PRACTICAL ASSIGNMENT

SUBJECT TITLE: - REFLECTION ON SCHOOL

EXPERIENCE
(SUBJECT CODE- BED 252)

SUBMITTED BY: HIMANSHI PAWAR SUBMITTED TO:

ENROLLMENT NO: 01014402121

GURU GOVIND SINGH INDRAPRASTHA UNIVERSITY

DWARKA, NEW DELHI

KALKA INSTITUTE FOR RESEARCH AND ADVANCED STUDIES

BACHELOR OF EDUCATION (2021-2023)
S.NO TOPIC T.SIGN
1 Abstract

2 Learning Objectives of the Course

3 Introduction of BED 252

4 Reflection on PSE I

5 Reflection on PSE II

6 Introduction to School Internship

7 Discussion

8 Observation

9 Interviewing

10 Questioning

11 Metacognition

12 Mind -Map

13 Case Studies

14 Logs or Journals

15 Modelling Reflection

16 Reflection

17 Conclusion

18 Reference
We actively consider and draw connections between our recent experiences and our
previous learning and understanding during reflection, a cognitive activity. It entails taking
into account various sensory inputs, including those that are visual, aural, kinesthetic, and
tactile, as well as drawing on both cognitive and emotional knowledge. We think more deeply
when we pause to reflect. In addition to recalling knowledge, we also analyze and assess it.
By tying together various thoughts and concepts, spotting patterns, and developing fresh
insights, we synthesize the data. We learn more about the topic or experience as a result of
this process. Reflection is not just restricted to the actual situation in which we learned
anything, either. By using what we have learned in new and different contexts, it goes
beyond that. By doing this, we improve our capacity for knowledge and skill transfer, making
them more applicable and flexible to a range of situations.

• Appreciation of the process and experiences obtained during the school engagement
program is one of the aims of the training.
• Thinking back on the experiences you've had.
• Examining the potential for improvement and the steps that might be done.
• Adapting tactics to the needs of the students
• Learning novel methods to consider for improving one's learning.
• Flexibility in development and a willingness to pursue lifelong learning.

INTRODUCTION
The B.Ed. practical BED 252: Reflection on School Experiences focuses
on reflecting on the learning outcome of the pupil-teacher during their two
years B.Ed programme. This practical involves linking our current
experience to previous learning. Through reflection, we analyse the work
done and the learning process throughout the learning period. Reflection
here also means changes that you have observed within yourself as an
aspiring teacher.
Reflection is a broad term that includes many different
applications. Instructors can assign many different reflective activities,
both guided and unguided (e.g., class discussion, journals, interviews,
questioning, etc.).
In the method, reflection is dialectical, putting multiple perspectives into
play with each other in order to produce insight. Procedurally, reflection
entails looking forward to goals we might attain, as well as casting
backwards to see where we have been. When we reflect, we
thus project and review, often putting the projections and the reviews
in dialogue with each other, working dialectically to discover what we
know, what we have learned, and what we might understand.

The school experience in teaching refers to the collective experiences and

interactions that teachers have while working in a school environment. It
encompasses various aspects of a teacher's professional life, including their
interactions with students, colleagues, administrators, and the overall teaching
and learning environment.
➢ Classroom Management: Teachers experience the day-to-day
management of their classrooms, establishing routines, managing
student behavior, and creating a positive and productive learning
environment.
➢ Lesson Planning and Instruction: Teachers plan lessons, create
instructional materials, and deliver content to students based on
curriculum guidelines and learning objectives. They design activities,
assessments, and use various teaching strategies to engage and support
student learning.
➢ Student Assessment and Evaluation: Teachers regularly assess student
progress and learning outcomes. They design and administer tests,
 projects, and assignments, and provide feedback and grades to students
and parents or guardians.
➢ Collaboration: Teachers often collaborate with colleagues,
administrators, and support staff. They participate in staff meetings,
professional development activities, and work collaboratively to improve
teaching practices and support student success.
➢ Student Support: Teachers provide individualized support to students,
addressing their unique needs and learning styles. They may offer
additional help or tutoring, identify and support struggling students, and
communicate with parents or guardians regarding their child's progress.
Overall, the school experience in teaching involves a combination of planning,
instruction, assessment, collaboration, and ongoing professional development
to create a supportive and effective learning environment for students.

Reflection holds great relevance in Bachelor of Education (B.Ed.) programs as it

plays a vital role in the development and growth of future teachers.
Enhancing Self-Awareness: Reflection allows B.Ed. students to develop a
deeper understanding of their own beliefs, values, teaching styles, and
strengths as prospective educators. By reflecting on their experiences and
interactions during teaching practice, they become more self-aware and can
align their teaching approaches with their personal philosophies of education.
Bridging Theory and Practice: B.Ed. programs provide students with theoretical
knowledge about teaching and learning. Reflection helps bridge the gap
between theory and practice by enabling students to apply what they have
learned in real-world classroom settings. It helps them connect classroom
theories with actual teaching experiences and understand the complexities of
translating educational concepts into effective instructional strategies.
Continuous Professional Development: Reflection fosters a mindset of
continuous learning and professional development. B.Ed. students are
encouraged to critically analyse their teaching practices, seek feedback from
mentors and supervisors, and reflect on ways to enhance their teaching
effectiveness. This prepares them for a lifelong journey of refining their skills
and staying abreast of educational advancements.
Improving Instructional Practices: Reflection allows B.Ed. students to evaluate
the impact of their instructional decisions and strategies on student learning.
By reflecting on their teaching methods, assessment techniques, and
classroom management approaches, they can identify areas for improvement
and make informed adjustments to enhance student engagement and
achievement.
By incorporating reflection into B.Ed. programs, future teachers can develop a
deeper understanding of their role, refine their instructional practices, and
cultivate a commitment to lifelong learning and professional growth.

Preliminary School Education (PSE) is a practical which gives us an opportunity

to visit & observe a specific school for which we visited the website of KALKA
PUBLIC SCHOOL(KPS), ALAKNANDA, NEW DELHI. The practical was conducted
from 18 February 2022 to 25 February 2022 in hybrid mode. Due to the holiday
on 20 February, it was 7 days practical in whole.

To introspect different pedagogical practices as well as the classroom

management techniques, PSE gives the opportunity to know about the role
and responsibility of different school staff. Due to the pandemic, one can't see
field activities happening in school so observations of the previous year's
(2019) field activities were done from the school website.

Further for the observation of the school, we were guided by Kamaljeet

Ma'am. She was helpful and polite to all of us and very well guided us about
the work. The teachers of the school were also very helpful.
We observed the teachers working on their tasks like maintaining attendance
registers evaluation of Records, timetable classrooms, teachings, managing the
class etc.
On the first day of my visit through hybrid mode, I visited the reception area.
The reception was spacious with ample sitting arrangements. Just a few steps
away from the reception area, one can find fingerprint attendance system for
the teaching staff.
School environment and campus plays an important role in the learning of the
students. The KPS building is centrally air conditioned that provided a
conducive and comfortable environment, wherein the students are
unperturbed by the changing weather conditions and assist them to
concentrate much better. Each of the classrooms were equipped with smart
boards, multimedia content and audio-visual teaching aids. It also acquaints
the learners with new age learning methodologies.
We also came to know about the various pedagogical activities that teachers
employ to teach the students effectively. Equal participation of the students
was the key to make the class interactive and learning a two-way process.
The school was equipped with up-to date computer technology. Desktop,
laptops, printers and internet facility were part of computer lab. Students were
regularly taught all the new concepts in computer technology and they were
allowed to actively participate in the demonstration.
All children of the school were subjected to regular medical checkup to ensure
optimum growth at all stages of childhood. All students were under the
supervision of a medical expert. A medical professional monitors the students,
advises and regulates the life style such as exercise, diet, medicines and
vitamins intake.
The school's auditorium "Sanskriti" has a capacity to house all the students
under one roof. The auditorium provided a common platform where the latest
talents of students are nurtured. The auditorium was the cultural center of the
school for budding and creative artists.
The indoor play room is particularly useful in enhancing life skills in small
children. The room was well stocked, with non-toxic toys and equipment, as
per the theme and learning objective. Children learnt to co-exist and share, as
well as to enhance gross motor skills - thereby made this an ideal fun learning
zone for the children.
The Music & Dance Room was well maintained with necessary music
instruments such as Drums, Harmonium, Piano etc. The room also had large
mirrors for easy dance practice. Students were welcomed to train in Indian
vocal music and traditional instruments. Keeping pace with contemporary
times and taste, western music & dance classes are a huge source of joy and
enthusiasm for KPS students. Yet no activities were occurring due to the
pandemic.
The School has a large playground and provided all facilities for various indoor
& outdoor sports and games such as : Cricket, Basketball, Badminton, etc. The
vast play ground with its badminton, Tennis Courts, Cricket Pitch and the
sports complex provided all incentive for outdoor and indoor games. Facilities
like gymnasium, Karate had also been provided. Yet, given the pandemic
protocols, we could not observe first hand field activities taking place.
We were given a task of invigilation duty. I had the invigilation duty on the day
Class 11th had their final exam of Chemistry and Business studies.
I also visited the library to submit the answer sheets with ma’am. The school
library equipped the students with lifelong learning skills and develop in them
creative thinking and imagination with the collection of books catering to
various genres.
We also got an opportunity to meet the principal of KPS, Mrs. Anju Mehrotra
and the vice-principal, Mrs. Onika Mehrotra. It was an interactive session as
me came to know how they managed children of different classes this
pandemic period. Concept of inclusive education was also seen and observed
in a much better way.
During the visit, I could explore various facilities provided by KPS to their
students. We often ignore minute aspects of the school during our student
phase, however PSE provided the opportunity to observe the school
management from a different dimension.
PSE has taught me that efficient working of a school as an educational institute
can only be achieved with the combined efforts of the head, teaching and the
non-teaching staff. Though due to the Covid-19 pandemic guidelines, live
classroom learning-teaching process could not be observed, still the visit gave
a whole new and on-ground experience.
Good coordination between the teaching and the administrative staff is
required for maintaining various school activities in an organized manner. This
experience will surely bring a valuable change in us in terms of self-learnings,
responsibilities and gaining confidence for our future profession.

Like all other professional programmes, field engagement is an essential

component in any teacher education programme. It is the major part of B.Ed.
Curriculum. PSE aims at providing an opportunity to the students to engage in
the school environment and learn various things.
Under this internship the students are sent to school and they observe the
whole system of School. I, Himanshi Pawar student of Kalka Institute for
Research and Advanced Studies B.Ed. 2nd semester started for Preliminary
School Engagement-2 my internship in Kalka Public School Alaknanda, New
Delhi, 121009 which is authorised by CBSE. We went for a period of 14 days,
starting from 9th May to 22nd May 2022. Under the guidance of our mentor
Ms. Vimmi Kumar and coordinator Mrs. Mandeep Chawla we observed various
field activities of the students of Kalka public school were undertaking and
witnessed different strategies children employ in play and learning. The
teachers of KPS helped me in clearing my various doubts related with the PSE-2
exercise.
This practical aimed at getting exposure in the school as a part of Preliminary
School Engagement, where we were given a platform to engage and interact
with the students as well the faculty of the school.
I also got to know how a school as an institution works in a collaborative
manner for the achievement of its educational objectives.
Further, I also had a good opportunity to interact with everyone and to see
how as a teacher, we should involve different methods of teaching for the
welfare and all-round development of students. Throughout my observation, I
noticed that the students played differently according to their age groups,
reacted to situations in a different manner and followed proper rules and
regulations at all the times.
Field activities seem to attract more attention of the students as they enjoy
spending times outdoors and it is the best way for the all-round development
of children, starting from academics, art, culture, sports and other areas.

I observed the school in every aspect and mentioned all the details in the file. It
was really a fruitful and interactive experience. All this will surely imbibe the
values of integrity, continuous self-learning, responsibility and confidence in
us.
We also observed resource fun learning zones of small children, conference
room and notice boards. We organised a farewell for our seniors in the School
Auditorium. Under the direction of our faculty member Ms. Sonia Ma’am, we
planned the event. The school’s principal honoured the occasion with her
presence and bestowed blessings on us. It was the first event to be held in the
auditorium because which was recently built. No children from the school
participated in this, but as student teachers, we learned how to organise
similar activities and what the key components are.

We observed the school in every aspect and mentioned all the details in the
file. It was really a fruitful and interactive experience. All this will surely imbibe
the values of integrity, continuous self-learning, responsibility and confidence
in us. I learnt various types of co-curricular activities that was all knowledge
giving and a great experience. We observed and recorded various field
activities and also participated in many of them.

Internships provide valuable opportunities for students to apply their

theoretical knowledge in real-world settings and gain practical insights
into their chosen profession. I did my internship at Laxman Public
School, Hauz Khas.
Internships in educational institutions like Laxman Public School, often
offer a range of benefits, including:
❖ Hands-on teaching experience
❖ Professional development
❖ Mentorship and guidance
❖ Networking Oppturnities
❖ Reflection and self-evaluation
It helped me gain practical teaching experience, develop my skills, and
refine the understanding of the teaching profession.

TEACHING PRACTICE
During the initial period of the internship programme, we were taught certain
basics of teaching-learning process.
Micro teaching: Micro-teaching is a scale-down teaching in which the teacher
teaches a short lesson to a small group of students for a short period.
We had to prepare micro lesson plans from the pedagogies given to us.
Each time we had to improve one of our teaching skills like, blackboard skill,
classroom management skills etc.
Book review: During our book review we critically analysed the text of our
respective pedagogy. The need for the textbook, how it fulfils student's needs,
the merits and demerits of the textbook and put our suggestions to improve the
quality of the text.
Teaching aid: We learnt about the need and importance of teaching aids in the
teaching-learning process. The quality and standard of teaching aids to be used.
Teaching aids are used so that teacher could make the teaching process more
interesting and so that students could grasp the concept in a better way.
Explanation: Every teacher explains his/her concept to the kids but what is
important is to explain it in the best way possible. One should always use simple
language to explain a concept so its to understand.
❖ Use of introductory statements
❖ Use of simple and relevant examples
❖ Use of appropriate media for illustration
❖ Use of concluding statements
❖ Glossary of key terms
Questioning: Questioning is a tool to make the teaching-learning process livelier
and more participatory. A good question is not one which can be answered in
‘yes’ or ‘no’. A quality question forces the students to think for themselves and
apply the knowledge they have acquired to solve the problems. A good question
should help the students understand and retain knowledge being presented by
the teacher; it should help them achieve the pre-determined objectives.
Illustration: Some concepts are so abstract that explanation does not help the
students understand the concepts. In such situation we have to use some
examples to illustrate the idea, concept or principle. A good illustrative example
should engage the student’s attention and it should be level of understanding.
Only then it can significantly affect their understanding.
Set induction: set induction is a set of activities or questions or story to grab the
attention of students and to give a brief idea of what they are going to learn in
the lesson. Thus, teachers must include interesting activities or statements so
that they could grab the student's attention.
Achievement test report: Achievement test report to measure whether
students possess the pre-requisite skills needed to succeed in any unit or
whether the students have achieved the objective of the planned instruction, to
monitor students’ learning and to provide ongoing feedback to both students
and teachers during the teaching-learning process. It is to identify the students’
learning difficulties-whether persistent or recurring and to assign grades. During
our internship we created an achievement report for one of the subjects. We
prepared a blueprint of the question paper were the marks where marks were
assigned according to the difficulty level, weightage to learning objectives and
according to form of questions.

PERIOD OF INTERNSHIP
First two weeks we prepared micro-lesson plans where we improved each
of our teaching skills like questioning skills, explanation skills, blackboard
skills etc. we took one teaching point and used to present in the simulated
classroom teaching.
❖ Simulated classroom teaching is where we were familiarised with
classroom environment before we went to the real classroom.
❖ In simulated teaching we were in an artificial classroom setting were
we were taught how a real classroom would be.
➢ We observed the behaviour of each student how each student
responded to our classes.
➢ We learned what kind of teaching strategies to be used to make
the classroom more intriguing.
➢ We learned how to maintain discipline in the class before, during
and after the class.
➢ We learned how to deliver a class.
➢ We learned how to manage the problems that might arise in a
classroom.
❖ During our discussion lesson plans we had to present our lesson
plans to our peer groups and take their immediate feedback from
our peer members.
❖ They would suggest us better teaching strategies and aids that we
could use.
❖ They give us suggestions regarding our skills to be improved.
❖ They point out the drawbacks in our lesson plan.
❖ They even appreciate the plus points that is found in our lesson plan.
❖ During our internship we had to observe our peer members as well
and observe them and give them suggestions. The lesson plan was
not only meant to give them feedback but also get to know
innovative ideas of teaching and learning.
❖ We would observe the drawbacks and merits in our peer’s lesson
plan and would give suggestions to correct their drawbacks and try
to adapt some of the positive aspects.
❖ We were analysing them from the point of a student as well as a
teacher.
❖ Later we presented one lesson plan from each pedagogy in front of
our class which came under our discussion lesson plan. Our peer
members and supervisor saw the lesson plan that we had prepared
and gave us suggestion regarding the changes that were to be
brought to the lesson plan and the how we could improvise our
teaching.
❖ In our second discussion lesson plan we had to rectify all the flaws
that were pointed out in our first lesson plan with respect to our
teaching methods, teaching aids or the assignments we gave to the
students.
❖ Then in peer observation we would observe our peer members and
would give them suggestions and methods to improvise their
teaching skills. We could also learn better teaching strategies from
our peers.
❖ We had to deliver in total two simulated lesson plan, two discussion
lesson plan and twenty-five lesson plans in each pedagogy for our
teaching practice. During this period, we were a teacher, a student
as well as a supervisor.
❖ During the internship we had to present 25 lesson plans from each
pedagogy. In each lesson plan we had to apply different teaching
skills and strategies.
❖ In each class we increased our content knowledge and we learned
to accept our criticism.
Discussion is important to learning in all disciplines because it helps students process
information rather than simply receive it. Leading a discussion requires skills different
from lecturing. The goal of a discussion is to get students to practice thinking about
the course material. Whole-class discussions can encourage students to learn from
one another and to articulate course content in their own words. While generally not
conducive to covering large amounts of content, the interactive dynamic of discussion
can help students learn and motivate them to complete homework and to prepare for
class. Leading discussions in which students contribute meaningfully requires a great
deal of instructor forethought and creativity. For example, during my lesson delivery, I
organised discussions on some topics for better understanding of the subject. In class
8th while teaching chapter “Integers“of mathematics, I explained the topic beforehand
and then at the end, I asked the question, “what are negative numbers?” and gave it
as a homework for the discussion in the next class. On the next day, first I did some
recap on the topic and then asked the same from yesterday. Students took keen
participation and provided various and different answers to the question. The students
who were shy to answer, I encouraged them to put their point even if it was wrong or
not up to the answer. This motivated the class to participate in the discussions openly.

For making teaching and learning more valuable and visible, classroom observation
plays a vital role. It provides teachers with constructive and honest feedback to
improve their classroom management and helps improve the interaction between
learners and teachers. Such feedback from classroom observation is an effective way
of providing teachers with the information they might need about their classroom
behaviour. Observation in education also helps with improving the way of teaching
and helps students learn with more clarity. Observation is the active acquisition of
information from a primary source. We observe the people learn more about them.
Observation is a central part of any good educational system. The importance of
observation in education is given below. Many times, we often see some external
teachers sitting at the back of the room and observing the lecture that is going on.
Such observation is used to understand the process of education in naturalistic
settings. This helps to realize if any improvements are required to make the class more
presentable or the changes the teacher needs to bring that will make his or her
teaching technique more understandable. Observation gives permission to
researchers that allows them to experience the process of education in a naturalist
way.
When a teacher is observing its students, they can better view the strengths and
weaknesses of students. Students are in control of their teachers when they are in the
classroom. With the help of putting up challenges like debates or speeches, teachers
can observe where the communication skill of students lacks or which students are
afraid to speak out loud or are shy, etc. Observation helps with finding out such small
problems in the classroom which could be a bigger issue in the future. Because of
observation, it can be possible to strengthen the weak point at an early age itself.
Observation is a huge help in understanding students and their behaviours. There are
some situations where every student will reach differently. For example, if a sports
team loses a match, some students will be angry with themselves and say mean things
to their teammates or the opposition team, where some students will accept the defeat
and promise to try harder next time. With the help of observation, this difference in
behaviour, attitude, and mindset of students can be observed and improved as well.

Interview as a non-testing device occupies an important place in the context of

collection of data from students. It is process of communication or interaction in which
the interviewee gives the needed information verbally to the interviewer in a face-to-
face situation or one-to-one situation. The interview is used as a good means of data
collection to encourage the student to take out and express his feelings, attitudes,
tensions and problems. It enables the student to develop courage and confidence to
solve his problem. It is a better means to extract almost all information’s about the
student touching his feelings, emotions, attitudes and beliefs etc. A good interview
does not provide any scope to hide some of the innate information’s about the student.
It is useful to know and understand the educational and vocational plans and ambitions
of the pupil as a result of which a good guidance service may initiated. It is useful as
it serves to accept and understand negative feelings of pupils. It creates a good rapport
and relationship between interviewer and interviewee. The interview is a better and
appropriate means of data collection in certain situation and condition. The procedure
of conducting and completing interview is easier one in relation to other adopted
devices so far data collection is concerned. The interview is more useful as an
technique of data collection in the context of research work. It is more useful as it is
used for clinical purposes to study the student’s problem, his past history, adjustment
pattern, and interest pattern etc. It is useful for the teachers’ guidance worker and
counsellor to suggest how to overcome the problem of students. For example, there
was a student named Abhishek in class 7th B in Laxman Public School. He was very
naughty and used to roam all over the school in every period. He used to fight with
every other student and used to skip his classes. He used to take no interest in
whatever the teacher used to teach and became a bothersome for other students’
learning. I talked to him in the free period and asked that what is his problem and why
he behaves like this. Doesn’t he likes to study? He answered that he has no friends
and that’s why he fights with everyone. He doesn’t like to study because every other
teacher scolds him and he doesn’t understand anything. That’s why he bunks the
classes. I explained him that he should speak sweetly with other students and
shouldn’t use abusive language and in no time, they will become his friends. Also, he
should ask questions in the class if he doesn’t understand anything. He should
concentrate on when the teacher explains rather than diverting his mind here and
there. He should start self study little by little and gradually he will grasp the content.
From next class onwards, he started paying attention in my class, used to participate
in discussions and started avoiding fights with other students. He said that he promises
me that he will become a good student. Therefore, interview helps a lot to identify the
problems in students’ learning be it personal, physical or mental.

The skill of asking questions in the class-room teaching is very important. By asking
questions again and again, the teacher makes the pupils more thoughtful. The teacher
enable the pupils to understand the subject deeply. Probing questions are those which
help the pupils to think in depth about the various aspects of the problem. The teacher
can use the probing questions in the following situations:
1. When a pupil expresses his inability to answer some question in the class or
his answer is incomplete, then, the teacher can ask such questions which
prompt the pupils in solving the already asked questions.
2. When the pupils answer correctly in the class but the teacher wants to seek
more information, this technique is known as “Seeking Further Information’
technique.
3. Sometimes, the teacher may ask probing questions to concentrate the
attention of the pupils. Similarly, the teacher may ask the same question from
other pupil. This is known as ‘Re-focusing”.
4. If the teacher wants to introduce the pupils with various aspects of the problem,
he can ask the same question after slight changes in the language. This
technique is known as ‘Redirection’.
5. The teacher can ask questions bearing ‘why’ in order to develop the reasoning
power of the pupils. By getting motivated from such questions, pupils involve
themselves in the process of reasoning. This technique is known as ‘Critical
Awareness’ technique.

The term metacognition refers to an individual’s ability to plan, monitor, evaluate, and
make changes to their own learning behaviours in order to confront challenges more
effectively. You might have heard it defined as ‘thinking about thinking’, but the
elements of active monitoring and modifying of thought processes make it much more
than this. It is also a form of self-regulation, involving self-awareness, critical analysis
skills, and the ability to problem-solve.
For students, having metacognitive skills means that they are able to recognise their
own cognitive abilities, direct their own learning, evaluate their performance,
understand what caused their successes or failures, and learn new strategies. It can
also help them learn how to revise. This is because it optimises their basic cognitive
processes, including memory, attention, activation of prior knowledge, and being able
to solve or complete a task. It makes them learn more efficiently and more effectively,
and so they are able to make more progress.
The potential benefits of metacognition in learning are as follows:
● Higher achievement levels for the students. Metacognitive
● Increased ability to learn independently.
● Improved resilience.
● It aids disadvantaged students.
● Cost-effectiveness.
● Transferable knowledge.
● Effective for all ages of students.
● Emotional and social growth.

With the aid of a mind map, learners can develop and distribute visual summaries of
information such as lectures, notes, and research. In truth, mind mapping in education
may be easily customized to the needs of the user and is effective for a wide range of jobs.
With mind mapping, teachers may greatly enhance their lectures while students can more
effectively comprehend and retain information in a way that meets their individual needs.
Although most lecturers use PowerPoint slides and blackboards, not everyone is capable
of learning in this manner. Mind mapping in education combines elements of the two by
enabling instructors to enhance their presentations using visual tools. This is particularly
significant given that more than 50% of people are visual learners, necessitating the use
of appropriate technologies by educators in their instructional strategies. Making a mind
map is not only a great learning tool but also a lot of fun! Creating strategies and ideas for
faculty and students can be laborious for many teachers and administrators. It frequently
necessitates a number of documents, graphs, and links that don't fit on one page.
Teachers frequently use a variety of media during lessons and presentations, rotating
between documents, videos, and presentations. This may result in more work than is
necessary, confuse students and strain teachers. By consolidating lesson content into a
single area, mind mapping offers an appealing remedy for this. Not to mention, pupils
might benefit from the visual platform. Due to the visual nature of mind mapping, students
can more easily understand the subjects being discussed. Comprehensive lesson plans
may be made by teachers, presented to students from a single platform, and shared with
ease. I used mind maps while teaching various lines and angles.
Case studies is an instructional method (not a theory) that refers to assigned scenarios
based on situations in which students observe, analyze, record, implement, conclude,
summarize, or recommend. Case studies are created and used as a tool for analysis
and discussion. They have a long tradition of use in higher education particularly in
business and law.
Cases are often based on actual events which adds a sense of urgency or reality.
Case studies have elements of simulations but the students are observers rather than
participants. A good case has sufficient detail to necessitate research and to stimulate
analysis from a variety of viewpoints or perspectives. They place the learner in the
position of problem solver. Students become actively engaged in the materials
discovering underlying issues, dilemmas and conflict issues.
Case studies can be either single or multiple-case designs. Single cases are used to
confirm or challenge a theory, or to represent a unique or extreme case.
Single-case studies are also ideal for revelatory cases where an observer may have
access to a phenomenon that was previously inaccessible. Single-case designs
require careful investigation to avoid misrepresentation and to maximize the
investigator’s access to the evidence. These studies can be holistic or embedded, the
latter occurring when the same case study involves more than one unit of analysis.
Multiple-case studies follow a replication logic. This is not to be confused with sampling
logic where a selection is made out of a population, for inclusion in the study. This type
of sample selection is improper in a case study. Each individual case study consists
of a “whole” study, in which facts are gathered from various sources and conclusions
drawn on those facts.

Reading logs serve multiple purposes. It serves as a tool to track students

accountability in an independent reading program. I asked my students to record the
amount of time they spent reading and the number of pages they have read. This
inculcates reading habit in students. Including questions to answer on the reading log
shows whether students truly comprehend what they are reading and ask them to think
more deeply about what they are reading. Students of higher classes think Science as
a difficult subject and as a Science teacher I had to change this thinking. So I tried out
log reading in science, where I asked students about their favourite inventions and told
them to read and jot down points on a daily basis about the latest inventions and
technologies.
After one week with daily reminders in the class about log reading, I had a small
discussion and questioning session with students about their readings. Reading logs
are extremely helpful as they provide information for both the teacher and students. It
demonstrates growth in reading level, comprehension, and higher level thinking, and
it is a scaffold for book projects, as much of the information students write down in
reading logs can help students with that book projects. Reading about their favourite
inventions developed their interest towards science. Logs helped me a lot because
after reading logs, students were able to connect with my teaching.
A learning log is a specialized type of journal. Unlike typical journals, students record
responses to the educational material they are learning. This type of journal helps
students reflect more deeply on the material they are learning. The reasons why
teachers can ask students to use logs:-
● Learning logs prepare students to be great note-takers.
● Students have reference notes.
● Students may use learning logs to reflect on learning.
● Teachers can check for students’ understanding of a topic.
● Learning logs become an example of student growth.
● Teachers can determine which strategies are effective or ineffective.
Student journals are a collection of students’ written and illustrated predictions,
reactions, understandings and questions based on perspectives central text read
aloud. Journals provide space to reflect and build on learning about a particular read
aloud text. Journals allow students to revisit past thinking, add new learning and create
a permanent record of their growth over time. They also provide a safe medium for
students to explore their initial understandings of the text without the pressure of
having to verbalize the meaning or of being evaluated. Additionally, keeping journals
“can be the first step to students’ development of critical awareness of identity.”
Journal writing contributes to the development of a healthy sense of identity. The
journal provides a safe space for students to process their understanding of the central
text, without the fear of making an error or answering incorrectly. The conversations
following writing time encourage community dialogue and foster healthy inter-group
relationships. Through conversation about varying interpretations of the same text,
students see that individuals connect to text from multiple points of reference and that
all voices are valuable.

Each one has their ideals or role model whom they follow in their lives. Every student
has their role models whom they follow, some like lifestyle of ideal, some like passion,
some like understanding, etc. Every person has their own thoughts and mentality and
on that basis they have their role models. Students give preference or importance to
their role model and accept their ideas. They try those things which their role models
do.
A role model plays a vital role in everyone's life, especially in students life. I was going
to start a new chapter but before starting it, I asked students about their role models.
Some students gave same answers and some different. One of my students said his
ideal is Mahendra Singh Dhoni, and with the help of this question I reached my topic.
He said a lot of things about Dhoni, his achievements, best innings, etc. A role model
is not just an inspiration, it was something beyond that. Students take interest in
studying and understanding the chapter. Students admire Dhoni not just for his
records but also for his approach towards life. He has gained millions of fans with
many great innings. As I was explaining the chapter, students were not getting bored
and tried to admire what I was saying about their ideal. A role model is a person whose
behaviour or success can be emulated by others. A person's chosen role model may
have a considerable impact on students career, opportunities and choices. Parent
role models also significantly influence a person's education and training, aspirations,
tasks, self efficacy, and expectancy for an entrepreneurial career.

❖ All three of the experiences—PSE I, PSE II, and the internship—reflect what I've
learned and have changed my perspective on teaching.
❖ Understanding the professional path required taking a mindful look at emotions,
experiences, actions, and responses, using that information to expand on the body of
current knowledge and attain a higher level of understanding.
❖ A teacher must have these qualities and more. I learned how to accommodate kids
and the importance of maintaining a learning atmosphere in the classroom in addition
to just presenting lectures during my school observation sessions.
❖ Some of the most important things I learned were how to handle student difficulties
using various strategies, use classroom tools and tricks, use various teaching
techniques for various topics, make class engaging, and keep the students attentive
and focused throughout the sessions.
❖ Another reflecting point is creating mind maps to help you face failure and recover
from it.
❖ Having to deal with issues offers me the chance to reflect on my actions and make
improvements in line with the needs of the pupils. To modify one's teaching methods
so as not to feel overwhelmed or out of control while in charge of a class.
❖ Reflection is therefore a crucial part of my working life. This allows me to keep
learning and developing as a teacher. It encourages me in improving my instruction
and developing into a good teacher, which will ultimately serve my students by
ensuring that they learn in the most effective manner.

The whole B.Ed. Programme has changed me as a person. From day one to this day
when we are writing this reflection about our whole journey. We have got to learn a
lot. Through this programme we have been able to inculcate in ourselves the true
etiquettes of a teacher. various activities in this programme have helped us to boost
our confidence. It has helped us to recognize our potential and abilities.
Teaching can be quite a challenge. It can be challenging to plan lessons, teach classes
and then manage and assess your students’ progression. Successful teachers strive
to learn all of their student’s names, while creating a safe and secure classroom
setting. They also try to ensure that all of the students are following along and keeping
in line with the program. Reflective practice ensures that each student is benefitting
from the learning experience.
This programme has taught us how to use and where to use our knowledge, skills and
abilities. It has taught us how to accept the criticisms and work on it. It has taught us
that knowledge is always not complete and no one can ever become a complete
teacher she is always learning something new every day along with her students.

• https://citl.indiana.edu/teaching-resources/teaching-strategies/discussions/index.html

• https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacherquality-and-
accreditation/strong-start-great-teachers/refining-practice/teacherquestioning/key-
questioningstrategies#:~:text=Use%20teaching%20ideas%20such%20as,Play%20some%20thinki
ng%20music

• https://www.ibm.com/docs/en/i/7.2?topic=concepts-logs-journals

• https://simplemind.eu/how-to-mind-map/basics/

• https://www.queensu.ca/teachingandlearning/modules/students/24_metacognition.htm