Teacher Empowerment Training Programme(TEP)TEP/Teacher Empowerment Programme: Teacher Empowerment Forum is going to conduct Teacher Empowerment Training Programme(training the master trainers) to the Selected teachers from Govt Schools for revamp the teaching/learning of English and in this subject a proposal has been sent to the concerned District Officials for TOT training for 5 days to 100 selected teachers of Govt. schools in Telangana Sate.
TEP/Teacher Empowerment Programme:
Problem in context (Students):
1. Most of the students join Govt. primary school without any background of pre -school education.
2. Most of the students are first generation learners.
3. Reading fluency and reading comprehension levels of students are far from satisfactory.
4. In most schools only 10% of students are able to read textual material prescribed fluently.
5. Comprehension levels are much lower: 10 % Students in each class are two levels below the class in which they are studying with respect to reading fluency and comprehension. These students find it difficult even to decode transcripts /reading material.
6. Language proficiency levels in terms of language skills are abysmally low. These include :
a) Listening comprehension skills
b) Speaking skills
c) Reading comprehension skills and
d) Writing skills.
7. Students are unable to use language independently.
8. Teachers spend most of their time “covering the portions” and giving students answers to
comprehension questions given at the end of the lesson.
9. Teaching/ learning is wholly text based.
10. No interaction in the class rooms. No conversation.
11. Inadequate listening inputs.
12. No practice at home.
13. Lack of graded reading material.
14. No differentiated instruction (Materials as per their reading levels – graded comprehensible inputs.
Methodology used in classroom does not lead to development of skills i.e: English is taught as a subject with focus on imparting information and not on development of language skills.
Problem in context (Teachers):
1. Teachers lack insights into relevant approaches and use of ICT in language teaching.
2. Lack of structured and focused teacher training programs designed to improve professional competencies.
3. Lack of adequate teacher resources.
4. Assessments of Language proficiency continues to be text based and not skill based. High scores secured by students through rote memory and mugging up of answers are not indicators of Language proficiency levels achieved. Our tests and examinations test memory and not proficiency. Proficiency in language skills are poorly developed and hardly tested.
Resources recommended for teachers
1. English grammar just for you
2. Speak well (OUP)
3. English for teachers of primary classes
4. Professional speaking skills
(Serial number 1 & 2 are course books and serial number 3 & 4 are reference books)
The Philosophy - Put Reading first:
Success in school starts with Reading.
When children become good readers in the early grades, they are more likely to become better learners throughout their school years and beyond. Learning to read is hard work for children. Fortunately, research is now available that suggests how to give each child a good start in reading. Becoming a reader involves the development of important skills, including learning to:
- use language in conversation
- listen and respond to stories read aloud
- recognize and name the letters of the alphabet
- listen to the sounds of spoken language
- connect sounds to letters to figure out the “ code ” of reading
- read often so that recognizing words becomes easy and automatic
- learn and use new words
- understand what is read
Preschool and kindergarten teachers set the stage for your child to learn to read with some critical early skills. First , second , and third grade teachers then take up the task of building the skills that children will use every day for the rest of their lives.
Critical components of Early Reading Instruction:
Early reading instruction should have five critical components:
1. Phonemic awareness - the ability to hear and manipulate individual sounds in spoken words
2. Phonics- knowledge of the relationship between letters and sounds in spoken language (graphophonemic knowledge) that allows children to read and spell words
3. Fluency-the ability to read text accurately, quickly, with expression, and with correct phrasing
4. Vocabulary-knowledge of words required to communicate and Comprehend spoken and written language
5. Text comprehension-the ability to obtain and construct meaning from written language
Leveled Tools for Literacy:
Every time children learn to read, their world gets brighter. So does ours. Literacy, the foundation of all learning, is mastered at different rates, in different ways. But not all children learn at the same level.
Leveled reading uses small-group instruction and developmentally appropriate books called leveled books. This approach recognizes that a wide range of reading ability exists within any grade level or age group, and that reading at the appropriate levels ensures success. Each session, 15 to 25 minutes, begins with introducing a book, eliciting prior knowledge, and building background. A child is placed in a small group with other children of similar ability and given a developmentally appropriate book to read. The teacher monitors and guides the reading of each child as needed. Discussion of the book follows, and the child keeps the book to read repeatedly. Subsequent lessons at the lower levels usually use an entirely new book.
The Central Board of Secondary Education (CBSE) has emphasized reading as a “focus area for language education”. School textbooks and syllabi are burdened with information absorbing, content heavy and memorizing tasks, so much so that the pleasure of reading for its own sake is missed out.
Opportunities for individualized reading need to be built at all stages in order to promote a culture of reading. Textual material used in schools do not provide this. They also do not cater to individual reading levels resulting in differences in language proficiency of students. ( ONE SIZE DOES NOT FIT ALL). Hence the remedy lies in multiplicity of instructional material .This is also one of the recommendations of NCF -2005.
The CBSE also mentions that learners should be able to establish a “dialogue with textual material”. Majority of students in schools are unable to establish a dialogue with the textbooks as they are unable to read and understand the extracts included. Some of them are unable to decode the titles of lessons of previous classes. Many students found it difficult even to read the title.
Preschool and Kindergarten teachers set the stage for children to read with some critical early skills. Since primary classes of many schools are heterogeneous and the language proficiency skills vary a lot, emphasis is to be given to listening and speaking, phonemic awareness, phonics, vocabulary and comprehension.
If this foundation is not laid properly students of primary classes will find it difficult to become effective users of English. Differentiated reading instruction can no longer be seen as an intervention or as a remedial measure- it’s the only way to teach all students.
Let us endeavor to revamp the teaching/learning of English in our primary classes by using quality resource material designed to develop language skills and by affecting a paradigm shift from teaching to learning. Source: Teacher Empowerment Forum,Hyderabad
Teacher Empowerment Training Programme Schedule 2016 in Telangana