Theory of Language. Q 4. How can Discussion be used as a tool for learning? Support your answer with appropriate examples. Q5. What are the different types of Texts? Explain any four with suitable examples.learning Language Contaibutes TO PIC Language a: acyess the cunricwsom COURSE CODEY B.Ed .03 | NOTE = Whot Attempt ang t+wd gucyions | bron the following all quewion cor ual Mak: t * 7 8-2) what % MultiLinguatiim ? Ltt out the Various way ‘and meant +o adreK Language eller en fhe Aa yoom ~ . . Ang Lengudshe ane | has been defi ch broad Yenge @s the ° range hs Vowrietiony exhcbcted by human Lan ange: We ek of beingi mito U2 oY promsting the UY42e of evercd K “Fy lecthor hut rial Ypenker or qt ot hile T Known ag Pe Thi Sa qgoteter janie of muti dinguod Apter thon mono Linatod Apecdens o7 the cxoytd'd pp Aare : Language oliveri © the elossan0-) . caurvom Serve a3 the baie unit boy eheTefren to help them‘presi digectly do the nature and qualty F | Learnéng- TRS effectivencer enaf a | Simply Product of the amount 6; deeturd but es Miheencee fundamental by fhe | geotety of the lectures. Stucleats come 4y the Claprven from olitferest for andl cultura backgorund Se Sf cupeten icetturald content ao) were) views. PR | teacher chould cécentially have Kncdkehe What a Suodlents enero) Skoulol nei ithe TE owrreed they have one They ifrioy Knoid|ectae- Meant and wary to acbress livetiy @D the elayrroa con be olone by fractreirg the following L ) Teacher theud regpeep oll type Sy Learners - Teather mutt aclnine and all kind Learner’ 05” dividuals" Ravi. Ctelturcelty Qnof Linguspse ot ee aa folentetys Thy choi On and the qypwe calfurey an ria pee aind nf “t the Society es veel vytar-) the hack that as Suclents — « aw[entery Re elassvdon they have dhear | own Social T4eatetes aad cane bases - () Reservoirs Ob Knowledge - Teacher must bas he the knowleds anol expenence dy av \Stucleats conto op stay clarsopem =— | \Powetin- If teachey ince vpevates fey land p pedagogeted Liye "Tad ovre . (Celtel et tngusilt roa he hey would be abte to ncveast Stud iebfeckvenens dnt and avrademe | iaokhiwemed - . Vor o5 nay LIPIENCR. | bet he hail to enya to se ane ange or edurcation pssleoe thot tan spent me fake oecigiro Irouogl theev ~ — for petton fn age Leryn otp them oH opfirneg @ lenetobren and Mmdlucnp F obialel ae @ Deon Lffectine teach Educator neecel fo ned Culturally and Socraly on rary[Practices for Sfudent aiken deachey ae fe, they visthly accept and enetude oo arsets Cf Knowledge wide} Lfuol eats ” Lean nirg Second L, tp a esay Similar 47 the oay tel ho 'Lcavned thety fevet Language Teachers! iene oe ae bitenguateon ‘Pyovede fr Op eerune Prctcaah a muttiianglae. if Incorporate multiple fovm ¢ accersment}+ |9nadeoe of mekyery 00 6 sergle Shoe} Fett bor taking cmpostant deemprrr, other practical: suech.os promotoo 1? the ment gore, geo uthe asesmenh Sh Stuolents wom # Prefer che. Lute mettiple mmlicatory cig oca.demit- Pendovmanee and prercn on Lehod] work nema out the gow Shot be. ¢ « the use of ony Peolog gi decturon depend on the ie Aa 4hives. ye qi col and HELE bevatiiel decigion. Aport from IMS, the eyofutty iProcess of the -Stucleats a idecdeand duviag rgfouct?) allo an etfeatt [enced & making decree fedegegicate i Teaching Learning Proce cyolved meas bactov wl enteve wf, cach i Ofhey do produce effective, Leamné- ‘Sefuatnas . There one a ae type iteacche Prcen, ip can tere teaching cognitive eae a | Dowectves fetes as meata) froces- Ce active i b Chyejvek oxand Ldsrmni ,mensIy , frollen Solve shit ‘of i ‘Five ee rgenee. . Co goFe Panes itr9 Fo Understand how porblen Saluing- Changes ot olifferet age level. 0 the basis Ol the PLogens theory the teacher con +4K2 the bite py 6 we dectsrm py the coped El levelepmert| amplied cm the et 17 Lecrnina, Cppervfuncticy Should Lo frovide} hy the teacher fo the Students that enab them fo name forward through cach. 6fii ccsina tas Lee devetopmentad Se: q g moye emph ants Should be aver Ay the seen frocess cnrfead é ced frodett| a1) Discuss Lan 2 as atool for | Pedlagsgien) deeisdns, cupport your ON Swer with Sutsbte emamples. Ans The disccpléne wWhirh oleate wth the theovtien and practical apes of leclucation 1 pedagoay.The ped 1B velatee) to te oboe cee | hows 4» tech & the bert pore wooy Hb. Brown hay oleseribed fed & Ferm oF apprrarh ocloptec “os a Sef oF ahumptioy cleating wth the n Ob oage. earning ang plackig. Teacher dole Large numbed deetene during theér’ clossrve™ reaching frocets . The gueatty oy Ke lect iM that art taker ot Lever wyanines The prey er Heachag od l fU0 (eH) «Thee gecesi can be different kencd- They tan be feebnieed commoyten rica), FPerPedagogi caf oes | | The use of ong peclag ways ase]| ane that one Used by the deachor oY | pPiestenis to Leown oY Nach con be dermed| | @ pedagogicrl Fool. Peet eq ica} tools Vanes} joy age 1 cakject and educadidaa level: | Idechnolegy has played a majoy vole [the advoncement wth Sudents and | (teacher new tating pol fuch as pwieentea! ov mobile applicatrn | | Accowding 4a Pcaget, teacher Ghowld work os guides +o the Learoirg | Process of Child and thot the Cusrjicutun| ha) to be taclared fy tne ceed lcquimemerts ans level 6f dlerefepre con gfrchve teaching Be Conetructtvet teacher Porhaps the Cvestire side of the learaceg Proce ~ Accorcting 42 auner, bang & aopovtont py ze Crease abley to feck’ wtth abotyre? toncepfa. un yen 3 thot €hq code shinai and paces forse trom tes ainitaaion oh ceoting ong oh appoorand and bekieves oy Pavviding a more compler| Yer Plesible cogethibn . Thuy Beunes’y Vim BS that the ratitoate education y¢ Gust | hepa. pat. 64 Keeoledae but ry facidctedt a ekild thinking ond pavilem Se) ving | SKA RH aS theo be forardpered +o ange $F Cofuctidak . The pointoper, laim the educatrn Should be tT? | develop Symberc tasnkerg n cheldo. | Thus the theevy I wouner o9 | Envtvucsreg gqares that the pedogey | decision should be base! 09 | t Inelinate 6 the Sfuclenta towords | Learnings | * The ordZy ov the Sequence 6f the material Presented KTh2 ways anof meant dy Sfructu tne bedy Of kqnowledgre by the teach Po od +p be geradepend bg the seudeets M the best porttele way. THE nature and fleaee SP qedare! and puntthmerd -| Beperrienttal teachiny i “the addéfion of ecteng | jane emotn educating wes qraot ty helt lay Roawys- Arcording Fo Miro , the chick lavas 6f Learniag! Zhcovporatec) individual inyelyemet lah both the effective ond cogar}ive \level & Lenina. lt wes Salts nest land wes % cnyetves thot fF eoutd | choage altitudes, @eteons ond Mh Sverah \cages tte Learner's —Personctity else gett letfected | Rodgers propourdea) that afl hum beings: hove o natured propenschy fol the aight oe the teacher LG facsdsfers Such heerneg - Chis dpclecofes - | if Setting - o- postive climats pov Leave! 4K Clon fyong the purpors of the Lear] x organ wing, ano mating. heorrnirg veso * eee ‘titellecteeal and enotionod Compenemtd oO heerri = x ehasny beeline aad pee ae j ' j } iASSIGNMENT COURSE CODE-B.ED -04 TITLE-UNDERSTANDING DISCIPLINES AND SUBJECT SESSION-2022-2023 (JANUARY) SUBMITTED BY- NAME- JAYAKRUSHNA BEHERA COURSE- B.ED ROLL NO. D22BED913 ENROLMENT NO. 22-76158 STUDY CENTER-JSC-WB-01 (BHAKTABALA B.ED COLLEGE ,WESTBENGAL) sronature oF stuprerr Tayakrushia behevas‘Course Tlile ~ Understanding Dixclptines and Subjects ‘Course code- BLE. 04 Maximum marks- 15 Note: Attempt any two questions from the following. All questions carry equal marks. Q 4) Describe different perspectives of Discipline and the ways of creating effective discipline in the classroom with suitable examples, Q 2) Discuss different discipline models for sustai ble schoo! discipline. Which would be the ‘best model in your opinion considering the current disciplinary issues at the schoo! level and why? ‘Q 3) Deseribe the processes of knowledge acquisition in relation to different types of knowledge ‘with the support of prevailing knowledge theories. Q 4) Discuss the need and significance of changing the schoo! curriculum over a period of time: also discuss the current schoo! curriculum in relation to accomplishing individual and social needs in the contemporary social context.pieces ee CORSE CODES B-Ed- oY | NOTE + Attempt any +080 — keen the bellowing all qucetivn conny epuel work: Pea: pegerthe olchhevent perapectives o | | Discipline and the ways Of eveatin | ebfeetive areépline @rithe eleuseodm | wth Suttedse example: ANS The term ‘oliceépline’ Aas Sevevat Connotation and can &tand few A¢fperent ithengs et the Sametime, hoWevey, the mato! foes Lies on Arscéplad. as a branch OF | [Lnowledge- 4190, Ht must be meted that aysctpline task the Same a4 euarsecdum- i euyricedum has a muth; wider Scope and CON Contain Several, oliseéplene wy th 4 A Avdelthe 3 a@ btetel HF Knoeafed which 1 nesearched and studias at Lhe Univeraity Level Divctplines have emer eq jam the need of the humags 40 (earn ~ The Various aepectr eae Con cepts trat human need fo earn are aAivedee| and OY ined Pr Several oleepip lore acodlemtc aveat which 02 be Lfudied School , college or Uni versety -Per epective y piscipline rae ) The evaluctidny of a disciplined | ! [1 a eenteners Potcen. A oli yeep line iTS boumed Wh Cepfaiy Pevepective - we need do Understand these. pare corres | [& ovdley +o have a compat hens ! ‘ondoretoading of ols ecpl™® ane notunti 199 this we Ace the pevapectives Efe | lArtempline cotth toatribute to fs fovrediy jn philosophic PerApechVe, Every drsecpline has ds awn Phetesopt,.. yo mig be femiirar ~6% the erm + Philorophy ok Letence’ philosophy of Social Letence * phitosapt 4 matianaticn eos) Plesrlg & lrgeage When we eplar philorepey st Science, we explacn the type Sf Kewl deals with Aad the procepess ch volved om ot clring thore Kavoledge fre gamp positivene » Obeervvatity , the Pree AF angieiry ond eneperimentation 4 yariclare the empiric findéngc. Th hove Know (2c 2 ant Process fron] vite Pre oli tecplene tsk Sareace .| Life Science the digeip [eciat Setene S$ also basec} tepon pertain Teas and phihsophey Secicl Seine lehvolves parcess Ltke Socral obeerves70N, | jUnderafancing Obey pengenat crelosronstp| [Cottically anckyting the Soctd-Pobrticof | lone Leonomit § FEIUR2 ede» i Simehorl the procees of acquer’rg . | krowledge oH mathematics anc} Language [Ore alo ai blperent mathematics Bol res | +e problem using enductine or jeienet lia. 4 ole uses the kellbp. jand prVeeey Of analysis dv Solve The Ppovllems: To conclude, tt can be said Athat eveng oliveepline has of owe philosophy one the procers Hf aegpere Aarcledge. So0cio- political and cufpuraf Peragpentived t Falucatdo IS closely velatec} qo the Soctety , ifs novrng an Poincipala, tancteteons ane Cultured anol conys of Living. fil dheve conde be formation Sf acaclemie olicesp Academic Atscrplere can not be -foyne)[oie fhe Sect eubluval aed pod | Practices macy a tiene, Soetb- culture Practeee form 4h€ pany &h our Seboal ICunrvercluny « The Gus Of cdecced POV [based upon the oS Of the Socid- : | Poretical Susten d the coontyy. i It 1S, therthore , you mncg ht have } he Cov ved the felloweme. & 1noltan ed wcotiog Sytem ie we hase a common educonvoal i [Siructere stenting Prom Scher! to higher eduecetiv. | K lesure lp oliversdy , equity and itty from the eKence Jr our education syiten - i & Puathor the - Soto Politica cnfecory been gnelucled cH Zesues have off0 i various Beseepline | Gehor] Cubgcot Hirforical porspecpints Leke ny bth geceel Phenomena acactemic atesetplene Aov@ a historg every ol et pline can 4. analysed Locking. af efs hishre development © the ocerneg Oly The Spo academit At seipline s4aating. frm +5 i ' t | i i 1 }Inceptinn fv Ihe presint Form and fracticcs| Sh the atseépling Ty called +ne history od clevctopment Of that dicetpline . The evel ha olcgcépline Teflects the brepovical porsped [Cb-that ctegot pline « The Aridorical Pevezpest/) \St-the Arscipline Mof onlg cteseeess the | hres 6b the development L the oligecpline but afte cdescrches tne Crafeng ch vi veh | [Difevent aaa ls Creating Ateeiptine % | lthe elanovems are) | ki Focusing De gure you have the atkent4 le everyone. (1 Your elatserorn before, Sdare your Letsen - bon't ‘afkeapt fo teach overy the chatter Sk &ktuclente iho arene! Paging attention - The Focusing. technique | Means that you well demand they | Ottentiin before you begen i meang Go coef and nest edad unti] evengone~ Seftflee] dow. : ) Divert nstructtin — Uncevfainelg ine the Level of execfement ® the elogoven, the technique Ob olitreet cnedructio i? to begen each clan Ing telling the Sfucterts euaetly chat cH be happening the omckyee BOPE Rrra s outeined what Jo and the Students wl be docag +hts period » Monitosing + The key do thrs prcaciplre if +o eavetelage. yet ep ad angeund the oom: | lwhele yoorr Shuler are eovrking make the bund check on Theiy Pavgwers-An eb beet. WET wemain dr make o pars through the ‘eshele yom 40 eheck Gudents activifier| anol ty create citciplene % the chert 300) KP Modeling> Teaches usho ant courteors, | ad oan ee m contral, Patizace, | Cece plin ard ore out cm pled boy theer Sfudeads Hiieegt laa ae bof j © Bnvévoamental Control - 4 elaweron ean bel warm cheery plaee, Stidents Lnjeg an Envevonment thot thenged Pessocf coll Stude centres with prtturesand cofor ante 2atheren For fos Schject 9 leaner cenvivorment® osétetd be accoroln Fe ehidren's need they well (eam more. ctgectively out thot envtronment woetd herp ehcfelren to behove ov fearn aise tpecaee} manner: Atreurtive piscépline + TheE Is teediFion eh Lemet Setting. atcthordfartanism . when excrte] a8 presented trp ler comrot.{eho ha made - {his Ebene be ptipline & fs a ie most eal aats lKqnen anol prtottecd Hf will Tinetede a good mix ob Praise. This rs high | Probele al! eee pléne « 'H Positive Discipline - use classroom ieeles that decerthe the behaviour you i Fuolents cannot ale. cn steao) | | ‘want énetead of Listing thé | noe punning, ito the F0- Use” move thav.ugh the i bucldeng do an rumen manner "stead | io ne Fighteng’ wie’ Cettle complects [sbbropratels» A pod « Smile or rpamed “ep wel] reinforce the behevil Q-Descvtbe the pavcers of Kaowleol acgurntion in gelation olefrferend Types of ee Me mt the Senpon & freve Te Kno edge vtes Ans> In Semple terme knowledge means fo Koso - HTS +he awarenest ov ctndberstancléi ot Sometheng and het been a Subject tatevest and esearch fry tdsusanda oF prélogopher and experts, koow/eol ye. comes from fadvrmation 2&8 well of (earning - There ore four learnt Process that ave fundamental to ape St Kovodledge these are Follows. 5 iae in en se 1Socializatt ony Socialization rs ain empirion Povcess whereba pecple learn gum other People, obsevvadton and tmrtatien avh | ithe methods used kor Learning via i j thes proces: Kgowleclge terug Sectesezatan MS gained unconsriourly and +ake plate, iat all the time people can gatn a Let | ot Knowledge by the pyocest of Soctatizatian.. Extevnalizasto9 > Externalezativn iS a: iwational peocets uskere i peepte ote, i pypcess Kovaledge, Stope FP exp lioty oh jterma of Concept, Fheevies mecefy ete. | Therehore TF 2n ole peopte to (know) ! what kovwledge the, Powses. Using. | Mc paocess, Knowledge can be abblicd communicated ano oclop ted Combination eombinat?29 % a wate) Process where ™ people aeguire Koel els and proce the Knowledge be analysis Yructaring , Comparing Atsoclating, aco generel ein 4S kacdletge. oop. “ae acquired (O) thie mann pecple are often able to clevelep need Knowledge -