Nios
Deled Course - 501 Assignment 2 Answer
Note: Answer the following questions
in about 500 words.
Q1. How do you plan to organise your
classroom space to make it learner friendly?
Ans.
In a teaching-learning classroom, a teacher should manage classroom space
appropriately. An
organised
classroom motivates students for learning. Some of the components of the
classroom which
we will plan to be organized to make optimum use of
classroom space are given as follows:
Ø Wall space and Bulletin Boards: Wall space and bulletin boards can make a
classroom
lively and attractive and contribute considerably to student’s independence and
achievement.
We will consider the following things when we thinks
about wall space and bulletin boards
in the classroom:
a) When we use student assignments, charts/projects, we will be sure to
reserve large
ones in prominent place for clear visibility of
every student.
b) We will draw or paint grade specific activities on the wall, so that
students can
individually or in the groups do these activities
and learn.
c) We will designate the space that will contain few exemplars of high
quality student work
d) We will keep some wall space that can intentionally remain blank. We will
use this
area to create a working space for students.
e) We will try to find wall space, bulletin board space, where we and
students can place
objects or materials that are personally
interesting.
In
addition to the basics of furniture arrangement, wall space and bulletin
boards, we will design a
rich
classroom environment. Classroom walls can be covered with many lists such as,
a sign board for
attendance,
colour chart, list of words, songs, riddles, daily routine, different types of
activities, etc. A
message
board can be placed in a prominent place of the classroom where we and the
students
can
write messages to each other. We will set up a special bookshelf for storybooks,
big books,
comic
books and reference books. Paint the wall with different activities, which are
related to the
contents/competencies
of a particular class. Through these wall activities, students will discuss
among
themselves in groups and learn from each other. Many
times, these wall activities also promote selflearning.
2.
Learning Materials: Just as the appropriate use of
furniture, we will use of floor
and
wall spaces aid to facilitate learners’ interest in learning activities. A
careful planning for
placement
of learning materials can also help in achieving these goals. We will consider
the
following when a we think about arranging learning
materials in the classroom:
a) We will use boxes to keep supplies neatly organised rather than spreading
them out
on tables or shelves.
b) We will store materials that will be used often (e.g. books, paper,
pencil, eraser,
colour
pencils and lab equipment) in places where students can access them easily.
Learning
materials that students will use less maybe kept in
remote areas of the room.
c) We will designate and label places in the room where students will keep
their
completed
worksheet. In elementary classrooms, where the teacher teaches multiple
subjects, it
makes
sense to have different boxes or trays for each subject. So we will make
seperate space for
these
and will use icons or colour codes to help students for keeping their work if
they are just
learning how to read (for example; class 1
students).
d)
The materials, which we only need, we
will be keep it in the least accessible area.
3.
Classroom’s Furniture and Floor Space: In the classrooms
of primary schools,
students
sit on the floor and on benches in some cases. Depending on the space available
and
the
nature of the activity, we may use different sitting arrangements, e.g. linear
rows, semi-circle,
circle,
face-to-face, etc. we will arrange all furniture in the room and will make such
sitting
arrangement
in such a way that the students can move in room comfortably and we also can
easily
reach every student as and when required. This is essential for students to
feel the personal
attention
of a teacher and for him/her to observe students individually while they are
engaged in the
activities.
We will
keep a significant portion of the room for shelves, almirah or other furniture
where
we can keep a variety of TLMs.
OR
Describe the different approaches of
categorising TLM with examples.
Ans. Different approaches of categorising of Teaching-Learning-Materials are:
1) Real Objects/Experiences: By directly using real objects, persons and events
around
them, the students get first hand experiences. However, possession of objects
may not lead
to
learning. Teachers must try to show the real objects to the students while
teaching, so that they
get
direct experience of the objects with reference to the concept they are
expected to learn.
But for reasons given below, it is not always
possible to bring the real objects to the classroom.
a) Size of the object: Too large in size to
carry or to store in the classroom or too small to
be seen by the students.
b) Safety: If dangerous,
species like snake, scorpion, etc. are to be brought into the
classroom could affect the safety of students.
c)
Cost: Objects can become too expensive for class use.
In
teaching Environmental Studies in lower classes and Science in higher classes,
many direct
experiences
can be given to the students for effective understanding. Children get direct
experience
from
several objects or places existing in their immediate environment like
observing real flowers,
leaves,
plants, insects; taking a walk in the forest and collecting useful forest products;
going to
different
organisations like Panchayat Office, Bank, Post Office and observe their
functioning; setting
and
maintaining an aquarium. Direct and concrete experiences help students
understanding of
difficult
concepts. Hence, attempts ought to be made to give students as many experiences
as
possible.
2.
Prepared TLM: Teachers are familiar with materials
specifically prepared for
teaching
and learning particular subjects or topics. Maps, charts, pictures, models,
toys, marbles,
coloured
sticks, flash cards, number and alphabet cards are examples of some of the most
common
prepared
TLMs known and used by teachers. For our classroom requirements, we acquire
these
materials
in two ways: (i) procuring from the market, and (ii) developing by ourselves or
sometimes
involving
students.
Standard
TLMs like maps, globes, charts, scales, measuring tapes are usually purchased
from
the
market. The cost of the materials varies according to their quality. Since most
of these materials
are
manufactured and are finished products, they have better look and are
comparatively more
durable.
Due to this, the teachers everywhere prefer them to purchase.
Teachers
not only purchase finished products like maps, charts, pictures, etc. from the
market
to use
as TLMs but also purchase materials like drawing sheets, sketch pens, colouring
materials,
gum,
scissor, ruler, etc. to develop/prepare TLMs by themselves and by the
involvement of students.
But
still teachers develop TLMs even when they are available in market because they
cannot
afford
to purchase all the materials that they require and sometimes typical materials
that they need
in
their classrooms are not readily available in the market. This may include
labelled charts, some
specific
labelled diagrams, etc.
Such
typical diagrams or pictures, which teachers and their students need, may not
be
available
in the market. Very often, they need less effort to prepare TLMs like folding a
paper with a
shape
or a diagram or graph sketched on the board on the data brought by students. Such
prepared
TLMs
have more relevance than the purchased readymade materials. Further, if they
are involving
students
in developing TLMs, they might be observing their pleasure while working in
such
activities.
What is more important is that in the process of planning and preparing the
TLMs for use
in the
classrooms, the students are acquiring concepts with proper understanding and
without the
rigor
of instruction or memorisation.
Further,
on the basis of sensory experience, the TLMs can be categorised as follows:
1. Audio Aids: These refer to the
aids, which call upon the auditory senses, and
thus,
help the learners to learn through listening. For instance, radio,
tape-recorder, audio cassette
player,
language laboratory, etc.
2. Visual Aids: These refer to the
aids, which call upon the visual senses, and thus,
help
the learners to learn through viewing. The important aids under this head are
Chart,
Blackboard,
Maps, Pictures, Models, Textbooks, Slide projector, Transparency, Flash-cards,
Print
materials,
etc.
3. Audiovisual Aids: These refer to the
aids, which call upon the devices or
materials
that require the auditory as well as visual senses and helping the students to
learn through
listening
as well as viewing. Examples under this head include TV, Computer, VCD player,
Virtual
Classroom,
Multimedia and other computer-assisted instruction materials.
Besides
these, another classification of TLMs is based on the following:
1. Projected-aids: These include
movies, magic lantern, micro-projectors and
projection
with the overhead projectors, LCD projectors, etc.
2. Non-projected-aids: These include chalk
board, felt board, bulletin board,
photographs,
posters, maps, charts, globe, specimens, textbook illustrations, etc.
3. Experiential aids: These include field
trips, educational tours, visit to important
institutions
and industries, observing experiments, demonstrations and natural phenomena.
