Aug 13, 2019

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The teacher works within the broader framework of school education and includes the goals, courses, methods and expectations set by the teacher. The structure of the teacher-training curriculum should be consistent with the structure of the school curriculum. Teachers have to be prepared to keep up with the needs and demands of the school and to be constantly involved with the questions arising in the school, from the teaching and the teaching. With regard to the wider socioeconomic and political changes of society, many expectations are kept from the teacher which is changing from time to time.
The post-independence decades of schooling have seen significant changes.
According to the Government of India, 1% of the 5 crore children between the ages of 5 to 5 years have enrolled in primary school, of which about 5% have left school before completing standard 1. Anyone looking at the actual situation feels that there are many difficulties along this route. Regional, social and racial inequalities raise new challenges. These realities raise many obstacles and challenges in the implementation of the Right to Children's Education under the Free and Compulsory Education Act, and especially in regard to the role and place of teachers.
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The teacher should be equipped not only for teaching but also for understanding the society of the students and guardians so that the students can attend school regularly and receive education. Under this law the teacher should not punish the child physically. Completing the syllabus within a given timeframe: Assessing students, calling parents' meeting to inform them of the child's progress and to make school activities mandatory as a member of the school management committee.

Section 3 (1) of the Act, in the determination of the syllabus and evaluation process, emphasizes the following:
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