It is report made during the teaching practice attended during masters of education.

1. 1
Field Based
Experience
Report
(Related to supervision and evaluation of practice-teaching and other
aspects of School experiences of B.Ed programmes)
Submitted to: Submitted by:
Nivedita
M. Ed.
Roll No.

2. 2
Index
Serial
No
Content Page No. Teacher
Signature
1. School Appraisal Report
i. Physical Structure
ii. Human Resource
iii. Environment of the
School
iv. Attendance (B. Ed.)
v. Time Table
i) School
ii) B. Ed.
2. Co-curricular Activities
3. i. Macro Lesson Plans
(Delivered)
ii. Macro Lesson Plan
(Observed)
4. Micro Lesson Plans
i. Skill of Stimulus
Variation (Delivered)
ii. Skill of Explaining
(Delivered)
iii. Skill of (Observed)
iv. Skill of (observed)
5. Teaching Practice
(Observation of the B.Ed.
students)

3. 3
Physical Structure
School is being divided into two parts one is primary and another is secondary in respect of
the building. Administration has put his best foot forward to keep the pace with the new
amendments done in the education system. This can be seen in the construction work which
is going on in the school premises. Apart from this they have tried to facilitate the students
with all the amenities like grassy lawn merged well in the play ground.
Practical Areas: Well equipped science laboratory can be seen. In addition to this other
laboratory like mathematics is under construction-but for the time being a semi-laboratory
kind of room is being created to facilitate the students-. Special emphasis is given on the
music and sports room to enhance other skills in the students. To match with fast pace a
well-designed computer laboratory is being developed with internet facility to keep the
students update with the fast moving world. All the laboratories are also enjoying the inbuilt
store room to avoid the wastage of time and for the ease of the personnel.
Library: a nicely managed library is provided for both teachers and students. Library is
painted in pearl white to depict the word ‘peace’ and interior including the furniture and
bookshelf are also in while colour to promote the peace. Library is well equipped with the
books not only covering the books in relation to the course they are studying but also books
on general knowledge, interior designing, cooking, painting, sports and so on.
Non-Teaching Zone: the non-teaching zone in which clerical and reception area comes is
kept in the starting of the school. It is done with a purpose to avoid disturbances in the
class-room area.
Principal’s Office: Principal’s office is constructed in the starting of the school and adjoining
the senior most classes. Principal’s office is well equipped with the reference books and
nicely spaced to have a staff meeting.
Classrooms: coming to the classrooms, they are well-spaced, enough light available and air
can also pass easily from the classrooms. Rooms can easily accommodate the student
strength. Senior (+1 and +2) class room division is based on the gender, understanding the
adolescence age requirements. Rest, talking of classes (6 to 10th
) are divided into two
sections naming A and B. These two sections are adjoining to each other for the purpose of
communication.
Rest Rooms: two types of rest rooms can be seen in the premises one for the staff –toilets
inbuilt- and another for the students divided on the basis of gender –girl and boy-. In
between of both the rest rooms toilets are arranged which is also divided in between boys
and girls.

4. 4
Street No. 14
Entrance
+1
(Boys)
+2
(Boys)
Principal
Office
Fee
Counter
Reception
Counter
Staff
Room
Girls Rest
Room
Toilets
Boys Rest
Room
Lawn & Play Zone
Science
laboratory
Library
+2
(Girls)
Sports
Room
+1
(Girls)
10th
Standard
9th
Standard
8th
Standard
7th
Standard
6th
Standard Computer
Laboratory
Music
Room
Water
Area
Maths
Laboratory
A B A B A B A B A B
Human Resource
New Light School located in the street number 14 is well versed with the human resource.
Their human resources are not only having the efficiency but also hard working and believe
in achieving the heights on the ladder.
 The total teaching staffs working with their best foot are 20 in number. These
teachers are well-qualified. Their responsibility is not only to teach the students but
to guide them and become their friends. These staffs are mixture of old staff-
working for more than 5 to 6 years- and new staff which got qualified recently. All
the teachers come to school with a great zeal to do something new every day and
every minute.
To make a success everything counts same way the non teaching staffs also counts.
 In the school for proper maintenance of the building, students and teacher’s
personnel accounts the school has appointed two clerks with great calibre.
 Not forgetting the persons maintain the laboratories and the library. There is a
separate laboratory attendant for the science laboratory and rest of the laboratories
are maintained by the teachers of the respective subjects.
 A decent looking librarian has also been performing her duty well. She not only
motivates the students but also make sure students maintain the discipline in the
school premises.
 To look for the school neatness, hygiene and to students’ personal care school has
appointed 4 attendants who are always ready to work for school.

5. 5
Environment of the School
New Light School is well managed school in regard to the staff –teaching and non-teaching-.
The building is under construction which represents it is trying to cope up the basic needs of
the students. Principal is another important part of the school who is very progressive in
nature. He is very dedicated towards the all-round development of the school. Teaching
staff is very co-operative and definitely motivated or open towards the improvement.
School lacks upon the neat and clean environment which makes the building less conducive
for studying. After being a well planned building still the school students do not enjoy clean
air to breathe. Students are very clear about their philosophy on which the school is
running. Discipline is the foundational norm of the school. Moral education is given specific
importance. After so much of dedicated efforts still some students try to break school rules
and perform anti-norms behaviour. School also pay special attention to those teachers.
Especially a dedicated supervisor is appointed by the school administration to make sure the
school enjoy pure discipline. Special efforts are paid on the academic parts of the students.
Good quality book are prescribed and teachers pay their best. In short, New Light School,
though need some improvement in the basis but still they try to pay a good amount of
attention on the studies of the students.
Attendance
A total of 25 students of B. Ed. got an exposure to teaching in real situation or in other
words teaching in a real classroom. Their teaching practice got started on 15th
of November
2012 and lasted till 29th
of November 2012. Out of 15 days of teaching practice 10 days
teaching could be performed, rest 5 days were holidays because of one or the other reason.
All students were quite excited. B. Ed. students were not only punctual with regard to
school time but also take care of the class duration.
Sr.
No.
Roll
No.
Name 15th
Nov
16th
Nov
17th
Nov
18th
Nov
19th
Nov
2Ost
Nov
21rd
Nov
22th
Nov
M E M E M E M E M E M E M E M E
1 17 Manju P P P P P P S P P P P P P R
2 21 Kiranpreet P P P P P P U P P P P P P A
3 23 Harpreet Kaur P P P P P P N P P P P P P L
4 24 Renu Bala P P P P P P D P P P P P P L
5 119 Jagjeet P P P P P P A P P P P P P Y
6 122 Mamta P P P P P P Y P P P P P P O
7 123 Nagma P P P P P P S P P P P P P N
8 137 Gunjan P P P P P P U P P P P P P D
9 140 Bindu P P P P P P N P P P P P P R
10 141 Prinka L L P P P P D P P P P P P U

6. 6
11 145 Minakshi P P P P P P A P P P P P P G
12 159 Manisha P P P P P P Y P P P P P P A
13 160 Astha P P P P P P S P P P P P P D
14 166 Mehak P P P P P P U P P P P P P D
15 173 Sipra P P P P P P N P P P P P P I
16 174 Pawan Deep P P P P P P D P P P P P P C
17 190 Rishu Bala P P P P P P A P P P P P P T
18 192 Kanchan P P P P P P Y P P P P P P I
19 195 Gagan Deep P P P P P P S P P P P P P O
20 196 Damini P P P P P P U P P P P P P N
21 213 Manju P P P P P P N P P P P P P R
22 230 Bhavya P P P P P P D P P P P P P A
23 241 Moonam P P P P P P A P P P P P P L
24 242 Manju P P P P P P Y P P P P P P L
25 254 Avi P P P P P P P P P P P P Y
Sr.
No.
Roll
No.
Name 23th
Nov
24th
Nov
25th
Nov
26th
Nov
27th
Nov
28st
Nov
29rd
Nov
M E M E M E M E M E M E M E
1 17 Manju P P S P P P P P P E
2 21 Kiranpreet P P H U P P P P H P P N
3 23 Harpreet Kaur P P O N P P P P O P P D
4 24 Renu Bala P P L D P P P P L P P
5 119 Jagjeet P P I A P P P P I P P O
6 122 Mamta P P D Y P P P P D P P F
7 123 Nagma P P A S P P P P A P P
8 137 Gunjan P P Y U P P P P Y P P T
9 140 Bindu P P N P P P P P P E
10 141 Prinka L L H D P P P P H P P A
11 145 Minakshi P P O A P P P P O P P C
12 159 Manisha P P L Y P P P P L P P H
13 160 Astha P P I S P P P P I P P I
14 166 Mehak P P D U P P P P D P P N
15 173 Sipra P P A N P P P P A P P G
16 174 Pawan Deep P P Y D P P P P Y P P
17 190 Rishu Bala P P A P P P P P P P
18 192 Kanchan P P H Y P P P P H P P R
19 195 Gagan Deep P P O S P P P P O P P A
20 196 Damini P P L U P P P P L P P C
21 213 Manju P P I N P P P P I P P T
22 230 Bhavya P P D D P P P P D L L I
23 241 Moonam P P A A P P P P A P P C
24 242 Manju P P Y Y P P P P Y P P E
25 254 Avi P P P P P P P P

7. 7
Time Table
According to Century Dictionary time table is a tabular statement or scheme, showing the
time when certain things are to take place or be attended: as, a school time-table, showing
the hour for study in each class.
School:
B. Ed Students:
Day 1
Time/
Class
6th
A 6th
B 7th
A 7th
B 8th
A 8th
B 9th
A 9th
B 9th
C
1:10-
1:35
137
English
174
Social
Science
173
Maths
213
Hindi
195
History
21
Hindi
159
Science
160
Science
166
Science
1:35-
2:00
192
History
123
Punjabi
145
Punjabi
160
Maths
17
Hindi
230
Punjabi
241
Social
Sciences
23
Hindi
254
Social
Science
2:00-
2:25
119
Punjabi
141
Hindi
196
History
166
Maths
174
Punjabi
190
History
24
Hindi
242
Social
Science
122
Hindi
2:25-
2:50
140
Hindi
230
Punjabi
159
Maths
173
Maths
190
Hindi
192
English
195
English
196
Hindi
213
Social
Science
Period/
Class
6th 7th 8th 9th 10th (A) 10th (B)
Morning Assembly
1 Maths Punjabi Science Maths Maths English
2 Hindi Maths Hindi Science Hindi Maths
3 English English English Hindi Punjabi Punjabi
Short Recess
4 Science Science English Maths Maths English
5 Computer Computer Maths English Science Maths
6 English English Social Science Social Science English Science
Long Recess
7 Punjabi Maths Punjabi English English Social Science
8 Maths Hindi English Punjabi Social Science Social Science
9 Social
Science
Social
Science
Punjabi Physical Education/
Computer/
Home Science
Home Science/
Computer/
Physical Education
Hindi

8. 8
Day 2
Time/
Class
6th
A 6th
B 7th
A 7th
B 8th
A 8th
B 9th
A 9th
B 9th
C
1:10-
1:35
173
Science
160
Maths
254
English
166
Maths
123
Maths
122
Social
Science
140
Maths
141
Maths
230
Social
Science
1:35-
2:00
159
Maths
24
Social
Science
190
Hindi
192
English
23
Social
Science
137
Maths
145
Social
Science
213
Social
science
196
Hindi
2:00-
2:25
17
Social
Science
242
Social
Science
21
Social
Science
195
Punjabi
241
Hindi
242
Hindi
196
History
174
Social
Science
173
Science
2:25-
2:50
241
Social
Science
254
Social
Science
174
Punjabi
119
Social
Science
230
Social
Science
213
Social
Science
195
History
192
History
190
History
Co-Curricular Activities
B. Ed students very energetically organized the different co-curricular activities. They
emphasized on bringing everyone in front.
1. Students of B. Ed very energetically organized morning assembly. During assembly all
the students volunteer for different duties based on their capabilities. Like Shipra did
a good job of commanding the students, Priyanka read news for the students’
knowledge updating, to inculcate the moral values Manisha delivered a thought, to
celebrate the greatness of the Guru Nanak Dev ji Damini put forwarded her thoughts
and the list goes on. We can also look into other duties in which B.Ed girls perform
par excellence they are like discipline, management of students, playing on musical
instruments etc. At last students gave away the prises for the competition they
conducted during their teaching practice.
2. Girls unanimously decided to check the students on their handwriting skills. Teams
were formed to evaluate the handwriting in every class. This only team decided upon
the winners who were later rewarded in the morning assembly. Tips were given to
those students who could not perform well.
3. Last activity organised by the B. Ed student was organising the singing competition.
Well performing students from the classes 6 to 10 were selected. Apart from
rewarding the best performing students, B. Ed students also rewarded the
participants to keep their spirits high.
That is how teaching practice was not only nailing the art of teaching (all the Micro Skills)
students but a promising attempt to learn the essential role of a teacher.

9. 9
Macro lesson Plan (Delivered)
PT Roll No.: M-30 Date: 08-11-2012
Subject: Economics Class: 9th
Topic: Poverty As Challenge Duration: 35 to 40 minutes
General Aids:
Classroom, Pointer, marker, blackboard etc.
Special Aids:
Power Point Presentation and video
General Aim:
1. To give knowledge of economics for practical purposes.
2. To give mental training to students.
3. To make students understand economics problems of country.
4. To make practical use of money.
Specific Aim:
1. To create understanding of poverty as a challenge and sensitizing of the learner.
2. For appreciation of the government initiative to alleviate poverty.
Behavioural Aim:
After completing this chapter students will be better aware of not only poverty but also
poverty vs. India.
P K Testing:
1. What impression do you take from these pictures? (shown in the power point
presentation)
2. Can you give some example of poor living in and around your area?
3. How do you define a poor?
Announcement of the Topic:
Students! As you all have fair enough knowledge regarding the poverty let’s look into some
technical part of poverty being an economics student.
Presentation:
Subject Matter PT Activity Pupil Activity BB Work/Teaching
Aids
Giving the brief
content of today’s
lesson to be
delivered
Teacher show the
slide of the content
Pupil take a brief
notes of the content
 Definition
 Characteristics
 Analyzing a poor:
Exclusion and

10. 10
vulnerability
Definition and the
characteristics
Teacher defines the
pupil regarding the
poverty and it’s also
discussing the
characteristics.
Pupil discusses over
the characteristics
and they try to give
their point and
explanations.
1. minimum
requirement of
life,
2. health and
efficiency due to
very low income
3. insufficient assets
Analysing a poor Teacher gave good
amount of detail
with examples.
They made notes of
it.
Social Exclusion
&
vulnerability
Poverty Line Teacher explained
the concept with the
help of Indian
content and world
context. Teacher
explained the World
Bank, NSSO
Ministry of
Statistics and
showed them data
of both the India
and World.
Student’s takes
notes of that and
enjoyed learning
about new
organisations.
 (Income +
Consumption) <
minimum
level(basic needs)
 In India(Calorie
system): Rural-
2400; Urban-
2100.
Recapitulation(Mid-Lesson):
1. Students please explain the co-relation between the skill and poverty.
2. NSSO Comes under Ministry of:
3. Define the parameters of poverty in terms of :
 Calorie:
 Income per month:
 Income per family:
 By World Bank:
4. Explain the term ‘Vulnerable’ in context of poverty and give examples of vulnerable
groups in our society.
Vulnerable Group Teacher explains
the vulnerable
group and defines
the problems faced
by them.
Pupil does put their
doubts and clarified
them.
Schedule Tribe
Schedule Caste
Rural
Urban
Total of both
Global Poverty
Scenario
Teacher will give
details with the help
of power point
presentation
Pupil made notes of
the content.
world Bank developing
countries living in
extreme economic
poverty has fallen from
28% in 1990 to 21% in
2001
Causes of Poverty Teacher discusses
the causes of
poverty with
Students put
forward their view
and had a healthy
1. Historical Reason
2. Green revolution
3. No Job generation

11. 11
students and then
teacher gave those
technical terms and
economic scenario
of the causes.
discussion.
Anti-Poverty
Measures
Teacher again do a
healthy discussion
with the students
and discuss
different
government scheme
Students enjoy the
discussion while
putting their view
point they also
made notes.
MGNERAGA
NFWP
PMRY
Open Discussion Teacher does have
an open discussion
regarding the topic
to ensure the
understanding,
creativity,
innovative ideas for
solving the poverty
issue and do brain
storming.
Students enjoyed
the discussion,
maximum
participation and
presented idea of
their brain.
o Imparting the skill
among poor
o Proper
implementation of
policies
o Fulfilling their
basic needs
Video Watching Teacher showed a
video to the
students showing
the poverty made
by World Bank.
Students enjoyed
the video and tried
to make some notes
out of it and can
visualize the idea of
poverty.
Reference from the
World Bank’s Video
Final Recapitulation:
A. Identify the states where poverty ratio is highest.
B. Identify the areas of the world, where poverty ratio has declined.
C. Define Poverty line and parameters define by World Bank.
D. Discuss the following issues related to poverty:
I. Child Labour
II. Size of Family
III. Illiteracy
IV. Landlessness
Home Work:
Learn and write the following questions:
1. Major Reasons of Poverty in India.
2. Estimation of Poverty Line in India.
3. Identify the social and economic groups which are most vulnerable to poverty in
India.
4. Describe current government strategy of poverty alleviation
Macro Lesson Plan (Observed)

12. 12
PT Roll No.: M-4 Date: 08-11-2012
Subject: Social Science Class: 8th
Topic: National Symbols Duration: 35 to 40 minutes
Skills Used:
1. Skill of introducing a lesson: Introduction of the lesson was intelligently done by
using the previous knowledge of the pupil.
2. A skill of probing questions was used very well. Questions were relevant and
formation of the questions was simple. Teacher tried to keep the class content
towards the topic by directing students through question-answer sessions.
3. Pupil-Teacher has tried to maintain the decorum of the class by using the skill of
stimulus variation which on other hand made her lesson more interesting for the
students.
4. Skill of explanation was used; pupil-teacher explained the topic in student friendly
language.
Teaching Aid: Yes, pupil-teacher made very neat & clear and big-size flash cards, which was
clearly visible from the back. Students liked them and enjoyed the lesson.
Overall remarks: Pupil-Teacher started the lesson by testing the students’ previous
knowledge and introduces the lesson using the advance organizer model. She tried to
inculcate different skills in her teaching to make her lesson more interesting and better
retained. Pupil-Teacher was confident and very well versed with the topic. To check the
students understanding about the topic she asked number of questions from the students in
between the lesson. And tried to made whole class interactive. To summarize the whole
topic she gave some questions as home work.
Micro lesson Plans: the concept of micro-teaching, which aims at
improving teachers training, involves making complex things simple. It is originally
evolved by Dwight W. Allen and his colleagues at Standford University in USA in
1961. In India, it was first used by Centre for Advanced Study in Education in
Baroda in 1970.
Micro Lesson Plan-1
PT Roll No.: M-30 Date: 08-11-2012
Subject: Economics Class: 9th
Topic: Poverty As Challenge Duration: 7 to 10 minutes
Skill: Skill of Stimulus Variation
Components:

13. 13
1. Teacher Movement
2. Teacher Gestures
i. Emphasizing importance
ii. Expressing
iii. Direct Attention
iv. Indicating shapes, size and movements etc
v. Combining verbal exposition with gestures.
3. Change in Speech Pattern
4. Focusing
i. Verbal Focusing
ii. Gesture Focusing
iii. Verbal and Gesture Focusing
5. Change in Interaction Styles
i. Teacher-pupil Interaction
ii. Teacher-pupils Interaction
iii. Pupil-pupil Interaction
6. Change in Sensory Focus
i. Oral to visual
ii. Oral to oral-visual
iii. Visual to oral-visual
7. Student Movement
8. Pause
PT Activity Pupil Activity Components
Teacher discuss the
definition with the pupil
“Inability to achieve the
minimum requirement of life,
health and efficiency due to
very low income and
insufficient assets.”
Students made notes and
discuss it further with the
teacher
What are minimum
requirements for poor?
Change in Interaction
Style(Teacher-pupils
Interaction)
While explaining the
characteristics of poverty
teacher tried to inculcate the
life skills among students
 Landlessness/lack of
shelter
 Unemployment or not
regular job
 Size of Family
Students do realise the
poverty’s harmful effect
Hunger, helplessness, need
of skill
Teacher
gestures(Emphasizing
importance, combining
verbal exposition with
gestures and expression)
Teacher asked one of the
student to read the slide
‘Analysing the Poor’
Two students one by one
stand up and read the whole
slide loudly and slowly.
Social Exclusion
&
Vulnerability
Students Movement

14. 14
Teacher attract the attention
of the student by saying look
at the graphs of poverty in
India
Students look at the graphs
and try to analyse it.
Analysed the difference
between schedule caste and
schedule tribe.
Focusing(Verbal Focusing)
Teacher made groups of
students to discuss on the
causes of poverty
Students performed in team
and enjoyed the healthy
discussion:
 Lack of education
 Inequality
 Lack of proper
implementation of
government policies.
Change in Interaction
Styles(Pupil-Pupil
Interaction)
To recapitulate the lesson
teacher showed the students a
video on Poverty by World
Bank.
Students feel the sensitivity
of the poverty
Change in Sensory Focus
(Visual to oral-visual)
Micro lesson Plan-2
PT Roll No.: M-30 Date: 08-11-2012
Subject: Economics Class: 9th
Topic: Poverty As Challenge Duration: 7 to 10 minutes
Skill: Skill of Explaining
Components:
1. Use of Introductory Statement
2. Use of Concluding Statement
3. Use of Explaining Links
4. Interesting to Pupil
5. Covering Essential Points
6. Use of Visual Techniques
7. Technical words Definition
8. Testing Pupil’s Understanding
PT Activity Pupil Activity Components
Teacher explain the different
parameters of Poverty in
India
 According to year
2000[poverty line for
a person]: Rural- Rs
328 per month;
Urban- Rs. 454per
Students made notes Defining Technical points
and Covering essential points

15. 15
month.
 According to year
2000[Earning of a
family of less than 5
members]: Rural-
Rs1,640 per month;
Urban-Rs.2,270 per
month.
Explained the causes of
Poverty
 Rural Phenomena
also becoming the
part of Urban sector
 Income Inequality
Students do realise the
poverty and its reasons
Use of Explaining links
Teacher discussed Poverty
Line
Students understand it
carefully
Technical words definition
Teacher explains everything
with help of power point
presentation and video clip
Students look at the power
point presentation carefully
and enjoyed it.
Interesting to pupil and use
of visual techniques.
Teacher conducted a healthy
discussion on the measures to
correct poverty
Students performed it in
discipline
 Skill development
 Government policies
 Giving them equal
access in society
Testing pupil understands.
Teacher also concluded the
discussion by introducing
students to different
government schemes.
 PMRY
 MDNERAGA
 NFWP
Students made notes. Use of Concluding Statement
Micro Lesson Plan-1 (Observed)
Observation Schedule for the:
Skill of Probing Questions
Name of the Pupil Teacher: Vishu
Subject: Social Science Topic: National Symbols
Class: 8th
Date: 08-11-2012
Serial
No.
Components Not at all Very Much
1. Prompting 1 2 3 4 5 6
2. Seeking further Information 1 2 3 4 5 6
3. Refocusing 1 2 3 4 5 6
4. Redirecting 1 2 3 4 5 6

16. 16
5. Increasing Critical Awareness 1 2 3 4 5 6
Micro Lesson Plan- 2 (Observed)
Observation Schedule for the:
Skill of Stimulus Variation
Name of the Student Teacher: Vishu
Subject: Social Science Topic: National Symbols
Class: 8th
Date: 08-11-2012
Serial
No.
Components Not at all Very Much
1. Movement 1 2 3 4 5 6
2. Gestures 1 2 3 4 5 6
3. Change in voice 1 2 3 4 5 6
4. Focusing 1 2 3 4 5 6
5. Change in interaction styles 1 2 3 4 5 6
6. Pausing 1 2 3 4 5 6
7. Aural-visual switching 1 2 3 4 5 6
8. Physical involvement of the pupil 1 2 3 4 5 6
Observation of Lesson Plans (During
Teaching Practice)
Serial
No.
Date of
observation
(2012)
Roll
no./
Name
Subject Topic Skills Used
Teaching
Aid
Remarks
1. 15th
of Nov
145
Minakshi
Social
Science
National
Symbols
 Introducing a
lesson (through
Advance Organizer
Model)
 Reinforcement
nicely done
 Tried to increasing
Pupil Participation
 Explanation was
done in the child
familiar language
Y
Pupil-
Teacher was
nervous
initially. Still
she was able
to deliver
the lesson
very
interestingly.
Very well
used
previous
knowledge
of the pupil.
2. 16th
of Nov
160
Astha
Maths
Pythagoras
Equation:
 Skill of introducing
a lesson was not
so effective.
Y
The device
used by the
Pupil-

17. 17
 Using of
Blackboard was
proper.
 Increasing pupil
participation by
giving them some
problems to solve.
Teacher was
appropriate.
Almost
every
question of
the teacher
was
followed by
correct
pupil’s
response.
3. 17th
of Nov
119
Jagjeet
Punjabi
Story (Loin &
Rat)
 Pupil-Teacher
tried to use the
stimulus variation
 Introducing a
lesson was not so
effective
 Silence and non-
verbal clue were
effectively used.
 Pupil-Teacher
made the increase
pupil’s
participation.
N
Pupil-
Teacher
tried to
create
maximum of
drama
through
change in
voice,
gestures,
pausing and
physical
involvement
of the pupils.
Teacher also
repeats and
rephrases
the
responses.
4. 19th
of Nov
159
Manisha
Science
Properties of
Acids
 Increasing pupil
participation was
effective.
 Explanation was in
generous amount.
 Illustrating with
examples was
used very
frequently.
N
Pervious
knowledge
of the pupil
was used. In
all Pupil-
teacher
done great
efforts to
make the
whole topic
interesting.
5. 20th
of Nov
192
Kanchan
English Homophones
 Using Blackboard
frequently and
effectively used.
 Increasing pupil
participation by
practicing the
pronunciation of
the words
 Illustration with
examples for the
Y
Pupil-
Teacher was
well
prepared.
She used
enough
examples
and made
the students
practice with

18. 18
better
understanding of
the topic
her. Pupil-
Teacher
used flash
cards and
rotates in
the class.
6. 21st
of Nov
137
Gunjan
Maths
Perimeter of
rectangle
 Fluency in
questioning was
there and
relevant.
 Explanation was
done nicely.
 Illustrating with
examples is used
appropriately
N
Pupil-
Teacher
used the
student’s
previous
knowledge.
Pupil-
Teacher
used real
objects in
the class for
explanation.
7. 23rd
of Nov
173
Shipra
Maths
Prime &
Composite
numbers
 Illustrations with
the help of
examples were
done effectively.
 Use of blackboard
was done
effectively.
 Fluency in
questioning was
found.
N
She was
confident
and had a
clear idea
about the
topic she
was
supposed to
teach. She
correlated it
with the
student’s
previous
knowledge.
8. 26th
of Nov
212
Manju
Rani
Social
Science
Economics
(Barter
Economy)
 Illustration with
examples was
prepared well.
 Pupil-teacher tried
to increase the
participation of
the students.
 Reinforcement
was used in a
balanced way.
Y
Pupil-
Teacher with
the help of
pupils
performed a
small drama
to explain
the concept
which made
the whole
class
effective and
interesting.
9. 27th
of Nov
241
Poonam
Social
Science
Economics
(Types of
Goods)
 Introduction to
the lesson was
effective.
 Skill of explanation
was used with the
help of concept
Y
Lesson was
effectively
delivered.
Teacher
tried to
maintain the

19. 19
attainment model.
 Skill stimulus
variation was used
effectively.
continuity in
the lesson.
10. 29th
of Nov
20
Harpreet
Kaur
Social
Science
Economics
(Economic
Activities)
 Skill of illustration
with examples
was effectively
used.
 Skill of explanation
was used
considering in
mind the student
understanding
power.
 Skill of silence and
non-verbal cues
was moderately
used.
N
Pupil-
Teacher felt
very
confident
about the
topic and
conducted
the lesson
very
effectively.
Students
enjoyed the
examples
and try to
correlate the
things with
daily life.
Date:
Teacher Signature: