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Institutional Values and Best Practices
Vision
To make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives.
Institutional Values
To promote the following core values:
Best Practice in Research & Consultancy – CoRE
1. Title of the practice: Centre of Research Excellence (CoRE)
2. The context that required the initiation of the practice: The B.Ed. course grooms the student teacher and teacher educators to be competent at their professional sphere. The academic world goes through unprecedented changes due to advancement in the field of science and technology. As a professional one need to be updated with the changes and adapt to the ever changing world. The teacher should be a practioners researcher to fit oneself to the dynamic world of academia. Hence the best practice in research and consultancy – CoRE is an attempt to inculcate the research culture among all the stakeholders of PCER.
3. Objectives of the practice:
The objectives of this practice are:
4. The practice:
The feedback and deliberations from the stakeholders sow the seeds of the Centre of Research Excellence. The centre initiated various activities and programs to inculcate the skills and competencies required for the teaching professionals to upgrade their researcher skills.
The centre organized workshops- research methodology and IPR, expert talks, training programmes guidance and assistance for research publication, research funding etc. The centre organized paper reading sessions for research scholars at the master and doctoral level. CoRE undertook activities for filling patents and also organising an IDEA competition for innovative idea sharing and implementation.
5. Impact of the Practice:
The goal of a research centre is to enable interaction between faculty, scholars, students and industry to enhance research opportunities, academic excellence, real-world problem solving and knowledge creation and dissemination.
List of activities conducted and organised:
Patent:
Publication:
Sessions:
6. Resources required:
Teacher educator as experts to prepare the skills and competencies, plan for different activities, Library resources, institutional premise as a resource.
7. Feedback mechanism and future plans:
Formal and informal feedback taken from all the stakeholders and timely revision has done to keep the centre active and prudent in its practice.
Best Practice in Student Support and Progression – RISE
1. Title of the practice: RISE
R – Reassuring
I – Impactful
S – Sociable
E – Emancipation
Emancipation is the hallmark of a good counselling programme. Keeping this paradigm in mind, PCER, Chembur initiated its programme – RISE or Re-assuring Impactful Sociable Emancipation. RISE plans to hold a number of sessions through which the youth can be impacted.
2. The context that required the initiation of the practice: The B.Ed. course grooms the student teacher to be competent at school. As teachers play an important role in bringing about change in the society hence the B. Ed course should focus on enriching the competencies essential for teachers to provide awareness about the strategies towards management of social issues.
3. Objectives of the practice:
The objectives of this practice were:
1. To create awareness among the youth about social issues.
2. To provide awareness about the strategies towards the management of societal issues like gender inequality, sexual violence, lack of access to education, etc.
3. To promote sense of responsibilities among the student teachers to deliberate upon the strategies towards alleviation of societal ills.
4. To sensitize student teachers about various measures towards social issues and mental health.
4. The practice:
In view of this best practice three aspects were covered
a) Physical aspect
b) Mental aspect
c) Social aspect
a) Physical aspect
Under this aspect various sessions to create awareness about the importance of diet and nutrition in the holistic well being of the individual were conducted. Following sessions were conducted under this aspect:
1. Expert talk on menstrual Health and Hygiene by Ms. Ankita Sukhwal- 22nd July, 2021
2. Expert talk on Happiness by Tina Roy – The Science behind it – 31st July 2021
3. Expert talk on Diet for Wellness by Ms. Jennifer Dhuri – 20th August 2021
b) Mental aspect
To create awareness about the importance of mental health and wellbeing, enhancing happiness, nurturing relationships, etc were conducted.
Following sessions were conducted under this aspect:
1. Expert talk on Happiness by Tina Roy– The Science behind it – 31st July 2021
2. Expert talk on Mental Health about Healthy Living by Dr. Sheryl Senthilnathan– 24th August 2021
c) Social aspect
To sensitize student teachers about various social issues and mental health sessions on mental health and well being were conducted.
Following sessions were conducted under this aspect:
1. Expert talk on Happiness by Tina Roy– The Science behind it – 31st July 2021
2. Expert talk on Mental Health about Healthy Living by Dr. Sheryl Senthilnathan– 24th August 2021.
5. Impact of the study:
This study will focus on developing the teacher competencies among the student teacher enabling them to deliberate upon the strategies towards alleviation of societal ills.
6. Resources required:
Experts from various field such as psychiatrists, counsellors, professionals from academic and medical background will be invited for delivering the talks with the objective to sensitize student teachers about various measures towards social issues and mental health.
7. Feedback mechanism and future plans:
Comprehensive feedback will be taken by the teacher educator on the sessions conducted.
Sessions conducted under the Best Practice – RISE
1. Expert talk on menstrual Health and Hygiene by Ms. Ankita Sukhwal- 22nd July, 2021
On the 22nd July, 2021, an Expert Talk on the topic ‘Menstrual Health & Hygiene’ by Ms. Ankita Sukhwal, CSR Executive – Unicharm India, was conducted under this initiative. The hour-long online session from 4:30 p.m. to 5:30 p.m. on the topic was broadcast live over PCER Chembur’s YouTube channel.
Ms. Sukhwal emphasised the importance of the menstrual cycle and how everyone should be open about this topic. As a background, she divided adolescence into 3 phases, early adolescence, middle adolescence and late adolescence. She then elaborated the role of hormones and the bodily changes which takes places in the human body during the entire lifetime right from pre-menopausal stage right up to menopause.At the end, she answered the queries put by the participants which were addressed to her via the live chat function.This activity was conducted under SDG # 3: Good Health and Well Being and can be viewed at https://www.youtube.com/watch?v=D-5KCvegTKE&t=2290s
2. Expert talk on Happiness by Tina Roy– The Science behind it – 31st July 2021
On the 31st July, 2021 an online Expert Talk was conducted on the elusive topic ‘Happiness – The Science behind it!’ from 4:00 pm – 5:00 p.m. The talk was delivered by Dr. Tina Roy, an alumna of PCER Chembur from the Batch of 2009-10. Developing happiness modules was a part of Dr. Tina’s doctoral thesis and she has conducted several workshops which help a person enhance their happiness. She spoke to the audience about what happiness is and how one can enhance their level of happiness.
According to her, there are five ways to enhance happiness. They are 1) Actively seeking happiness 2) Giving oneself the permission to be human 3) Nurturing Relationships 4) Giving to others and 5) Expressing gratitude. Dr. Tina encapsulated the major research findings on happiness and also added her experience from conducting Happiness classes and encouraged all participants to try following these steps. This activity was conducted under SDG # 3: Good Health and Well Being and can be viewed at https://www.youtube.com/watch?v=5JPprLubuV4&t=1901s
3. Expert talk on Diet for Wellness by Ms. Jennifer Dhuri – 20th August 2021
The session on 20th August was on the topic “Diet for Wellness”. The resource person for the session was Ms. Jennifer Dhuri, Consultant Dietician. The session was very smoothly anchored by the General Secretary of the Student Council of PCER. Ms. Dhuri gave a very comprehensive and relevant exposition on the importance of diet and nutrition in the holistic wellbeing of the individual. The presentation was followed by a question-and-answer session wherein Ms. Jennifer provided clear and needful information to the participants. The link for the session is given below: https://www.youtube.com/watch?v=MKEp__hpV-A
4. Expert talk on Mental Health about Healthy Living by Dr. Sheryl Senthilnathan– 24th August 2021
The topic for the session on 24th August was on Mental Health-“Let’s Talk about Healthy Living”. Dr. Sheryl Senthilnathan, Consultant Psychiatrist was the resource person for the YouTube Live session. Dr. Sheryl gave a very pertinent presentation on the contemporary scenario highlighting the factors that affect the mental health of people and what lifestyle changes and habits one needs to cutivate to address the issue. The session was very confidently anchored by Ms. Beverley DSouza. After the presentation Dr. Sheryl clarified the queries presented to her by the host. The link for the session is given below: https://www.youtube.com/watch?v=LtKItTg8RBU
Best Practice in Practice Teaching – VENTEL for Holistic Learning
1. Title of the practice: VENTEL For Holistic Learning
2. The context that required the initiation of the practice:
Education in Mahatma Gandhi’s view encompassed physical, spiritual and intellectual growth of students. It should give not merely the three R’S and some skills to students to earn their livelihood but also help them to become healthy and happy individuals who understand their place and roles in the society, country, nation and the world and contribute to its growth. Gandhi said education is the all round drawing of the best in the child and man in body, mind and spirit. Literacy is not the end of education, not even its beginning. It is only one of the means whereby man and woman come to be educated.
Student teachers are prospective teachers who will be absorbed in various schools and will touch the lives of millions of children. So it is important that they are made aware of Gandhi’s ideas on educational values, basic education, vocational education which has a significant impact on today’s educational context too. Some of the activities conducted as a part of this practice included.
The following sessions were conducted :
NaiTalim Week:
3. Objectives of the practice:
The objectives of this practice are as follows:
1. To create awareness of Gandhian Values among student teachers
2. To enhance teamwork and interpersonal skills of student teachers
3. To promote basic skill development among student teachers
4. To develop dignity of labour among student teachers.
4. The practice:
5. Impact of the Best Practice: Through this activity student teachers were oriented towards Gandhian thoughts and values. They learnt new skills and the need to disseminate Gandhian values to society. They learnt the value of dignity of labour, protecting the environment, interacting with school students and developing their creative talents.
6. Resources required:
Experts from various fields to conduct sessions, stationery, digital devices, internet connectivity,institutional premises.
7. Feedback mechanism and future plans:
Comprehensive feedback will be taken by the teacher educator on the different activities and remediation.
Best Practice in Innovative Practices – Edu- 2030
Title of the Practice: Edu- 2030
The context that required the initiation of the practice: The United Nations is 2015 gave the Sustainable Development Goals, a universal call of action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. The goals are interconnected – often the key to success. These goals have become the key indicators in schools, colleges, educational institutions etc. Since the B.Ed course caters to the needs of the students in school and colleges we need to align the Course structure to the SDG’s Since the mission and vision of PCER focuses on global challenges, this best practice can be included in Criteria VII as Edu-2030 an attempt to cater to the needs of the global society.
Objectives of the practice:
The practice:
The students will be oriented about the need for Sustainable Development Goals to be addressed in meeting our global challenges. This will include a detailed understanding of the 17 SDG’s and their impact on the society. The key competencies for sustainability will be focused through activities which will make each of the student teacher to take decisions judiciously.
Competencies are:
Critical Thinking competency: The ability to question norms, practices and opinions, to reflect on one’s own values, perceptions and actions and to take a position in these situations.
Anticipatory competency: The ability to understand and evaluate multiple, possible and desirable actions and assess the consequences of these actions in dealing with risks.
Normative competency: The ability to understand and reflect on the norms and values that underline one’s actions and to negotiate sustainable values, principles and goals.
Strategic competency: The ability to design and develop social initiative towards SDG’s
Collaborative competency: The ability to learn from others, respect their needs, be sensitive to other’s needs and facilitate collaborative problem solving.
Self-awareness competency: The ability to reflect on one’s own role in the local community towards SDG’s and witness the global impact.
Problem-solving competency: The ability to apply different problem solving approaches and develop viable solutions to promote sustainable development.
These competencies will be addressed through movies, role play, scenario based learning, drama, field visit, expert talk, case study etc. All the 17 SDG’s will be catered and the student-teachers will be given an in-depth understanding by focusing on the specific learning objectives – cognitive learning objective, socio-emotional learning objective and behavioral learning objective.
Impact of the study:
This study will focus on developing the student teacher competencies about the SDG’s through the various learning objectives
Resources required:
The resources such as the arrangement of movies, role play and other teaching methods that will be needed in fostering the competencies of SDG’s.
Feedback mechanism and future plans:
A comprehensive feedback will be taken on the competencies of SDG’s inculcated by the teacher educator.
Best Practice in Student Support and Progression – TQM
1. Title of the practice: PCER’s TQM – Based on NEP 2020 Perspective
T – Teaching through Interdisciplinary Approach
Q – Quality and Equity in Education
M – Outcome Based Education
2. The context that required the initiation of the practice: The B.Ed. course aims to develop the highest of quality teachers. In order to do this, student teachers who enroll are assessed for the basic competencies and the gaps are filled to equip them with the necessary skills. They are taught through an interdisciplinary approach by focusing on student outcomes as they are expected to do the same in their subsequent roles as educators. This best practice in student support and progression – TQM is a structured plan to cater to the various baselines of student teacher competency differences while ensuring an experiential learning environment.
3. Objectives of the practice: The objectives of this practice were:
1. To assess students on basic competencies to check for those who may require additional support.
2. To provide mentoring and support for those students who may be functioning at a sub par level at the start of the course.
3. To orient students to STEAM education.
4. To develop the teacher competencies for STEAM education.
5. To model outcome based education
4. The practice:
T – Teaching through Interdisciplinary Approach
Q – Quality and Equity in Education
M – Outcome Based Education
4. Impact of the study:
This practice aims to ensure equitable teaching learning practices that emphasize the interdisciplinary nature of STEAM while focussing on the programme and course objective.
5. Resources required:
Teacher educators to prepare the assessment tools, plan for intervention activities and materials, Library resources, institutional premise as a resource.
6. Feedback mechanism and future plans:
Comprehensive feedback collected from the various stakeholders involved to check progress and effectiveness of the practices.
Best Practice in Practice Teaching – VENTEL for Holistic Learning
Mahatma Gandhi’s philosophy and ideals had a great impact on our freedom movement. His ideals and values were with respect to education was focused on the whole development of a child and not just the mind. Mahatma Gandhi believed in the physical, spiritual, and intellectual growth of students. According to him education should inculcate skills in the students to earn their livelihood as well as help them to become healthy and happy individuals who understand their place and roles in the society, countryand the world and contribute to its growth. Gandhi said education is an all-round drawing of the best in the child and man in body, mind, and spirit. Literacy is not the end of education, not even its beginning. It is only one of the means whereby man and woman come to be educated.
Student teachers are prospective teachers who will be absorbed in various schools and will touch the lives of millions of children. So, it is important that they are made aware of Gandhi’s ideas on educational values, basic education, vocational education which has a significant impact on today’s educational context too.
Due to Covid -19 lockdown all the activities were planned on a virtual platform.
The following sessions were conducted :
Mahatma Gandhi National Council of Rural Education, Dept of Higher Education, Ministry of Education, Govt of India and University of Mumbai – BOS in Education in association with MES’s Pillai College of Education & Research organized a Workshop on VENTEL (Vocational Education NaiTalim Experiential Learning) on 27th September, 2020 from 3.00 p.m. to 6.00 p.m.. The program began with a formal welcome to all to the Workshop on VENTEL followed by the University Song.
Dr. Sunita Magre, Chairperson- BOS in Education, University of Mumbai welcomed all the participants and thanked the patrons of MGNCRE, University of Mumbai and PCER, Chembur for collaborating and making this workshop possible for all the participants. Dr. Reni Francis, Principal, PCER, Chembur also stressed upon the teachings of Mahatma Gandhi which is so relevant in today’s times. She spoke on the coordination of Head, Heart and Hand for being self-reliant in life.
Ms. Manisha Karape, Organiser MGNCRE, MoE, GOI emphasized the various initiatives under VENTEL and highlighted the objectives of the workshop.
The resource persons for the workshop were:
Dr. Ketki Satpute, Assistant Professor, Sree Narayana Guru College of Education
Dr. Dnyaneshwar Magar, Principal, Navjeevan Education Society, College of Education
Dr. Rajeshri Joshi, Assistant Professor, Seva Sadan College of Education
The workshop was highly appreciated by all the participants and it laid the foundation and gave direction for VENTEL activities to be adopted and practiced by each institution.
There were 80-90 registered participants who had filled the form mentioned below for their confirmation: https://forms.gle/AK2qw4KjUWjjGCaQA
The participants had joined the program in Google Meet Link with the following details:
meet.google.com/mwy-ktwd-aqh
NAI TALIM WEEK
University of Mumbai, Thane Sub Campus, Thane in collaboration with MES’s Pillai College of Education & Research, Chembur organised NaiTalim Week from 1st October – 7th October, 2020. There were a variety of sessions conducted for students of Chembur English High School.
Day 1: 1st October, 2020
Knowing our Mahatma (Online Quiz)
This quiz focused on Mahatma Gandhi,Father of the Nation whose values, ideals and leadership provided direction to the Indian Freedom Movement. The objective of this quiz is to create awareness about Mahatma Gandhi. Each question carries one mark. There were 15 questions in all.
Day 2: 2nd October, 2020
Session on Swachhata Diwas
The objective of this initiative was to highlight the Life of Mahatma Gandhi and the philosophy that our young students need to imbibe in their lives. The students were oriented on Waste segregation through a detailed activity and gave them an understanding of dry and wet waste. The 10 Golden rules of maintaining and practising Swachh Bharat were also shared. Slogan writing competition and Knowing our Mahatma Quiz was also done with the students.
Ms. Annamma Paul – Principal, Chembur English High school congratulated the efforts of the Student teachers of PCER, Chembur and emphasized the importance of Clean City Green City. She also said that cleanliness begins from us and we need to take the right steps in keeping our city and country clean. Dr. Reni Francis quoted the words of Gandhiji ‘the future depends on what you do today’ and told the students that our actions today will lead to a bright and beautiful future tomorrow. Be wise in using our natural resources and careful in protecting our resources for the well-being of mankind. She thanked Dr. Sunita Magre, I/C Director Thane Sub Campus- University of Mumbai and the Management of Mahatma Education Society for their support and encouragement. The programme ended with a motivational song and vote of thanks. The teachers of both the institutions and student teachers had conducted the programme effectively. The participants enjoyed the event and gave positive feedback of the programme.
The session can be viewed by clicking the below link:
https://drive.google.com/file/d/1_c–0SUUE6KpVFKYeBcjbCKewML5VKXu/view?usp=sharing
Day 3: Late Principal Mathews Chacko Online Elocution Competition
Elocution Competition
The Late Principal Mathews Chacko Online Elocution Competition was conducted as part of the activities held during the NaiTalim Week on 3rd October at 11.00 a.m.. The elocution competition was conducted by the student council of PCER, live online via Google Meet and the participants comprised of Second Year B.Ed students. The theme for the elocution competition was ‘Role of a Teacher with respect to Gandhian Values’. The competition was judged by Ms. Suma Lerin and Ms. Sivaranjini Ganeshan. The winners received e-certificates. The winners of the competition were :
First Prize: Ms. Shivani Mayekar
Second Prize: Ms. Benazeer Jamadar
The anchors for the programme were student council members Ms. Jeni James and Ms. Alisha Memon who ensured the smooth flow of the event. The judges appreciated the efforts of the participants, the smooth conduct of the programme and also encouraged the audience to take up such opportunities as good communication skills were an important aspect of a teacher’s competencies. Principal Dr. Reni Francis motivated the students to keep learning and take part in such events which would enable the holistic development of their personalities. The activity was in alignment with SDG 4 Quality Education. The Google Meet Link for the competition:
https://meet.google.com/grp-sbbt-zcg
Day 4: 4th October, 2020
Sessions on Yoga
The yoga practitioners, Ms. Hansa Mamtora and Mr. Anup Thomas had pre- recorded warm up sessions and basic yoga sessions. These videos were sent to 5th-9th standard students who benefited a lot. Due to the COVID_ 19 pandemic, people across the world are in a lockdown stage. So this was a big opportunity for the students to understand and practice yoga staying back home and relate it with Gandhiji’s principles.
The following links were shared with the students:
Session 1: https://www.youtube.com/watch?v=D_WoVRlJEL4
Session 2: https://www.youtube.com/watch?v=t4apW88bmKQ
Session 3: https://www.youtube.com/watch?v=NMMu754zedY
Day 5: 5th October, 2020
Session on Health Guide and Post Covid-19 Sanitization
The session included games, quiz, videos on precautionary measures against Covid-19, importance of precautionary measures on Covid-19 and managing mental health. The various activities to foster physical and mental health were also provided during the session. Posters related to Post Covid health Practices were also shown to students. Ms. Rimita who recovered from Covid-19, shared her story which was very useful to the participants as it gave insight to various things to be taken care of during this pandemic.
The session can be viewed by clicking the below link:
https://drive.google.com/file/d/1JAuySkYtROnW04ChLPYeKFg4MX2fcppL/view?usp=sharing
Day 6: 6th October, 2020
Story Telling Competition
Story Telling Competition was organised for 5th-7th standard students of Chembur English High School on 6th October, 2020. The theme of the competition was ‘Gandhian Values’. There were 21 participants in total. Each participant was given a platform to showcase their story telling skills. The stories were narrated with a lot of confidence. The judges were Ms. Sherry Jose, Ms. Benazeer Jamadar and Ms. Rashmi Shinde. The judges shared their expertise after the participation from the students. The winners of the competition were:
7th Grade, First position : Miss Bhargavi Sonawane
7th Grade, Second position : Master Anurag Gaikwad
6th Grade, First Position: Miss Azeen Hashmi
6th Grade, Second Position : Miss DrushtiKarkar
5th Grade, First Position: Miss Arya Shinde
Dr. Reni Francis, congratulated all the participants, winners and the organisers of the programme.
The session can be viewed by clicking the below link:
https://drive.google.com/file/d/1zzzMeAYnsMVAz0tw1z4cO6efAnbHU9xq/view?usp=sharing
Day 7: 7th October, 2020
Mask Making Session
Students from the tutorial group of Dr. Swasti Dhar conducted a session on Mask Making with the Ninth standard students of Chembur English High School. After welcoming everyone, the students threw light about the importance of masks with a talk on General Awareness about Masks which answered questions such as why one should wear a mask, where the mask is worn, who should not wear masks and general do’s and don’ts about mask-wearing. This was followed by a talk on the different types of masks and who should wear them.
Students of CEHS were then taught how to make a simple unstitched mask from a piece of cloth at home. Instructions were given and the students followed the instructions and made the mask side by side. A video on how to make a cloth mask was shown and shared with the students.
Students were also told about the correct way to maintain and/ or dispose of a mask after its use. A quick recap test was taken via Google Form.
The session ended with a vote of thanks to all the patrons, Principals, teachers and students.
The session can be viewed at:
https://drive.google.com/file/d/1OwjtKVMHOjOsLL-Lpv4hR6T3bb0KiA-Q/view?usp=sharing
The responsibilities of conducting Nai- Talim experiential learning were shared among the student teachers. So if any one student teacher faced any connectivity issue then her peer took over the task. The sessions included various activities, videos, pictures and learners were constantly encouraged to share their views and their creative work.
Through this activity student teachers were oriented towards the importance and necessity of acquiring new knowledge and skills that were productive. They learnt new skills that would enable them to be self-reliant, as it had economic value and that would also develop their creative talents, and were environment friendly.
Formative Feedback was given on a regular basis to the student teachers as and when they conducted the session. Moreover feedback was also sought from the Principal and teachers of Chembur English High School . These holistic feedback gave an impetus to the students to face the camera and conduct meaningful activities with confidence and precision.
Since we were in a period of COVID-19 lockdown, all the activities were carried out in virtual mode. Our future plans are to have more number of activities spread to more schools on a physical platform. This will give more exposure to our student teachers as well as the impact of Gandhian week will be to a larger audience.
Best Practice in Innovative Practices – Edu- 2030
Title of the Practice: Edu- 2030
The context that required the initiation of the practice: The United Nations is 2015 gave the Sustainable Development Goals, a universal call of action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. The goals are interconnected – often the key to success. These goals have become the key indicators in schools, colleges, educational institutions etc. Since the B.Ed course caters to the needs of the students in school and colleges we need to align the Course structure to the SDG’s Since the mission and vision of PCER focuses on global challenges, this best practice can be included in Criteria VII as Edu-2030 an attempt to cater to the needs of the global society.
Objectives of the practice:
The practice:
The students will be oriented about the need for Sustainable Development Goals to be addressed in meeting our global challenges. This will include a detailed understanding of the 17 SDG’s and their impact on the society. The key competencies for sustainability will be focused through activities which will make each of the student teacher to take decisions judiciously.
Competencies are:
Critical Thinking competency: The ability to question norms, practices and opinions, to reflect on one’s own values, perceptions and actions and to take a position in these situations.
Anticipatory competency: The ability to understand and evaluate multiple, possible and desirable actions and assess the consequences of these actions in dealing with risks.
Normative competency: The ability to understand and reflect on the norms and values that underline one’s actions and to negotiate sustainable values, principles and goals.
Strategic competency: The ability to design and develop social initiative towards SDG’s
Collaborative competency: The ability to learn from others, respect their needs, be sensitive to other’s needs and facilitate collaborative problem solving.
Self-awareness competency: The ability to reflect on one’s own role in the local community towards SDG’s and witness the global impact.
Problem-solving competency: The ability to apply different problem solving approaches and develop viable solutions to promote sustainable development.
These competencies will be addressed through movies, role play, scenario based learning, drama, field visit, expert talk, case study etc. All the 17 SDG’s will be catered and the student-teachers will be given an in-depth understanding by focusing on the specific learning objectives – cognitive learning objective, socio-emotional learning objective and behavioral learning objective.
Impact of the study:
This study will focus on developing the student teacher competencies about the SDG’s through the various learning objectives
Resources required:
The resources such as the arrangement of movies, role play and other teaching methods that will be needed in fostering the competencies of SDG’s.
Feedback mechanism and future plans:
A comprehensive feedback will be taken on the competencies of SDG’s inculcated by the teacher educator.
Best Practice in Practice Teaching – VENTEL for Holistic Learning
Education in Mahatma Gandhi’s view encompassed physical, spiritual and intellectual growth of students. It should give not merely the three R’S and some skills to students to earn their livelihood but also help them to become healthy and happy individuals who understand their place and roles in the society, country, nation and the world and contribute to its growth. Gandhi said education is the all round drawing of the best in the child and man in body, mind and spirit. Literacy is not the end of education, not even its beginning. It is only one of the means whereby man and woman come to be educated.
Student teachers are prospective teachers who will be absorbed in various schools and will touch the lives of millions of children. So it is important that they are made aware of Gandhi’s ideas on educational values, basic education, vocational education which has a significant impact on today’s educational context too. Some of the activities conducted as a part of this practice included
The following sessions were conducted :
Best Practice in Innovative Practices – Edu- 2030
Title of the Practice: Edu- 2030
The context that required the initiation of the practice: The United Nations is 2015 gave the Sustainable Development Goals, a universal call of action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. The goals are interconnected – often the key to success. These goals have become the key indicators in schools, colleges, educational institutions etc. Since the B.Ed course caters to the needs of the students in school and colleges we need to align the Course structure to the SDG’s Since the mission and vision of PCER focuses on global challenges, this best practice can be included in Criteria VII as Edu-2030 an attempt to cater to the needs of the global society.
Objectives of the practice:
The practice:
The students will be oriented about the need for Sustainable Development Goals to be addressed in meeting our global challenges. This will include a detailed understanding of the 17 SDG’s and their impact on the society. The key competencies for sustainability will be focused through activities which will make each of the student teacher to take decisions judiciously.
Competencies are:
Critical Thinking competency: The ability to question norms, practices and opinions, to reflect on one’s own values, perceptions and actions and to take a position in these situations.
Anticipatory competency: The ability to understand and evaluate multiple, possible and desirable actions and assess the consequences of these actions in dealing with risks.
Normative competency: The ability to understand and reflect on the norms and values that underline one’s actions and to negotiate sustainable values, principles and goals.
Strategic competency: The ability to design and develop social initiative towards SDG’s
Collaborative competency: The ability to learn from others, respect their needs, be sensitive to other’s needs and facilitate collaborative problem solving.
Self-awareness competency: The ability to reflect on one’s own role in the local community towards SDG’s and witness the global impact.
Problem-solving competency: The ability to apply different problem solving approaches and develop viable solutions to promote sustainable development.
These competencies will be addressed through movies, role play, scenario based learning, drama, field visit, expert talk, case study etc. All the 17 SDG’s will be catered and the student-teachers will be given an in-depth understanding by focusing on the specific learning objectives – cognitive learning objective, socio-emotional learning objective and behavioral learning objective.
Impact of the study:
This study will focus on developing the student teacher competencies about the SDG’s through the various learning objectives
Resources required:
The resources such as the arrangement of movies, role play and other teaching methods that will be needed in fostering the competencies of SDG’s.
Feedback mechanism and future plans:
A comprehensive feedback will be taken on the competencies of SDG’s inculcated by the teacher educator.
Best Practice in Teaching, Learning and Evaluation – iLEARN
1. Title of the practice: iLEARN.
i : Identifying the learning styles among students.
L : Leveraging innovations in teaching- learning.
E : Engage learning through constructivism
A : Assessing the learning process.
R : Remediation through peer tutoring/mentoring.
N : Norming new standards/ benchmarks of learning.
2. The context that required the initiation of the practice: The B.Ed course grooms the student teacher to be competent at school. Today teachers’ face a lot of challenges in schools hence the B.Ed course should model innovative practices to keep the teachers abreast with the current learning needs. The best practice in teaching, learning and evaluation – iLEARN is an attempt to cater to the different teaching, learning and assessment in schools.
3. Objectives of the practice:
The objectives of this practice was:
1. To understand the learner profile and diverse learning styles among the student teachers.
2. To cater to the diverse needs of the learner.
3. To focus on different Teaching Learning process.
4. To focus on improving the Teacher quality
5. To implement different Evaluation process
4. The practice:
i : Identifying the learning styles among students.
L : Leveraging innovations in teaching- learning.
E : Engage learning through constructivism
We used different teaching methodology to engage our students in the learning process.
Using innovative teaching learning strategies such as
A : Assessing the learning through RBT.
R : Remediation through peer tutoring/ mentoring.
N : Norming new standards/ benchmarks of learning.
Was done in the form of extended remediation and tutorials to understand the student need and support for further achievements in learning.
5. Obstacles faced if any and strategies adopted to overcome them:
The obstacle faced during the practice teaching programme was time. To arrange the venue and plan for all the student teachers to participate together at a fixed time was difficult, however efforts were taken to undertake these activities on Saturday and arrange it in the multi-purpose area.
6. Impact of the study:
This helped to remain abreast with the latest technology used in schools. It was a great opportunity for our student teachers in getting acquainted with the use of innovative, creative methods of teaching in class. It highlighted the importance of peer mentors. The positive feedback boosted the morale of our student teachers towards iLearn approach.
7. Resources required:
Teacher educator as a resource to prepare the checklist, plan for different teaching methods, Library resources, institutional premise as a resource.
8. Feedback mechanism and future plans:
A comprehensive feedback was taken by the teacher educator, with respect to methodology adopted, learning styles, teaching styles, assessment methods and resources adopted.
Activities conducted through iLEARN
Symposium: Curriculum is the core of an educational system. The interior decoration and the artefacts that constitute it reflect the philosophy of life and the personality of the designer to a great extent. Similarly the subjects included in the curriculum in general and the units of the syllabi reflect the characteristics traits not only of the designer of the curriculum but gives a global picture of a notion
Objective of the symposium:
Traditionally the curriculum refers to some amount of knowledge and some skills taught to the child.
The modern concept is more child centered and activity oriented.
Seminar: The B.Ed course grooms the student teacher to be effective citizens of their country. Every citizen has rights and duties, hence it becomes important for teachers to take responsibility in acquainting our young children on Democracy, Effective Citizenship, Human Rights and Secularism. Bridging Education and Society assists in enabling people to make their own decisions and to take responsibility for their own lives and their communities.
Gallery Walk was a major highlight for Course I – on the topic Educational Thinkers. The topic were assigned to the student group which dealt with Indian and Western philosophers. The topics were sub divided into – Philosophy of Life, Aims of Education, Curriculum, Methods of teaching, Textbook, Role of teacher, contributions, achievements. The student teachers group presented skits on the life of each philosopher, their contributions and events that highlighted their philosophy of life, their unique charismatic school of thought. Charts were made on each philosopher highlighting on the sub topics. Creative ideas of exhibiting the charts and write up was witnessed. Each student of the group were assigned tasks and they took individual responsibility and assumed the role of social cohesiveness by the group activity. The student teachers prepared power point presentation on the topic assigned to them and also provided the class with study material of the concerned topic. An assessment consisting of MCQ was done at the end to review the understanding gained by the student teachers on the different thinkers.
Mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. Mind mapping is a visual form of note taking that offers an overview of a topic and its complex information, allowing students to comprehend, create new ideas and build connections. This methodology was used to teach the topic ‘Role of Education towards Individual Development’ in Course I – Philosophical Foundations of Education. The various aspects of Individual development and how education caters to Individual development was mind mapped for easy reference. The students were arranged as per their Tutorial groups. they were asked to imagine themselves as an identity or any personality and that individual is groomed through Education. Students were aptly prepared the charts of the same.
Blended Learning was a right blend of Online and Offline mode of learning. In the unit II – Professional Ethics of Course I – Philosophical Foundations of Education Blended Learning was very meaningful. The students were shown YouTube clippings, movie clipping and short stories of different teachers and how they impact in a student life. the positive and detrimental effects of student- teacher relationship was highlighted. this made them think positively and effectively on code of conduct and professionalism in teaching was emphasised. The students came their thoughts and experiences of different teachers in the life.
Best Practice in Career Cell – Job Perfect
1. Title of the practice: JOB PERFECT
P: Identify Potential of each student through SWOT Analysis
E: Expand content knowledge
R: Create Readiness to face interview
F: Focus on personality development
E: Enhance Communication Skills
C: Career Counseling
T: Test Yourself
2. The context that required the initiation of the practice:
B.Ed. is a professional course which trains the students to be adopted in various schools. The course provides both theory and practical knowledge to students. But still when it comes to choose their desired jobs and how to groom themselves for it sometimes become a challenge for student teachers. So the initiative of the best practice ‘JOB PERFECT’ will give them opportunity to explore the real working world and accordingly train themselves.
3. Objectives of the practice: The objectives of this practice are as follows:
1. To identify the strengths, weakness, opportunities, and threats in choosing a job
2. To cater to the diverse needs of the student teachers based on the above analysis
3. To create readiness to face interview
4. To focus on personality development
5. To enhance communication skills
6. To have sessions on career counselling
7. To have a review and give feedback to student teachers
4. The practice:
P: Identify Potential of each student through SWOT analysis. B.Ed. is a two year program. This best practice will be practiced in their second year when many placement schools and colleges are invited for campus recruitment. So it is important that each student is trained first to understand their individual potential and accordingly groomed to give their best in interviews and their demonstration lessons. SWOT analysis will help in self analysis and will help the teacher educator too to plan activities according to the need felt.
E: Expand content knowledge. We have content enrichment program throughout our B.Ed. programme. To strengthen the idea of rich and updated content, sessions will betaken on more reading practice, relevant content discussion from newspaper, magazines etc. which will help in up gradation on current topics relevant to their subjects.
R: Create Readiness to face interview. Facing an interview is a nightmare for few student teachers. So lot of emphasis will be given to have mock interviews involving and engaging the student teachers. It will give practical experience of what to do and what not to while facing any interview.
F: Focus on personality development.Personality Development is very important aspect of an effective teacher. Workshop will be taken to enhance their personality so that they develop confidence within themselves.
E: Enhance Communication Skills. Effective verbal and non verbal communication helps in healthy interaction with people. Sessions will be taken to ensure that student teachers communicate with clear, concise, complete, and correct language.
C: Career Counseling. Career counseling will help student teachers to be aware of wider scope of pursuing B.Ed. Course.
T: Test Yourself At the end of all the sessions’ student teachers will once again do the SWOT analysis to find out the improvement in each one.
5. Impact of the study: This practice will boost the morale of our student teachers and they will develop into more promising and confident applicants for any job.
6. Resources required: Teacher educator as are source to analyze the SWOT analysis, plan different activities, check student teacher’s progress, give regular feedback, invite resource person for interactive sessions etc.
7. Feedback mechanism and future plans: A comprehensive feedback will be taken by the teacher educator, with respect to effectiveness of each activity conducted.
Best Practice in Innovative Practices – Edu- 2030
Title of the Practice: Edu- 2030
The context that required the initiation of the practice: The United Nations is 2015 gave the Sustainable Development Goals, a universal call of action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. The goals are interconnected – often the key to success. These goals have become the key indicators in schools, colleges, educational institutions etc. Since the B.Ed course caters to the needs of the students in school and colleges we need to align the Course structure to the SDG’s Since the mission and vision of PCER focuses on global challenges, this best practice can be included in Criteria VII as Edu-2030 an attempt to cater to the needs of the global society.
Objectives of the practice:
The practice:
The students will be oriented about the need for Sustainable Development Goals to be addressed in meeting our global challenges. This will include a detailed understanding of the 17 SDG’s and their impact on the society. The key competencies for sustainability will be focused through activities which will make each of the student teacher to take decisions judiciously.
Competencies are:
Critical Thinking competency: The ability to question norms, practices and opinions, to reflect on one’s own values, perceptions and actions and to take a position in these situations.
Anticipatory competency: The ability to understand and evaluate multiple, possible and desirable actions and assess the consequences of these actions in dealing with risks.
Normative competency: The ability to understand and reflect on the norms and values that underline one’s actions and to negotiate sustainable values, principles and goals.
Strategic competency: The ability to design and develop social initiative towards SDG’s
Collaborative competency: The ability to learn from others, respect their needs, be sensitive to other’s needs and facilitate collaborative problem solving.
Self-awareness competency: The ability to reflect on one’s own role in the local community towards SDG’s and witness the global impact.
Problem-solving competency: The ability to apply different problem solving approaches and develop viable solutions to promote sustainable development.
These competencies will be addressed through movies, role play, scenario based learning, drama, field visit, expert talk, case study etc. All the 17 SDG’s will be catered and the student-teachers will be given an in-depth understanding by focusing on the specific learning objectives – cognitive learning objective, socio-emotional learning objective and behavioral learning objective.
Impact of the study:
This study will focus on developing the student teacher competencies about the SDG’s through the various learning objectives
Resources required:
The resources such as the arrangement of movies, role play and other teaching methods that will be needed in fostering the competencies of SDG’s.
Feedback mechanism and future plans:
A comprehensive feedback will be taken on the competencies of SDG’s inculcated by the teacher educator.
Best Practice in Innovative Practices – Edu- 2030
Title of the Practice: Edu- 2030
The context that required the initiation of the practice: The United Nations is 2015 gave the Sustainable Development Goals, a universal call of action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. The goals are interconnected – often the key to success. These goals have become the key indicators in schools, colleges, educational institutions etc. Since the B.Ed course caters to the needs of the students in school and colleges we need to align the Course structure to the SDG’s Since the mission and vision of PCER focuses on global challenges, this best practice can be included in Criteria VII as Edu-2030 an attempt to cater to the needs of the global society.
Objectives of the practice:
The practice:
The students will be oriented about the need for Sustainable Development Goals to be addressed in meeting our global challenges. This will include a detailed understanding of the 17 SDG’s and their impact on the society. The key competencies for sustainability will be focused through activities which will make each of the student teacher to take decisions judiciously.
Competencies are:
Critical Thinking competency: The ability to question norms, practices and opinions, to reflect on one’s own values, perceptions and actions and to take a position in these situations.
Anticipatory competency: The ability to understand and evaluate multiple, possible and desirable actions and assess the consequences of these actions in dealing with risks.
Normative competency: The ability to understand and reflect on the norms and values that underline one’s actions and to negotiate sustainable values, principles and goals.
Strategic competency: The ability to design and develop social initiative towards SDG’s
Collaborative competency: The ability to learn from others, respect their needs, be sensitive to other’s needs and facilitate collaborative problem solving.
Self-awareness competency: The ability to reflect on one’s own role in the local community towards SDG’s and witness the global impact.
Problem-solving competency: The ability to apply different problem solving approaches and develop viable solutions to promote sustainable development.
These competencies will be addressed through movies, role play, scenario based learning, drama, field visit, expert talk, case study etc. All the 17 SDG’s will be catered and the student-teachers will be given an in-depth understanding by focusing on the specific learning objectives – cognitive learning objective, socio-emotional learning objective and behavioral learning objective.
Impact of the study:
This study will focus on developing the student teacher competencies about the SDG’s through the various learning objectives
Resources required:
The resources such as the arrangement of movies, role play and other teaching methods that will be needed in fostering the competencies of SDG’s.
Feedback mechanism and future plans:
A comprehensive feedback will be taken on the competencies of SDG’s inculcated by the teacher educator.
Implementation by
Dr. Reni Francis
Best Practice in Innovative Practices – IDEAL
The B.Ed. course grooms the student teacher to be competent at school. Today teachers face a lot of challenges in schools hence the B. Ed course should focus on enriching the competencies – Professional and Core Competencies. The best practice in student support and progression – IDEAL is an attempt to cater to the competencies for a teacher.
