In-Service Programmes For Teachers

In the present educational scenario, the teacher has to be well equipped to face the challenges and enhance the teaching – learning process to maximize interest and productivity among the children.  Towards this end, RKS has always endeavoured to strive for excellence by sending teachers for workshops, orientation programmes, and in-service training to facilitate the learning process.

The school organizes In-service Training Programme which is for the teachers. During the year 2021-22 the following service programmes were organized in the school premises:

1.Experiental Learning:

Date:                     March 20, 2021

Attended By:          Entire Staff

Resource Person:    Dr. S.K. Bhatia, Chairman, Ramakrishna Senior Secondary School and  RKTTI; Former Associate Professor, C.I.E

Dr. Bhatia, guided teachers in adopting efficient ways of teaching, planning and strategizing their lessons and activities so as to maximize learning for students.
The workshop entailed hands-on-learning for teachers. Dr. Bhatia apprised Kolb’s Theory of Experiential Learning, elaborating upon the different aspects of an experience and how to draw maximum learning from it. The different components of Kolb’s model, viz. Concrete Learning, Reflection, Abstract Conceptualisation and Active Experimentation were explained and illustrated. He further proceeded to display his own model of CONTENT BASED EXPERIENTIAL LEARNING and based upon it discussed how every lesson may be consciously integrated into the framework of experiential learning  by providing hands on experience or through illustrative experiences. A few teachers – Ms. Kamaljeet, Ms. Preeti Anand and Ms. Priyanka Goel shared their Experiential learning activities and showed commendable spirit in planning out activities. 
The teachers found the session enriching and engaging and understood the need for hands on learning besides getting a number of ideas for experiential learning activities to be conducted in the classrooms. The participating teachers were asked to list the activities to be shared with their students through hands on experience and illustrative experiences which they would be presenting in a subsequent workshop.

2. Experiental Learning ACTIVITIES AT VARIOUS LEVELS OF SCHOOL : EXPERIENTAL LEARNING & INDIAN THINKERS

Date:                     April 04, 2021

Attended By:          Entire Staff

Resource Person:    Prof. Dhananjay Joshi, Dean and Professor of Education, GGSIP University, New Delhi

He apprised the teachers about the collaboration of the Experiential learning in current Education system which should be child inclusive and collaborative. It was also highlighted that the Experiential learning are the competencies which lead to holistic development and prepares the child for lifelong learning.
Ensuring full participation, a few volunteers from the staff showed the presentations based on Experiential Learning strategies that was activities to achieve experience of learning by doing.
Prof. Joshi shared a Power Point presentation with the teachers which highlighted and reinforced the meanings of holistic development and experiential learning, through the strategies involved in Kolb’s cycle. Prof. Dhananjay concluded by explaining that well-designed experiential learning activities are an excellent combination of learning, understanding, ‘doing’ and reflection. Each aspect enhances the others, resulting in knowledge and skills development, deep understanding of the subject matter and of complex concepts, and the ability to apply the concepts in practice in a process that encourages critical thinking in future professionals. He explained that to do this and still maintain academic rigour is the challenge that educators need to address in designing meaningful experiential learning curriculum and engaging activities. He ended on a note that today’s educator needs to teach and scaffold  inquiry-based learning that successfully cross the division between application and academics.

he workshop also saw active participation from teachers, who shared their Experiential learning activities and showed commendable spirit in planning out activities.  The teachers found the session enriching and engaging and understood the need for hands on learning besides getting a number of ideas for experiential learning activities to be conducted in the classrooms.  The programme made our teachers more aware on how Experiential Learning can be brought into practice to make the teaching-learning process effective.

3.SOLVING SCHOOL PROBLEMS THROUGH ACTION RESEARCH

Date:                    November 13, 2021

Attended By:         Entire Staff

Resource Person:   Dr. S.K. Bhatia, Chairman, Ramakrishna Senior Secondary School and  RKTTI; Former Associate Professor, C.I.E

The purpose of the workshop was to cast light to analyse some of the characteristics of the teaching profession and thereby facilitating thinking and introspection for making changes in attitudes, behaviour, aptitude of the students.

The resource person began with narrating a true incident of a student whose performance deteriorated due to derogatory statements made by the teacher. He further elaborated how that problem was solved by following the process of Action Research.

Dr. Bhatia, in his address, highlighted how a teacher can find out the root cause of the deterioration of the students’ performance and further set the objectives as per how the Action Research would prove fruitful, progressing towards the solution. Since this action research requires effective steps to be taken to be brought into practice to work on the improvement of the performance of the child. Similarly some other problems of the school can be solved through the Action Research. Teachers, under Action Research, crystallize the problem, determine objectives, develop hypotheses, analyse the problem and find the solution. Dr. Bhatia further apprised the teachers with the theory of Stephen M. Corey that ‘Action Research is the Process by which practitioners attempt to study their problems scientifically in order to guide, correct and evaluate their decision and action.’

Highlighting the purposes and process of Action Research, Dr. Bhatia concluded by explaining some samples of Action Research making the teaching learning process effective and meaningful. The workshop made our teachers more aware on how students’ issues can be resolved through the process of Action Research.

4.HOLISTIC LEARNING – CONCEPT AND PROCESS

Date:                     November 20, 2021

Attended By:          Entire Staff

Resource Person:    Dr. Yukti Sharma, Professor, Department of Education and Academic Secretary at the Institute of Lifelong Learning University of Delhi         

The purpose of the workshop was to cast light on “Holistic Learning”, as recommended by NEP – 2020.

The resource person focussed on the aim of Holistic Education that encompasses a wide range of philosophical orientations and pedagogical practices. She apprised of its wholeness- i.e. enabling the learners to attain the full knowledge of the course contents, as also developing all the domains of learning, viz. knowledge, understanding, application, etc. 

D. Prof. Sharma, in her address, highlighted that Holistic Learning is an eclectic and inclusive movement that proposes that educational experience promotes a more balanced development of – and cultivate the relationship among – the different aspects of the individual; intellectual, physical, spiritual, emotional, social and aesthetic, as well as the relationships between the individual and other people, the individual and natural environment, the inner- self of students and the external world.

Prof. Sharma concluded by explaining that a holistic teaching/learning approach caters to the fact that people have different psychological characters and learn in different ways. Henceforth various techniques must be introduced to foster the learning process for different learning styles and psychological types. The programme made our teachers more aware of how Holistic Learning can be brought into practice to make the teaching-learning process effective.

5.OPTIMIZING STUDENTS’ ACHIEVEMENT THROUGH TEACHERS’ INNOVATIVE PRACTICES

Date:                     December 04, 2021

Attended By:          Entire Staff

Resource Person:    Dr. S.K. Bhatia, Chairman, Ramakrishna Senior Secondary School and  RKTTI; Former Associate Professor, C.I.EProf. Dhanajay  Joshi, Dean and Professor of Education, Guru Gobind Singh  Indraprastha University, Delhi.

The predominant objective of the workshop was to familiarize teachers that innovative practices are critical to new growth and change. Prof. Joshi explained the four elements, viz., Teacher, Taught, Curriculum and the Curriculum Transaction, discussing in detail the different elements of education. The resource person also discussed recent educational innovations and their impact. The concept of PBL (Project Based Learning), PLC (Professional Learning Communities) and SEL (Social and Emotional Learning) as models were also explained. The impressive workshop boosted the spirit among teachers. He urged the teachers to be creative thinkers and come up with imaginative ways to solve common problems. The focus of the workshop was to upgrade teachers to use innovative practices in their classrooms. At last, the teachers were motivated to rekindle constructive approach for learning among learners. The workshop was lively and spirited. The workshop was a grand success and it was applauded by one and all. 

6.NEW EDUCATION POLICY 2020

Date:                     December 18, 2021

Attended By:          Entire Staff

Resource Person:   Dr. S.K. Bhatia, Chairman, Ramakrishna Senior Secondary School and  RKTTI; Former Associate Professor, C.I.E Prof. Chand Kiran Saluja, Reputed Scholar, Educator and Multi-Faceted   Expertise in the field of Education and Bharatiya Shiksha

The predominant objective of the workshop was to familiarize teachers with the importance of using a holistic and multidisciplinary learning approach which will help the leaners adapt and reinvent themselves to the demands of the new hybrid work culture and dynamic socio-cultural changes.

Prof. Saluja highlighted that the NEP has pioneered the integration of Experiential learning, Competency based education and Art and Sport Integrated Education which existed in our Indian Culture since the days of Gurukul. The resource person also discussed that NEP 2020 focuses on five pillars: Affordability, Accessibility, Quality, Equity, and Accountability – to ensure continual learning. The enriching session boosted the spirit among teachers. He urged the teachers to emphasize upon multi disciplinarity, digital literacy, written communication, problem-solving, logical reasoning, and vocational exposure.

The prime focus of the workshop was to upgrade teachers for effective implementation of NEP-2020. The workshop was lively and spirited. The workshop was a grand success and it was applauded by one and all. 

7.OPTIMISNG STUDENT’S ACHIEVEMENTS

Date:                    March 29,2022

Attended By:         Entire Staff

Resource Person:   Dr. S.K. Bhatia, Chairman, Ramakrishna Senior Secondary School RKTTI; Former Associate Professor, C.I.E

The school organised a Teacher-Enrichment Programme on March 29, 2022 in the school auditorium. The purpose of the workshop was to cast light to analyse how to optimise students’ achievements, thereby facilitating thinking and introspection for making changes in attitudes, behaviour and the aptitude of the students. 

The resource person, Dr. S.K. Bhatia, Chairman RKS, began with discussing the parameters to be followed for the holistic learning of a student to optimise the achievements. He apprised the major points to be kept in mind to achieve the same, which included ; 

The examples to be shared with the students should be both hands-on experience for the projectable topics and the illustrative examples for the non-projectable ones to widen their reach of thoughts.

 Providing holistic learning through content, activities pertaining to students’ aptitude, life skills, etc.

The critical properties of the concept taught are imminent to promote high order thinking. Students should be able to identify the critical properties of each concept they come across.

While focussing on the questions based on principles, the cause-and-effect phenomenon to be taken into consideration.

Questions involving process must highlight the sequential order in an attempt to help students perform better.

Questions on distinctions to foster students’ ability to process their learning in a better form, like giving each point of distinction and pinpointing how to differentiate the concepts in question.

Questions on critical appraisal that would allow the students to focus on matter that is relevant to the question.

Dr. Bhatia, in his address, also narrated a true incident of a student whose performance deteriorated due to derogatory statements made by the teacher. He highlighted how a teacher can find out the root cause of the deterioration of the students’ performance and further set the objectives to optimise students’ achievements. He impressed upon the fact that repetition of the statement, ‘Yes I can do’ by the students, can be brought into practice to instill in them the confidence to work on their improvement of the performance. 

The culmination of the workshop discussed the impact of teachers on students’ lives. The workshop  made our teachers more aware on how to optimize students’ achievements effectively.