Mathematical reading (1st session)

Date and Time  : 15-07-2020, 10:00 – 11:20 am

Facilitator: Mr. Sushant Pawar.(Dept of Math edu. HBCSE)

As the title suggests the webinar was conducted to read the research reading. Primary focus of the research reading is how a teacher can handle different approaches of students for solving mathematical problems, and how teachers should/can be sensitive about the socio-economic status of students. Also this reading describes the thought process of a teacher while teaching and dealing with different approaches of students. Webinar was conducted by Mr. Sushant Pawar who has been working in Department of Mathematics Education HBCSE since 2 years. PDF copy of research reading was shared with participants on whatsapp group so they can go through it prior to the webinar. The resource person prepared the presentation in such a way that part of the research reading was displayed on the slides. The resource person used to read those slides and then used to give 2 minutes to participants to note down the key points from the slides. After some slides there used to be discussion about what participants have noted down and what they feel about it. Experts from HBCSE and outside and teachers shared their experiences too while the discussion part.

This webinar was the first part of the research reading webinar. Here the participants read the initial part of the reading and they discussed that. Some notable discussion points are mentioned below:

  • Resource person shared the reason for selecting this particular reading. Then Aaloka Kanhere ma’am also shared her experience about this particular reading and how it helped her in her teaching.
  • Satyawati Rawool ma’am described how important the seating arrangement of the classroom is. Which is important for the peer discussion.
  • Sandhya Thakur Ma’am noted the point about the diversity of students described in the reading and importance of the classroom environment.
  • She also noted the importance of observation and discussion of teachers in each other’s classroom.
  • After that Shweta Naik ma’am told participants that she had visited the school described in the reading. And the students of that school could not write English since their language at home was not English.
  • Narendra Deshmukh Sir added the point how the teacher from the reading had asked the students to draw and justify their solutions. And how it is important for understanding of students and how participant teachers can also ask their students to draw the solution of the problem.
  • He also shared his personal experience about how students from unprivileged backgrounds could not relate to mathematical problems. And How teachers can include local context while teaching mathematics.
  • After reading the students’ response part of the reading Sandhya Thakur ma’am shared how sometimes being wrong and right might not be important and students’ participation is more important.
  • Shweta Naik ma’am added that one needs to take efforts to create an environment for students to express themselves.
  • Then resource person spoke about how social discrimination is also observed inside the classroom.
  • Shweta Naik ma’am also added to that point that how a teacher/educator needs to provide more opportunities to students from socially discriminated backgrounds. And we need to think about availing equal opportunities to discriminated students.
  • Then Aaloka ma’am also added how we need to underline the issue of discrimination inside the classroom.
  • Satyawati Rawool ma’am also described how some students dominate others inside the classroom. And how this reading has underlined that issue very nicely.
  • Sandya ma’am added her point about how teachers in this reading have underlined the social issue in her reading.

Since the paper was long, Narendra Deshmukh sir decided to conduct the second part of the webinar to complete the remaining part of the webinar.

Report prepared by: Sushant Pawar

Learning resources for effective teaching and learning (2nd session)

Date and Time  : 12-07-2020, 10:00 – 11:20 am

Facilitator:  Sandhya Thakur, Narendra Deshmukh & Satyawati Rawool 

The objectives of the webinar were:

  1. To discuss what effective teaching is, how do we define it and the criteria of effective teaching.
  2. To discuss traditional and modern learning resources and interactive teaching methods

Dr. Deshmukh discussed following points in the webinar:

  • His definition of effective teaching.
  • What are learning resources (LR) and how are they utilized in classrooms?
  • Types of learning resources and their role in effective teaching.
  • Tips to use traditional LR (such as blackboard, overhead projectors) and Modern LR (e.g. smart board, video film, 2D non-projected LR, animation, etc)
  • Interactive techniques like buzz session, think/ pair/ share, demonstration, role play, field trips, etc.

Points shared by other teachers:

  • Poorna ma’am discussed how internet is helping in teaching poems. She said that many video and audio files of poetry reading can be found on internet.
  • Prakash sir talked about use of worksheets and demonstrations for effective teaching. He said that if we are using demonstrations or worksheets in class, then our focus should be very clear. Teachers should think about what they actually want to achieve through demonstrations or worksheets. For example, they want students to think on particular aspects or want to develop understanding of a certain topic or want to grab students’ attention. He also gave example of a worksheet he used for teaching an environmental balance chapter.
  • Mayuri elaborated on how challenging activities can be used to teach certain topics in science. She gave an example of balancing nails challenge for teaching gravity. She said that these challenges not only help in engaging students but also help understanding certain concepts.
  • Shaila ma’am explained how she uses board and charts in her classroom. She said that every weak she explains some charts to students and takes tests on the basis of those charts.
  • Sandhya ma’am discussed a research paper that was presented in one of the conference she attended. In that research it was found that students who worked on designing MCQ questions for 2 years, performed better in the exam.
  • Harshada ma’am shared the strategy she used for teaching periodic table to 9th and10th standard students. She assigned one element to each student and asked them to study the uses of that element. Also she asked students to address each other by elements name. Every day one student was supposed to tell the uses of the element assigned to him. This helped students a lot in remembering and understanding periodic table.

Report prepared by: Ms. Megha S. Chougule

Effective teaching & learning techniques (1st session)

Date and Time  : 10-07-2020, 10:00 – 11:20 am

Facilitator: Dr. Shweta Naik.

In this webinar, Dr. Thakur ma’am discussed

  • Qualities of effective teacher
  • Essentials of good teaching
  • How do we create an environment that keeps students stimulated
  • The pyramid of learning
  • Retention techniques that she used for effective biology instruction.
    Flow of her lecture used be like: Introduction – Preview – Chart/diagrams – explanation –ask students to duplicate drawing on the board – interact with student s when they are drawing in their notebooks – repetition of explanation – 5 min written quiz – self assessment (asking students to check their answer)

Experiences and points shared by others

  • Poorna ma’am shared simple strategies which she uses in her class to attract students’ attention and keep them stimulated. For example, discussing points which are not given in textbook but are related to the topic being discussed, using worksheets, showing simple experiments, etc.
  • Ujwala ma’am said that it is very important to give time to each student. Teachers should try to communicate with as many students as possible. 
  • Rutuja ma’am from Somaiya College said that students especially from vernacular medium find the biology words hard to learn. So, she conducts an extra lecture for these students. She asks them to explain how a particular word is related to a given diagram, how it can be used in a sentence, etc.
  • Kavita ma’am who is a science teacher told that she tries to be friendlier with students. She talks to them like a family and focuses on doing experiments. 
  • Dr. Rawool ma’am discussed how metacognitive skills i.e. the ability to think about one’s thinking helps students in learning.

Report prepared by: Ms. Megha S. Chougule

Exponential Functions

Date and Time  : 03-07-2020, 10:00 – 11:20 am

Facilitator:  Sandhya Thakur.

  • Dr. Shweta Naik (SN) started the session by illustrating the following classroom scene.
  • A teacher wants to teach her students the concept of negative exponential function in the classroom. For this purpose, she had given the following exercise where students had to complete the following pattern.
  • SN displayed few students’ responses and posed questions to the teachers present in this webinar that ‘what possible logic students might have used to find out the value of 2-1.
  • Then SN discussed what the teacher in this class scene was expecting from students. And also discussed what students have concluded from the pattern given in the exercise.
  • Also, discussion took place on the following topics:
    • The definition of Exponential function (x2= 1.x2).
    • The important role of coefficient  ‘1’ in the definition of exponential function.
    • Why 23 = 8?
  • SN said that while defining definitions we consider and decide something. And while framing definition language is important.
  • While discussing exponential function, SN also said that in the exponential function an index number is like an order given.  Metaphors are sometimes useful to teach concepts. But,  when concepts become more complicated then interference creates. So, at this point of time teachers should try to clear students’ confusions by doing necessary discussion with students .
  • Satyavati ma’am said that it is essential for teachers to know what students are understanding about exponent while teaching this topic.
  • Subramaniam sir said that it would be good if instead of giving definition directly to the students, give them examples to solve first. And when students solve examples of exponent then at that time teachers can motivate them to understand the definition. Give students an opportunity to come up with a definition of an exponent based on the problems they have solved.
  • Deokar sir said that it is necessary to understand the laws of indices first for better understanding the concept of ‘Exponential function’.

Report prepared by: Ms. Mayuri Pawar.

Learning to read textbooks.

Date and Time  : 30-06-2020, 11:00 – 12:00 am

Facilitator: Dr. Satyawati Rawool and Dr. Narendra Deshmukh.

Focus of the webinar: Textbook reading strategies for its better understanding

At the beginning of this session, Satyavati Rawool (SR) ma’am talked about how to read textbooks, the importance of reading textbooks and the ways of reading them. She said that teachers should encourage students to read, express their views. Teachers should try to decrease students’ fear and help them to become confident.

Pradnya ma’am shared an experience where she corrected her colleague teacher who was putting too much stress on a word while reading a poem in front of the students. Pradnya ma’am said that if anyone is not reading/saying properly then it is essential to correct him/her at that time.  But while doing so we should also see that the person won’t feel bad. She also emphasized on the role of parents in improving students’ reading skill. She also asked about how content creation is different from writing textbooks.

SR said that we should build confidence in parents that they can help students a lot to improve their reading skill even if they are illiterate or not expert in that subject.

Deshmukh sir said that reading is one kind of skill. He explained the purpose of reading (for exam, lecture, essay, discussion, etc.). He said that reading Mathematics and Science textbooks are also important. Also before teaching any lesson, it is essential to take reading of that particular lesson in the classroom. This will help students to understand different concepts in that lesson in a better way. He mentioned that he is using this strategy in NVM PAR project where instructors make students read the lesson before teaching and tell them to underline the words that they find difficult.

Mayuri said that while reading textbooks, we should always read to interpret and analyze. Nothing should be taken as fact or truth. We should engage in what we read (Critical reading) by asking ourselves questions such as, ‘What is the author trying to say?’ Readers should underline the key words while reading. This physical process of underlining words helps the brain to remember a few things easily. For our overall development, we should not just read to remember the things but we should try to develop our understanding too. While reading textbooks we should rethink positively about the reading matter using our own views and ideas.

Kunda ma’am mentioned that to keep our teaching on track, textbooks are essential.

Sugra ma’am said that because of the textbooks authority sometimes students do not talk. They think whatever given in the textbook is perfect, absolutely correct. At higher levels, there are no textbooks. Students refer to different books at higher and Ph. D level. This is because by reading different books, students get to know diverse views and then they can summarize those contents. Though textbooks are important. We should understand that at school level too, somewhere we should give chance to students to challenge the content given in the textbooks. 

SR suggested the textbook ‘अभ्यास कसा करावा’ written by P. G. Vaidya, which is useful to improve reading skill.

Deepti madam said that it is very essential to read Mathematics textbooks too.

Report prepared by: Mayuri Pawar.

Role of classroom environment

Date and Time  : 27-06-2020, 10:00 – 11:00 am

Facilitator: Satyawati Rawool and Narendra Deshmukh.

  • Deshmukh sir started the webinar by saying that aim of this webinar is to discuss the role of classroom environment in teaching learning process. We will discuss why & how the classroom environment is important in TLP.
  • Deshmukh sir explained following points:
    • What is the classroom environment?
    • Main factors of classroom environment (Classroom strength, class management, etc.)
    • Aspects of classroom climate (Intellectual, social, emotional, physical)
    • NCF 2005 guiding principles
    • School and classroom environment, space for Parents and community
    • Learning resources
    • Positive classroom environment, things to foster positive classroom environment
  1. Poorna ma’am said that to keep the Ashram school children in the flow of education, teachers in her school are going to different villages and visiting their students. During this visit, they are distributing textbooks to them, giving them information about Covid 19, asking them about their health and hygiene, etc. She herself has visited more than 21 villages (wadis) for this work. They are also planning to distribute worksheets to their students to solve at home.
  2. Sandhya Thakur ma’am shared her experience. She said that when she visited one of the Ashram schools she noticed that the classroom was very long and has only a door for ventilation. There was not even a proper mat for children to sit on. Though the physical environment of that classroom was not so good, she found that the children in that classroom were very lively, excited to talk with her. These children presented songs with action in front of ma’am and were looking very happy. Sandhya ma’am said that these very young children were far away from their family but were looking happy. And the credit of their happiness goes to their kind teachers. She also shared another experience that is contradictory to earlier mentioned experience. She said that she visited another Ashramschool having good infrastructure, proper classrooms but children in that school were sitting very quietly. Sharing this experience, she said that sometimes to maintain discipline in the school we make students taciturn. This should not happen. The classroom environment should be such that students should be able to ask questions coming in their mind easily and fearlessly to their teacher in the class.
  3. Chhaya madam said that in the current pandemic situation she is conducting online classes for students of grade 8 in her school. But due to network and internet issues and other problems all students aren’t able to attend these online classes. She mentioned that she is feeling bad as 100% students are not getting the benefit of online teaching. She asked the facilitator what can we do to solve this problem in the current situation?
  4. Sandhya ma’am replied to Chhaya ma’am question that in the current pandemic situation teachers are facing many problems everyday while teaching. But teachers should look at these problems as their homework. And should work on it everyday and should try their best to minimize these problems.
  5. Yogini madam said that she is teaching in a school where students from slum areas come to learn. These students often face many psychological problems and suffer from family issues. And school is the only place of relaxation for them. So, for such students a good classroom environment is very essential for their overall development and peaceful mind.
  6. Harshada madam mentioned that the rapport between teachers and students plays an important role in the classroom environment. She said that, the role of teachers in the school is just like a role of mother in the home (जशी घरी आई, तशा शाळेत बाई). When the classroom environment is such that students feel free to talk or share their feelings with their teachers, then the teaching learning process becomes effective in such an environment.

Report prepared by: Ms. Mayuri Pawar.

Understanding health & diseases

Date and Time  : 21-06-2020, 10:00 am

Facilitator: Sandhya Thakur (ST).

  • In this session, ST gave information about different types of diseases like congenital & acquired. She had given information of diseases like typhoid, pneumonia, common cold, malaria, amoebiasis, ascariasis, ring worm. She also explained concept of prevention and levels of preventions, our responsibility for good health at individual, community, state & international level. She shared concept map covering almost all determinants of health like social support, education, health and social services, personal health practices and coping skills, physical environment, gender and culture.
  • ST suggested that we should ask students what happen when someone fall sick in their house. Then what are the different steps family members take after that. Like, till what time we prefer home remedies?, What questions doctor asked to the patient when they visit doctor? She also emphasized on creating awareness in students about necessity of vitamins.
  • NDD said that, it is important to make students write what they feel when they fall sick.
  • ST mentioned the following activity for students.

Students will keep day wise record of the health issues they face, if any. And will also write down the diet they take accordingly their health issues.

  • Shashikala madam mentioned that the information given by ST about diseases is very useful for students in tribal schools.
  • SP shared an activity where along with her students she tried to create awareness about health amongst parents. She mentioned that parents listen to their students. Sometimes situations, financial conditions are also responsible for sickness or leads to various diseases. She also shared some steps that they have taken for students’ hygiene in their school. Like, students have to bring their own water bottle and they will not share it with others. She mentioned that utmost importance thing for good health is to stay happy.
  • SR mentioned that teachers can do much to keep class environment happy.
  • NDD also mentioned that different science institutes like Vidnyan Mandal, Marathi vidnyan parishad could conduct programs to create health awareness. Over this SP said that when outside persons visit schools and interact with students they listen to them nicely.
  • MP mentioned that many times a lot of information is given in the newspaper and social media about seasonal diseases, diseases spreading at faster rates at times, precautions need to prevent these diseases, etc,. So, we should keep ourselves updated with this knowledge in order to fight against these diseases.

Report prepared by: Ms. Mayuri Pawar.

Learn to make online learning interactive

Date and Time  : 17-06-2020, 10:00 am

Facilitator: Dr. Geeta Thakur.

  • Geeta Thakur ma’am started the meeting by saying that lock down has changed people’s attitude towards ICT. We have the chance to do something innovative. To learn these new things we need positive attitude & strong will power. Though ICT is useful, technology cannot replace teachers. However, technology in hands of good teachers can bring transformation.
  • She had make use of poll to check the following information.
    • How many teachers who are attending webinars are teaching in online mode?
    • How many teachers think that online learning can replace classroom teaching?

She discussed the following points to make online learning interactive.

  1. In online teaching, role of teacher is 10% teaching and 90% designing. So, this teaching process is quite time consuming.
  2. The different applications that can be use for online teaching are what’s app, Zoom, Google meet.
  3. If homework, worksheets, activity sheets are sharing through what’s app then teachers can use audio option to give feedback to the students.
  4. During offline learning, students raise their hands to ask questions, doubts or answer the questions. In online learning, we can make use of ‘raise hand’ option for this.
  5. While sharing documents, share in pdf format instead of doc or ppt format. Highlight the important points in the document. While giving printed notes give sticky notes with some message. This gives human touch to this work.
  6. To make online teaching more interesting, create videos using power point presentation using your voice. Make use of paper slide show, table top video, concept mapping.
  7. Since students think while they learn, it is essential to give them step-by-step instructions.
  8. Using mind map software students & teachers can prepare concept map together.
  9. Teachers can use white board available on the site for teaching and can make use of different options provided in it.
  10. One of the greatest advantages of online mode is; easy maintenance of reports, images, worksheets submitted by students. Online mode is the best for that. It reduces teachers’ stress or frustration of maintaining students’ records and reports. Teachers can use Google forms to conduct tests.

Points shared by others:

  • Seema Vichare madam said that we should practice and become habitual of online teaching. She also mentioned that different mediums of learning are available in front of new generation. She also suggested that giving education through Doordarshan channel in this pandemic situation is possible to some extent.
  • PKN and KK agreed that Doordarshan is good option.
  • Trupti mentioned that, to explain some imaginary/abstract concepts animation can be use. To visualise abstract concepts, sometimes videos are useful.
  • Prakash sir mentioned that online teaching has some technical issues like network issue, internet problems etc., We should think of availability of internet facility for people from lower economy backgrounds. Also, because of this online teaching a big difference will create in the society among the students who have online facility and those who don’t have. 
  • Aaloka agreed with PKN and mentioned that the point of increasing gap between students with and without technology access is very important.
  • While sharing her experience Sangita Pandilwar ma’am of NVM said that, students are using what’s app to great extent. Thus it is possible to communicate with them in this lock down condition through what’s app. Students are sending videos of poems. She shared the activities did with her students. She informed her students to perform dance on any poem, write essay on different topics. Students completed these activities and shared with her on what’s app. Then she made collage of all these activities shared by students and kept it as her what’s app status. Looking at this collage, students who didn’t perform activities also started performing activities with interest.
  • Sugra ma’am thanked Geeta ma’am for making session informative, interactive and generating a lot of discussion. She mentioned that, the issue of online versus offline has a numerous dimensions, from educational to social and technological. She said that Geeta madam has covered many of these dimensions in this session. She also emphasized on the fact that, technology is updating fast and we must update ourselves.
  • Shashikala madam mentioned that to make online teaching effective technical training is very much essential. She said that she is trying her best but couldn’t able to understand all the things. Over this point, Geeta madam replied that it takes time to learn new tools. But once we learn one of these online tools, it will be easy for us to use other tools.
  • Deepti Ghate madam mentioned that many times we shared different educational information, videos with students. But, first time through this session I came to know that, we can give audio feedback along with the shared information.
  • NDD said that the objective of this session was to discuss about how to make TLP better using different online tools. We should share our experience of online teaching on what’s app group. At least through such sessions, we should learn new technologies.

Report prepared by: Ms. Mayuri Pawar.

Rabbits, Coins & Honeybees (Exploring Fibonacci numbers)

Date and Time  : 14-06-2020, 10:00-11:20 am

Facilitator: Dr. Aaloka Kanhere


  • From HBCSE: Anish Parmar, Sushma Rawool, Mayuri Twade, Harita Raval, Shweta Naik, Sushant Pawar, Narendra Deshmukh, Mayuri Pawar, Pranav Khot, Megha Chougule, Vinod Sonawane.
  • Outside HBCSE: Satyawati Rawool, Sandhya Thakur, Kunda Ma’am, Purna Patil, Shashikala Birajdar, Shaila Thakur, Yogini Chavan,

This webinar was conducted by Dr. Aaloka Kanhere from HBCSE- TIFR. She has been working in the field of mathematics education for more than ten years. Purpose of the webinar to solve problems and exploring the pattern of Fibonacci numbers. Also to see how fibonacci numbers occur in nature very frequently. Also Fibonacci numbers are a very nice example of mathematics in nature. Most of the time the question is asked “where is mathematics in the natural world” and these numbers can be one of the answers. Dr. Aaloka shared a worksheet with the teacher participants on the whatsapp group to solve and understand Fibonacci numbers. Following are the key points from the webinar.

  • Narendra Deshmukh sir introduced Dr. Aaloka and her work in education. Her work with ashram schools and writing in some magazines like Sandarbha.
  • Dr. Aaloka then started the webinar and she explained the purpose of that webinar. While doing so she pointed out how problem-solving is not most of the time taken seriously and how it is an important problem solving is to understand mathematics.
  • She also added how she will try to make this session interactive through problem-solving.
  • Then Dr. Aaloka Kanhere started discussing the problems in her worksheet. She started with the problem of coins.
  • Then she discussed how coins of a particular amount with the help of coins of one and two rupees can be formed. And in how many ways it can be formed.
  • Then from that one sequence of numbers arose which was 1, 2, 3, 5, 8, 13, She asked participants whether they are able to see any pattern in these numbers.
  • Then she tried to bring a generalized pattern for the amount “n”. She assumed a number of ways in which amount “n” is formed can be called Cn 
  • Then by using the principle of mathematical induction she showed how Cn can be obtained from Cn-1 and Cn-2.
  • Then the pattern turns out to be Cn  = Cn-1 +  Cn-2.
  • Then Dr. Aaloka discussed the problem of Honey Bees. Which involved finding parents, grandparents, great grandparents, and so on of male and female Honey-bees.
  • While solving that problem a similar sequence of numbers that arose during the coin problem arose once again.
  • Then she told participants that these numbers are called Fibonacci numbers. Who is named after Fibonacci? She also told the participants that one early Indian mathematician named Pingala and then after him, another mathematician named Virahanka wrote about these numbers from the perspective of music.
  • While participants were sharing their experience of solving these questions. Pranav Khot mentioned it was very interesting to solve the first question of the worksheet.
  • Then Dr. Aaloka showed one video which showed how the Fibonacci spiral is formed. The same video also involved examples from nature like the number of petals in the flowers, how the shape of waves and shell of nautilus also have a Fibonacci spiral in them.
  • After that participants and the resource person together explored the pattern in the squares of Fibonacci numbers. An interesting part of such a pattern was how it also leads to a Fibonacci number sequence with one number skipped.
  • Then another pattern was discussed which involved the summation of Fibonacci numbers. Where the difference between the consecutive terms in the summation table was also leading to the Fibonacci sequence.
  • After this interesting topic of the Golden-ratio was discussed with participants. How the Golden ratio was obtained from the ratio of consecutive Fibonacci numbers was also shown.
  • Dr. Aaloka showed a video which showed where we find the Golden ratio in many things like the proportion of the length of body organs like fingers, hands, etc.
  • Dr. Aaloka did one activity with participants which was a mind-reader. Where participants were asked to consider one number from 1 to 20 and then some cards were shown on screen and participants were asked about in which card their number appears.
  • The interesting fact from this activity arose which was that any natural number can be written as a summation of Fibonacci numbers.
  • Teacher participants Purna ma’am and Shashikala ma’am did this activity and verified it. Also, Shaila Thakur ma’am guessed correctly the initial number on the next card.
  • After that Dr. Aaloka discussed one pattern about Fibonacci numbers which says if any natural number n divided another natural number m then the Fibonacci number Fn will divide Fm.
  • After these questions and queries from the participants were addressed by Dr. Aaloka. Participants expressed how they felt about the session and after that, the session ended.

Report prepared by: Sushant Pawar

Learning through classroom projects

Date and Time  : 07-06-2020, 10:00 am

Facilitator: Mrs. Purna J. Patil, Govt. Girls’ Ashram school, Bhaliwadi, Karjat

Purna ma’am shared the following projects and activities, which she had conducted in her school and discussed their possible benefits for students.

  1. Balsabha:
    Under this project, students started conducting different programs for themselves. This type of program is named ‘Balsabha’. They performed different tasks like planning, anchoring during the execution of these Balsabhas. And played different roles too like the chairperson of the program, anchor, etc. PP mentioned that this project helped students to overcome their fear of public speaking & reduced their stage fear. It gave scope to their latent qualities. After the conduction of these Balsabhas, many students including the last benchers started participating in elocution competition & learned to deliver speeches with confidence and without hesitation.
  2. For the topic, ‘Types of houses’ PP told her students to make model of any house, which they have seen in their surroundings. Students participated enthusiastically in this model making activity. They felt proud to display their models. They became happy when other teachers’ visited their models. Moreover, this activity gave them confidence about making & presenting the things.
  3. School without bag:
    Under this project, PP took her students on the ground and told them to draw circles on the ground with the help of thread and rangoli. Then students were asked to show radius, diameter, and chord in those circles. Through this activity, students realized that every time they don’t require pen, pencil, notebook to learn.
  4. Dose to the brain:
    PP mentioned that this project is implemented in the last academic year. In this project, PP used to write a puzzles or questions on the board that had kept in the visible area of the school. Every morning she used to do this. Students used to read these puzzles, questions while passing through this area and try to find out their answers. Whenever they know the answers, they used to come to the teacher in excitement to tell their answer. Small girls started noting down these puzzles. This project encouraged students to think. PP suggested that this project should implement in all the schools.
  5. Visit to the lab:
    Under this project, students of grade 5th to 7th were taken to the lab once in a week. During this lab visit, teachers not only showed but also allowed students to handle different lab equipments. PP mentioned that if students get an opportunity to handle lab equipments when they are in lower grades, they won’t get frightened to use these equipments when they will go in higher grades. It will be easy for them to use these apparatus in the future.
  6. Making science models & conducting scienceexhibition: Since many students cannot take part in science exhibitions conducted at district levels as these events are often far from their school place and have limited entries. Teachers started conducting science exhibitions in their school itself where maximum students could participate. This gave students idea about science exhibitions and they started exploring more information about their project topics for these exhibitions.
  7. Activity at morning assembly: In this activity, during each morning assembly one of the students used to tell one definition and discuss five question-answers. Since every student’s turn comes for this, students started preparing different questions to discuss on their turn and tried to find out their proper answers. As few definitions were repeated in this daily activity, it helped students remembered those definitions very well.
  8. PP used to give her class students  ‘Children magazines’ during vacation for reading so that they will become habitual to reading. PP also started giving books as a birthday gift and as a prize when students win any competition. This generated some curiosity in students about books. They are always eager to see which books they will get.

Activities and experience shared by others:

  • Satyawati Rawool ma’am shared her experience where she had given her students an opportunity to build models of different types of houses. She told students to think as a designer and build their model of house using less material. She said that teachers could make use of students’ skills by asking questions to them. It is necessary for both teachers and students to remain active in TLP. She also suggested NDD to share an article ‘Bheem’s nailcutter’ with all. SR also suggested an activity for students where they have to note down the new things they learn each day, their way of learning, it’s usefulness for them and should think about with whom they can share it. She mentioned that we don’t do documentation of activities conducted for students. She suggested that we can write blogs for teachers’ experiences.
  • Shaila madam praised Purna ma’am for the different activities she conducted in her school and mentioned that she is very active teacher. She mentioned one of the activities that conducted in her school; where students are allow to read different books throughout the day which they like. She has also compiled the useful informative articles from the newspapers and made her own collection of it. She shares this collection with her students.
  • Deepti madam mentioned an activity for geography subject. She said that for this activity we could divide students in groups and tell them to showcase culture of different regions or states of India through their costumes.
  • Sandhya Thakur madam mentioned that Purna ma’am has good communication skill and doing great job as a teacher. She shared the things she had observed recently. She said that in Goa market once in a week children of farmers come in the market and sell whatever things grown in their field. They carry out exchange of money on their own. She mentioned that this helps them to understand different things like selling cost of grains, vegetables, money exchange, profit-loss that involves mathematics.
  • Sugra ma’am encouraged teachers to write article based on their teaching experiences and the activities they conducted for their students. And gave advice to send the written articles to the magazines like ‘Jeevanshikshan’ for publication.
  • NDD agreed with Sugra ma’am and said that if these activities conducted by teachers will get publish then other teachers’ will also get an inspiration. And publishing articles based on teaching experience is one of the best way to reach out  these activities to maximum number of teachers.

Report prepared by: Ms. Mayuri Pawar.