Improve learning for 100,000 kids in rural India!

 
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Global Giving Evaluation Report:2013-14

 

Introduction:

 

The Teacher Foundation(TTF) strives to infuse the school education system in India and the sub-continent with new energy, enthusiasm and expertise. In the past 12 years it has worked in significant ways with over 35,000 teachers from across the country. TTF's clientele includes leading international schools, private schools and government schools. TTF provides sustained professional development programmes, school-based support for teachers, school heads and teacher-educators; and customized educational consultancy services in the areas of school audit, development and improvement.

With support from Global Giving, TTF imparted the Sustained Teacher Development Programme (Improve Learning for 100,000 kids in rural India !) - “Darpana” in 30 Govt lower and Higher Primary Schools for 60 teachers from three cluster namely Sagar, Shiriwal, Shahapur South in Shahapur block of Yadgiri district in North-East Karnataka region. The project was implemented during 2013-14. Following is the our programme details which we implemented:

Darpana: A uniquely designed 5 days-Teacher training module for school teachers. 5 days of the training includes the modules like 'Learning in Groups', 'Learning Spectrum',' Tools for Teaching', Measuring Learning',Designing Learning', and 'Multiple Intelligence'. The objective of the training is to update specific aspects of their classroom practice and promote understanding by designing innovative and meaningful methods to develop there students higher order thinking skills.

School-Based Support: 3 rounds of school based support including initial need analysis. The school based support is designed to help and support teachers in their efforts to provide quality education in their schools. School based support is structured so as to meet the professional needs of the teacher, where TTF facilitators will observe the teachers and provide them with constructive feedback for improvement.

Our target was to train 50 teachers. However, we have trained 59 assistant teachers during 2013-14. Out of 59 teachers, 53 teachers received the certificate of completion for attending all the modules.

The primary intent of this evaluation exercise was to achieve a better understanding of the teaching learning process that take place in the classrooms in order to better inform TTF’s own programmes and its impact. We wished to find out if and how the teachers were changing, what were the factors that accompanied this observable change and to a certain limited extent offer an explanation for the change within the given context.

 

Objective of the evaluation:

  • Evaluate the effectiveness of the classroom practices with respect to teaching strategies, student-teacher interaction and assessments.

A- Data Analysis

TTF conducted the evaluation in Shahapur Education block Yadgiri District. We used random sampling method and the sample includes the trained teachers from 4 out of 30 schools. The instruments used to collect the data was “Classroom observation checklist” (COC) and feedback summary sheets. Class teachers along with the students were observed in action using the Classroom Observation Checklist. This was done to ascertain the level of effective teaching practices and the impact on student learning. The qualitative data gathered using tools were collated and analyzed.

 

B-SampleSizefortheevaluation:

  • 8 teachers were selected for the evaluation – 16 % sample

     

Summary of findings from the Evaluation:

Findings from the evaluation will be discussed under the following domains:

1. Teacher Student Interaction

2. Teaching Learning Methodology

3. Teacher Student Assessment

4. Classroom learning environment.

 

Wherever relevant, the qualitative findings from the classroom observations are used to validate the quantitative ones. Analysis of classroom observations as recorded in the Checklist throws light on actual classroom practices of the teachers, vis-à-vis their professed beliefs.

 

Percentages mentioned are the percentages of teachers demonstrating the positive practices.

 

Overall changes found across four domains

  • The graph indicates the overall progress across all four domains in three rounds of observation.

     

 

 

 

 

 

 

 

Teacher-Student Interaction:

 

 

TSI-1

TSI-2

TSI-3

TSI-4

TSI-5

TSI-6

TSI-7

TSI-8

TSI-9

TSI-10

When the teacher speaks to individual students, she/he addresses them by name.

Walked around the classroom to check individual student's work.

Showed patience and empathy when addressing students

Did not use abusive or insulting language, tone or behavior.

Established and maintained eye contact with the class.

Students were interested.

Responded to all child-initiated questions

Maintained order by ensuring the students were engaged in their task

Behavioral expectations were clear

Asked the teacher or their peers for clarification about the task rather than becoming disengaged.

 

Graph indicates that:

  • TSI -3 shows teachers are more empathetic and patient with students during classroom teaching in three rounds.

  • We can see a remarkable improvement in most of the indicators except TSI 6 & 7

  • A dip is seen in the TSI.6 &7 in the third round. It is because students did not participate or were not involved in all the activities and sat silently. Some teachers neglected child initiated questions.

 

 

 

Teaching-Learning Methodology:

 

TLM-1

TLM-2

TLM-3

TLM-4

TLM-5

TLM-6

TLM-7

TLM-8

TLM-9

TLM-10

TLM-11

TLM-12

TLM-13

Focused on student understanding

Presented content which is factually correct in all respects

Gave instructions in simple steps (can include routine instructions such as open your books, go to

page number ___ OR specific task-related instructions)

Used visual aids or manipulative (blackboard, charts, flash cards, other displays) to reinforce the

concept.

Teacher gave opportunities for students to periodically clear their doubts.

The teacher enhances student understanding by connecting the lesson to the children's

environment, experiences and/or previous knowledge

Teacher built in time for students to discuss concepts and processes. (student feedback)

Ensured students interact with each other to accomplish the task

Presented a relaxed stance after questions were asked and gave wait time for students to

respond.

Completed the lesson within the given time, bringing to a logical conclusion

Asked relevant content related questions

After instructions were provided, students behaved in a way that showed that they listened to

and understood the instructions

Answered teacher’s questions correctly

 

Positive changes

  • TLM-3 Figures indicate teachers are progressive in providing classroom instructions in simple understandable steps.

  • Most of the indicators show an increase over the three rounds except TLM.2,5,8,11 & 13 .

  • TLM.2 (Presented content which is factually correct in all respects) is showing a decrease from 2nd round to 3rd round,. This is because a teacher used content that was not factually correct. We did bring it to the teachers notice during our feedback process.

  • TLM.8(Ensured students interact with each other to accomplish the task) is showing a decrease from 2nd round to 3rd round because it was observed during our third round observation that some of the teachers concentrated only on the completion of their lesson rather than involving the students in learning. No evidence of pair work and group work task was seen and there was no scope for the students to interact with each other which resulted in this decrease.

  • TLM.11(Asked relevant content related questions) is showing decrease from 2nd round to 3rd round as it was observed that the teachers were asking questions which were not relevant to the content.

  • The dip in TLM.13(Answered teacher’s questions correctly) is seen in the 3rd round we observed that some students were giving incorrect or incomplete answers to the questions posed by the teachers.

Teacher Student Assessment:

 

TSA-1

TSA-2

TSA-3

TSA-4

TSA-5

TSA-6

Accepted all student responses including the ‘wrong ones’ with encouraging feedback

Used in-class questioning or homework assignments as strategies to improve student

understanding and not merely as a means to get students to repeat facts.

Addressed questions to individual students as well as the group at large

Revised or recapitulated, highlighting the main points of the lesson

Were comfortable in responding to the teacher’s assessments

Responses were appropriate to the question that the teacher posed.

 

 

Positive changes

  • Study shows the progress in in-class questioning / home assignments which enhances student understanding in most of the indicators.

  • All the indicators show a steady increase in the three rounds except TLA.1. A slight decrease is seen in TLA.1 and TLA.4

  • TLA.1(Accepted all student responses including the ‘wrong ones’ with encouraging feedback)is shows a decrease in 3rd round as compared to 2nd round as it was observed that in most of the classes, students were answering in group and also teachers were accepting the right answers only. They didn't spend enough time to encourage the student to come up with the right answer if they were wrong. They simply asked the questions to other students.

  • TSA-5Students were very comfortable in responding to the teacher's assessments in all three rounds.

 

 

Physical Classroom Environment:

 

PCE-1

PCE-2

PCE-3

PCE-4

PCE-5

PCE-6

Writing on the board was clear and visible to all students

Teacher used board in an organized fashion

Sequence and plan of the lesson is visible from the board work

Teacher used Board interactively (collating students responses as well as invites students to write

on board)

Student work is displayed

Classroom space is set up to facilitate individual, pair and group activities.

 

Positive changes

 

  • PCE-1 and PCE- 2 shows teachers wrote in an organised fashion on the board and the flow of the topic in hand was clearly visible from their board work.

  • The graph of classroom physical environment, shows an almost consistent increase across the round 3 with respect to all the indicators.

  • PCE-5 and PCE-6 graph shows that teachers displayed student works and classroom space was used to conduct pair work and group work judiciously in 2nd and 3rd round.

 

 

Conclusion:

 

Overall in the third round of School Based Support, we found that there was a positive change in the classroom practices and that the teachers tried to incorporate most of the teaching-learning methodologies and tools in there regular teaching-learning process except some areas like, maintaining students energy , involving all students in all the activities and responding to all questions asked by the students. All the teachers must be reflective about their practices and implement the learnings from the workshops effectively in their classroom.

 

Some of the teachers provided excellent classes with total involvement of students. They used group techniques like pair work, envoy, fish bowl, carousel, used Black Board and out door learning’s effectively. They also used variety of locally available TLMs to facilitates better learning among students. Teachers are very positive about classroom observations and feedback session and they took the feedback in a constructive way and assured to take it forward.

 

Based on the programme evaluation, we wish to continue our services in the same region in a more focused manner in the coming years.

 

We wish to thank all the donors and the GlobalGiving for providing us the platform.

 

For any comments or suggestions do feel free to communicate.

 

Thanks...!

Global Giving Evaluation Report:2013-14

 

Introduction:

 

The Teacher Foundation(TTF) strives to infuse the school education system in India and the sub-continent with new energy, enthusiasm and expertise. In the past 12 years it has worked in significant ways with over 35,000 teachers from across the country. TTF's clientele includes leading international schools, private schools and government schools. TTF provides sustained professional development programmes, school-based support for teachers, school heads and teacher-educators; and customized educational consultancy services in the areas of school audit, development and improvement.

With support from Global Giving, TTF imparted the Sustained Teacher Development Programme (Improve Learning for 100,000 kids in rural India !) - “Darpana” in 30 Govt lower and Higher Primary Schools for 60 teachers from three cluster namely Sagar, Shiriwal, Shahapur South in Shahapur block of Yadgiri district in North-East Karnataka region. The project was implemented during 2013-14. Following is the our programme details which we implemented:

Darpana: A uniquely designed 5 days-Teacher training module for school teachers. 5 days of the training includes the modules like 'Learning in Groups', 'Learning Spectrum',' Tools for Teaching', Measuring Learning',Designing Learning', and 'Multiple Intelligence'. The objective of the training is to update specific aspects of their classroom practice and promote understanding by designing innovative and meaningful methods to develop there students higher order thinking skills.

School-Based Support: 3 rounds of school based support including initial need analysis. The school based support is designed to help and support teachers in their efforts to provide quality education in their schools. School based support is structured so as to meet the professional needs of the teacher, where TTF facilitators will observe the teachers and provide them with constructive feedback for improvement.

Our target was to train 50 teachers. However, we have trained 59 assistant teachers during 2013-14. Out of 59 teachers, 53 teachers received the certificate of completion for attending all the modules.

The primary intent of this evaluation exercise was to achieve a better understanding of the teaching learning process that take place in the classrooms in order to better inform TTF’s own programmes and its impact. We wished to find out if and how the teachers were changing, what were the factors that accompanied this observable change and to a certain limited extent offer an explanation for the change within the given context.

 

Objectiveoftheevaluation:

  • Evaluate the effectiveness of the classroom practices with respect to teaching strategies, student-teacher interaction and assessments.

A- Data Analysis

TTF conducted the evaluation in Shahapur Education block Yadgiri District. We used random sampling method and the sample includes the trained teachers from 4 out of 30 schools. The instruments used to collect the data was “Classroom observation checklist” (COC) and feedback summary sheets. Class teachers along with the students were observed in action using the Classroom Observation Checklist. This was done to ascertain the level of effective teaching practices and the impact on student learning. The qualitative data gathered using tools were collated and analyzed.

 

B-SampleSizefortheevaluation:

  • 8 teachers were selected for the evaluation – 16 % sample

     

Summary of findings from the Evaluation:

Findings from the evaluation will be discussed under the following domains:

1. Teacher Student Interaction

2. Teaching Learning Methodology

3. Teacher Student Assessment

4. Classroom learning environment.

 

Wherever relevant, the qualitative findings from the classroom observations are used to validate the quantitative ones. Analysis of classroom observations as recorded in the Checklist throws light on actual classroom practices of the teachers, vis-à-vis their professed beliefs.

 

Percentages mentioned are the percentages of teachers demonstrating the positive practices.

 

Overall changes found across four domains

  • The graph indicates the overall progress across all four domains in three rounds of observation.

     

 

 

 

 

 

 

 

Teacher-Student Interaction:

 

 

TSI-1

TSI-2

TSI-3

TSI-4

TSI-5

TSI-6

TSI-7

TSI-8

TSI-9

TSI-10

When the teacher speaks to individual students, she/he addresses them by name.

Walked around the classroom to check individual student's work.

Showed patience and empathy when addressing students

Did not use abusive or insulting language, tone or behavior.

Established and maintained eye contact with the class.

Students were interested.

Responded to all child-initiated questions

Maintained order by ensuring the students were engaged in their task

Behavioral expectations were clear

Asked the teacher or their peers for clarification about the task rather than becoming disengaged.

 

Graph indicates that:

  • TSI -3 shows teachers are more empathetic and patient with students during classroom teaching in three rounds.

  • We can see a remarkable improvement in most of the indicators except TSI 6 & 7

  • A dip is seen in the TSI.6 &7 in the third round. It is because students did not participate or were not involved in all the activities and sat silently. Some teachers neglected child initiated questions.

 

 

 

Teaching-Learning Methodology:

 

TLM-1

TLM-2

TLM-3

TLM-4

TLM-5

TLM-6

TLM-7

TLM-8

TLM-9

TLM-10

TLM-11

TLM-12

TLM-13

Focused on student understanding

Presented content which is factually correct in all respects

Gave instructions in simple steps (can include routine instructions such as open your books, go to

page number ___ OR specific task-related instructions)

Used visual aids or manipulative (blackboard, charts, flash cards, other displays) to reinforce the

concept.

Teacher gave opportunities for students to periodically clear their doubts.

The teacher enhances student understanding by connecting the lesson to the children's

environment, experiences and/or previous knowledge

Teacher built in time for students to discuss concepts and processes. (student feedback)

Ensured students interact with each other to accomplish the task

Presented a relaxed stance after questions were asked and gave wait time for students to

respond.

Completed the lesson within the given time, bringing to a logical conclusion

Asked relevant content related questions

After instructions were provided, students behaved in a way that showed that they listened to

and understood the instructions

Answered teacher’s questions correctly

 

Positive changes

  • TLM-3 Figures indicate teachers are progressive in providing classroom instructions in simple understandable steps.

  • Most of the indicators show an increase over the three rounds except TLM.2,5,8,11 & 13 .

  • TLM.2 (Presented content which is factually correct in all respects) is showing a decrease from 2nd round to 3rd round,. This is because a teacher used content that was not factually correct. We did bring it to the teachers notice during our feedback process.

  • TLM.8(Ensured students interact with each other to accomplish the task) is showing a decrease from 2nd round to 3rd round because it was observed during our third round observation that some of the teachers concentrated only on the completion of their lesson rather than involving the students in learning. No evidence of pair work and group work task was seen and there was no scope for the students to interact with each other which resulted in this decrease.

  • TLM.11(Asked relevant content related questions) is showing decrease from 2nd round to 3rd round as it was observed that the teachers were asking questions which were not relevant to the content.

  • The dip in TLM.13(Answered teacher’s questions correctly) is seen in the 3rd round we observed that some students were giving incorrect or incomplete answers to the questions posed by the teachers.

Teacher Student Assessment:

 

TSA-1

TSA-2

TSA-3

TSA-4

TSA-5

TSA-6

Accepted all student responses including the ‘wrong ones’ with encouraging feedback

Used in-class questioning or homework assignments as strategies to improve student

understanding and not merely as a means to get students to repeat facts.

Addressed questions to individual students as well as the group at large

Revised or recapitulated, highlighting the main points of the lesson

Were comfortable in responding to the teacher’s assessments

Responses were appropriate to the question that the teacher posed.

 

 

Positive changes

  • Study shows the progress in in-class questioning / home assignments which enhances student understanding in most of the indicators.

  • All the indicators show a steady increase in the three rounds except TLA.1. A slight decrease is seen in TLA.1 and TLA.4

  • TLA.1(Accepted all student responses including the ‘wrong ones’ with encouraging feedback)is shows a decrease in 3rd round as compared to 2nd round as it was observed that in most of the classes, students were answering in group and also teachers were accepting the right answers only. They didn't spend enough time to encourage the student to come up with the right answer if they were wrong. They simply asked the questions to other students.

  • TSA-5Students were very comfortable in responding to the teacher's assessments in all three rounds.

 

 

Physical Classroom Environment:

 

PCE-1

PCE-2

PCE-3

PCE-4

PCE-5

PCE-6

Writing on the board was clear and visible to all students

Teacher used board in an organized fashion

Sequence and plan of the lesson is visible from the board work

Teacher used Board interactively (collating students responses as well as invites students to write

on board)

Student work is displayed

Classroom space is set up to facilitate individual, pair and group activities.

 

Positive changes

 

  • PCE-1 and PCE- 2 shows teachers wrote in an organised fashion on the board and the flow of the topic in hand was clearly visible from their board work.

  • The graph of classroom physical environment, shows an almost consistent increase across the round 3 with respect to all the indicators.

  • PCE-5 and PCE-6 graph shows that teachers displayed student works and classroom space was used to conduct pair work and group work judiciously in 2nd and 3rd round.

 

 

Conclusion:

 

Overall in the third round of School Based Support, we found that there was a positive change in the classroom practices and that the teachers tried to incorporate most of the teaching-learning methodologies and tools in there regular teaching-learning process except some areas like, maintaining students energy , involving all students in all the activities and responding to all questions asked by the students. All the teachers must be reflective about their practices and implement the learnings from the workshops effectively in their classroom.

 

Some of the teachers provided excellent classes with total involvement of students. They used group techniques like pair work, envoy, fish bowl, carousel, used Black Board and out door learning’s effectively. They also used variety of locally available TLMs to facilitates better learning among students. Teachers are very positive about classroom observations and feedback session and they took the feedback in a constructive way and assured to take it forward.

 

Based on the programme evaluation, we wish to continue our services in the same region in a more focused manner in the coming years.

 

We wish to thank all the donors and the Global Giving for providing us the platform.

 

For any comments or suggestions do feel free to communicate.

 

Thanks...!



A Report for Global Giving-2013-2014

The Teacher Foundation planned Darpana programme to improve learning for 100,000 kids in rural India project. The programme 'Darpana' includes 5 days of training and 3 rounds of school based support including need analysis for teachers and 8 days of 'Samartha' programme for primary school heads.

 

Initially, we planned to train 250 teachers and 50 heads of schools during the year 2013-2014 with support from Global Giving. With the funds received we could train 50 teachers. Based on this we commenced the programme in the month of July after getting permission from Gulbarga Commissioner to work with teachers in the Yadgiri district.

 

We conducted 'Learning in Groups', 'Learning Spectrum', in the First Phase of the training and 'Tools for Teaching', ' Measuring Learning', which are one day sessions and 'Multiple Intelligence' and 'Designing Learning' which are half day session in the Second Phase for 2 batches of teachers (N=59) - which is part of 5 days of 'Darpana' training programme.

 

Teachers participated with interest and were involved in all activities, asked questions to the facilitators and clarified their doubts. Most of the teachers were eager to learn new ideas, strategies which we used during our trainings. They were enthusiastic and reflective on all the days. Teachers expressed happiness over the method of training and facilitation. They felt that the content of the module was relevant and useful.

 

Till date we have completed 5 days of training and 3 days of school based support including 20% need analysis teachers. 53 teachers graduated which includes only those who attended all the modules continuously and consistently. Remaining 6 teachers did not attend all the modules.

Teachers workshop participation is as below:

 

SL.NO

DATE

MODULE

BATCH

ATTENDED TEACHERS

1

19.07.13

Learning In Groups

1st Batch

29 out of 30

2

20.07.13

Learning Spectrum

1st Batch

29 out of 30

3

26.07.13

Learning In Groups

2nd Batch

30 out of 30

4

27.07.13

Learning Spectrum

2nd Batch

30 out of 30

5

16.09.13

Tools for Teaching

1st Batch

25 out of 30

6

18.09.13

Measuring Learning

1st Batch

25 out of 30

7

19.09.13

Multiple Intelligence (half day)

1st Batch

25 out of 30

8

19.09.13

Designing Learning (half day)

1st Batch

25 out of 30

9

16.12.13

Tools for Teaching

2nd Batch

28 out of 30

10

17.12.13

Measuring Learning

2nd Batch

28 out of 30

11

18.12.13

Multiple Intelligence (half day)

2nd Batch

28 out of 30

12

18.12.13

Designing Learning (half day)

2nd Batch

28 out of 30

 

School Based Support (Classroom Observation and Feedback process):

 

 

As per the plan we completed 3 rounds of school based support for the teachers who attended our 5 days 'Darpana' training. We covered 53 teachers during the third round of school based support. Remaining 6 teachers were not observed as they were transferred to other regions. We announce our school visit to conduct SBS during workshops, and also we inform via phone calls and SMS before visiting the schools for SBS.

 

We observed that during the last round of school based support teachers were quite happy, improved a lot and did not hesitate to present the lessons. They were very comfortable with the facilitators' observing their classes and took the feedback positively. They also gave students opportunity to speak during the classroom process. We observed that teachers were communicating politely with the students.

 

Some of the teachers gave excellent classes with total involvement from the students. They used many of the tools, techniques and strategies like group techniques, pair work, envoy, fish bowl, carousel, effectively used Black Board and outdoor learning in the training. They also used a variety of locally available TLMs to facilitate better learning among the students.

TTF administered Classroom Observation Checklist”and Summary Sheet for teachers which includes observations and feedback during the process of School Based Support. These tools helped us to track the improvement areas of the teachers and also to evaluate our programme for the improvement in our processes as well. An evaluation report will be shared with you very soon.

 

Some of the teachers shared their views about workshop and School Based Support:

 

I like the quality of training, using materials, maintenance of time for each sessions and also the way facilitators communicate with us”

 

Smt. Hanumavva. GHPS Halepeth, Shahapur.

 

 

Really we are getting more ideas and methodologies from this programme. All the teachers who are working in govt schools need to undergo such training”

 

Shri. Vidyasagar GHPS (Girls) Sagar, Shahapur

 

Facilitators helped me to reflect on my classroom practices and made me reflect on how I can incorporate all activities in the feedback session”

 

Shri. Bheemasankar. GHPS Itaga. S, Shahapur

 

In this training we reflect on our whole teaching practice and it helps us to think of more ideas, more activities and make our classroom teaching better”

Shri. Viswanath. GHPS Mamdapur, Shahapur

 

We recommend this programme for more and more teachers in this region with the support of Global Giving.

 

Thanks to the donors and the Global Giving for the support extended. We will upload the evaluation report and good snap shots of the programme very soon.

 

For any comments or suggestions do feel free to communicate with us.

 

Thanks..!



The Teacher Foundation plan to train 50 teachers under the programme 'Darpana'. It includes 5-days of workshop and two rounds of School Based Support. We gained permission for the programme from Commissioner of Public Instruction, Gulbarga - to start programme in Yadagiri region Shahapur block.

We oriented District officials and concerned block officials about the programme and collected teachers profile from three clusters namely Sagar, Shirival and Shahapur South. We had 60 teachers from 30 schools from this region for the programme. We divided the teachers into two batches of 30 teachers each. Training schedule for the teachers was drawn in consultation with Block Education Officer Mr. Rayappareddy and Block Resource Coordinator Mr.Shashidhar and distributed orders to teachers through the concerned Cluster Resource Persons.

We completed 2days of training for 2batches covering modules - 'Learning in Groups' and' Learning Spectrum' in the month of July 2013. Totally 59 teachers attended the training out of 60.

We completed the remaining 3 days of training for the first batch of teachers in September 2013 and covered modules - 'Tools For Teaching', Measuring Leaning', Multiple Intelligence' and 'Deigning Learning'. We also completed first round of School Based Support for teachers who participated in the initial two days of training. Training modules focused on different teaching techniques like, example-non example, Chunk and chew, 20 questions, open ended and close ended questions, active reading, blooms taxonomy, different assessment and evaluation methods, understanding of multiple intelligence, and how to make effective lesson plan. Teachers participated actively and were involved in all the activities.

 

We have completed 5 days of training for 1st batch and 2days of training for 2nd batch and first round of School Based Support for the teachers of Shahapur Taluk.

 

 

School Based Support (Classroom Observation and Feedback process):

As per plan we commenced first round of School Based Support after the completion of 'Learning in Groups' and 'Learning Spectrum' workshops. We covered 56 teachers during the first round. Remaining 3 teachers were not observed as they were transferred to other regions (Actual workshop attendance was 59 teachers in two batches). When the TTF facilitator visited the school for observation, initially, teachers were hesitant to give lesson/s in the presence of TTF facilitators. Some of them kept the facilitators waiting and they were preparing the students for the class before actually giving the class in the presence of TTF facilitators. While some teachers gave a repeated lessons - which was quite evident by responses from children. HMs of most schools were very eager for us to observe their teachers class and provided the facilitators with relevant information. Some of the teachers were very harsh in their tone, continuously lectured the students, students were not allowed to speak – even if they speak they were threatened not to speak.

 

Some of the teachers provided excellent class with total involvement of students. They used group techniques like pair work, envoy, fish bowl, carousel, effectively uses Block Board and Out door learning’s and also used variety of locally available TLMs to facilitates better learning among students.

 

Purpose of the School Based Support is to help teachers to reflect on their class and make them effective teaching in their daily practice. In this process TTF facilitators go to school, observe their 40 minutes classes and sit with them separately and give feedback - area they need to improve and what needs to be focussed in future.

 

In this process we “Classroom Observation Checklist” , a tool developed by TTF to assess the teaching-learning process, and identify the need areas and to track the changes in their performance. An evaluation report will be shared with you at the end of the project.

 

Some of the teachers were share their views about School Based Support:

 

Initially I feared about classroom observations, but now I am quite comfortable with this process and purpose. This will help me to reflect the way I am teaching”

 

Smt. Rekhabai. GHPS Halepeth, Shahapur.

 

 

This activity makes me to overcome the fear about classroom observations”

 

Shri. Ramesh. GHPS Ashray Colony, Shahapur

 

“ Facilitators feedback session will help us to think more ideas, more activities and do better classroom teaching”

Shri. Namdev. GHPS Kanyakoloor Agasi, Shahapur

 

We need to do remaining three days of training for 2nd batch and last round of School Based Support for all teachers. We will organize these activities in the month of December-13.

 

Appreciate the support by the donors and the Global Giving for the platform. We will update you about the progress of the programme.

 


The Teacher Foundation met Shri Abdul Rab - Commissioner of Public Instruction, Gulbarga for gaining programme permission and discussed with him about TTFs plan for 2013-2014. He instructed Deputy Director of Public Instruction - Mr. Ramanjaneya to provide necessary support for the implementation of the programme. TTF oriented Mr. Ramanjeneya, Deputy Director of Public Instruction and Mr. Shanthagouda, Deputy Project Coordinator, Sarva Shiksha Abhiyan of Yadgiri district in Karnataka and oriented them about our project.

We collected teachers profile from three clusters namely Sagar, Shirival and Shahapur South of Shahapur taluk of Yadgiri District. We identified 60 teachers from 30 schools for the programme who were divided into two batches of 30 teachers each. Out of the 5 days of training, we have completed 2 days namely “Learning in Groups” and “Learning Spectrum” in addition to the Needs Analysis conducted before the commencement of the programme. Details are provided below:



SL.NO

DATE

MODULE

BATCH

ATTENDANCE

1

19.07.13

Learning In Groups

1st Batch

29 out of 30

2

20.07.13

Learning Spectrum

1st Batch

29 out of 30

3

26.07.13

Learning In Groups

2nd Batch

30 out of 30

4

27.07.13

Learning Spectrum

2nd Batch

30 out of 30



Totally, 59 teachers attended the 2-day training. As part of the training, we shared different group strategies with teachers to facilitate collaborative learning in their classrooms. The participants were given hands-on experience on techniques like think-pair-share, snow balling, envying, jigsaw, fish bowl, carousel. In the 'Learning Spectrum' module, we covered a range of activities that can make classroom environment more lively and vibrant. We have given inputs on how to use the black board, bulletin board, and newspapers effectively to improve learning. Simple ideas that work brilliantly! Learning outside classroom was also a part of this module.



Most of the teachers were eager to learn new ideas and strategies used in the training situation. They were enthusiastic and reflective, they were impressed with the training method and facilitation. They expressed that the content covered was relevant and useful.



School Based Support(SBS):

Before the commencement of the training, we conducted need analysis for a sample size of 10% teachers. During this process we administered “Classroom Observation Checklist”, a tool developed in-house to assess the teaching-learning process and identify the need areas and track changes in their performance. An evaluation report will be shared at the end of the project.

We have plan to schedule the first round of School Based Support in the month of August. Remaining three days of training – namely Tools For Teaching, Measuring Learning, Mindful Learning and Designing Learning will be organized in the month of September.



Few feedback received from teachers:

I learn't how to incorporate group techniques in my classroom and how to involve students in the teaching-learning process”

Smt.Sugamma.Teacher, GHPS Mamadapur

I learnt how to evaluate student learning through group techniques”

Shri. Sankappa.Teacher, GHPS(Boys)Sagar



I learn't effective blackboard writing”

Shri.Vidyasaagar.Teacher, GHPS(Girls)Sagar

Outdoor learning makes learning relevant and students find it easy to connect with their lessons”

Smt.Veenashree.Teacher, GHPS Rastapur



Thanks the donors and the GlobalGiving for the platform. We will update you about the progress of the programme, and will upload pictures very soon.

For any comments or suggestions do please feel free to communicate.

Thanks..!



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Project Leader

Prakash Nedungadi

Bangalore, Karnataka India

Where is this project located?

Map of Improve learning for 100,000 kids in rural India!