Post on 09-Mar-2021
(D.El.Ed.)
(Reflective Practitioner)
7
8
6
1
* * * * * * * * * * * *
2
3
(Intentional Utterance) (Productivity) (Voluntary)
(Inter Change ability)
(Productivity)
4
(Valuntary)
(Inter Change ability)
(Specialisation)
A boy Comes, A Girl Comes
5
It is the transmitter from one generation to other
generation.
(CVCV)
Street, Structure
STR
Psychology.
Sound of 'e' is differ from 'elephant' to 'make'.
PALAKA -
cv cv cv
C V C V
C C V
C C C V
C V C V
6
(C. Consonets, V. Vowels)
BADI TALUPU PALAKA
CVCV CVCVCV CVCVCV
(C)
(V)
Papa, baba, mama
(Bilebid)
Persian, Arabic Script
(Perso - Arabic)
7
8
9
10
11
-
- -
- - - - - -
12
(activate)
- -
-
-
13
(Miniature Society)
14
"In the Begining There is 'Word'. It is with God"
15
"Economy of Words
and economy of Thoughts"
"Every Man is a poet"
16
Stickle Backs
Vervat Monkeys
17
(Thorpe, 1956)
(Roeder, 1960)
18
19
(Profo dravidian)
(Literary Languages),
(Now, literary Languages)
(Tribal Languages)
20
(Adam)
(Eve)
(Relation between Cause & Effect)
21
22
23
(Universal Linguistic Faculty)
-
-
-
-
-
24
Language is a purely human, non instimative method of communicating ideas, emotions
and desires by means of a system of Valuntarily Produced symbols - Saphire.
(Emman Bach)
'Language is an infinite set of sentences'
(Sturtvert) Linguist Change "Language is system of arbitary vocal
symbols through which members of a social group interact, co-operate and transmit their culture''
Simon Pottor
"A Language may be difined as a system of arbitary vowel sounds by means of which
human beings communicate and Co-operate with one another"
Hacket
"A Language is a complex system of speech habits".
Noam Chomsky
"Language is particuler set of sentences that can be generated from a particular set of
rules"
25
26
"Every subject Subjest Teacher is basically a language Teacher"
(Joyful
Learning)
27
(Phonetics)
28
29
(Distribution of Phonemes)
(Generatine Phonology)
(Sematic Component)
(Phonetive Component)
30
(Declarative Sentences)
(Interragatine Sentences)
(Imperative Sentences)
31
(Transforma-
tional Grammar)
"Symtaetie Structures"
32
"Universal Linguistic Faculity"
(Using Correct Words at Correct Place)
33
(Genera-
tive Grammar)
34
Phonetic Change
35
36
37
(Semantic Change)
Understand
"Understand"
"Tiger Food"
38
(Pen)
Charlas C. Boycott
39
'Pen'
Bus "Omni Bus" "Omni
Bus"
(Law of Use & Disuse)
(Sematic Extension)
(Sematic Narrowing)
(Figurative use)
(Elevaling Meaning)
(Degradation of Meaning)
(Ecephemism)
(Subreption)
40
>
41
Hand Book for Teacher Educators - Co-ordinators Y. DIET
for D.E.Ed., A.P. SCERT G.
A.P. SCERT 2011 A.P. SCERT
MLC.,
42
(Multi Linguistic ability)
(Multi Linguity)
-
43
- -
- - - - - - - - - - -
Linguistic Survey
of India
44
(Stateless Language)
45
(Comparitive
Method)
(Tribal Languages)
46
"Great Poets are friends to entire man
kind".
47
"English is the window to see the entire world"
48
49
50
(CABE)
51
(NCERT)
(NPE 1986)
- - -
- - -
52
-
-
- - -
-
53
(CABE)
54
55
56
'Medium of instruction'
57
(Communication)
(Identity) (Understand)
(Create) (Communicate) (Compute)
58
59
(Numbering Literacy)
(Arthamatic Literacy)
(Computer Literacy)
(Economical Literacy)
(Geographical Literacy)
(Democratic Literacy)
60
For Economic co-
operation and Development (FECD)
61
- (Regidity)
- -
- - - -
- - -
-
62
63
64
- - - - - -
-
-
-
- -
- -
-
65
-
- - -
66
- - -
-
-
67
-
- - (Flexible Stability)
- - Bloom Field
- - -
-
- - - -
68
(Medium of Instruction)
"Italian of the East"
69
J.B.S. Haldane
(digeneous) (Foreign)
(Borrowing)
70
<
<
71
>
>
> > >
>
>
>
>
>
(Souree Language)
(Target Language)
72
- - -
Hand Book for Teacher Educators - Co-ordinators Y. DIET
for D.E.Ed., A.P. SCERT G.
A.P. SCERT 2011 A.P. SCERT
73
74
- - - - - -
75
- - - - - - - -
-
76
77
- - - - - - - - - - - - -
78
79
80
(Readability)
81
82
"Short Story"
(Brevity)
"Essay"
83
84
85
"Angry Young Man of
England"
(Gesta ttoview)
86
87
88
89
90
(Seeularist)
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
(Activity Based Method)
115
116
117
"Man is man because of his speech"
118
119
120
121
(Universal Grammer)
(Universal Language Faculty)
122
"Multi lingualism is the natural
potential available to every normal human beings rather than unusal exception. Given the appropri-
ate environment, two languages are as normal as two lungs"
Central
Advisory Board of Education
123
124
CVCV
Sound of 'e' is different from 'elephant' to 'make'.
(VC), (CV),
125
CVCV
CCV
CCCV
CVCV
C - Consonents, V = Vowels
BADI CVCVCV CVCVCV
"V"
"C"
papa, baba, mama
CCCV STRAW CCCVC
'r' 'idear' CVCV
Internalise
CVCV
P a l a k ac v c v c v PALAKA
126
CVCV
'CV'
CVCV
127
(Basic competencies)
128
129
130
131
D
132
D
133
(Debate)
(Riddles) (Illustrations)
134
D
135
D
136
(NCERT) "TeachingReading Challenges"
"Reading is finding out what an author has said, trying to think what hement by it, and deciding what sense it makes and how good it is to the reader".-
D
D
D
137
138
H
D
139
D
140
D
D
D
141
H
H
H
H
H
(Flash cards)
142
D
D
143
D
H
H
H
H
H
D
144
D
145
D
D
146
Italian of theEast
147
D
148
149
150
151
152
>
153
D
154
D
Deductive Method
'Inductive Method'
'Functional Grammar'
155
I.
II.
156
III.
IV.
157
158
159
(Text book is the
only tool in the hands of a teacher)
(Non Language Subjects)
(Language Subject)
160
(i)
161
(Reference Books)
162
(ii)
163
(iii)
NCF 2005
APSCF 2011
164
165
iv)
v)
vi)
vii)
166
(Pre text)
167
(Joyful Learning).
168
169
170
171
172
173
174
(Magnetic Board),
175
176
177
"Education is the utilization of leizure time property"
Library
Liber Liber
Library
(Pubicl Libraries)
(Source Books)
(Reference Books)
(Source Books)
(Reference Books)
(Dictionaries)
178
(Encyclopaedias)
(Stories)
(Children's Literature)
(Literature Old & New)
(Social Sciences)
(Physical & Bio-Sciences)
(Text Books)
(Teacher Hand Books)
179
(Issue Register)
180
181
(Learning Enhansement Programme)
182
><
>
>
183
(Low Cost / No Cost)
('Limited space creates unlimited creativity')
184
(Visiters Book)
185
186
187
SCERT,
SCERT,
188
189
(Learning Standards)
(Academic Standards)
(Academic Standards) (Learning Standards)
(Learning Competencies)
190
191
192
(OBB, APPEP,
DPEP, SSA
(Right to Education Act - 2009)
(Sections in the act and its details) :
193
(Goals)
194
(Aims)
(General Aims),
(Specific Aims)
(Objectives)
(Instructional Objectives)
(Specifications)
195
(Texonomy of Educational Objectives, The Classification of Edu-
cational Goals Hand Boook)
(Congnitive Domain)
(Knowledge)
(Understanding)
(Application)
(Synthesis)
(Evaluation)
(Affective Domain)
(Receiving)
(Responding)
(Valuing)
(Organising)
(Characterising)
(Psychomotor Domain)
(Impulsion)
(Manipulating)
(Control)
(Co ordination)
(Naturalisation)
(Creativity)
196
(Cognitive Domain)
(Affective Domain)
(Psycho motor domain)
(Mechanical), (Manipulative), (Creativity)
197
APSCF 2011
(Competency based
teaching)
198
199
200
201
Method Approach Strategy
Strategy
202
(Monitary System)
(Known to Unknown)
(Easy to difficult)
(Concrete to abstract)
(Psychological to logical)
(Analysis to Synthesis)
(Whole to parts)
203
(AMI)
204
(Assignment)
(Self Learning).
(Rate of Learing)
205
206
(Activity Packs)
207
208
209
(Discussion) :
210
211
212
H
H
H
H
H
H
H
H
213
214
H
H
H
H
H
H
215
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
216
H
H
H
H
H
H
H
217
218
219
220
}
221
222
(I)
H
H
(II)
H
H
(III)
H
H
H
(IV)
H
H
(V, VI)
H
H
VII.
H
VIII.
H
223
I. II.
224
III.
IV.
I.
225
II.
226
III.
IV.
227
I. II.
228
III.
229
IV.
I. II.
230
231
III.
IV.
I.
232
II.
233
III.
IV.
234
I. II.
H
235
III.
IV.
I. II.
236
III.
IV.
I. II.
237
III.
IV.
I. II.
238
III.
IV.
I. II.
239
III.
IV.
I. II.
240
III.
IV.
I. II.
241
III.
IV.
I. II.
III.
IV.
242
I. II.
III.
IV.
243
I. II.
III.
244
H
H
H
H
H
245
H
H
H
H
H
246
I.
247
II. III.
248
HHH
Less
on p
lan
is al
way
s fle
xibl
e.
It sh
ould
not
be
regi
d.
249
250
251
252
(Test) Test Testum (Some Special type of earthen pot)
Examination Examine Examen (The Pointer of balance)
253
(Diagnostic Evalution)
(Prognostic Evaluation)
254
Objectivity
Validity
(Utility)
(Continueous)
(Past of Teaching Learning Process)
(Comprehensineness)
!
(Essay type) (short Answers &Very short answers type, questions) (Objective type Questions).
Anectodal Record)
255
Cumulative Record)
Check Lists)
Rating Scale)
(Aptitude Tests)
Attitude Tests)
Case Study)
Projective Technique)
Sociometric Method)
Continuous)
256
(Comprehensive)
Co Currientar Activitites
257
258
A1 C1A2 C2B1 D1B2 D2
50
1 6 C2
8 B1
7 B2
16 B1
37 B1
B1
2
259
A1A2 B1 B2 C1C2 D1 D2.
SCERT
260
I
1 5 5 5 20
2 5 5 5
10 10 10
20 % 20% 20% 40% 100%
10 10 10 20 50
261
1 5 25
2 8 40
3 4 20
4 3 15
20 100
1 2 4 8 40
2 5 1 5 25
3 14 1/2 7 35
20 100%
262
I
II
III
IV
I II III IV
263
(Summative Assessment) :
1 5 8 40 50
2 2 2 4 5
3 16 1 46 20
4 20 1 20 25
80 100
1 24 30
2 36 45
3 20 25
80 100
264
1 8 8
4 1 4
4 1 4
4 1 4
4 1 4=24 30
1 2 2
1 2 2
1 8 8
1 8 8
1 8 8
1 8 8 =36 45
10 1 10
8 1 8
2 1 2=20 25
80 100
1
2
3
1 24 30
2 36 45
3 20 25
80 100
265
(Blu
e Pr
int)
266
I
267
II.
268
269
Regd. No : Marks
1-17 18 - 23 24 - 43
24 36 20 80
270
271
1
2
3
272
11 - 2-17
20,21,22,23 18-19 - - - - - 24-43
2
3
4
5
(Stuolents Academic Performance Register)
273
274
(Blue Print)
275
276
277
278
"A Teacher is a permanentStudent"
279
(Subject Forums)Blogs, Website
APPEP,DPEP, SOPT, UEE, CLIP, CLAP, LEP
280
(Activity Oriented) (ParticipatoryApproach)
(Professional Standard)
(DynamicTeaching Methods)
"The Teachershould be a reflective Teacher"
281
282
(Multilingualism) (Language across Curriculum)
(ActionResearch).
283
284
(Early literacy)(Multilingualism)
(Reflective Journals)
285
(Subject Forum):
APeKX
286
''Teacher should be a reflective teacher''
''Wings of Fire'' Dr. A.P.J. Abdul Kalam