How To Use Adjective :Degree Of Comparison

 

Adjective

Adjective says something more about a noun. An adjective can take an adverb of degree (intensifier) like too/very. It has comparative and superlative forms as well. Adjectives in English are not affected by number or gender or case because they do not have to agree with the noun they modify.

 Degrees of Comparison 

A significant formal feature of attributive adjectives is that they can be graded. This is known as degrees of comparison.. There are three degrees of comparison:

i) positive          ii) comparative          iii) Superlative 

  bold                       bolder                           boldest
  sweet                     sweeter                         sweetest
   long                      longer                          longest

Positive degree-
 It is used in sentence as follows-
1) he is bold.
2)she is tall.
3)she is beautiful.


Comparative degree

 i) An adjective in comparative degree is normally followed by than.
1. Tom is taller than John.
 2. She is older than him.
3. This picture is more beautiful than that one. 

 Superlative degree 

This construction is used to compare more than two people or things:
 1. This is the best offer of all.
 2 This is the oldest church in India.
 3 Everest is the highest peak on earth. 

Positive is Big Fat Hot Sad Glads Silm thin comparative bigger fatter hotter sadder gladder slimmer thinner superlative biggest fattest hottest saddest gladdest slimmest thinnest 

All You Need to Know about Pronoun

 Pronoun

 Pro means 'for' or 'acting as.'
 A pronoun is used as a substitute for a noun or a noun phrase. In other words, it has all the characteristics of a noun: it can function as a subject/object/complement in a sentence.
 A pronoun is used to avoid the repetition of nouns or noun phrases:
1. Seema  went to the market because seema wanted to buy a pen. i.e. Suresh went to the market because he wanted to buy a pen.
 2. Walking  a form of exercise. Walking is easier than swimming. i.e. Walking is a form of exercise. It is easier than swimming.

Kinds of Pronouns 

There are nine kinds of pronouns:
i) Personal Pronouns
ii) Possessive Pronouns
 iv) Demonstrative Pronouns
v) Reflective Pronouns
 vii) Relative Pronouns
viii) Interrogative Pronouns
 ix) Indefinite Pronouns

Personal pronouns 

I, we, you, he, she, it, they
 These seven pronouns are called personal pronouns. On the basis of their role in a speech act,
these can be divided into three:
First Person, Second Person, Third Person

 Possessive pronouns 

my, our, your, his, her, their, its (determiners)
 mine, ours, yours, his, hers, theirs, its (predicative use)
 They are used to express ownership/possession/relationship.
Determiners are followed by a noun. This is my room.
 The possessive pronoun in its predicative use cannot be followed by a noun.
We don't say: This is mine room.
We say: The room is mine.

  

 Reciprocal pronouns 

each other, one another 

These are used to express mutual/reciprocal relationship: They love each other/one another.

 Like any other pronoun, each other and one another have no intrinsic reference; therefore they have to have an antecedent. But unlike other pronouns, these cannot normally appear as the subject of a main clause because the antecedent should be in the sentence itself. Typically these occur as object of a verb or a preposition in a sentence that has a plural subject. 

1. No two artists approve of each other's works. 

But we cannot say: 2. If there are two children of the same age it is always good to put them in the same class. Each other can help in doing the homework. 

But we can say: The children can help each other in doing the homework. Even though there are enough contextual clues in (2) as to the antecedent of each other the sentence is not possible.

 Note: Traditional grammar makes a distinction between each other and one another. It requires that each other be used of only two people/things and one another of more than two. In current English both are used interchangeably, with a slight preference for each other.  

 Demonstrative pronouns 

this, that, these, those 

They are used to point to (demonstrate) people or things they stand for: 

1. This is our new house.

 2. That is the bridge built by the British

. Demonstrative pronouns have number contrast: this these that those 

The basic function of demonstratives is to indicate the nearness or distance of the person or object referred to, from the speaker. 

 Reflexive pronouns

Form: 

A reflexive pronoun is formed by attaching self/selves to the objective form of the pronoun: myself, ourselves, yourself/selves, himself, herself, themselves, itself 

a) A reflexive pronoun is used as a substitute for a noun in the objective case i.e., as a direct object: Govind saw Govind in the mirror.

Govind saw himself in the mirror. 

This is used to avoid an awkward construction 'Govind ... Govind' . 

Note: .Reflexive means 'bent back', i.e. 'bending the subject back to the subject.' A reflexive pronoun is used when the subject and the object refer to the same person or thing.

 This can be seen from the agreement between the subject and the reflexive object:

 I saw myself in the mirror. 

We dressed ourselves in the kitchen. 

You sent yourself a birthday card. 

They wrote themselves a 'Thank you' note.

 He hurt himself while playing. 

 Relative pronouns 

who, whom, which, what, that A relative pronoun relates or refers back to a noun or pronoun called its antecedent. It also joins clauses. So it is a pronoun as well as a conjunction.

 Relative pronouns introduce relative clauses and noun clauses:

 Those who live in glass houses shouldn't throw stones.

 I don't know who is standing at the gate.

 Which is used also as a sentence relative pronoun to introduce the relative c in a sentence: They eat snakes, which is unusual. 

 Interrogative pronouns 

Who, whom, whose, which, what 

The forms of relative pronouns and interrogative pronouns are identical, but their functions are different: the former join clauses, the latter ask questions.

 a) Who can come as the subject or as the object in a clause. Here who refers only to persons, not to things: 

Who discovered America? (as subject)

 Who did you invite for lunch? (as object)

 Who are you talking about? (as object of the preposition)  

Indefinite pronouns  

 each, every, all Each refers to two or more people or things, whereas every refers to three or more. Further, each presupposes a set (supplied by the context), every does not.

 Rajeev walked into the room and gave a sweet to everyone (not, each)

At times a definite article can intervene between all and the noun.

 All the girls want to imitate Karen. 

Each of you should attend the function. 

Everyone of them came to see me in hospital. 

Resources To Help You Become A Better English Speaker

Noun :

A noun is a word that names a person, place, thing, or idea. Examples include actor, building, ticket, and honesty.

 A common noun is a general name for a person, place, thing, or idea.

 

A proper noun is the name of a particular one. For example, theater is a common noun; 

Palace Theater is a proper noun. Only proper nouns need to be capitalized. 

A concrete noun names a thing that can seen, heard, smelled, tasted, or touched.

 

An abstract noun names an idea, feeling, quality, or characteristic. For example, script and villain are concrete nouns, while excitement and dishonesty are abstract nouns.

 

A collective noun is a word that names a group of people or things, such as crew.

Let us talk in detail about all its parts-

Proper nouns :

A proper noun is the name of a particular person or thing, i.e. a name used for an individual person or place, river, or mountain 

etc.: Mary, Rahul, Godavari, India, Everest  

 Common nouns 

A common noun refers to any and every person or thing of the same kind or class, not to a particular person or thing: cow, dog, girl, boy, man, woman 

Common nouns       Proper nouns 

girl                            Latha 

dog                            jimmy

man                            sam

 Collective nouns 

A collective noun is the name of a collection, group of people, or things of the same kind: class, team, government jury, federation 

 Material nouns 

A material noun is the name of a material, substance, or ingredient things are made of. They can be articles of food or drink as well: iron, copper, steel, gold, coal, silver, rice, wheat, milk, water, tea, sugar 

Note: A material noun is a type of common noun but a distinction is made between the two. A common noun is usually a countable noun but a material noun is an uncountable noun. The cow gives us milk. Cow is a common noun (countable), but milk is a material noun (uncountable). 

Abstract nouns

 An abstract noun is the name of a quality, state, or concept: beauty, sweetness, childhood, love 

 Nouns: Countability 

Nouns are of two kinds from the viewpoint of countability:

 a) Countable nouns 

 b) Uncountable nouns 

Nouns that can be counted are called countable nouns: 

a book      one book         two books

 an egg      one egg           two eggs

 Generally a noun used in answer to the question how many? is a countable noun: 

  How many films did you watch?    I watched six films. 

 Uncountable nouns Nouns that cannot be counted are called uncountable nouns: 5 milk, water, ink, sugar, butter (not, a milk, one water, two sugar)

 A noun used in answer to the question how much? is an uncountable noun. 

How much milk do you need? We need a litre of milk.

TENSES

TENSES

 tenses are the forms of a verb that show the time of an action. . We study three tenses in English grammar; they are:

1. Present tense – The present tense mainly describes a current event or state of being.

2. Past tense - The past tense mainly used to describe a completed activity that happened in

the past.

3. Future tense – The future tense marks the event described by the verb as not having

happened yet, but expected to happen in the future.

PRESENT TENSE

The present tense is used in English  to tell us about an event that is going on in the

present time. The present tense has further four types. We will see them

one by one.

1. Present Indefinite or Simple Present

The sentence structure for simple present tense is:

Subject ( I, You, We, They ) + V1 ( First Form of Verb ) + Object

We use simple present tense in the following ways:

a) It is used to show a habit.

e.g. He goes to the park every morning at 7.

b) Simple present tense is used to express general truths.

e.g. A magnet attracts iron.

c) Simple present tense is used in exclamatory sentences starting with here and there.

e.g. Here goes the train!

There he comes! Let’s welcome him for coming late to the class.

d) Simple present tense is generally used with fixed timetables and fixed programmes.

e.g. The cricket match, for which you all are excited, starts at 7 pm.

2. Present Continuous tense

The sentence structure for present continuous tense is:

Subject ( I/ You/ We/ They ) + auxillary verb (is/am/are) + Verb+ing + Object

We use present continuous tense in the following ways:

a) It is used to show that an action is going on in that given time.

e.g. Look! Those boys are playing in the damp area of the park.

b) We also use present continuous tense to show a future action that has already been

planned.

e.g. I am going to Manali this month with my family.

c) Though simple present tense is used to show a habit, we also use present continuous

tense to indicate a repeated action despite several warnings.

e.g. My sister is silly. She is making the same mistake again and again.

d) We do not use the following words in present continuous form when used in their usual

meaning. We use simple present tense to use these words in a sentence.

3. Present Perfect Tense

The sentence structure for present prefect tense is:

Subject ( I/ You/ We/ They ) + has/have + V3 (third form of verb) + Object

The present perfect tense is used in the following ways:

a) This tense is used to show that an action is completed in the immediate past. It is used

with the word just.

e.g. She has just left with her friends.

b) This tense is used with the actions of the past whose time is ambiguous or is not

mentioned in the text.

e.g. Have you read The Mahabharata?

I have never seen him in a bad mood.

c) This tense is used when we emphasize more on the outcome (that we experience in

the present) than on the action (that has already happened in the past).

e.g. Rohit has cut his finger accidentally. (and it is bleeding now.)

Himanshu has eaten all the sweets. (and there are not any left for us.)

d) We use present perfect tense to show that an action started in the past is going upto

this moment in the present.

e.g. The couple has lived here for 20 years now.

4. Present perfect continuous tense

The sentence structure for the present perfect continuous tense is:

Subject ( I/ You/ We/ They ) + has/have + been + Verb+ing + Object

The present perfect continuous tense is used in the following ways:

a) We use this tense to show that an action started in the past is continuing in the present

too.

e.g. Neha has been sleeping on the couch for an hour.

b) This tense is used to show an already finished action. We use this tense to answer the

after-result of that action.

e.g. You are drenched in sweat from head to toe. What were you doing? I have been running

PAST TENSE

Past tense is used to show an action or condition that has happened in the past. This tense

has four aspects that talk about to what extent an action has been completed. Past tense

has the following types:

1. Simple past tense

The sentence structure for the simple past tense is:

Subject ( I/ You/ We/ They ) + V2 (second form of verb) + Object

a. This tense is used to point out that an action completed in the past. We use adverbs

of past like yesterday, ago, last week, etc. in such sentences.

e.g. She received the letter of appreciation yesterday only.

b. It is used to depict the old habits.

e.g. Sonal always carried a hat.

2. Past continuous tense

The sentence structure for the past continuous tense is:

Subject ( I/ You/ We/ They ) + was/were + Verb+ing + Object

a. This tense is used to show that an action was going on in the past.

e.g. She was reading novels during her autumn break.

The clause used with the conjunction ‘when’ is in simple past. The sentence of simple past

depicts the action happened later/most recent.

3. Past perfect tense

The sentence structure for the past perfect tense is:

Subject ( I/ You/ We/ They ) + had + V3 (past participle) + Object

a. This tense is used to describe an action that had been completed way before a

particular moment in the past.

e.g. They met Zoravar in Himachal in 2015. They had seen him last four years before.

b. Past perfect tense is used along with simple past tense to show the action happened

first in the series.

e.g. When Virat reached the stadium, the match had already begun.

4. Past perfect continuous tense

The sentence structure for the past perfect continuous tense is:

Subject ( I/ You/ We/ They ) + had + been + Verb+ing + Object

This tense is used to indicate that an action started in the past and continued up to a point in

the past.

e.g. When Simon joined the dance practice, Angelina had been dancing there for 5 years.

FUTURE TENSE

Future tense is used when an action is supposed to occur at a specific time in future. There

are 4 types in future tense:

1. Simple future tense

The sentence structure for the simple future tense is:

Subject ( I/ You/ We/ They ) + will + V1 (first form of verb) + Object

a. This tense is used to indicate the obvious events/things that will happen in the future.

e.g. She is 18 years old. She will be 19 next year.

b. We use this tense to predict what will happen in future.

e.g. I think she will win this time.

Note: We use words/phrases like probably, I think, I believe, I am sure in such sentences.

c. We also use this tense to show an action that we have decided to do in that instant.

e.g. It is raining cats and dogs outside. I will take an umbrella with me.

2. Future Continuous tense

The sentence structure for the future continuous tense is:

Subject ( I/ You/ We/ They ) + will + be + Verb+ing + Object

a. We use this tense to indicate that an action will be in progress in the future. The action

will continue to exist in that point of time.

e.g. At this time tomorrow Latika will be attending the concert.

b. This tense is used to show that an event is planned and is expected to happen in

future.

e.g. My sister will be visiting me during her summer holidays.

3. Future Perfect tense

The sentence structure for the future perfect tense is:

Subject ( I/ You/ We/ They ) + will + have + V3 (past participle) + Object

We use this tense to show that an action will be completed by that certain point of time in the

future.

e.g. By next month I will have shifted to my new place in Bandra

4. Future perfect continuous tense

Though it is not a common tense to use, we use it to show the events which have been

ongoing from a prolonged period but will end in the future.

e.g. Moin will have been working in this office for two years next December.

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 सबसे महत्वपूर्ण CTET विषयों में से एक CTET गणित है। यह शिक्षकों को बच्चों की समस्या-समाधान क्षमताओं, तार्किक और तर्क कौशल की अवधारणाओं को समझने में भी मदद करेगा। उन उम्मीदवारों के लिए जिन्होंने सीटीईटी की तैयारी शुरू कर दी है, यह लेख आपके लिए एक मूल्यवान मार्गदर्शक होने जा रहा है।

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CTET 2021 (जुलाई) अधिसूचना और परीक्षा तिथियों की घोषणा सीबीएसई द्वारा जल्द ही की जाएगी। सीटीईटी जनवरी 2021 परीक्षा के लिए परीक्षा प्रक्रिया सीटीईटी परिणाम जारी करने और सीटीईटी प्रमाण पत्र और मार्कशीट जारी करने के साथ सफलतापूर्वक समाप्त हो गई है। सीटीईटी परीक्षा उत्तीर्ण करने वाले उम्मीदवार अब केवीएस, एनवीएस या केंद्र सरकार के स्कूलों द्वारा आयोजित शिक्षक भर्ती परीक्षा में शामिल हो सकते हैं।

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CTET चयन प्रक्रिया में निम्नलिखित चरण शामिल हैं:

चरण 1: सीटीईटी आवेदन पत्र भरें

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उम्मीदवारों को परीक्षा शुरू होने से कम से कम 90 मिनट पहले अपने सीटीईटी परीक्षा केंद्र पर रिपोर्ट करना होगा। सीटीईटी परीक्षा ढाई घंटे की अवधि की होती है। परीक्षा के दिन, दो पेपर आयोजित किए जाते हैं। पेपर- I को उन उम्मीदवारों द्वारा देने की आवश्यकता है जो शिक्षण कक्षा I-V (प्राथमिक विंग) के लिए अर्हता प्राप्त करना चाहते हैं। पेपर- II उन उम्मीदवारों के लिए है जो कक्षा VI-VIII (प्राथमिक विंग) को पढ़ाने के लिए अर्हता प्राप्त करना चाहते हैं।

चरण 4: सीटीईटी परिणाम की जांच करें

सीबीएसई ने परीक्षा की आधिकारिक वेबसाइट पर सीटीईटी परिणाम की घोषणा की। परीक्षा उत्तीर्ण करने वाले उम्मीदवारों को सीटीईटी पात्रता प्रमाण पत्र मिलता है। सीटीईटी पात्रता प्रमाण पत्र की वैधता सात साल से आजीवन अवधि तक बढ़ा दी गई है।

UPTET Previous year exam paper

UPTET Previous year Paper

उत्तर प्रदेश शिक्षक पात्रता परीक्षा (यूपीटीईटी) उत्तर प्रदेश के स्कूलों में प्राथमिक (कक्षा 1-5) और उच्च प्राथमिक (कक्षा 6-8) स्तर के शिक्षकों के लिए पात्रता प्राप्त करने के लिए वर्ष में एक बार आयोजित राज्य स्तरीय परीक्षा है। परीक्षा उत्तर प्रदेश बेसिक एजुकेशन बोर्ड (UPBEB) द्वारा आयोजित की जाती है। UPTET परीक्षा दो पालियों में दो पेपर- I और II के लिए आयोजित की जाती है। UPTET पेपर- I उन उम्मीदवारों के लिए आयोजित किया जाता है जो कक्षा 1-5 के शिक्षक बनने की योजना बनाते हैं। दूसरी ओर, UPTET पेपर- II उन उम्मीदवारों के लिए है जो कक्षा 6-8 के शिक्षक बनने की योजना बना रहे हैं। कक्षा 1-8 के शिक्षक बनने की इच्छा रखने वाले उम्मीदवारों को दोनों पेपरों में उपस्थित होना होगा। UPTET के दोनों पेपर एक ही दिन में ऑफलाइन मोड में पेन-एंड-पेपर आधारित टेस्ट के रूप में आयोजित किए जाते हैं। 

यूपीटीईटी पात्रता 2021

UPTET 2021 पात्रता को पूरा करने के लिए उम्मीदवारों को जिन बुनियादी मानदंडों को पूरा करने की आवश्यकता है वे हैं:

उम्मीदवारों को किसी भी विषय में स्नातक उत्तीर्ण होना चाहिए

उम्मीदवारों की आयु 18 से 35 वर्ष के बीच होनी चाहिए

उम्मीदवार भारत/नेपाल/भूटान/तिब्बत का नागरिक होना चाहिए

UPTET 2021 परीक्षा दिवस दिशानिर्देश

उत्तर प्रदेश शिक्षक पात्रता परीक्षा ऑफलाइन मोड में पेन-एंड-पेपर आधारित परीक्षा के रूप में आयोजित की जाती है। UPTET परीक्षा के दिन उम्मीदवारों को कुछ महत्वपूर्ण बातों का ध्यान रखना चाहिए:

उम्मीदवारों को आवंटित यूपीटीईटी परीक्षा केंद्र में कम से कम दो काले और नीले रंग के बॉल प्वाइंट पेन और एक पेंसिल ले जाना चाहिए

उम्मीदवारों को परीक्षा केंद्र पर UPTET प्रवेश पत्र ले जाना चाहिए

एडमिट कार्ड के साथ, उम्मीदवारों को दो पासपोर्ट साइज फोटो और एक फोटो आईडी प्रूफ (पैन कार्ड / ड्राइविंग लाइसेंस / वोटर आईडी कार्ड / पासपोर्ट / आधार कार्ड / राशन कार्ड) केंद्र में ले जाने की सलाह दी जाती है।

उम्मीदवारों को परीक्षा हॉल के अंदर कोई अध्ययन सामग्री या इलेक्ट्रॉनिक गैजेट जैसे कैलकुलेटर और डिजिटल घड़ी नहीं ले जानी चाहिए

UPTET परीक्षा पास करने के बाद उम्मीदवार को नौकरी कैसे मिलती है?

ए: एक उम्मीदवार के यूपीटीईटी परीक्षा उत्तीर्ण करने के बाद, उसे पात्रता प्रमाण पत्र जारी किया जाता है। उम्मीदवार यूपीटीईटी पात्रता प्रमाण पत्र के आधार पर उत्तर प्रदेश के स्कूलों में विभिन्न शिक्षण नौकरियों के लिए आवेदन कर सकता है। यह ध्यान दिया जा सकता है कि यूपीटीईटी परीक्षा केवल एक पात्रता मानदंड है और उम्मीदवार को नौकरी की गारंटी नहीं देता है।

पिछले साल का परीक्षा पेपर 

 Light Chapter notes for ctet and uptet exam

light chapter complete notes 

Include concept of Reflaction and Refraction.

Working of Concave and Convex Mirror.

Working of  Concave and Convex  lens.

Working of human eye and defect related to human eyes.

this is one of the most important chapter for ctet and uptet exam.so download the notes below and make sure to prepare it well .light chapter will carry 1 or more marks for sure.

carbon aur iske yogik (carbon and its allotrope)

 carbon aur iske yogik (carbon and its allotrope)

carbon and its allotrope is most important chapter exams like uptet,ctet,deled semester paper in science section.If you have prepared this chapter from notes below it can assure you 1 to 2 marks for sure.It is complete and taken from most trustworthy Ncert book. 

You can download the most important question and notes of  deled (BTC)  by clicking the link below.

Daab (Pressure)

  Daab  (Pressure)  

Pressure is defined as perpendicular force applied on a surface per unit are

unit of Pressure is Pascal 

Formula  for Pressure=Force/Area

You can download the most important question and notes of  deled (BTC)  by clicking the link below.

Second semester science most important questions

 You can download the most important question and notes of  deled (BTC)  by clicking the link below.All important questions with accurate answers of Hindi , English , Maths , Sanskrit, Computer ,  Social Science , Samaveshi Shiksha , Kriyatmk Shodh aur Navachar etc. These notes are NCERT  based which makes it trustworthy and helpful for deled and Tet /Ctet exams.

Deled Second semester science most important questions

jeevo ki sanrachna(structure of living beings)

You can download the most important question and notes of  deled (BTC)  by clicking the link below.

 jeevo ki sanrachna(structure of living beings)

Read this notes below to find out basic difference between eukaryotic and prokaryotic cells and organelles present in them.

the notes below will be helpful in deled exam, ctet exam and uptet exam as well.

 

VYGOTSKY THEORY OF COGNITIVE DEVELOPMENT

 VYGOTSKY THEORY OF COGNITIVE DEVELOPMENT

                                     

 this theory is also known as the socio-cultural theory of development.

 vygotsky said that development and learning take place because of cooperative process between  the child and  society.

first comes language then comes thought .

Knowledge is internalization of social activity.

learning is based on interaction between child and adult or peer.

He supported collaborative problem solving  between students.

Zone of Proximal Development (ZPD)

This is the Vygotskian concept that explains the mechanism of cognitive development. 

ZDP is actually the gap between actual competence level (what problem level a student is able to  solve on his own) and the potential development level (what problem level could she solve in  guidance of a  more knowledgeable person ).

ZDP can be simply understood as what a child can do on his own and what he can do with the help of more knowledgeable other. 

Scaffloding -

this is known as the help or temporary help provided by the teacher to the child in the process of learning. 

the teacher becomes helpful tool for the child in the process of zone of proximal development.

Self talk /Private speech/Internalization -

we often see that child talks to himself while playing and keep guiding himself while playing this is known as self talk or private speech.

 

Question tags

 Question tags

question tags are very important for ctet english paper. questions related to question tags are often asked in ctet exam so here is a list of common question tags.

Do + not - don’t 

can + not - can’t

Does + not - doesn’t 

could + not - couldn’t

Did + not - didn’t 

may + not - mayn’t

Will + not - won’t

 might + not - mightn’t

Shall + not - shan’t

 must + not - mustn’t

Is + not - isn’t 

should + not - shouldn’t

Am + not - aren’t 

would + not - wouldn’t

Are + not - aren’t 

ought to + not- oughtn’t

Was + not - wasn’t 

used to + not - usedn’t

Were + not - weren’t

Has + not - hasn’t

Have + not - haven’t

Had + not - hadn’t

  you must remember two rules to use these question tags in the sentences.

 If a sentence is affirmative, question tag will be negative and vice versa.

 Questions tags are framed with the help of pronoun and helping verbs

  ex- I am good at cooking, aren’t ? 

In the above example the sentence is affarmative(positive) so negative question tag have been used.

 ex You don't like apple,do you?

 in this example sentence is negative so postive question tag have been used.

Child Centred Education / Progressive Education

 Child Centred Education 

child centred education is also called as progressive education.

 It is defined as an educational movement, which places more value on experience than formal learning.

 It is more based on learning from experience and focuses on developing children's talents.

Who Supported child centered education? 

1)John Dewey

2)Jean Piaget 

3)Lev Vygotsky 

4)Jean-Jacques Rousseau

5)Rabindranath Tagore 

 

Shantiniketan which is a small town near Bolpur in the Birbhum district of West Bengal.He Said the emphasis on textbook education has diminished the use of  various natural resources for learning. The focus here was not on competitiveness, but on promoting personal motivation, discipline and intellectual curiosity.Several educators suggested that education should be a process of self-discovery. The child must know these concepts in some way so that he can develop them.

How child centred classroom is different from teacher centred classrom?

1)Teachers are flexible, prioritizing their child's interests, and  involve students in the learning process. In fact, in some case students work hard and  They develop knowledge .

2) the teacher a facilitator instead of an instructor.

3) In child-centered classes teachers promote collaboration in learning.

4)  teachers encourage students to reflect.

 Progressive education is all about student needs, including training the students to be good citizens.

  Teaching learning aid

The term refers to the different types of educational materials used by teachers to help them achieve specific learning goals in the classroom, as described in the programme.

 This may include games, movies, flash cards, project supplies, and more. Teaching in a classroom teacher-only classroom and writing on the blackboard or chalkboard is perhaps the most common example of not using an TLM.

To learn new concepts, you need to use type-based learning in teaching/learning content and focus on interactions between teachers, students, and students. Enhance learning context, textbook examples (TLM) storybooks, blocks, examples, videos, games, flashcards, modeling flowers, transparent displays, system computers, objects.

Necessity of teaching aid 

 1) Correct use of textbook helps to maintain the concept. 

2) Students learn best when they feel inspired by a variety of teaching methods. 

 3) Study materials strive to be useful examples of theoretical thinking.

 4)Learning materials increase student interest. 

5) These methods help students improve their vocabulary.

Type of learning resource:

 There are many resources currently available. Such devices can be classified as follows:

1) Visual aids :

visual aids are accessories that are displayed using visual aids. For example, boards such as real objects, models, photos, diagrams, maps, flannel boards, bulletin boards, blackboards, elevators, slides, etc. Of these, blackboards and chalk are the most common. 

2) Audio Aids : 

These help in remembering lessons through listening. 

ex radio, tape recorder etc.

3)Audio visual aid:

These include  television, projector, movie, etc. 

Lesson Plan

 Lesson Plan 

Importance of Lesson Planning:

Save time: A good curriculum saves a lot of unnecessary time that teachers and students usually spend on casual classes. It also improves the teacher's skills because the teacher focuses more on the concept than the next step.

Skills and Composition: A good curriculum has all the prerequisites for a good learning experience. This works. It defines the sequence of all classes and activities that teachers and students must perform. 

Use of the best teaching methods: By planning your program in advance, teachers are willing to think about the appropriate methods and methods for teaching concepts. This allows teachers to use best practices to facilitate learning. 

 

Guaranteed Student Engagement: Planned activities ensure that students participate in the learning process and peer learning takes place. A plan with effective assessment ensures that the student understands what the teacher is trying to present. This can be done with a random population that has not been properly evaluated. Student quality questions help students develop their thinking process.

Clarity: The teacher is works with plan and clarity. This helps her to focus on children and assist them better towards their goals. 

Framework: Lesson planning gives the teacher a solid framework and a sequence of events to follow.

Components of a lesson plan:

Needs Analysis: The teacher pre-evaluates the class to identify the individual and individual needs of the group. This assessment can be based on words, observations, or activities. Getting to know your students before planning lessons is always a good start.

 Lesson Objectives: These define what the teacher wants the students to learn or understand. Clear objectives help teachers to be specific in class and avoid any discussion on off topics.Concepts are introduced gradually through various activities and discussions. Teachers also ensure the ability to relate current concepts to previous concepts.

Lesson Content, sequence of learning and linking to previous lesson.

Resources: All materials to help teachers during class are included. Examples include PPT, audio, video, diagrams, manuals, and computers. This list varies by topic.

 Procedure:the steps and steps a teacher must go through to deliver a lecture. This can include regular classroom preparation programs, strategies to introduce specific topics, related questions that encourage students to think, specific examples, and more.

Herbartian Steps of Lesson Planning

➢ Preparation: Number of questions are asked to check their knowledge. These questions raise curiosity in them and help them get ready for new knowledge.

➢ Presentation: Students play important role in this step. Teacher develops the lesson by engaging students in activities and discussion which stimulates their mental activeness.

➢ Comparison or Association: In this step, the facts and application taught is compare and associated with previous knowledge and other subjects. This is done to stabilize and clarify the concepts in the minds of students.

➢ Generalization: This step is known as ‘system’ by Herbart. In this, the students are motivated to think about the link of their new knowledge to different situations. This step pushes their thinking to another level of learning.

➢ Application: In this step, students are provided activities and questions to check whether they are able to use their newly acquired knowledge in understanding and solving these real life problems. This stabilizes their knowledge and validity of the laws and concepts learned.

➢ Recapitalization:  The important points of the entire lesson are mentioned again to provide a summary of the class experience. Some questions also may be asked in this time to check students’ understanding of the concepts.

    B.F Skinner Theory of Operant Conditioning   

 He gave operant conditioning theory, which is also known as ‘R’ Type theory or ‘S-R Type theory”.

his experiment on rat and pigeons are famous.

the experiment is applicable to behaviour of people also.

rewards and punishments control the great majority of human behaviour.

Operant conditioning is the method of learning that occurs through rewards and punishment for behaviour.

Experiment:

BF Skinner has a special device called Skinner Box. When the hungry mouse pushes the lever, the feeding mechanism is activated, a constant light and sound are heard, and a small ball of food is set to be sent to the cup. The click was a sign that the rat would be rewarded for going out for food. The rat gets reward as food, on each proper response pressing to the lever, which makes the rat to repeat the same behaviour again and again. So, the mouse has learned to press the lever.

1) Positive reinforcement

This occurs when a stimulus is presented as a result of an action and the action is more likely to occur in a similar context.

The rats learned to go straight to the lever after some attempts. Here, getting food is positive reinforcement for rat.

Negative reinforcement

The removal of an unpleasant reinforce can also strengthen behaviour.

Applications

Results of a reaction are a wellspring of inspiration to additional event of that conduct. For E.g., prize, acclaim and so on The school can use the principles of operant conditioning to eliminate the elements of fear by using positive reinforcement.The most effective development this theory has worked on is the development of educational and learning machines. According to this theory, learning occurs when a textbook is designed to be less likely to fail and more likely to succeed. Teachers must provide immediate feedback on learning accuracy so that students can “learn at their own pace”.