AFFILIATED TO DAVV

A
INTERNSHIP REPORT
ON
SCHOOL TEACHING
An experiential research study
For the partial Fulfillment of the Bachelor of Education
Submitted to Bafna College Meghnagar

Guided by: Submitted By:

Rakesh Pal
B.Ed – III rd Semester
Roll No: 223320026
 PREFACE
It is widely recognized that availability of well trained teachers and teacher are vital to the
school improvement efforts. Teaching as a profession and the profile of teachers has been
continuously changing in the country over time and in response to changing demands. The
notion of the teachers as a professional needs a cohesive understanding of what is
required to be a professional. For effective teachers, enabling conditions in the schools and
in their career growth are needed. For teachers to build schools as learning organizations
requires development of the person and of the system.

Concept of learning organization and that professional learning community have to be

linked. The link between teacher trainee and subsequently happens in schools and
classrooms needs to be strengthen. Making clearer formulations of what teachers will do
better or differently in classrooms with mechanisms to study the change, even if only on
simple basis, are important. Teacher education has to be modeled along the needs and
expectations of future students.

• National curriculum framework 2005 (NCF 2005) emphasized in its vision of teacher
education- Teacher must become more aware and sensitive to the emerging demands
from the school systems. For this it must prepare the future teacher for the role of being;
Encouraging, supportive and learning facilitator in teaching-learning situation to enable
learners (students) to discover their potentialities, relies their physical and intellectual
potentialities to the fullest and to develop character and desirable social and human values
to function as responsible citizen.

• Active member of a group of persons who makes a conscious effort for curricular
renewable so that it is relevant to changing social and personal need of learners.

• To acquire such vision, teacher-education must include the following aspects to enables
students-teachers to:

• Care for children and love to be with them, understand children with in social, cultural
and political contexts, develop sensitivity to their needs and problems, and treat all
children equally.

• Perceive children not as passive receiver of knowledge, augments their natural

propensity to construct meaning, discourage rote learning, and make learning a joyful,
participatory and meaningful activity.
 • Critically examine curriculum and textbooks, contextualized curriculum to suit local
needs.

• Do not treat knowledge as a ‘given’, embedded in the curriculum and accepted without
questions.

• Organize learner-centered, activity-based, participatory learning experiences-play,

projects, discussion, dialogues, observation, visits and learn to reflect on their own
practice.

• Integrate academic learning with social and personal realities of learners, responding to
diversities in the classroom.

• Promote values of peace, democratic way of life, equality, justice, liberty, fraternity,
secularism and zeal for social reconstruction.

• As per the national curriculum framework 2005(NCF-2005), the education programmes

needs to be formulated and strengthened so that the teacher can be an: encouraging,
supportive and human facilitator in teaching learning situations to enable
learners(students) to discover their talents, to realize their physical and intellectual
potentialities to the fullest, to develop character and desirable social and human values to
function as responsible citizens.

• Active members of a group of persons who make conscious efforts for curricular renewal
so that it is relevant to changing social needs and the personal needs of learners. To fulfill
the above aim of teacher education programme the two year B.Ed. programme initiated by
DAVV has two months internship in teaching programme for all the B.Ed.-III Semester
students as a course requirement under Devi Ahiliyabai vishwavidhyalaya Indore.
 About the Report

Teaching is a complex and dynamic process requiring a creative synthesis of

knowledge and a respect for learners and the learning process. Mastery of the
teaching process demands the development of a broad intellectual perspective on
academic, policy, and pedagogical issues, coupled with extensive and diverse
experiences in the classroom.

This report is prepared for student teachers (interns), cooperating

teachers/mentors, principals, and institute faculty supervisors. The purpose of the
report is to describe the process of organization of the internship programme of
Bachelor of Education (B.Ed.) Programme. The intent is to help the intern define
purposes; gain information and skill concerning the internship experience, and
provide assistance in planning goals and direction for a career in teaching.
 CONTENTS

Content Page
Preface 02
About the report 04
Content 05
1.Introduction
06 2.Objectives of Internship
07 3. Learning to Function as a Teacher
08 4. Details of Academic Work of the Student Teachers during Internship
Placement 09 5. Roles, Duties and Responsibilities of the Personnel Involved in the
Programme 13 5.1 Student teachers
13 5.2 Cooperating SCHOOL Principal
15 5.3 Mentor/Cooperating Teacher
16 5.4 Institute supervisors
16 6. Organization of
Activities 17 7. Reflection from
Students 18 Appendices
1. Lesson Plan 20
2. Observation of classes of Regular Teachers 28
3. Lesson notes 29
4. Unit Plan 30
5. Achievement Test 31
6. Classroom observation of Peers
32
7. Action Research Format 33
8. Records on school site 34
9. Report on learning resources 35
10. Student Teaching Profile 36
11. Reflection Template 37
12. Overall assessment of trainee by the principal of cooperating school 40
13. Assessment by Supervisors
41
14. Supervisors monitoring Report Format 42
15. Template for reporting -Post Internship 43
16. Activity Schedule 44
17. Pre-internship Conference Schedule
45
18. Student Teachers Placement list/Order 47
19. Post-Internship Conference Schedule
51
1. Introduction

Teacher’s skills and competencies are important factors in the effectiveness of teaching
and pupil learning. Like all other professional programmes, field engagement is an
essential component of any teacher education programme. In the case of teacher
education programmes, field engagement involves engagement with the students and
teachers in schools. The sustained engagement with the school over a period is known
as ‘school internship ‘which equips the prospective teacher to build a repertoire of
professional understandings, competencies and skills , and positive attitude to
schooling and teaching. Research has consistently shown that the internship experience
is the most significant component in preparing new teachers. The teacher preparation
culminates in the internship, which then helps beginning teachers make the transition
from being students to teaching professionals. It offers teacher candidates a realistic
setting for combining theory and practice in which to demonstrate their developing
knowledge about and skill in teaching.

The curricula of teacher training institutions are designed to provide for the acquisition
of these skills by student teachers. The National Curriculum Framework (NCF), 2005
while suggesting improvement of quality of teacher education programme states that
teacher education must become more sensitive to the emerging demands from the
school system. For this, it must prepare the teacher for the roles of being an
encouraging, supportive and humane facilitator in teaching-learning situations. This will
enable learners (students) to discover their talents, realize their physical and
intellectual potentialities to the fullest, and to develop character, desirable social and
human values to function as responsible citizens. The National Curriculum Framework
for Teacher Education developed by NCTE (2009) states that “A teacher functions
within the broad framework of the school education system – its goals, curricula,
materials, methods and expectations from the teacher. The past few years have
witnessed a paradigm shift in the concept of school internship courses in India. The
NCTE Regulations, 2009 attempted to broaden the scope of practice -teaching by
emphasizing the importance of providing experience of all activities and programmes of
the school to the student teachers. The NCTE Regulations, 2014 have stipulated further
strengthening of the component of ‘Field Engagement’. As per the regulations the ‘Field
Engagement ‘of 20 weeks has been further split into two parts consisting of 4 weeks
and 16 weeks to be organized in the first and second year of the Two-Years
programmes.

The engagement of 16 7 weeks’ duration is further split into 14 weeks of school

internship and 2 weeks of engagement with the field other than the school (i.e.
community engagement).

2. Objectives of Internship

The internship is conceived as a professional learning bridge between the of preservice

Professional preparation and teaching. It is an extended school-based placement in
which student teachers (interns) are expected to consolidate their knowledge and
experience across all facets of the role of the teacher in the school. It provides an
opportunity to further develop skills in teaching and for interns to be mentored in
preparing themselves as thoroughly as possible for their early experiences of teaching.
The internship will enable the student teacher to:

• Develop the ability to define clearly the general and specific objectives of teaching the
subject, the different units, and the individual lessons.

• Develop the ability to select units and subject matter suitable to the class, and
resource material and aids - readymade, improvised - suitable to the units.

• Develop the ability to plan the lesson effectively with an understanding of the
principles of learning and organize the subject matter suitably indicating the
appropriate techniques and resources to be used at each stage and for each purpose.

• Develop the ability to prepare the pupils adequately for each lesson and develop it in
ways most suitable to the occasion and most appropriate for realizing the objectives set
forth.
• Develop the ability to motivate the pupils sufficiently and sustain their interest as well
as maintain discipline in the class.

• Develop the ability to adjust the programme to the varying needs interests and
abilities of the pupils, while making for maximum group progress. Develop the ability,
to use different methods and techniques of teaching and use them effectively in
appropriate situations. Develop the ability to plan the details of the curriculum with the
pupils (teacher pupil planning) and work out resource units, spelling out the
experiences, activities, aids, techniques, etc.
• Develop the ability to develop and apply different techniques and tools for the
continuous evaluation of the achievement and progress of the pupils, taken as
individuals and as a group, especially the ability to construct and use oral, written and
performance tests.

• Develop the ability to judge the effectiveness of teaching and the success of each
programme in relation to the goals, from the participation and performances of the
pupils.

• Develop the ability to diagnose the strengths and weaknesses and the achievements
and failures of the individual pupils, in relation to the objectives and decide, plan and
organize the reinforcement of remedial assistance needed by each.

• Develop the ability to correlate his subject and its teaching with other subjects
taught in the class, with other activities in the school with life, so that, the education of
the child becomes an integrated programme.

• Develop the ability to plan, organize and guide enrichment activities and field
programmes related to the subjects taught.

• Develop the ability to plan, organize and guide various co-curricular activities, which
are considered as important constituents of a rich education for the citizens of
tomorrow.

3. Learning to Function as a Teacher

In EPC-1(Learning to Function as a Teacher) during first semester, the student teachers
were oriented on the process based skills essential for secondary schools. The skills
focused were critical thinking and reflection, Class room management, Managing
diversity, Contextualization, Observation, Communication, Organization of group
activity/project, Assessing learner and giving feedback and Facilitating learning .The
core teaching learning processes emphasized were Introducing the lesson, Questioning
in the class, Explaining and illustrating, Encouraging and appreciating students (Verbal
and non-verbal), Stimulus Variation, Using Blackboard /white board/ smart board and
Using learning resources and ICT, All the processes are practiced and evaluated for each
student during first semester and were internally evaluated.
 Field Engagement: School Exposure To experience school activities in totality i.e.
awareness about the functioning school and its relation with neighborhood and
development of insight into the role of a teacher and learner as a preliminary exposure
activity the student teachers were placed for one week in schools of Bhubaneswar
during first semester and experienced school activities. The student teachers were
engaged in pre-visit workshop (three sessions) and post visit reflection sessions.
Student teachers highlighting the school objectives, processes and their reflection have
submitted the reflection reports.

Field Engagement: Multi-cultural Placement

In order to provide school exposure in various cultural backgrounds of the society to

the student teachers, they were placed in different type schools on rotation during the
second semester. During their placement in these schools they were involved in
different activities like (i) learning of teaching-learning process through observation of
lessons taught by regular teachers in the school. (ii) observation and collection of data
about schools processes i.e. day to day activities taken place in the school plant, for
example, working of the library, process of organizing other curricular activities,
functioning of laboratory, organization of school assembly and above all the school
management (iii) development of sample unit plan lesson plans /concept map and
lesson note (vi) conducting case studies in the school.

4. Details of Academic Work of the Student Teachers during Internship Placement

In order to facilitate staged entry of student teachers in teaching, Internship in

teaching is to be organized in three phase’s viz. pre-internship, internship and post
internship. The preinternship conference for student teachers, coopering school heads,
mentors and institute supervisors intends to orient them on the modalities of
organization of the programme.

The student teachers are placed in different NVSs of eastern region of the country i.e.
Bihar, Jharkhand, West Bengal and Odisha. The details of activities are presented in the
guideline. Post-Internship is to be organized to reflect on /feedback reactions of
students, cooperating teachers, school heads and institute supervisors. This would help
in fellow-up, remedial and strengthening activities to be taken up by the institute in
future years.

4.1 Demonstration of Criticism Lesson:

The student teacher is required to present a lesson in each pedagogy to a group of 16-
17 students during the pre-conference. The demonstration will be done as per the
lesson plan format provided by the institution. This activity carries 10 (5+5) Marks.
These are to be submitted for evaluation in the institute.

4.2 Observation of Lesson of regular teachers:

The student-teachers are to observe 10 lessons, 5 in each Pedagogy subject taught by
regular/experienced teachers. The exposure of experienced teacher’s classes will help
the student teachers to build confidence apart from learning about contextualization of
teaching learning processes.
An observation schedule booklet is developed and supplied to the student teacher to
record the observation processes. This activity carries 10 (5+5) Marks. These are to be
submitted for evaluation in the institute.

4.3. Development of unit plan:

A student teacher has to prepare two unit plans in each pedagogy. Unit plans consist of
concepts and learning goals that are taught over a period and are woven together,
often across subject areas. A unit plan lasts two or three weeks (or longer) and includes
several standards, skills, and desired outcomes for interconnected learning. A unit plan
overarches all daily lesson plans with connections among key topics, concepts, skills,
and desired outcomes. All the following elements should be considered when
developing a unit plan: objectives, Main topic or topics , that unite lessons within the
unit, academic goals and desired outcomes, Cross-curricular connections, Methods to
make the learning relevant throughout the unit, an understanding of students' current
knowledge, strategies, assessments for before, during, and after lessons and the overall
unit. The activity carries 10 (5 in each pedagogy) marks.

4.4 Lesson Plan:

Lesson plan consists of statement of objectives, list of contents, learning resources,
teacher initiatives, strategies and process of assessing learning. It is simply a road map.
Each teacher is different, once you understand the basic elements of lesson planning;
you can modify the process to reflect on whatever makes you comfortable. So find the
format that works for you and your students. The student teacher has to develop
lesson plan using concept maps in in two school subjects and maintain detail records.
They have to deliver minimum of 60 lessons (50 with detailed lessons and 10with
lesson notes) in a method subject i.e. (60 + 60 lessons) minimum in two subjects
(Mathematics/Bioscience and Physical Science for Science and Language and Social
Science for Arts students).The transaction of lessons will be continually observed by
mentor teachers and or institute supervisors through an assessment profile.
Transaction of lessons in two pedagogy subjects carry 80 marks(40 by institute
supervisors and 40 by cooperating teacher/mentors) through assessment profile. In
Pedagogy of social science, student teachers are required to transact lessons in all
social sciences i.e. History, Geography, Civics and Economics. Lesson plan records will
be assessed at the institute and 20 marks (10 in each pedagogy subject) are allotted for
the record.

4.5 Observation of Lesson of peers:

The student teachers are to observe 10 lessons, 5 in each Pedagogy subject taught by
fellow student teachers. An observation schedule booklet is developed and supplied to
them. The important features of teaching are mentioned overleaf of the scheduled
based on whom critical observations are to be made and record in the class 11 itself.
The student teacher and the cooperating teachers/ institute supervisor are to put their
signature on the prescribed schedule at the end of the observation. As far as possible,
varieties of lesson may be observed. This activity carries 10 Marks for each method
subject. These are to be submitted in two separate bunches for evaluation in the
institute.

4.6 Student assessment Record:

Student teachers have to develop achievement test on two subjects taught and
administer, score and analyze by using qualitative and quantitate measures. Based on
the assessment the learner’s variation will be identified. The format of reporting
achievement test is provided. It carries 20(10+10) marks. The candidate has to submit
two separate report related to both subjects tagged together.

4.7 Teaching learning resources:

The student teacher will be preparing/ collecting and using a large number of learning
resources during their placement in the school. It is required that appropriate and
suitable learning resources must be used for the purpose. The details of the
preparation and use of learning resources are to be recorded as per the format
provided. Either the student teachers as per instructions have to exhibit two innovative
learning resources at the cooperating SCHOOL or in the institute. Twenty marks have
been allotted for the activity (10 will be assessed by institute and 10 by cooperating
School).
4.8 Observation and reporting on School Site and Processes:

A student-teacher has to observe of day-to-day school activities and prepare a

comprehensive report highlighting working of the library, other curricular activities,
games and sports, functioning of laboratory, school morning assembly. The report
needs to focus on critical reflection of the pupil teacher on school site and activities of
different type of schools i.e. rural/urban tribal, residential etc. This activity carries 10
Marks.

4.9 Action research:

The student teacher has to identify the problem/issues in the classroom and develop
interventions to solve the problem. The school based small scale research may cover
areas related to the learner and learning like curricular and other curricular areas,
processes and strategies, assessment, disciplinary issues and others. The report
covering the problem, objectives, hypotheses, interventions, strategies and reflection
will be assessed out of 20 marks.
4.10 Reflective diary:
Used as part of the activities of pre-service teaching practice, it is a tool for descriptive,
reflective and/or critical recording of professional experiences lived by the teacher
trainee in teacher training situations. The reflective diary helps organize the activity of
guided analysis of pedagogical practice experiences aimed at: identifying students’ 12
own needs, interests, training motivation, the degree of mastery of past acquisitions,
shaping an accurate image on their effectiveness in practical teaching situations. The
diary is to be continuously recorded along with reflections

4.11 Assessment of student teachers by heads of schools:

This will be done by the school head on different dimensions i.e. Personal
characteristics in terms of punctuality, initiatives, self-confidence, capacity to manage
class, relationship with school staff, cooperativeness etc.; Participation in co scholastic
activities such as games and sports, cultural activities, science/literary exhibition,
participation in special programmes, community service etc.; School work, arrangement
of classes, laboratory, library work etc. and Teaching: Preparation of lesson, classroom
teaching, correction of students work, testing and reporting, originality and novelty in
teaching. The activity carries 10 marks. The school heads will send the marks in closed
envelope as per the format provided.
4.12. Presentation of Reflection in post conference:
It is not sufficient to have an experience in order to learn. Without reflecting on this
experience, it may quickly be forgotten, or its learning potential lost. The student
teacher has to present the reflective report during the post conference highlighting
Assessment The assessment of the performance of student teachers shall be based on
the feedback received from all associated with the programme, including mentor
teachers/HM/Principal, peers, supervisors of the institute; and various records
submitted by the student teachers. While submitting the records the student teacher is
required to submit the report activity wise. For example, a student teacher has to
submit separate report on each activity. The weightage to different components of
internship shall be assigned as presented in the following table:

Different activities and weightage of mark Distribution

External by the
Component Minimum Number Maximum Internalby Mentor School
Marks the faculty Teachers and
of the Head Teachers
Institute
Demonstration and 2 criticism lesson 10 (5+5) 10 --
criticism classes by (1 in each
student teachers in group pedagogy course)
(16-17 students in group)
Observation record of 10 (05 in PC-1 10(5+5) 10 --
classes taught by mentor and 05 in PC-2)
teachers/regular teachers
Unit Plan 2 in each 10 (5+5) 10 --
subject/pedagog
y
Lesson Plan (PC-1) 50 Lesson Plan 10 10 10 --
Lesson Notes
Lesson Plan(PC-2) 50 Lesson Plan 10 10 10 --
Lesson Notes
Classroom observation 20 Lesson (10 in 10 (5+5) 10 --
record of peers PC-1 and 10 in
PC-2)
Records of 1 10 10 --
participation/organization
in curricular activities
Records of school profile 1 10 10 --
Action Research 1 20 20 --
Student Assessment 2 (one for each 20 (10+10) 20 --
 Records subject)
Teaching Learning All 10 (5+5) -- 10
Resources
Reflective Diary 1 10 10 --
Assessment by mentor 60 lesson in PC-1 80 40= 40= (PC1(20) +
teacher(s)/HM/Principal / and 60 lesson in (PC1(20)+ PC-2 (20)
Inst supervisors based on PC-2 PC-2(20)
overall performance in
school including teaching
and participation in other
school activities
Overall Assessment of 10 10
Trainee by Head
Teacher/Principal
Presentation of 20 20 --
reflections on internship
experiences (Post
Internship)
Total for III Semester 250 190 60

5. Roles, Duties and Responsibilities of the Personnel Involved in the

Programme:
5.1 Role of Student-Teacher:
All the Student Teacher must:

• Report to the Principal of School at least one day before the starting of the
internship placement. On the first day, they should reach before the school
assembly on the first day of the internship programme.

• Put signature in the attendance register twice every day before the school
assembly and before the last bell goes.

• Seek cooperation from cooperating teachers and supervisor wherever you face
difficulty particularly for pre and post lesson discussion.

• Know the classes, periods and topics to teach in both the method subjects from
the Head of school/ cooperating teacher on the first day of internship programme.

• Prepare the lesson plan and get approval from the cooperating teacher/
supervisor before transacting every lesson.

• Take classes strictly according to the timetable of the cooperating school.

• Do not take any class without a lesson plan.

• Take arrangement classes and do other duties of the school and when the Head
of school assigns.

• Act and dress like a professional. Take your cues from other members of the
professional staff. Be mindful that children's behavior can be influenced positively
by your professional appearance.

• Never ask for leave. In special circumstances, get prior approval of leave from
your Head of school on emergency. Anyhow, your application for leave must reach
the school authority one day in advance.

• Get permission from the Head even if you want to be out of the school for some
time during school hours.

• Assign and correct the homework assigned by you to the student regularly. •
Write all the lesson plans in English except in the language subjects.

• Maintain a diary and regularly list all the innovations, challenges faced and
reflections for improvement.

• Plan in detail for the assignments/ activities with the help of the Head of school/
Cooperating teachers/ institute supervisors. Get approval from the Head of school
and institute supervisors before carrying out the activities.

• Check with your cooperating teacher before attempting learning activities that
depart from normal classroom procedures.

• Carry out the activities planned by you for school students according to your
approved plans and all the assignments must be completed during the internship
programme.

• If you have an unsuccessful lesson, confer with your cooperating teacher to

determine what went wrong. If possible, re-teach the lesson using the teacher's
suggestions.

• Be polite and keep very good relationship with students and staff of the school.

• Try to adjust in the school situation with genuine difficulties. Adjust with the
students, staff, physical facilities that they have.

• Receive see that the cooperating teachers / institute supervisors and necessary
ratings sign every lesson that you teach with remarks from them.
 • Maintain regularity, punctuality and devotion to duty in the school.

• Consult the cooperating teachers institute supervisors more frequently for

carrying out the activities in the school. There must be phase end meeting of
student teachers, cooperating teachers and supervisors to assess the progress and
for guidance.
• Refrain from making any negative comments about the school or the school's
personnel, especially when talking with fellow student teachers.

• Supply student teaching profile one each to the supervisor and/ or cooperating
teacher who supervises your teaching.

• Before you leave the placement, be sure to return all textbooks and materials to
the school.

5.2Role of Principal of Cooperating School

The Principals of the cooperating school’s are requested to introduce the student
teachers to the students and staff of your school in the assembly on the first day.

• Please allow them to take periods in Class VI, VII, VII and IX because they will be
secondary school teachers in future.

• They may even be assigned class in class X, if you have confidence with individual
trainee’s ability.

• Approve the timetable and plan of activities/ assignments of the student teachers
to be carried out during the programme in the school.

• Give a brief introduction about the school to the student teachers soon after they
join in your school.

• Countersigned on the attendance register maintained by the Group-leader/

Cooperating teacher of the school.

• See the all facilities and provisions are made available to the student teachers to
teach their lessons and carry their assignments in the school without disturbing
regular functioning of the school.

• Grant leave to the student teachers in very special circumstances only.

• Assign other duties to them that are performed by the regular teacher of the
school.
 • Allow a phase end meeting of the student teachers and the cooperating teachers
to assess the progress and removal of difficulties.

• Countersign/ certify the report/ documents of the activities/ assignments

conducted by the student teachers towards end of internship programme.

•Fill up the evaluation proforma (attached) with respect to student-teachers

performance during the internship programme. Each trainee is evaluated out of 10.
It may be handed over to the institute supervisor who visit your place in the last
phase or send by post to the institute confidentially.

• Write your comments/ remarks/ suggestions for improvements of the

programme in a separate sheet of paper and send it to us.

5.3 Role of the Mentor/Cooperating Teachers:

The Mentor/Cooperating Teachers are requested to:

• Help student teachers to prepare detailed lesson plans, brief lesson notes and
plan of activities/ assignments to be conducted by them in school.

• Go through the lesson plan before a student-teacher deliver the lesson in the
class.

• Remain sitting in the class when student teachers are teaching.

• Evaluate each lesson on the prescribed proforma (student-teaching profile) and

write remarks in the lesson plan book and in the observation format provided by
the student teachers.

• Guide student teachers in planning the lesson, planning and procuring teaching
aids.

• Give feedback continuously to the student teachers for their improvement in

their teaching and other co-scholastic activities.

• Conduct past lesson discussion regularly.

• Countersign in the peer-teaching observation schedules after their observations

in the classroom.

• Organize phase end meeting with the students-teachers and supervisors to

discuss the progress, difficulties faced and experience gained by them.
5.4Role of the Institute Supervisors:
The Institute Supervisors are requested to:

• Go through the plan of activities/ timetable/ lesson plans of the student teachers
as per the schedule of activities provided and give necessary guidance and
suggestions.

• Conduct pre and post lesson discussion regularly.

• Supervise the full lesson, evaluate on the rating proforma (student-teaching

profile) supplied by the students, write comments/ remarks/ suggestions for
improvement of the lesson on the lesson plan book.

• In the absence of one supervisor, the other supervisor has to supervise all the lessons and may
give remarks/ comments and write suggestions irrespective their subject background.

• An institute supervisor with Science background is to supervise lesson in all

science subjects (Math, Physical Science & Biological Science). Similarly, the
supervisor with Arts background is to supervise lessons in all Arts subjects (all
languages and social studies).

• For reporting ratings, supervisors with science/ arts background award marks in
the student-teaching profile provided to them by individual student teacher. They
are supposed to report ratings as a part of the internal assessment. Please submit
one copy of the monitoring and supervision report to the supervisor of the
succeeding phase for their reference and the second copy of the same along with
student-teaching profile to be handed over to the coordinator, internship
programme immediately after the supervision period.

• In addition to supervision of classroom teaching supervisors are requested to

guide the student teachers in preparing scheme of lessons and activities, the
achievement test papers, observation of lessons on peer teaching, action research,
conducting school activities preparation and report writing on teaching aids.

• Countersign the documents/ reports prepared by the student teachers after

completion of their work.

• Discuss with the student teachers frequently to remove their difficulties and
organize a phase end meeting of the student teachers and cooperating teachers to
assess the progress.
6. Organization of Activities

• Two Day In-house workshop was organized from 15th Feb, 2024 to 17th Feb, 2024 to
discuss the modality, activities and formats to be used for internship. Faculty members
discussed in detail and consensus was made on the appropriate approaches,
methodology of Internship programme and formats were finalized during the meeting.

6.1 Pre internship Conference was organized from 14th Jan, 2024 to 22nd Jan, 2024.
There were discussion on Concept of concept and purpose of field engagement and
activities of internship. Developing unit plans and lesson plans were also being
discussed. Innovative pedagogies such as ICT integrated pedagogy, art integrated
pedagogy, and sports integrated pedagogy was given importance during the
workshop. Various assessment strategies were discussed in detail. There were
sessions on classroom observation, developing school profile, action research and
reflection Guide etc. Group wise interaction opportunities were given to student
teachers and the school Heads and teachers to discuss specific plans for their
respective schools.

6.2 Internship

7. REFLECTION FROM STUDENTS

Participated in various activities apart from academics which include co-curricular
activities like drama, dance, singing, debate, chess and various other cultural
programme etc

• Contributing in conducting examinations

• Participation in various cultural programmes organized by many organizations

• Opportunity to try out innovative pedagogic practices.

• Improved pedagogical skills and which in turn helped in developing professional

identity

• Opportunity to understand critically the linkage between Theory and Practice

• Enhanced our co-ordination and co-operation to work in a group in a concise way.

• Gained confidence and developed professional qualities as a teacher.

• Received the practical experience of lesson planning and learnt how to cater needs of
diverse student effectively.

• Opportunity to experience the whole school process through direct participation

• Learnt the importance of co-ordination between teachers and school management for
effective teaching – learning and holistic development of students.

• Opportunity to practice readiness to take responsibilities, punctuality towards the

profession.

• Developed love for the profession.

• Learnt the tasks and responsibilities of a teacher that what phases were supposed to
go through in future.

Challenges faced during internship:

•Inconveniences in arranging classes for each student teacher in two pedagogy subjects.

• Adopting innovative pedagogies with the demand of completion of syllabus

• Time Management
The first step to plan lesson is analyze the content to be transacted. It will help to
identify major idea/concepts and minor idea/sub-concepts. For better teaching, teacher
needs to develop holistic understanding of content. Understanding of content will be
better by analyzing contents. Content analysis is process of identifying major
idea/concept and minor idea/sub concepts and finding relations between and among
concepts. It can better be done by developing concept map. It is a tangible way to
display how your mind sees a particular topic. It helps teacher to visualize the subject
matter to be taught, which in turn assist in effective teaching-learning.

The steps of developing concept map are given below:

1. Reading intensively to identify major and minor ideas/ concepts and sub concepts.
This can be done by using a pen for identifying major ideas and pencil for identifying the
minor ideas.

2. Organizing phase: Spread out your concepts on a flat surface so that all can be read
easily and together, create groups and sub groups of related items.

3. Lay out Phase. On a large sheet of paper, try to come up with an arrangement that
best represent your collective understanding of the interrelationship and connections
among groupings.

4. Linking phase: Use lines with arrows to connect and shows the relationship between
connected items. Write a word or short phrase by each arrow to specify the
relationship.

5. Finalizing the concept map: Give a title, creative and constructive by using colors,
fronts, shapes, and border thickness
\Story Map in English Story Title:

The Friendly Mongoose

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Beginning: A farmer, his wife and their small child lived in a village. There was also
a baby Mongoose in the house who they believed would be their son’s
companion and friend in future. One day the farmer and his wife went out leaving
the child alone with the Mongoose.
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Middle: The farmer’s wife returned home from the market carrying a heavy
basket. She found the Mongoose an entrance of the house with blood on his face
and paws. She jumped to the conclusion that it was her son’s blood, and the
Mongoose was the guilty one.
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End: The farmer’s wife was blind with rage and with all her strength brought
down the heavy basket full of groceries on the blood-smeared Mongoose and ran
inside to the child cradles. The baby was first asleep but the floor laid a black
snack torn and bleeding. She said Oh! You killed the snack! What have I done?
After that, she realized and cried by touching the Mongoose who lay dead and
still, unaware of her sobbing.