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NCERT 'National Initiative for School Heads and Teachers Holistic Advancement (NISHTHA)' Talim for teachers Useful primary school

NCERT 'National Initiative for School Heads and Teachers Holistic Advancement (NISHTHA)' Talim for teachers Useful primary school 

What is the meaning of nishtha?

The Union Human Resource Development Minister has launched 'National Initiative for School Heads and Teachers Holistic Advancement (NISHTHA)', a national mission to improve learning outcomes at the elementary level.

What is nishtha teacher training?

NISHTHA is a capacity building programme for "Improving Quality of School Education through Integrated Teacher Training". It aims to build competencies among all the teachers and school principals at the elementary stage. NISHTHA is the world's largest teachers' training programme of its kind.

What is the age of nishtha Sharma?
10 years old

#1 Nishtha is just 10 years old

The girl with the voice of a nightingale is just 10 years old.

How do I log into nishtha app?

Enter the registered mobile no and click on “Login” button. Touch icon to open App “NISHTHA” on your android phone. Enter your registered mobile no. After login “IN TIME SELFIE” option showing in screen.

What is key resource person?

With extensive experience and in-depth knowledge of countries, regions and professional areas, a Key Resource Person is a main point of entry to professional knowledge and networks as well as useful on the ground information when moving to a new country

What new things do you want to bring in the training Programmes when you go for capacity building of teachers?

The new things one should include to build the capacity of the teachers is the initiation of the development activities for the trainees depending on the learning capabilities of the students. Explanation: The training activities should motivate the teachers

Nishtha Talim for instructors :There are numerous inquiries in the extent of this inquiry. The main inquiry is what is preparing? The subsequent inquiry is what is the distinction among instruction and preparing? The third inquiry might be that if, as different fields, it is acknowledged to refresh itself with the evolving times, to adjust to novel thoughts and new advancements, at that point preparing for educators, instructor coaches working in the training part. What an utility. What is the commitment of preparing in the field of instruction. 

Nishtha talim for instructors 

Preparing required 

The motivation behind the preparation is to zero in on the information, abilities and mentalities (information, expertise and disposition) of an individual or gathering. Information centers around building a wide comprehension of the ideas of a specific field. Like on the off chance that we talk about the way of thinking of instruction, how can it include learning? How do youngsters learn? How does grown-up taking in vary from kids' learning? How is information framed? Spotlights on different perspectives like how an idea comes to fruition in our brain. 

Nishtha talim for instructors 

National Resource Groups (NRGs) will train Key Resource Persons (KRPs) & State Resource Persons- Leadership (SRPL) of the States/Union Territories. One NRG includes 15 national level resource persons.

One State Resource Group (SRG) includes 05 KRPs & 01 SRPL from SCERTs, DIETs, CTEs, IASEs. SRGs will train the school teachers and school principals (functionaries at district, block and cluster level).
Teachers, Principals, BRCs and CRCs 42,00,000

All the elementary school level Teachers, Principals, Block Resource Centre Coordinators (BRCs) & Cluster Resource Centre Coordinators (SRCs) will be trained by SRGs.

One thing that can be said about information is that it is something that changes after some time. From the exploration and conversations occurring in a specific field, new parts of various elements of a field precede us. As per which we need to refresh ourselves. For instance, a couple of years prior, in the field of training, instructor information was considered as a source, the significance is given to the way that kids gain fro uim the educator. Because of this the educator had a focal spot in all the techniques for instructing. In any case, as different explores in the field of instructive brain science, reasoning and training and its discoveries preceded the individuals, the way was opened for change in this idea also. 

A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them. Rabindranath Tagore (1994), “ The English writing of Rabindranath Tagore: A miscellany”. p. 64, Sahitya Academy

Receptiveness to novel thoughts 

Overview Over the years as an outcome of the Right to Education Act (RTE), 2009, and our education policies, the composition of our classrooms has changed dramatically. As teachers and teacher educators you must have observed this learners’ diversity, which also must have made you realise that you cannot and should not teach all children in the same manner. The need to adopt teaching-learning practices, that provide challenging opportunities to all learners and let them experience success, stands out now more than ever before. “if some children can’t learn the way we teach maybe we should teach the way they learn…..” — Ignacio Estrada1 The purpose of this module is to help teachers and teacher educators like you, to relook at the diversity existing in the classrooms and consider the pedagogies that are most suitable to make teaching-learning inclusive. The suggestions given are gathered from research and experiences and would help you develop more inclusive learning environments to meet the different learning needs in the same class. The content also provides an opportunity to look closely at National Education Policies, the curriculum, syllabus, textbooks, the National Curriculum Frameworks (in particular NCF-2005), and the recently developed Learning Outcomes (establishing linkage with curricular expectations and pedagogical processes).

It highlighted the common core principles suggested by the NPE 1986. In the year 2000, The National Curriculum Framework for School Education–2000 was prepared. The major thrust of this curriculum was on learning that leads to education that would help fight inequality and respond to social, cultural, emotional and economic needs of learners. NCF 2005: A Brief In 2005, the NCERT brought out the National Curriculum Framework 2005 along with 21 position papers on different aspects of school education. The Right of Children to Free and Compulsory Education Act, in 2009, made a clear mention about the implementation of National Curriculum Framework 2005, with a focus on building learner-centered environment in which learners learn without any stress. For more details, visit the web link https://mhrd.gov.in/rte. The National Curriculum Framework 2005 (NCF 2005), in view of the social and economic changes, identifies the following aims of school education: • Making children independent in their thought and action and sensitive to others well-being and feelings • Empowering children to respond to new situations in a flexible and creative manner and to participate in democratic processes • Developing in children the ability to work towards and contribute to economic processes and social change. For achieving these aims, schools need to focus on; equality, quality and flexibility. Given the diversity of the country, students’ contexts are important to bring into the classroom. NCF 2005 emphasises on the role of teachers to go beyond textbooks so that children can learn from their own experiences through role play, drawing, paintings, dramas, field visits, and conducting experiments. NCF 2005 also emphasises on the need to see assessment as learning and in-built in the classroom processes. This requires, teachers to continuously and comprehensively assess children in their own way with a purpose to provide children immediate support rather than waiting for their test results and spending time on recording and reporting. Further, it laid importance not only on learning mathematics, languages, sciences and social sciences but also on life skills, social, personal, emotional and psycho-motor skills. NCF 2005 highlights the Learner-centered pedagogy, which can be followed when the learner is the focus while developing the syllabus, textbooksand planning classroom activities. For example, if we want to include a description about ‘Plants’ at the primary level the syllabus ought to focus on plants that children can see, touch and talk about in their day-to-day life. The textbook ought to provide the description of the same. Teachers can plan opportunities where children share and make posters of plants they have seen in their homes, neighbourhood, schools, etc. In this process they will connect their experiences with what is given in the textbook. While doing so, teachers will observe the progress in learning outcomes of each child. Discussion Points Work in pairs and peep into a typical school day of a teacher. Reflect if any of the above mentioned aims of education are being realised in the day to day teaching? How do you transact your day? School subjects and the NCF 2005 Let us take a close look at NCF 2005 and the teaching of different subjects. It highlights that during the teaching of languages, the language needs to be used as a resource to promote multilingual proficiency. Language acquisition needs to be given importance in every subject area as it cuts across the curriculum. Reading and writing, listening and speech contribute to the child’s progress in all curricular areas and must form the basis for curriculum planning. Mathematics needs to be taught in such a way that it enhances thinking, reasoning, visualising and handling abstractions, to formulate and solve problems. Teaching of Science should be recast so that it enables children to examine and analyse everyday experiences. Concerns for the environment should be emphasised in every subject and through a wide range of activities involving outdoor project work. Social Science learning proposes to recognise the disciplinary markers while emphasising integration of the perspective of marginalised groups. Gender, justice and sensitivity towards children belonging to marginalised groups and minority sensitivities must inform all areas of Social Science. The NCF 2005 also draws attention to the four other curricular areas: work, art and heritage crafts, health and physical education and peace. It recommends bringing these areas in the curricular domain. Certain radical steps to link learning with work from the primary stage onwards are suggested on the ground that work transforms knowledge into experience and generates important personal and social values such as self-reliance, creativity and co-operation. Art as a subject at all stages is recommended, covering all four major spheres i.e., music, dance, visual arts and theatre with an emphasis on interactive approaches. As a follow up of NCF 2005, syllabi and textbooks developed across subject areas attempt to translate perspectives of learner-centered pedagogy in inclusive settings. We need to keep in mind that every child has the ability to learn however the environment, situation and relevance of the material makes learning interesting. Therefore, while transacting any textbook, we need to reflect on the objectives and how it can be used with all children including those with disabilities and from disadvantaged home backgrounds. Discussion Points • Can learner-centered pedagogy be used in large classrooms? • Can all subjects be planned using learner-centered pedagogy? Curriculum All of us have gone through the process of schooling. We know that all the activities that contribute to the holistic development of the learners in the school revolve around the curriculum. Understanding the curriculum and its transaction helps all stakeholders relate to the textbook content, development of cognitive and human values, and integrate concerns related to gender and inclusion of all learners in the learning process. The basic factors which determine the curriculum are known to include: nature of learning, knowledge of human development provided by the accepted theories and societal influences. In addition, the needs and aspirations of the society, to a large extent, determine the nature of the curriculum, the content, the subjects and their organisation. The curriculum also has a transformative role to play. As teachers and teacher educators we know that there are certain aspects that are taught informally in a school system which is referred to the hidden curriculum. The hidden curriculum includes behaviours, perspectives and attitudes that students acquire during the schooling process. It is important to realise that a hidden curriculum is what students absorb in school and that it may or may not be a part of the formal course of study. 

Rousseau had said that the kid is the crucial maker of his insight. This thought is as yet given a lot of significance in the field of instruction. A youngster learns without anyone else, the acknowledgment of this idea made another viewpoint that considers instructors to be facilitators. Because of this, in the trainings in the field of instruction, it was rehashed and again that the instructor should consider himself to be a facilitator and offer the kids a chance to take an interest similarly in the discourse that happens in the homeroom. They urge youngsters to pose inquiries and attempt to discover answers to their inquiries along with individuals and without anyone else. 

A groundbreaking thought is gradually picking up acknowledgment. Expertise improvement is expected to get familiar with the correct method to carry out a responsibility. In the event that our perspective on a thought is loaded with question, at that point maybe we can't give our hundred percent. Preparing in the field of instruction attempts to discover an answer for these issues. For instance, preparing zeroed in on administration readies a superintendent to lead the association better, while preparing zeroed in on language outfits a language educator with the abilities and information important to show his/her subject well. Is. 

At long last two things 

Remembering the abovementioned, it very well may be said that preparation has a significant part in the field of training. This is the motivation behind why there is discussion of educator preparing every now and then. Anyway numerous instructors grumble that educators gripe about such workshops that they don't get the chance to get the hang of anything new. Something very similar is rehashed again and again. The case is two-sided.

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On the off chance that the individuals who seek preparing accompany an arrangement, at that point there is a positive weight on the preparation reference people (asset people) to put forth a valiant effort. Without this, there is simply food gracefully from both the sides. Such providing food can be known as an exercise in futility, which lessens the significance of trainings. What's more, builds up a negative picture about it. While there is a need to reestablish confidence in the earnestness of preparing and its value and to make a situation for learning.

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