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DELHI PUBLIC SCHOOL TAPI, SURAT PROJECT ACTION RESEARCH

DELHI PUBLIC SCHOOL TAPI, SURAT PROJECT ACTION RESEARCH. By: Salome Dantalia Class Teacher: IV A. I am………. Ms. Salome Dantalia ( M.Com , B.Ed ) Working with Delhi Public School Tapi , Surat since 2010 till date.

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DELHI PUBLIC SCHOOL TAPI, SURAT PROJECT ACTION RESEARCH

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  1. DELHI PUBLIC SCHOOL TAPI, SURATPROJECT ACTION RESEARCH By: Salome Dantalia Class Teacher: IV A

  2. I am………. • Ms. Salome Dantalia (M.Com, B.Ed) • Working with Delhi Public School Tapi, Surat since 2010 till date. • I am the mother teacher of class IV A. • I teach Social Science to classes VI-VIII.

  3. My Values…….. • To nurture my students by being a good and patient listener. • To provide equal opportunities to my students. • To help them achieve the desired goal.

  4. My focus on PAR • “Formal Oral Presentation Skill of the Students of Class IV A during the Academic Year 2012-13”.

  5. Time Span • 12 – 14 weeks

  6. Reason for PAR • I have observed that students lack in writing skills as they write what they speak, making grammatical errors and false sentence formation. • They do not distinguish between Formal speaking and informal speaking.

  7. Hypothesis (Null Directional) • My strategy is going to affect or help the students to develop formal oral presentation skill.

  8. Baseline Data Collected • The teacher interacted with the students and found that they are fluent in informal conversation. • But when they are questioned based on the chapter they use the same language. • It was also observed that the students do not form proper and complete sentences while giving oral or written answers.

  9. The teacher made the students read a few lines of a chapter in English and EVS and asked a few ‘Wh’ questions on the basis of their reading. • The teacher observed the students reply to the questions.

  10. Observation • The teacher observed that the students were very casual in answering the questions. • Like they gave answer in one word or use a pronoun instead of the noun e.g. it, she, he. • Started their answer with a ‘because’ etc. • The students tend to answer in this particular way because they understand that their teacher knows what they are talking about.

  11. Observation of the teacher

  12. The teacher also observed that the students answered in the same manner as they orally responded.

  13. Intervention Strategies to be Implemented • The teacher will conduct an activity by discussing a topic with a pronoun/because etc. and ask the students what they understood in that particular statement. • The teacher will show their recordings in order to self-analyse their answer. • Importance of complete answer to make it understand even to a stranger to the topic.

  14. Making them understand the demand of the question and answer accordingly. E.g. Answer in one word/sentence/brief/detail etc.

  15. Intervention Strategies by the teacher • The teacher asked the students to answer orally and checked them when they started answering with: • Because • Pronouns • One word

  16. The teacher would then ask them to check, correct and then reply. • The result observed was that students did show improvement in the oral as well as written answers. • The constant check done helped the students to improve their formal writing skills.

  17. Images

  18. Result • Out of the 18 students it is observed that 12-13 students have picked up the formal writing skill. • Some students are still lethargic in adopting the formal writing skill, but the intervention strategy continues with them. • I have achieved my target partially but I am still working on the same.

  19. THANK YOU

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